TIER II
INTERIM PLAN REPORT
MARCH 2008
END OF YEAR ONE
END OF YEAR TWO
Teacher/Team
X
School
Nick A. Smith
Highland Community
Schools
1. At this point in the plan, re-articulate your professional growth plan (does it
now differ in any way from your original plan?)
General Focus of Plan:
Alignment of curriculum with standards and benchmarks in relationship to the ITED
standardized tests used for student proficiency evaluations.
Specific Goal(s)
Aligning Standards & Benchmarks with Curriculum and Assessment Tests
XXXXXX:
Standards, benchmarks, and achievement targets are written to align
with standardized tests. (I shall drop this goal because it is to test
specific)
Goal Two:
Standards & benchmarks are being instructed to and assessed in the
classroom. (work in progress)
Goal Three:
Code standards/benchmarks/achievement targets (in progress)
Goal Four:
Match assessment items with the correct code. Noting number of points
and content match (S-strong, M-moderate, W-weak). If the content
match is "weak", key for review (categorical congruence and range of
knowledge). If the item does not match any benchmark, mark the "no
match". (in progress)
Goal Five:
Match the items and standards/benchmarks/achievement targets
according to depth (cognitive match). Marking an "A" is acceptable, "N'
is non acceptable. Note the ones that need to be rewritten/revised.
(in progress)
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Goal Six:
Identify the assessment method with the achievement target. Do
they match? Place an "x" in the matchbox if the method is
appropriate. (in progress)
Goal Seven:
Review the alignment of content, depth and match (in progress)
2. What progress have you made towards the plan’s completion?
To date, I am working on all seven goals of this plan. These steps and this
process are very slow and time-consuming, requiring much thought and
consideration for each possible objective, activity and evaluation.
Two curriculums are completed and eight are in the
process of revision.
I have established the following criteria:
Kinds of Achievement Targets/Critical Objectives/Performance
Master Knowledge
Examples of key words: understand, know, describe, and give examples.
Examples of key words: how to (followed by some procedure).
Use Knowledge to Reason and Solve Problems
Examples of key words: Classify, compare, contrast, analyze, synthesize,
determine, evaluate, justify, construct support, and draw conclusions.
Demonstrate Mastery of Specific: Skills
Examples of key words: read, speak, assemble, operate, use, demonstrate.
Create Quality Products
Examples of key words: create, design, make, produce, write, and draw.
Acquire Positive Affect/Dispositions
Examples of key words: respects, perseveres, and appreciates.
3. What specific steps are necessary to continue with this plan?
I need to continue with the plan as established; however, I think I’m going to need
more time because the going is much slower than I thought it would be. It is difficult
to find the additional time needed to work on this development plan in any sustained
manner. I’ve tried to catch some time here and there and on the weekends, but there
is a great deal of thinking time needed. The coordination of lessons, units and
curriculum will take much more time than anticipated.
I might need to expand this professional development plan to four years.
2
Nick A Smith
March 10, 2008
Unit/Chapter
Standard:
Benchmark:
Achievement Targets:
Standard:
Benchmark:
Achievement Targets:
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TIER II
CAREER DEVELOPMENT PLAN
Teacher/Team
School
Highland Community
Nick Smith
Date: 9/01/06
Target Completion Date:
6/01/10
General Focus of Plan:
Alignment of curriculum with standards and benchmarks in relationship to the ITED
standardized tests used for student proficiency evaluations.
Specific Goal(s)
Aligning Standards & Benchmarks with Curriculum and Assessment Tests
Goal One:
Standards, benchmarks, and achievement targets are written to align
with standardized tests. Dropped
Goal Two:
Standards & benchmarks are being instructed to and assessed in the
classroom.
Goal Three:
Code standards/benchmarks/achievement targets
Goal Four:
Match assessment items with the correct code. Noting number of points
and content match (S-strong, M-moderate, W-weak). If the content
match is "weak", key for review (categorical congruence and range of
knowledge). If the item does not match any benchmark, mark the "no
match".
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Goal Five:
Match the items and standards/benchmarks/achievement targets
according to depth (cognitive match). Marking an "A" is acceptable, "N'
is non acceptable. Note the ones that need to be rewritten/revised.
Goal Six:
Identify the assessment method with the achievement target. Do
they match? Place an "x" in the matchbox if the method is
appropriate.
Goal Seven:
Review the alignment of content, depth and match
Ask these questions.
