Iowa Support System for Schools and Districts in Need of Assistance
Title I Schools in Need of Assistance (SINA) Action Plan for the Academic Years: 2009-2010 – 2010-2011
District: Westlake Community Schools Building: Westlake Elementary Draft Date: October 30, 2009
Area of Identification: Reading
Year of Identification: Year 1
Reading/Math
(Year 1, 2, 3, 4, 5, 5+)
Building Contact: Gary White, Principal E-mail/Phone: gwhite@wlcsd.k12.ia.us, 515.555.1234
Building Principal
E-mail address and phone number of principal
Building Address: 1234 Beach Lane, Westlake, IA 12345
Street
City
State/Zip
Please check (√ ) all that apply; these are required to meet federal expectations:
√ Actions for Reading
 Actions for Math
√ Actions for Parent
Engagement
√ Actions for
√ Mentoring of New
and Experienced
Teachers
√ Actions for
Evaluability of Plan
√ Choice
 Choice and Supplemental
Educational Services
 Corrective Action
 Planning for Restructuring
 Restructuring
 “In Delay” Status
√ Letter of Notification Attached
Design Phase: Reading Action Plan
√ 10% Allocation of
Title I Dollars
√ One-Year Budget
√ Evidence-Based
Research
√ Evidence of Outside
Technical Assistance
(e.g., Iowa Support
Team)
√ Reasons for Lack of
Success in Past
√ Peer Review
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√ Elementary
 Middle School
 High School
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Iowa Support System for Schools and Districts in Need of Assistance
District LongRange CSIP Goal
All K-12 students will achieve at high levels in reading comprehension, prepared for success beyond high
for Identified Area: school.
Persons writing the Contact person: James Kelly, Westlake Curriculum Coordinator
plan
Building Leadership Team: Gary White, building principal; Kim Thompson, district reading specialist; Pat
(* while not required
by law, best practice
would include parent
involvement)
Diagnosis
Summary:
CCQ 1. What do
data tell us about
student learning
needs?
Building Goal
Statement for
SINA to support
prioritized learning
needs
Buzhoff, 4th grade teacher; Rhonda Smith, 1st grade teacher; Jody Williams, teacher of special
education; James Floyd, AEA school improvement consultant; Sue Bright, AEA building representative;
Rich McGrew, reading content expert; Melissa Carson, parent; and Lou Simms, AEA Support Team Lead
This area includes information about why previous interventions were unsuccessful as well as learnings from other data:
As a result of the audit and diagnosis processes, the following data sources/points were organized and
analyzed:
1. ITBS: Grades 3-6 showed deficits in the area of reading comprehension, particularly in the area
of inferences and factual understanding for all students. Subgroups that were of particular
concern were African-American, special education, and low SES. In addition, trend data over 3
years indicated that reading comprehension was declining among all students.
2. ICAM: Grade 4 showed deficits in the area of reading comprehension. These data validate the
general analysis of ITBS results.
3. Formative Assessment: There was no indication that formative assessments for intermediate
grades were collected, organized, and analyzed in a systemic fashion.
4. The professional development over the past five years has not resulted in the consistent use of
strategies by all teachers; therefore, our gains have not been steady nor consistent.
By the end of the 2010-2011 school year, 74% of students at grades 3, 4, 5, and 6 will be performing at
the proficient level and above in reading comprehension as measured by the reading comprehension
assessment of ITBS using the national norms and with at least 95% participation. Identified subgroups’
achievement will be proportionately higher each year.
Design Phase: Reading Action Plan
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Iowa Support System for Schools and Districts in Need of Assistance
Indicators of
Progress:
CCQ 3: How
will/do we know
student learning
has changed?
Summative Evaluation Question(s)
Formative Data Questions Aligned
to Summative Evaluation Question(s)
with Indicators of Progress and Measurement Tools
for Summative Data Indicating Student
Achievement of District Goal(s)
with Indicators of Progress and
Measurement Tools for Formative Data
Indicating Progress toward District Goal(s).
 What percentage of students in grades 3, 4, and 5
are performing at the proficient level and above in
reading comprehension as measured by the reading
comprehension assessment of ITBS using the
national norms and with at least 95% participation?
