SOUTHWOOD ELEMENTARY
School Improvement Plan
2014-15
IMPROVEMENT GOALS
What is the SMART student
learning goal, PLC team goal, or
general school improvement
goal you intend to accomplish?
IMPROVEMENT
ACTIVITY
What initiatives or activities will
occur to accomplish this goal?
TIMELINE
When will this
activity begin and
end?
WHO IS
RESPONSIBLE?
Who will provide the
leadership for this activity?
EVIDENCE OF EFFECTIVENESS
What ongoing
FORMATIVE or SUMMATIVE
evidence will be gathered to
show this activity is making a
difference in student
learning?
PROFESSIONAL
DEVELOPMENT AND SUPPORT
How will staff acquire the
necessary skills and attitudes
to implement this activity?

Students use letters and
sounds correctly in daily
writing

Literacy Coach or Principal

Primary/Elementary
Spelling Inventories

Concepts of Print Assess.

DRA2+ Asses.

Running Records

Schoolwide fluency
monitoring 3X, LLI
assessments, DRA2+,
trajectory forms to track

None, information to staff
and conversations
between Linda and
classroom teachers
What are the existing and/or
new resources that will be
used to accomplish this
activity?
READING
Proficiency Goals:

90% of all Kindergarten
students proficient on
Concepts of Print, Letter
Recognition, and Sounds
by Spring


80% of all K-2nd students
proficient on DRA2+ and
District Reading Report
Card (Spring)
90% of all 3rd-5th students
proficient on SBAC-ELA
CAT, (by test time)
DRA2+and District Reading
Report Card (Spring)


K-3: Systematic whole class
dictation practice with
Spelling Through Phonics
(target earlier mastery per
Allington)
Title/LAP Intervention, LLI;
Ongoing, does not
end

Classroom teachers,
core instruction
Depends on
individual student
goals and needs,
formative
assessment results

Linda Hennessy and
paras, classroom
teachers

All teachers

Environmental Print: Rooms
are labeled to support
spelling and word
recognition for all learners
Ongoing, existing
state

All teachers, and as
interventions

Rooms are all labeled,
students use labels and
word wall in writing (see
LC rubric)

None: expectation
corresponds with research
on print rich classrooms
and support for DLL and
Students of Poverty

Increase read-alouds to
provide context and
meaning for letters and
Ongoing

All teachers

Correlational, but
meeting growth goals for
CP and Letter/Sound.

Embedded in both Making
Meaning and LC materials
also. Possible inservice by

90% of all students K-5
Independent or Advanced
in Reading Engagement
on the DRA2+
sounds, and to provide
background knowledge and
vocabulary
Teacher survey on # read
alouds
Linda Hennessy or Lynn
Lofstrom as needed

Integrate read-alouds
throughout content areas
to strengthen background
knowledge and build
vocabulary
Ongoing

Classroom Teachers

Student confidence and
engagement in content
concepts and skills, use
of content vocabulary in
student work, writing
about reading, student
conversations in
conferring and in-class
activities

Making Meaning, Comp
Toolkit alternate texts,
books by Laminack and
Wadsworth, Staff
Inservice by Linda
Hennessy

Systematically teach all
Units and Lessons from
Making Meaning;
Follow Scope and
Sequence

Students successful
on assessments
aligned with
released items (after
they are taught and
practiced)

Exit slips from staff
meetings, lesson plans,
results from assessments
brought to PLC

Happened in August;
additional support from
Coaches as needed

Use Digital Library of
Released Items
When released

CR Teachers, SpEd

Released item
assessments

Inservice by DL facilitators

Comprehension Toolkit
with new Scope and
Sequence
Follow scope and
sequence or weave
in lessons as
appropriate

CR Teachers, SpEd

Students response
sheets, students
appropriately apply
strategies in their reading

Review? DVD in kit,
Literacy Coach consult

Teach Close Reading
Strategies; (K-5) Summary
of multiple articles (3-5)
Ongoing

Classroom Teachers,
Title LAP teacher,
SpEd teacher

Student work

Digital Library Facilitators

Continue classroom
practices in Reader’s
Workshop of small group
reading and one-one
conferring
Ongoing

Students frequently
assess themselves
regarding their reading
interests and
independently select
reading materials
appropriate to interest
and skill level

Review information on
Summer Reading Loss
from Allington during staff
meeting (reading
engagement as antidote);
staff share information on
fostering student
engagement

Time study to maximize use
of instructional time,
eliminate practices that do
not contribute to goals
Oct. 15 and on

Students and teachers
engaged, clear purpose
can be stated for all
activities, student
ownership of learning

Staff meeting inservice,
staff book study: No More
Sharpening Pencils During
Work Time: Not This But
That series

All teachers

*Three Times Yearly
Building Wide Fluency
Measure
Fall, Winter,
Spring

Linda Hennessy and
Title/LAP paras

Students increase
reading rate and accuracy
to grade level standard
per trimester, growth
measured in 3 week
increments

None at this time

--correlated with----*Early
administration of DRA2+
Reading Assessment
Fall, Winter for
some students

Classroom Teachers

Students increase
reading level
(comprehension, fluency)
by one or two
performance bands
depending on results

Lit Coach, peers

Scheduling: Building Wide
Intervention Schedule
Daily

Core Teachers, Sped,
Title One, Paras

Formative Assessments
aligned with specific
Interventions, Classroom
work

Staff Learning Meeting

Oral Language Practice:
Speaking and Listening
Using Making Meaning and
LC Units of Study, Anchor
charts with stems to
prompt
Following Scope
and Sequence

Classroom Teachers,
SpEd

Student work and
performance

Systematically teach LC
Units of Study for Writing,
all grades
Use scope and
sequence

Classroom Teachers,
SpEd as appropriate

Writing Samples scored
to rubrics in LC, growth
from pre-assessment to
post assessment

August, ongoing with Lit
Support and Grade Levels
WRITING
Proficiency Goals:

80% of all 3rd-5th grade
students proficient on
SBAC-ELA Writing PPT

80% of all 2nd-5th Grade
students proficient on the
District Writing
Assessment

Use released items from
Digital Library to crosswalk
writing about reading
When items
become available

Classroom Teachers,
SpEd

DL Item assessments,
classroom work aligned
with samples and scored
during PLC match SBAC
levels

Staff Meeting(s) with DL
Facilitator

80% of all K-5th grade
students at Grade Level
on LC Units of Study PostAssessments of the three
genre: Opinion,
Information, and Narrative
writing

Teach LC Units of Study
with fidelity, all grades
Ongoing now to
end of year

Classroom Teachers,
Sped

Writing Samples scored
to rubrics and benchmark
papers; students are at
grade level

August, ongoing with Lit
Coaches

Anchor papers from our
own students