Content:
·
·
Does the content of the test match the content of the assessment?
What changes need to happen?
Depth:
·
·
·
·
To what level do the matches include match on cognitive depth?
At what levels of thinking are most of your benchmarks?
Do you have an over representation of one or two kinds of
thinking; is there a variety of types of thinking required at each
grade level? As you move through the grade levels do the
benchmarks require higher levels of thinking?
Do you see developmental progression?
Are there significant mismatches that will need attention?
Method
·
.
Does the method of assessment accurately show the desired
performance you expect from students?
Does it show mastery of content?
Checking the assessments:
· The assessment blueprint describes how each content
benchmark/achievement target will be assessed, with appropriate
item/task formats for each aspect of the benchmarks/achievement
target
· The blueprint includes method for ensuring that each domain is
adequately covered
· Each content standard is measured using an appropriate mix of item
and task formats
Emphasis: the assessment covers the knowledge and skills in the content standards with
the same degree of emphasis as the standards
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Balance of representation:
 The score the student receives on the assessment should be based on the same
balance of knowledge and skills as reflected in the standards and the context they
are expected to demonstrate their proficiency
 This criterion is used to indicate the extent to which items are evenly distributed
across the targets
 The benchmarks that are judged more important than others get more weight in
the computation of the score
 The most straightforward indicator is the number of test questions per benchmark
the' amount of time required for students to complete the item or task is
considered as to the relative importance of the benchmark
Checking the assessment:



Items and tasks as a whole measure knowledge and skills in a manner that reflects
the emphasis of knowledge and skills in the content standard
The formats used to measure different standards reflect the emphasis of types of
knowledge and skills in the content standards
The blueprint reflects the balance of representation in both content and weighting
Performance: performance standards describe the level of acceptable performance
Performance standards:
 Performance standards describe the level of acceptable performance levels are
specified in operational assessment terms
 Performance standards provide mechanisms for reporting the results in terms of
the proportion of students that meet the standards
 Key elements include: performance descriptors-narrative descriptions of
performance at each level; and exemplars-examples of student work from a
representative sample of all students that illustrate the full range of performance at
each level
 Cut scores differentiate between performance levels
Checking the assessment
 Item specifications are references to the levels of knowledge and skills in the
performance descriptors
 The assessment as a whole covers knowledge and_ skills at each defined
performance level
 Each aspect of the performance descriptors is covered by one or more items and
tasks
 Score reports and statistical analysis indicate that students at all performance
levels have the opportunity to demonstrate their knowledge and skills
Accessibility: all students in the system are provided with the opportunity to demonstrate
proficiency in content standards
Free from bias:
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

Students who have learned in a variety of ways and mastered the content to varying
degrees, students with disabilities, and student who are ELL are able to demonstrate
contents knowledge and skill
The assessment as a whole is reviewed for potential bias against groups of students
based on race, ethnicity, culture, language, religion, disabilities, gender, or region,
etc.
Item difficulty:

Assessments vary in terms of item difficulty, spanning different level of
achievement assessments include items and sets of times that are designed to elicit
responses from students representing a wide range of knowledge and skills
Checking the assessment:





·
Groups of selected-response items cover skills related to the content standard(s)
Constructed-response and performance tasks allow a range of responses to be
referenced to each point in their scoring rubrics
Sample student responses for constructed-response and performance tasks contain a
full range of response types and level
Accommodations and modifications are available for students with disabilities,
ELL, and other students who need them in order to demonstrate their level of
proficiency in the content area
Items and tasks are appropriate for the age and grade level of the students assessed
Items and tasks are reviewed for potential bias
Items and tasks do not include factors that are likely to interfere with students'
opportunity, to demonstrate their knowledge and skills, such as assumptions about
background experiences and extraneous prior knowledge
Connection to the needs of the teacher, the Iowa teaching standards, and the student
achievement goals of the attendance center and the school district (CSIP).
Highland action plans, student achievement plans and teaching standards
one through eight
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READING STANDARDS FOR HIGHLAND
COMMUNITY SCHOOLS
GRADES K-12
1.
Demonstrates competence in the general skills and strategies of the reading
process.
2.
Demonstrates competence in the general skills and strategies for reading a
variety of literary texts.
3.
Demonstrates competence in the general skills and strategies for reading a
variety of informational texts.