What percentage of students in each subgroup are
performing at the proficient level?
 The percentage of students who score at the
proficient level or above (41st percentile or above using
national norms) on the ITBS Reading Comprehension
Test (ITBS Scores)
 The proportional increase of identified sub-groups (i.e.,
Low SES, African-American, Hispanic, special education
students) proficient in reading. (AYP Trajectory)
 The percentage of third, fourth, and fifth graders who
participated in the ITBS Test of Reading.
(Participation)
Evidence-Based
Research Source
(Be sure to cite the
specific research
aligned to areas of
concern.)
 What percentage of students in grades 3, 4,
and 5 are performing at the proficient level
and above based on formative assessments?
 The periodic individual student scores; the
percentage of students proficient (DIBELS)
 The periodic individual student scores; the
percentage of students at grade level (BRI_
 Summary of teacher observations of individuals
and groups of students (Anecdotal Records)
 How much are students reading?
 Number of books and number of minutes of
reading of individual students and groups of
students (Summary of Books Read/Minutes
Read)
 Number of fiction and non-fiction resources
checked out by individual students and groups
of students (Summary of Library Check-out
Data)
 Number of reflections on “Just Read” books
and family activities (Student Work)
Strategies and implementation methods included in the action plan are based on the research identified
in the Iowa Content Network and the State-Wide Reading Team (SWRT) resources. The content of the
professional development was selected to directly impact student achievement (proximal).
Design Phase: Reading Action Plan
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Iowa Support System for Schools and Districts in Need of Assistance
Content for the
professional
development
identified through
research:
CCQ 2. What will
be done to meet
student learning
needs?
Based upon the results of the audit and diagnosis processes, the Building Leadership Team (BLT)
completed the research to identify the program/strategy to directly impact student needs. A
comprehensive, balanced literacy program at the K-5 level is the focus of the building. The K-2 staff
will study and implement the 5 comprehensive components of a reading program (i.e., phonics, phonemic
awareness, vocabulary, fluency, comprehension). The 3-5 staff will study and implement vocabulary,
fluency, and comprehension strategies. Comprehension strategies will be emphasized during the first
year, focusing on expository text strategies (i.e., “alouds”) and Picture Word Induction Model (PWIM).
Vocabulary, fluency, and phonics activities will be studied during the second year.
Beginning teachers will participate in the state-mandated mentoring and induction program, and all
teachers will participate in the mentoring that includes peer coaching, collaboration time, and review of
student work.
Formative assessments will be administered to monitor reading comprehension and other reading
components. Assessments will be collected, organized, and analyzed by teaching staff. This additional
data will be used to monitor student progress and identify any additional student needs. The data will
also be used to inform decisions regarding professional development.
Peer Review
Process
All four bulleted
items must be
completed.
(* Best practices
include parent
involvement)
 Date Planned for Peer Review: October 24, 2009
 Schools/AEA/Individuals Involved in Peer Review: Building Leadership team, including parent;
members of Iowa Support Team not involved in the development of the plan.
 Process for Peer Review: Checklist for Analysis of Action Plan during development; Tuning Protocol
both during the development and after the “final draft” of the action plan
 Date Peer Review Actually Completed: October 24, 2009, with changes made during the following
week based on recommendations shared in peer review process.
Design Phase: Reading Action Plan
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Iowa Support System for Schools and Districts in Need of Assistance
Implementation:
How will the
goal be
achieved?
CC2f. What
actions/ activities
will we use to
address prioritized
needs, established
goals, and any gaps
between current
and research-based
practice?
Changes/Impact on Stakeholders (e.g.,
Students, Teachers, Administrators, Parents,
and Other Stakeholders)
Identification of changes:
1. Knowledge
2. Skills
3. Attitudes
4. Aspirations
5. Behaviors.
Data Collected to Inform Change
How will we collect the information about
the change (e.g., tests, surveys, focus
groups, interviews, logs, observations,
rating scales)? What data sources/points
would best answer our formative and
summative questions?
Note: Where appropriate, include description
of mentoring and or collaborative (e.g., peer
coaching) activities for both new and
experienced teachers.
