LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS
School: Woodstock Middle School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the District’s Strategic Plan?
Woodstock Middle School will achieve a 31.8% Advanced/Proficiency rate in Reading/Language Arts in grades 6th, 7th, and 8th,
and a 26.7% Advanced/Proficiency rate in grade 7.
Analysis of last year’s results “Areas of Greatest Challenge” indicated that grades 6 th, 7th, and 8th missed the AMO R/LA target
by 9.4% and grade 7 missed the AMO R/LA target by 11.8%
Shelby County Schools will focus all instruction on Common Core Standards in Reading/Language Arts
ACTION STEPS
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development,
technology, communication, and parent and community
involvement initiatives within the action steps of each goal.
IStation will give teachers the
results to assist in data driven
decision making.
Action Step
Action Step
Action Step (a)
Professional Development-PD
Workshops, Custom, Choice,
and PD credits to increase
student achievement, acquire
best practices, and model TEM
4.0 evaluation process
Teachers will keep the following
in their PLC binders: benchmark
results; creation of RTI
groupings, plan of action for RTI
groups; formative assessments;
IMPLEMENTATION PLAN
Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will
evaluate the action step.)
Timeline
Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding Sources
Evaluation Strategy
9/14,
1/15,
and 3/15
Admin. team
PLC Coach
Teachers
Computer
Lab assistants
IStation
District
Results’ comparisons
between Benchmark
Assessments
9/14 to
5/15
Admin. Team
PLC Coach
Teachers
Master/Lead
Teachers
District
$800.00 Title I
funds for books
Admin. Meetings
Faculty Meetings
PLC Meetings
Department Meetings
Team Meetings
9/14 to
5/15
Admin. Team
PLC Coach
Teachers
Master/Lead
Teachers
PD Workshops
PD360
Book Studies
(Visible Learning,
Teach Like a
Champion)
Data Supplies
Formative and
Summative
Assessments;
Benchmark
Reports (IStation)
$500 PLC
supplies from
Title I funds
Admin. Meetings with
Team and Departments
PLC Meetings
Tem 4.0 Evaluations
(pre/post conferences)
Performance
Results/Outcomes
Increase
Proficiency rates in
Grades 6 through
8 to achieve 31.8%
and 26.7% in grade
7.
Increase
Proficiency rates in
Grades 6 through
8 to achieve 31.8%
and 26.7% in grade
7.
Increase
Proficiency rates in
Grades 6 through
8 to achieve 31.8%
and 26.7% in grade
7.
1
Action Step (a) contin.
Action Step
summative assessments; and
samples of work.
Parents will attend “Parent
Education” sessions to learn
how to assist their students in
achieving academic success
in reading/language arts
Monthly
10/14
through
5/15
Admin. Tram
PLC Coach
Selected Teachers
Passport to
Success
purchased with
Title I funds
Serve “light
Snacks” using
Parent Involvement funds
Parents will complete
Meeting surveys
Increase parent
Involvement and
see improvement
in student
academic success.
LITERACY ACTION PLAN DEVELOPMENT: WRITING
School: Woodstock Middle School
Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the District’s Strategic Plan?
Woodstock Middle School will achieve an increased rate of 1.4% of students scoring Proficient on the Writing Assessment in
grades six through ten.
Analysis of last year’s results “areas of greatest challenge:” Students in grades 6, 7, and 8 scored a 1.4% proficiency rate on
the Writing Assessment
The SCS Literacy Framework contains critical areas where improvements are needed: 4-12 Writing
ACTION STEPS
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development,
technology, communication, and parent and community
involvement initiatives within the action steps of each goal.
Training in Six Traits
Action Step
Professional Development
IMPLEMENTATION PLAN
Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will
evaluate the action step.)
Timeline
9/14 to
5/15
Person(s)
Responsible
Admin. Team
PLC Coach
Required
Resources
Projected Cost(s)
& Funding Sources
Evaluation Strategy
Resource books
On Six Trait Model
Funding from Title
I for resources and
Comparison of student
writing assessments
Performance
Results/Outcomes
See increase in
proficiency rates
2
Model
Action Step
Action Step
Staff will read excerpts from
“Strategies for Teaching Boys
and Girls” by Michael Gurian
10/14 to
5/15
Parents will be provided
opportunities to participate in
“Parent Education Sessions”
such as “How Boys and Girls
Learn Differently”
Monthly
meeting
Learning Coaches
Master Teachers
District Literacy
Advisors
Admin. Team
PLC Coach
Learning Coaches
Master Teachers
Literacy Advisors
Teachers
PLC Coach
Guidance
Counselors
Teachers
for Writing
to assist teachers
in writing
instruction.
completed at the
beginning, middle, and
end of year.
using scored
writing
assessments.
Resource book:
“Strategies for
Teaching Boys
and Girls”
Funding from Title
I for resource
books to assist
teachers in
teaching both boys
and girls
Funding from Title
I for resource
books to assist
teachers in
teaching both boys
and girls
Comparison of student
writing assessments
completed at the
beginning, middle, and
end of year
See increase in
proficiency rates
using scored
writing
assessments
Comparison of student
writing assessments
completed at the
beginning, middle, and
end of year
See increase in
proficiency rates
using scored
writing
assessments and
increase in parent
involvement
Resource book:
“Strategies for
Teaching Boys
and Girls”
Sign-in sheet
Agenda
3