READING STANDARDS FOR HIGHLAND
COMMUNITY SCHOOLS
GRADES K-12
4. Demonstrates competence in the general skills and strategies of the
reading process.
5. Demonstrates competence in the general skills and strategies for
reading a variety of literary texts.
6. Demonstrates competence in the general skills and strategies for
reading a variety of informational texts.
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READING BENCHMARKS
Standard #1 - Reading Process
BENCHMARKS:
Primary (Grades K-2)
1. Understands how print is organized and read (e.g., identifies front
and back covers, title page, and author; follows words from left to
right and from top to bottom; recognizes the significance of
spaces between words).
2. Decodes unknown words using basic elements of phonetic
analysis (e.g., common letter/sound relationships) and structural
analysis (e.g., syllables, basic prefixes, suffixes, root words).
Upper Elementary (Grades 3-5)
1. Represents concrete information (e.g., person, places, things,
events as explicit mental pictures).
2. Makes, confirms, and revises simple predictions about what will
be found in a text.
3. Decodes unknown words using a variety of context clues (e.g.,
draws on earlier reading, reads ahead).
4. Previews the text (e.g., skims material, uses pictures, textual clues,
and text format).
Middle School/Jr. High (Grades 6-8)
1. Establishes and adjusts purposes for reading (e.g., to understand,
interpret, enjoy, solve problems, predict outcomes, answer a
specific question, form an opinion, skim for facts).
2. Represents abstract information (e.g., concepts, generalizations) as
explicit mental pictures.
3. Reflects on what has been learned after reading and formulates
ideas, opinions, and personal responses to texts.
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4. Uses specific strategies to clear up confusing parts of a text (e.g.,
pauses, rereads the text, consults another source, draws upon
background knowledge, and asks for help).
High School (Grades 9-12)
1. Determines figurative, idiomatic, and technical meanings of terms
through context.
2. Recognizes the effectiveness of writing techniques in
accomplishing an author’s purpose.
3. Represents key ideas and supporting details in outline or graph
form.
Standard #2 - Literary Texts
BENCHMARKS:
Primary (Grades K-2)
1. Identifies setting, main characters, main events, and problems in
stories.
2. Makes simple inferences regarding the order of events and
possible outcomes.
Upper Elementary (Grades 3-5)
1. Applies reading skills and strategies to a variety of literary
passages and texts (e.g., fairy tales, folktales, fiction, nonfiction,
myths, poems, fables, fantasies, historical fiction, biographies,
autobiographies).
2. Understands the basic concept of plot.
3. Makes inferences regarding the qualities and motives of characters
and the consequences of their actions.
Middle School/Jr. High (Grades 6-8)
1. Knows the defining characteristic of a variety of literary forms
and genres (e.g., fiction, nonfiction, myths, poems, fantasies,
biographies, autobiographies, science fiction, tall tales,
supernatural tales).
2. Recognizes complex elements of plot (e.g., cause-and-effect
relationships, conflicts, resolutions).
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3. Identifies point of view in a literary text (e.g., distinguishes
between first and third persons).
High School (Grades 9-12)
1. Identifies the simple and complex actions (e.g., internal/external
conflicts) between main and subordinate characters in texts
containing complex character structures.
2. Makes connections among literary works based on theme (e.g.,
universal themes in literature of different cultures, major themes
in American literature).
3. Understands the effects of complex literary device and techniques
on the overall quality of a work (e.g., tone, irony, mood, figurative
language, allusion, diction, dialogue, symbolism, point of view
and style).
Standard #3 - Informational Texts
BENCHMARKS:
Primary (Grades K-2)
1. Understands the main idea of simple expository information.
2. Summarizes information found in texts (e.g., retells in own
words).
Upper Elementary (Grades 3-5)
1. Applies reading skills and strategies to a variety of informational
texts (e.g., textbooks, biographical sketches, letters, diaries,
directions, procedures, magazines).
2. Identifies and uses the various parts of a book (index, table of
contents, glossary, appendix) to locate information.
3. Summarizes and paraphrases information in texts (e.g., identifies
main ideas and supporting details).
Middles School/Jr. High (Grades 6-8)
1. Knows the defining characteristics of a variety of informational
texts (e.g., textbooks, biographical sketches, letters, diaries,
directions, procedures, magazines, essays, primary source
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historical documents, editorials, news stories, periodicals, bus
routes, catalogs).
2. Draw conclusions and makes inferences based on explicit and
implicit information in the texts.