Alignment and
Responsibilities
1. Iowa Professional
Development
Model Component
2. Person(s)
Responsible
3. Time (when and
how much)
4. Resources
The data collected
from stakeholders
and decisions made
help continually
monitor, adjust, and
evaluate key actions
and activities and the
overall plan. How
have we measured or
depicted change in
the information
collected (e.g.
describing, counting,
clustering,
comparing, trends,
patterns)?
Alignment and
Responsibilities
Monitoring &
Adjustment
Include description
of parent
involvement in each
action step or as a
separate action as
appropriate.
Changes/Impact on Stakeholders
Data Collected to Inform Change
Monitoring and
Adjustment
Action #1:
Notification of
Parents and
Community
 Activity:
Letter of
notification
sent to all
parents at
Parent: Use information provided to
make decision regarding choice.
Design Phase: Reading Action Plan
Number of students whose parents
received letter.
Number of parents selecting choice
out of /in building.
Number of parents attending
©2009
Letter went to
parents of 425
students. 7
students chose to
attend
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Iowa Support System for Schools and Districts in Need of Assistance
Westlake
Elementary.
 Activity:
Informational
meetings with
parents
regarding
choice;
meetings for
ELL parents
and new
parents to the
districts
Washington
Elementary while
418 students are
remaining at
Westlake
Elementary.
informational meetings
Number of ELL parents attending
informational meetings
Community: Increased awareness and
understanding of “schools in need of
assistance.”
Copies of press release
Copies of radio/television interviews
Newspaper
articles appeared
in local paper.
Principal provided
meetings for all
parents
(attendance 123)
as well as
individual and
small-group as
needed.
Interpreters were
available for the
parents of ELL
students – 35
parents of ELL
attended.
 Press releases
developed and
distributed to
newspaper
 Activity:
Radio and
television
interviews
Changes/Impact on Stakeholders
Data Collected to Inform Change
Action # 2:
Audit, Diagnosis,
and Design
Design Phase: Reading Action Plan
Alignment and
Responsibilities
Monitoring &
Adjustment
Audit, diagnosis,
and design were
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Iowa Support System for Schools and Districts in Need of Assistance
 Activity:
Completion of
Audit
Building Leadership Team: Review of
Audit Profile provided by Iowa Support
Team
Completed Audit Profile
Date of
Presentation:
October 7
Building Leadership Team: Complete
diagnosis on areas of concern, including
“if . . . then statements.”
Completed diagnosis worksheet with
“if . . then” statements
Dates of Work on
Diagnosis:
October 8 –
October 14
 Activity:
Completion of
Action Plan
Building Leadership Team: Complete
action plan.
Completed action plan, including plan
for evaluation.
Dates of Work on
Development of
Plan:
October 14 –
October 23
 Activity:
Communication
of Action Plan
Staff: Demonstrate knowledge of the
building action plan
Number of staff members who
participated in the communication of
the action plan
Dates of
Presentations of
Action Plan to staff
members – October
23
Data Collected to Inform Change
 Activity:
Completion of
Diagnosis
Changes/Impact on Stakeholders
Action #3:
Formation of
building
leadership team
to provide
leadership in
design and
implementation
Teachers: Demonstrate knowledge and
skills in facilitation, data analysis, and
communication.
Minutes of meetings
Self-monitoring survey completed
quarterly
Alignment and
Responsibilities
Align with the
tenets of the Iowa
Professional
Development Model.
Principal: Demonstrate knowledge and
skills in facilitation, data analysis, and
communication.
Minutes of meetings
Self-monitoring survey completed
quarterly
Building principal
Design Phase: Reading Action Plan
completed upon
identification and
peer review took
place on October
24 with
adjustments made
in plan and final
presentation made
to staff on
October 28
before sending
document to the
Iowa Department
of Education.
Cheat sheets have
been provided to
staff and plans for
regular updates
set.
Monitoring &
Adjustment
Formed upon
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Iowa Support System for Schools and Districts in Need of Assistance
of action plan
(Years 1 and 2)
identification of a
school in need of
assistance; meets
monthly after
audit, diagnosis,
and design of plan.
 Activity:
Determination
of building
action plan.
 Regular
meetings to
address
design of
action plan as
well as
implementation and
evaluation of
plan
Identified agenda
frameworks for
meetings (e.g.,
roles,
responsibilities),
timelines.
