Derynoski Continuing School Improvement Plan – Reading
Comprehension
2011-2012
School Goals: There will be an improvement in student achievement in reading
comprehension and fluency through a balanced literacy program that includes explicit
and differentiated instruction with conferencing and small group strategy work.
Focus Area: Reading Comprehension- Moving Students from Proficiency
Status to Goal Status
Increased focus on Strands #2 and #3
 Developing an Interpretation
 Making Reader/Text Connections
Data/Evidence: CMT data from 2011 indicates:
Grade 3: 88.3 % DES students at or above proficiency rate. 73.9% of DES students at
goal or above goal.
Grade 4: 86.3% DES students at or above proficiency rate. 76.8% of DES students at
goal or above goal.
Grade 5: 81.4% DES students at or above proficient rate. 65.3% of DES students at goal
or above goal.
Theory of Action: If we provide students with opportunities to read at their independent
level during the school day and if we provide focused instruction which incorporates a
progress monitoring system, then student achievement in reading comprehension and
fluency will improve for all children. If we educate our families (students/parents) with
best practices and research for literacy skills, Then, increase reading performance will
occur. If we ensure best instructional practices in literacy with support, Then, overall
reading achievement will increase for students.
Action Plan/ Curriculum, Instructional and Operational Strategies:
1. Assess and analyze students’ reading comprehension and fluency skill level as
measured by DRA, CMT, CBA and informal data.
2. Complete additional assessment as needed.
3. Determine Tier I instruction based on data collected.
4. Determine appropriate Tier II/Tier III interventions and closing monitor progress
in all environments. Continuous communicative exchanges with ongoing
informal assessment data will be provided by both teachers and specialists.
5. Meet with teachers to set target objectives for literacy focused instruction.
6. Meet with all teachers to review reading data – 3x per year.
7. Level books in all classrooms for readability and genre variety.
8. Focus on utilizing the “coaching” model for workshop to improve the over
process.
9. Create literacy strategy and guided reading groups.
10. Provide small group experiences based upon student reading level.
11. Use of technology for purposes of communication with families about student
progress and benchmark goals.
12. In class use of technology to support literacy instruction (Raz-Kids, Read
Naturally, etc.)
Professional Development Needs:
1. Columbia Cohort Consultation– Time to meet and talk about Reader’s Workshop
progress within all K-5 classrooms.
2. Coaching from Literacy specialist and time to reflect with teachers.
3. Develop a solid collection of suitable books in all K-5 classrooms that are leveled
to meet varied needs and interests of students.
Collaboration:
Who?
Teachers, Administration, Literacy Specialists, Tutors, Language Arts Coordinator,
Students and Families
When?
Staff Meetings, Team Meetings, Curriculum Days, In-House P.D. Days, Conferences,
PTO Meetings
About What?
Continue to increase literacy skills for fluency and comprehension as measured by
both summative and formative assessments.
Derynoski Continuing School Improvement Plan –Written
Expression
School Goal- Students will become effective writers through explicit instruction with
a focus on composing and revising.
Focus Area- Improve skills in Composing/Revising;
Improve skills in Editing (5th Grade)
Grade 3- 49%-70%
Grade 4- 56%-70%
Grade 5- Strand 1 -75%-85% Strand 2-57%-75%
Theory of Action: If we provide students with explicit, direct instruction in the structure
of written language, teach them to write with meaning and provide them the opportunity
to write daily in a variety of genres, then student will increase achievement in written
expression and overall language skills.
Action Plan/ Curriculum, Instructional and Operational Strategies:
1. Assess and analyze students’ writing skills as measured by benchmark
assessment, CMT, journals and work samples.
2. Complete additional assessment as needed.
3. Determine Tier I instruction based on data collected and provide focused explicit
instruction in targeted areas.
4. Students set their own writing goals with the teachers.
5. Students are held accountable for their writing goals in all writing pieces across
curriculum.
6. Determine appropriate Tier II/Tier III interventions and closing monitor progress
in all environments. Continuous communicative exchanges with ongoing
informal assessment data between teachers and specialists.
7. Level books in all classrooms for readability and genre variety.
8. Focus on utilizing the “coaching” model for workshop to improve the overall
process.
9. Create groups for explicit instruction for skills and specific strategies.
10. Use of technology for purposes of communication with families about student
progress and benchmark goals.
11. Review a variety of materials for language instruction.
12. Parent night to discuss writing goals and instruction.
Collaboration:
Who?
Teachers, Administration, Literacy Specialists, Tutors, Language Arts Coordinator,
Students and Families
When?
Staff Meetings, Team Meetings, Curriculum Days, In-House P.D. Days, Conferences,
PTO Meetings
About What?
Continue to increase written expression skills in all areas and to integrating reading
and writing to ensure generalization across academic areas.