3. Differentiates between fact and opinion in informational texts.
High School (Grades 9-12)
1. Summarizes and paraphrases complex, implicit hierarchic
structures in informational texts including the relationships among
the concepts and details in those structures.
2. Reorganizes the concepts and details in informational texts in new
ways and describes the advantages and disadvantages of the new
organization.
3. Evaluates the clarity and accuracy of information.
LANGUAGE ARTS STANDARDS
HIGHLAND COMMUNITY SCHOOLS
GRADES K-12
1. Students adjust their use of language (written, spoken and visual) to meet a
variety of purposes and audiences.
2. Students apply strategies to comprehend, interpret, evaluate and appreciate
print and non-print texts.
3. Students us a variety of language strategies to draft, revise and publish
communication of all forms.
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4. Students use grammatical and mechanical conventions in compositions and
communications.
5. Students demonstrate competence in speaking and listening.
6. Students gather and use information for a variety of purposes.
LANGUAGE ARTS STANDARDS
HIGHLAND COMMUNITY SCHOOLS
GRADES K-12
7. Students adjust their use of language (written, spoken and visual) to
meet a variety of purposes and audiences.
8. Students apply strategies to comprehend, interpret, evaluate and
appreciate print and non-print texts.
9. Students us a variety of language strategies to draft, revise and
publish communication of all forms.
10. Students use grammatical and mechanical conventions in
compositions and communications.
11. Students demonstrate competence in speaking and listening.
12. Students gather and use information for a variety of purposes.
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LANGUAGE ARTS BENCHMARKS
Standard # 1 -
Use of Language
BENCHMARKS:
Primary
(Grades K-2)
1. Write a variety of formats (e.g., picture books, letter, stories,
poems, and informational pieces).
2. Participates in a variety of oral and visual presentation (choral
reading, plays, readers theater, sharing).
Upper Elementary (Grades 3-5)
1. Writes stories, essays, or other forms of writing which show
awareness of intended audience.
2. Writes stories, essays, or other forms of writing that conveys an
intended purpose.
3. Writes personal letters including appropriate format.
Middle School
(Grades 6-8)
1. Students use style and structure appropriate for specific audiences.
3. Students write expository, narrative, autobiographical,
biographical, and persuasive pieces; students write about problems
and solutions; students write in response to literature; and students
write business letters and letters of request and response.
High School
(Grades 9-12)
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1. Students write compositions that fulfill different purposes,
including but not limited to: expository compositions; fictional,
biographical, autobiographical, and observational narrative
compositions; persuasive compositions that evaluate, interpret, and
speculate about problems and solutions, and causes and effects;
descriptive compositions; reflective compositions; in response to
literature; and personal and business correspondence.
2. Students write compositions that are focused for different
audiences.
Standard # 2
Comprehend, Interpret, Evaluate, Appreciate
BENCHMARKS
Primary
(Grades K-2)
1. Uses graphic organizers (webbing, story mapping) to facilitate
understanding of the written word.
2. Utilizes prior knowledge (prediction, visualization, response) to
facilitate comprehension.
Upper Elementary (Grades 3-5)
1. Writes in response to literature (e.g.: advances judgement, supports
judgements with references to the text, other works, other authors,
non-print media, and personal knowledge).
2. Evaluates own and others’ writing (e.g.: identifies the best features
of a piece of writing, determines how own writing achieves its
purposes, asks for feedback, responds to classmates’ writing).
Middle School
(Grades 6-8)
1. Students interpret information and ideas from multiple sources in
systematic ways.
2. Students determine the appropriateness of information.
High School
(Grades 9-12)
1. Students determine the validity and reliability of primary and
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secondary source information and use the information accordingly.
2. Students synthesize information from multiple sources to draw
conclusions that go beyond those found in any individual resource.
Standard # 3 -
Draft, Revise, Publish
BENCHMARKS
Primary
(Grades K-2)
1. Prewriting: uses prewriting strategies to plan written work (e.g.
discusses ideas with peers, draws pictures to generate ideas, writes
key thoughts and questions, rehearses ideas, records reactions and
observations).
2. Drafting and Revising: uses strategies to draft and revise written
work (e.g. rereads, rearranges words, sentences and paragraphs to
improve or clarify meanings; varies sentence type, adds descriptive
words and detail, deletes extraneous information, incorporates
suggestions from peers and teachers, sharpen the focus).