Changes/Impact on Stakeholders
Data Collected to Inform Change
Action #4:
Analysis of data
to make
decisions
regarding
professional
development.
(Years 1 and 2)
Teachers: Increased knowledge and
skills in data collection and
interpretation, including data
sources/points.
 Activity: Use
Basic Reading
Inventory
(BRI) data in
grades 2-5 and
Teachers: Increased knowledge of
student strengths and weaknesses in
individual classrooms and in buildings.
Survey satisfaction; focused
conversation summary
Parents: Increased knowledge in
Number of parents with whom
Teachers: Increased collaboration
among teachers in grades K-5.
Design Phase: Reading Action Plan
Summary of skills demonstrated in
leadership and collaboration
meetings.
Summary analysis of data collected
Collaboration reflections
Summary analysis of collaboration
time
©2009
Alignment and
Responsibilities
Data collection and
analysis with goal
setting – content
provider
Monitoring &
Adjustment
Members of
building leadership
team, building
principal, classroom
teachers
Administration of
BRI 3 times per
year with analysis
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Iowa Support System for Schools and Districts in Need of Assistance
DIBELS in
Grades K-1 to
determine
students’
needs and
check regularly
for student
progress.
 Activity:
Presentation
at Back-toSchool Night
to introduce
parents to
type of
assessment in
which their
children will
participate.
assessments used to determine progress
of the students.
information was shared.
Parent satisfaction survey
and decision making
immediately
Building: Identification of professional
development needs and solutions to
those needs, looking at gap analysis of
current reality with desired state.
Professional development plan
Resources available
through AEA or
ordered through
school district;
collaboration team
times
Changes/Impact on Stakeholders
Action #5:
Professional
development in
identified
strategy related
to BRI analysis
(Grades 2 – 5)
 Activity:
Development
of professional
development
Data Collected to Inform Change
Students: Increase knowledge of and
skills in using the reading strategies to
increase their own comprehension and
fluency.
BRI data
ITBS data
Formative assessments in classroom
(e.g., anecdotal records, teacher
observations)
Teachers: Implement with fidelity and
impact on student learning the
instructional strategies
Summary/Analysis of implementation
frequency and fidelity data.
Summary/Analysis of student
achievement data.
Reflections on collaboration.
Summary/Analysis of collaboration
Teachers: Use collaboration time
effectively to adjust use of strategies
Design Phase: Reading Action Plan
©2009
Alignment and
Responsibilities
Design of learning
opportunities that
include
implementation and
collaboration with
ongoing data
collection and
analysis.
Monitoring &
Adjustment
Building Leadership
Team members,
principal, classroom
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Iowa Support System for Schools and Districts in Need of Assistance
focus
(immediately
and in spring
of 2009 for
2009-2010)
 Activity:
Professional
development
opportunities
(e.g., Read
Alouds, Think
Alouds, PWIM,
vocabulary)
based on
review of data
(Years 1 and
2).
Professional
development
will include
theory,
demonstration,
and practice
with coaching
and feedback
based on Iowa
Professional
Development
Model.
 Activity:
Analysis of
implementation
data and
for impact on student learning
use.
teachers.
Principal: Collect and summarize through
walk-throughs the data on use (i.e.,
frequency, fidelity, impact) of
instructional strategies
Summary/Analysis of classroom walkthrough data
See schedule below.
Design Phase: Reading Action Plan
Technical
assistance of
content expert;
materials and
handouts;
collaboration time
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Design - 185
Iowa Support System for Schools and Districts in Need of Assistance
student impact
data by
building
leadership
team with
adjustments in
professional
development
activities
based on
formative and
implementation
data. (On-going
and between
professional
development
opportunities
in Years 1 and
2)
 Evaluation of
professional
development
(May of Year 1
and Year 2)
Changes/Impact on Stakeholders
Action #6:
Professional
development in
identified
strategies
related to
DIBELS analysis
Data Collected to Inform Change
Students (K-1): Increased knowledge
and skills in alphabet, phonics, and
phonemic awareness as teacher
implementation increases
DIBELS
Teachers: Increased skill in
implementation of instructional
Summary of data regarding
frequency and fidelity of
Design Phase: Reading Action Plan
Teacher Observation
©2009
Alignment and
Responsibilities
Design of learning
opportunities that
include
implementation and
collaboration with
ongoing data
collection.
