UIP Quarterly Implementation Plan - 2012-2013
School: Arkansas
Principal: Shrum
Quarter: 3
UIP Major Improvement Strategies:
 We will use a PROFESSIONAL LEARNING PROCESS that is JOB EMBEDDED and
includes goal setting, feedback, exemplars, and time to practice through the establishment
of a school-wide one-on-one coaching model, Grade Level Team collaboration,
Demonstration Classrooms and shared leadership to move students to grade level
proficiency and beyond.
 We will base our instruction on GRADE LEVEL OR HIGHER EXPECTATIONS through
understanding the Colorado Academic Standards, understanding the content, understanding
what grade level proficiency looks like, and making effective decisions on instructional
approaches needed to move students to grade level proficiency and beyond.
 We will develop expertise in PRECISE INSTRUCTION based on appropriate summative and
formative assessments, data analysis and evaluation, intentional planning, and teaching
based on learning needs and amount of support necessary for new learning to occur.
Desired State
Student Actions
By the end of the quarter
students will
o
o
o
o
o
o
o
o
o
Participates in whole group,
small group, 1 to 1
Uses the language of the
learning target and success
criteria
Uses the resource to
approximate the learning
target
Talks about what proficient
work looks like or compares
their work to an exemplar
Makes approximations
based on support
Approximates change based
on teacher support
Student demonstrates
learning through
conversation or task
Talks about revisions or
revises work based on
teacher feedback
Participates in whole group,
small group, 1 to 1 based on
need
Revised 2/9/2016 4:21 PM
Adult Actions
By the end of the quarter teachers will
plan for and implement intentional
grouping in reading by:

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
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


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Groups according to need-whole group,
small group, 1 to 1
Defines the purpose of the group by
articulating the learning target and
success criteria based on Colorado
Academic Standards
Matches resource to learning target and
success criteria based on Colorado
Academic Standards
Uses exemplars and refers to proficient
and advanced work
Provides appropriate amount of support
(demonstration, shared, guided) based
on formative assessment
Adjusts support based on student
responses (gradual release of
responsibility)
Takes monitoring notes
Provides feedback during the group
that describes:
o Strengths
o Approximations
o Next steps
Assesses to group and regroup based on
need
ILT Actions
In classrooms, by the end of the
quarter ILT will…
Plan and use intentional grouping
that results in student growth and
achievement.
In professional learning, by the
end of the quarter ILT will…

Observe classroom practices
self and others
video

Support the planning of
whole group staff meetings

Facilitate Grade Level Team
meetings

Enter into reflective
dialogues with grade level
teams and other colleagues

Share with other staff the
development of their own
classroom practice

Enter into formal coaching
Action Plan
Instructional Dialogue

Develop and maintain a
positive leadership voice

Develop as a Demonstration
Classroom
Environment
Academics
- Behavior
Monitoring
Student Interim Benchmarks
What specific student behaviors will we
monitor?
Proficient Running Records
Teacher Implementation Benchmarks
What specific teacher behaviors will we
monitor?
Planning for and implementing intentional
grouping to accelerate student growth in
READING:
Student demonstrates growth in reading
Student talks about reading
 Behaviors
 Level
Student knows and sets goals with support
Student knows how to get to goal
Student reflects on progress toward goal with support
Proficient Running Records
Every student every 3 weeks
Organized
5 Levels of Analysis
1. Numerical Analysis
o Accuracy
o Self Correct Ratio
2. Use of Cueing System – MSV
3. Use of Strategies – Reading Process
4. Reading Behavior and Comprehension
5. Summary Statement
o Date
o Relation to grade level – goal and
growth
o Strengths
o Approximations
o Next Steps
o Strategy
o Reading Behaviors - Continuum
o Within / Beyond / About text language
– Continuum
o Reading Process language (Construct)
Teacher use of Running Records
 Implement Running Record Cycle
(construct)
 Organize Summary Statements to support
planning
 Plan Learning Targets from the Summary
Statements
 Plan for Reading/Writing Connections
Revised 2/9/2016 4:21 PM
How will we monitor changes in student
learning?
 Observations
o Student reading aloud
o Nonverbal reading cues

Conversations
o What is your reading goal?
 Behaviors
 Level
o How will you meet your goal?

Products
o Running Record
o Summary Statement
o Student Reflection
How will we monitor changes in teacher
practice?
 Observations and Structures
o Weekly informal observations
 Email feedback
o Monthly Spot Observations
o Formal observations
o GLT observations
o 1:1 coaching
o Schedule for observations
o Professional Responsibility
Charts

Conversations
o Grade Level Team dialogue
o 1:1 dialogue and feedback

Products
o Planning sheet: Learning
Target, Grouping
o Organized Running Records
o Summary Statements meeting
Success Criteria
o Personal Responsibility Charts
o Written response/reflection
What changes do we expect to see?
What changes do we expect to see?
By the end of three weeks
Students reading independently based on level,
strengths, approximations, and next steps.
By the end of three weeks
Teachers approximating the writing of Summary
Statements
By the end of six weeks
By the end of six weeks
Teachers writing Summary Statements for half
Students can articulate current reading level and are of their students – focused on specific small
reading independent at that level.
groups
By the end of nine weeks
By the end of nine weeks
Teachers writing Summary Statements for all
Students can articulate current reading level and are students
reading independently at that level. Students can
set a goal for the next level and identifies behaviors
to achieve the level with support.
Revised 2/9/2016 4:21 PM
Quarterly Data Story
What changes did teachers make?
Why?
What was the impact on
students?
What are the
challenges?
See separate Data Story for Quarter 2
What are the next steps?
(revisions for next
quarter)
Revised 2/9/2016 4:21 PM