3. Dictates or writes with a logical sequence of events. (e.g., includes
a beginning, middle and end).
Upper Elementary (Grades 3-5)
1. Use a variety of strategies for prewriting, drafting, revising,
editing, and publishing.
2. Uses descriptive language that clarifies and enhances ideas (e.g.,
describes familiar people, places, or objects.)
3. Uses a variety of sentence structures.
Middle School
(Grades 6-8)
1. Students use a variety of strategies to draft and revise written work,
including but not limited to: analyzing and clarifying meaning,
making structural and syntactical changes, using and
organizational scheme, using sensory words and figurative
language, checking for consistent point of view and transitions
between paragraphs, using direct feedback from peers and others to
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revise compositions.
2. Students use a variety of strategies to edit and publish written
work.
High School
(Grades 9-12)
1. Students use a variety of strategies to draft and revise written work, including
but not limited to: rethinking content, organization, and
style; checking the accuracy and depth of information; redrafting for readability
and needs and readers; reviewing writing to ensure content and linguistic structures
are consistent with purpose.
2. Students use a variety of strategies to edit and publish written work.
Standard # 4
-
Grammatical & Mechanical Conventions
BENCHMARKS
Primary
(Grades K-2)
1. Evaluate own and others writing (e.g. asks questions and makes
comments about writing, helps classmates apply grammatical and
mechanical conventions)
2. Editing and publishing: uses strategies to edit and publish written
work: uses a dictionary and other resources, edits for grammar,
punctuation, capitalization, and spelling at a developmentally
appropriate levels, incorporates illustrations or photo, shares
finished product.
Upper Elementary
(Grades 3-5)
1. Use parts of speech correctly.
2. Uses correct spelling, capitalization, and punctuation in written
compositions.
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Middle School
(Grades 6-8)
1. Students use simple and compound sentences in compositions and
communications.
2. Students use various forms of nouns, pronouns, verbs, adjectives,
adverbs, prepositions, conjunctions, and interjections appropriately
in compositions and communications.
3. Students use conventions of spelling, capitalization, and
punctuation in compositions and communications.
High School
(Grades 9-12)
1. Students use complex and compound-complex sentences in
compositions.
2. Students use various forms of nouns, pronouns, verbs, adjectives,
adverbs, conjunctions, and interjections appropriately in
compositions and communications.
3. Students use conventions of spelling, capitalization, and
punctuation in compositions.
Standard # 5
-
Speaking & Listening
BENCHMARKS
Primary
(Grades K-2)
1. Follows rules of conversation (e.g. take turns, raises hand to speak,
stays on topic, focus attention on speaker).
2. Listens and responds to oral directions
3. Listens to and recites familiar stories and poems with different
vocal, facial expressions.
4. Make contributions in class and group discussions.
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Upper Elementary (Grades 3-5)
1. Shares written work with class.
2. Students participate in class discussion through asking and
responding to questions while listening to classmates and adults.
Middle School
(Grades 6-8)
1. Students listen in order to understand a speaker’s topic, purpose,
and perspective.
2. Students convey a clear main point when speaking to others and
stays on the topic being discussed.
3. Students identify the ways in which language differs across a
variety of social situations.
High School (Grades 9-12)
1. Students adjust wording and delivery to particular audiences and
for particular purposes.
2. Students make formal presentations to the class.
3. Students make informed judgements about non-print media.
4. Students understand influences on language use.
Standard # 6
-
Gather & Use Information
BENCHMARKS
Primary
(Grades K-2)
1. Generates questions about topics of personal interest
2. Uses books and other sources to crate the product and
communicate the knowledge
3. Evaluate the product and the process.
Upper Elementary (Grades 3-5)
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1. Uses encyclopedias and dictionaries to gather information for
research topics.
2. Uses multiple sources of information (e.g., maps, charts, photos,
atlas, CD-Rom) to find information for research topics.
3. Compiles information into written reports or summaries.
Middle School (Grades 6-8)
1. Students use a variety of print resource materials to gather
information for research topics.
2. Students use a variety of non-print resource materials to gather
information for research topics.
High School
(Grades 9-12)
1. Students evaluate information from multiple research studies to
draw conclusions that go beyond those found in any of the
individual studies.
2. Students synthesize information from multiple research studies to
draw conclusions that go beyond those found in any of the
individual studies.
HIGHLAND ANNUAL IMPROVEMENT GOALS
FOR ADEQUATE YEARLY PROGRESS
2006 – 2007
According to the federal legislation, “No Child Left Behind,” all school districts must
show evidence of progress toward meeting “adequate yearly progress.” These goals are
based upon the ITBS and ITED assessments and must reflect genuine improvement
toward the ultimate goal of all children being proficient in reading and math by the year
2014. The Highland School Board adopted these goals for the 2006-2007 school year.
Goal 1: Reading: All 3-12 students will achieve at high levels in reading
comprehension. Students (3-11) will improve their reading comprehension. The
percentage of students who score at the proficient level or above (41st percentile or above
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using national norms) on the ITBS reading Comprehension Test in grades 3-8 and the
ITED Reading Comprehension Test in grades 9-11, including data disaggregated by
subgroups will keep pace with the state trajectory.
Goal 2: Math: All 3-12 students will improve their ability in all levels of mathematics.
The percentage of students who score at the proficient level or above (41st percentile or
above using national norms) on the ITBS total math test in grades 4-8 and the ITED total
math test in grades 9- 11, including data disaggregated by subgroups will keep pace with
the state trajectory
Goal 3: Science: All 3-12 students will improve their science proficiency. The
percentage of students who score at the proficient level or above (41st percentile or above
using national norms) on the ITBS science test in grades 3-8 and the ITED Science Test
in grades 9-11, including data disaggregated by sub-groups will keep pace with the
Highland-made trajectory in the CSIP five-year plan.
CSIP GOALS
2007-2008
2A What long-range goals have been established to support prioritized student-learning needs?
(LC5, LC6,)Based upon the recommendations of the District leadership team and the School
improvement advisory committee, the school board has adopted goals aligned with student
needs.What are the district’s "student learning goals?" •
To improve student achievement •
To improve the school climate •
To improve the use of technology •
To improve media •
To improve school and community relations •
To create independent learnersWhat are the
district’s "long-range goals?" What indicators will be used to measure success?Goal 1: All K-12
students will achieve at high levels in reading comprehension. Students (K-12) will improve their
reading comprehension ( LRG1, MCGF3, AR6, EIG1). The following indicators will measure
district progress with Goal #1:1a. Percentage of students who score at the proficient level or
above (41st percentile or above using national norms) on the ITBS reading Comprehension Test
in grades 4-8 and the ITED Reading Comprehension Test in grade 11, including data
disaggregated by subgroups.DE web page disaggregated by subgroup projected goals from no
child left behind requirements. We will use the state trajectory for five-year plan.We will also use
the short-range student achievement goals as annual goals.Goal 2: Math: Goal 1: All K-12
students will improve their ability in all levels of mathematics. (LRG2, LRG3, AR6,
EIG1)Indicators: 1a. Percentage of students who score at the proficient level or above (41st
percentile or above using national norms) on the ITBS total math test in grades 4-8 and the ITED
Total Math Test in grade 11, including data disaggregated by subgroups.DE web page
disaggregated by subgroup projected goals from no child left behind requirements. We will use
the state trajectory for five-year plan.We will also use the short-range student achievement goals
as annual goals.Goal 3: Science Goal 1: All K-12 students will improve their science proficiency.
(LRG3, MCGF3, AR6, EIG1)Indicators:1a. Percentage of students who score at the proficient
level or above (41st percentile or above using national norms) on the ITBS science test in grades
4-8 and the ITED Science Test in grade 11, including data disaggregated by subgroups.DE web
page disaggregated by subgroup projected goals from no child left behind requirements. We will
use the state trajectory for five-year plan.We will also use the short-range student achievement
goals as annual goals.Goal 4: All K-12 students will use technology in developing proficiency in
reading, mathematics, and science. (FTP1)Indicators:4a. Percentage of students who score at
the proficient level or above (41st percentile or above using national norms) on the MAP reading
Comprehension Test, total math and science tests in grades 4-8, and 11 including data
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disaggregated by subgroups.DE web page disaggregated by subgroup projected goals from no
child left behind requirements. We will use the state trajectory for five-year plan.We will also use
the short-range student achievement goals as annual goals.4b. Upgrade hardware and software
as needed to support curriculum goals.4c. Expand and increase Media center resources to
support student learning.4d. To provide community educational opportunities in the use of
technology tools and resources.4e. All staff members will increase their awareness, knowledge,
use and proficiency of best practices of technology.4f. Teach students how to properly use
technology as a learning tool. Goal 5: To improve community relations and enhance
communication between the school and the district patrons. (LC3-6, AMN1-3, LRG, ECSIP)
Indicators:5a. Parent participation percentage at student/teacher conferences. (SIP COMMITTEE
STILL DETERMINING SUB-GOALS)5b. 5c. Goal 6: All students will feel safe at and connected to
the Highland Community School district. (SDF5-7)Indicators:6a. Attendance rate as measured by
the average daily attendance data reported on the annual progress report.6b. Graduation rate as
calculated by the Department of education using data from the spring BEDS report.6c. The
percentage of students in the middle and high school that receive any discipline referrals. (SDF5,
SDF6, SDF7)6d. Percentage of students in grades 6-11 that report they have used alcohol,
tobacco, or other drugs on the triennial Youth survey. (SDF5-7).
Goals 2007-2008
We will demonstrate an annual growth of 1 percent in reading for grades 3-5, grades 6-8, and grade 11 as
measures by the ITBS and ITED tests.
We will demonstrate an annual growth of 1 percent in math for grades 3-5, grades 6-8, and grade 11 as
measures by the ITBS and ITED tests.
We will demonstrate an annual growth of 1 percent in science for grades 3-5, grades 6-8, and grade 11 as
measures by the ITBS and ITED tests.
We will graduate 90 to 100 percent of our students.
We will raise our percentage of students going on to college by 3 percent.
Students in grade 9 - 11 will grow by 1.1 years on the National Grade Equivalency for the 2007-2008
school year in reading.
Students in grade 3 - 5 will grow by 1.2 years on the National Grade Equivalency for the 2007-2008 school
year in reading.
Students in grade 9 will grow by 1.4 years on the National Grade Equivalency for the
2007-2008 school year in math.
We will increase the Hispanic student proficiency percentage by 10% in 2007-2008.
Study skills will provide improvement on the MAP test for 70% of the participants.
The proficiency for 8th grade reading and math for females will increase by 5%.
The disabled students in 10th grade will increase their proficiency in both by 3%.
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Iowa Teaching Standards
1.
DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT
FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT’S STUDENT
ACHIEVEMENT GOALS.
The teacher:
a) Provides evidence of student learning to students, families, and staff.
b) Implements strategies supporting student, building, and district goals.
c) Uses student performance data as a guide for decision-making.
d) Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of
every student.
e) Creates an environment of mutual respect, rapport, and fairness.
f) Participates in and contributes to a school culture that focuses on improved student learning.
g) Communicates with students, families, colleagues, and communities effectively and accurately.
Evidence to support attainment of or failure to meet standard:
Circle one:
Meets Standard
Does Not Meet
Standard
2.
DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE
TEACHING POSITION.
The teacher
a) Understands and uses key concepts, underlying themes, relationships, and different perspectives
related to the content area.
b) Uses knowledge of student development to make learning experiences in the content area meaningful
and accessible for every student.
c) Relates ideas and information within and across content areas.
d) Understands and uses instructional strategies that are appropriate to the content area.
Evidence to support attainment of or failure to meet standard:
Circle one:
Meets Standard
Does Not Meet
Standard
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DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION.
The teacher:
a) Uses student achievement data, local standards and the district curriculum in planning for instruction.
b) Sets and communicates high expectations for social, behavioral, and academic success of all students.
c) Uses student developmental needs, background, and interests in planning for instruction.
d) Selects strategies to engage all students in learning.
e) Uses available resources, including technologies, in the development and sequencing of instruction.
Evidence to support attainment of or failure to meet standard:
Circle one:
Meets Standard
Does Not Meet
Standard
USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE
LEARNING NEEDS OF STUDENTS.
The teacher:
a) Aligns classroom instruction with local standards and district curriculum.
b) Uses research-based instructional strategies that address the full range of cognitive levels.
c) Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
d) Engages students in varied experiences that meet diverse needs and promote social, emotional, and
academic growth.
e) Connects students’ prior knowledge, life experiences, and interests in the instructional process.
f) Uses available resources, including technologies, in the delivery of instruction.
Evidence to support attainment of or failure to meet standard:
Circle one:
Meets Standard
Does Not Meet
Standard
USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING.
The teacher:
a) Aligns classroom assessment with instruction.
b) Communicates assessment criteria and standards to all students and parents.
c) Understands and uses the results of multiple assessments to guide planning and instruction.
d) Guides students in goal setting and assessing their own learning.
e) Provides substantive, timely, and constructive feedback to students and parents.
f) Works with other staff and building and district leadership in analysis of student progress.
Evidence to support attainment of or failure to meet standard:
Circle one:
Meets Standard
Does Not Meet
Standard
24
DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT.
The teacher:
a) Creates a learning community that encourages positive social interaction, active engagement, and selfregulation for every student.
b) Establishes, communicates, models and maintains standards of responsible student behavior.
c) Develops and implements classroom procedures and routines that support high expectations for
learning.
d) Uses instructional time effectively to maximize student achievement.
e) Creates a safe and purposeful learning environment.
Evidence to support attainment of or failure to meet standard:
Circle one:
Meets Standard
Does Not Meet
Standard
ENGAGES IN PROFESSIONAL GROWTH.
The teacher:
a) Demonstrates habits and skills of continuous inquiry and learning.
b) Works collaboratively to improve professional practice and student learning.
c) Applies research, knowledge, and skills from professional development opportunities to improve
practice.
d) Establishes and implements professional development plans based upon the teacher needs aligned to
the Iowa Teaching Standards and district/building student achievement goals.
Evidence to support attainment of or failure to meet standard:
Circle one:
Meets Standard
Does Not Meet
Standard
FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL
DISTRICT.
The teacher:
a) Adheres to board policies, district procedures, and contractual obligations.
b) Demonstrates professional and ethical conduct as defined by state law and individual district policy.
c) Contributes to efforts to achieve district and building goals.
d) Demonstrates an understanding of respect for all learners and staff.
e) Collaborates with students, families, colleagues, and communities to enhance student learning.
Evidence to support attainment of or failure to meet standard:
Circle one:
Meets Standard
Does Not Meet
Standard
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Proposed Strategies/Activities:
See goals (section 2) for complete outline of activities
Projected Products:
1) Curriculum revisions of 10 guides for English/language arts
(IN PROGRESS)
2) Alignment of curriculum with in-house assessments, ITED and MAP tests
(IN PROGRESS)
3) Lesson revisions based on assessment needs, standards, benchmarks and goals
(IN PROGRESS)
4) Revisions of curriculum maps to reflect new alignment with standards,
benchmarks and standardized tests.
(DROPPED—NO CURRICULUM MAPS WILL BE REVISED)
Resources Required: Instruction (maybe a workshop or two if available)
Time (may require release time) for revisions
I might need help with typing or printing
Iowa Teaching Standards/Criteria:
Standards one through eight
Nick A. Smith
3/13/08
Teacher
Date
Administrator
Plan will be extended to four years
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Date
Kinds of Achievement
Targets/Critical
Objectives/Performance
Indicators
Master Knowledge
Examples of key words: understand, know, describe, give
examples.
Examples of key words: how to (followed by some procedure).
Use Knowledge to Reason and Solve Problems
Examples of key words: Classify, compare, contrast,
analyze, synthesize, determine, evaluate, justify, construct
support, draw conclusions.
Demonstrate Mastery of Specific: Skills
Examples of key words: read, speak, assemble, operate, use,
demonstrate.
Create Quality Products
Examples of key words: create, design, make, produce,
write, draw.
Acquire Positive Affect/Dispositions
Examples of key words: respects, perseveres, appreciates.
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Clarifying Achievement Targets Knowledge
(facts, generalizations, concepts; series of steps with body or
mind)
Know






Understand
Define
List
Describe
Name
Regurgitate
Copy
•
•
•
•
Explain
Put in own words
Interpret
Translate Knows how to
Extend and Refine
Knowledge













Use Knowledge
Meaningfully
Deduction
Constructing support
Analyzing errors
Analyzing perspectives
Infer
Compare
inquiry
Classifying
Organize
Summarize
Convert
Distinguish
Abstracting
Induction
•
•
•
•
•
•
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Decision making
Problem solving
Invention
Investigation
Systems analysis
Experimental
Skills (performance)
 Read
 Write
 Saw
 Jump
 Operate
 Use
 Measure
 Bake
 Add
 Subtract
Unit/Chapter
Standard:
Benchmark:
Achievement Targets:
Standard:
Benchmark:
Achievement Targets:
Standard:
Benchmark:
Achievement Targets:
29