Monitoring &
Adjustment
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Iowa Support System for Schools and Districts in Need of Assistance
(Grades K-1)
strategies
 Activity:
Development
of professional
development
focus for early
and late starts
(Immediately
and in spring
of 2009 for
2009-2010)
 Activity:
Professional
development
opportunities
(e.g., alphabet
knowledge,
phonics,
phonemic
awareness)
based on
review of data
(Years 1 and 2)
 Activity:
Analysis of
data by
building
leadership
team with
adjustments in
professional
development
Teachers: Increased knowledge and
skills in peer coaching and teacher-toteacher mentoring
Design Phase: Reading Action Plan
implementation and impact on student
learning.
Summary of classroom walk-through
data
Summary of teacher reflections
Summary of teacher satisfaction
survey data.
©2009
Building leadership
team members,
principal, classroom
teachers.
See schedule below.
Technical
assistance of
content expert;
materials and
handouts;
collaboration team
time.
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Iowa Support System for Schools and Districts in Need of Assistance
based on
formative and
implementation
data. (On-going
and between
professional
development
opportunities
in Years 1 and
2.)
 Evaluation of
professional
development
(May of Years
1 and 2)
Changes/Impact on Stakeholders
Action #7:
Parent
engagement in
“Just Read”
 Activity:
Parents are
introduced to
“Just Read” at
Back-to-School
Night (Years 1
and 2)
 Activity: Ongoing support
for parents is
provided in
Students: Increased time in reading
outside of school.
Students: Increased reading
comprehension.
Data Collected to Inform Change
Number of minutes and/or books
students read at home by fiction and
non-fiction.
Library check-out data
Parents: Increased time reading with
their child.
Number of minutes and/or books
parents read to/with their child at
home.
Teachers: Increased communications
with parents about reading
Number of communications
Monitoring of progress of data
Design Phase: Reading Action Plan
©2009
Alignment and
Responsibilities
Ongoing data
collection
Monitoring &
Adjustment
Members of
building leadership
team, classroom
teachers, and
parents.
Parent Meetings –
training by principal
and building
leadership team;
back-to-school
night parent
presentation;
Design - 188
Iowa Support System for Schools and Districts in Need of Assistance
“Just Read”
(Years 1 and 2)
 Formative and
summative
evaluations are
completed to
determine
impact of
“Just Read” on
students and
families.
teacher collection
and analysis of logs
on a monthly basis
during collaboration
team meetings.
Year 2 and
Beyond
Design of logs;
purchase of
materials needed;
collaboration team
time.
Alignment and
Responsibilities
Iowa Professional
Development Model
Sustaining
Actions:
Building Leadership
Team
Changes/Impact on Stakeholders
 Review and
analysis of
previous year’s
formative and
summative
data
 Determination
of focus of
adjustments as
indicated by
data.
 Identification
of plan of
action to
Design Phase: Reading Action Plan
Data Collected to Inform Change
As you prepare to update your TWO-year plan in the spring of
2009, it is important to focus on data collected during 2007-2009
relative to administrators, teachers, students, parents, and other
stakeholders.
It is imperative that the buildings/district frequently evaluate the
success of actions outlined in the plan. The system must be flexible
enough to make appropriate adjustments to the plan BASED ON
DATA to ensure increased achievement of students and
appropriate professional development of staff. As you monitor the
effectiveness of your plan, it will be important to focus on
sustainability of the plan.
Monitoring &
Adjustment
May – August,
2010: evaluation
and planning for
updated Year 2 and
projected plan for
new two-year plan
and one-year
budget; August,
2010: update of
two-year plan and
one-year budget
Resources as
necessary
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Iowa Support System for Schools and Districts in Need of Assistance
sustain
successful
programming.
 Begin adjusted
or new
professional
development
actions based
on information
from the above
described
activities.
 Provision of
one-year
budget to
achieve
updated twoyear plan.
 Completion of
evaluation of
the plan’s
impact on
student
achievement.
Design Phase: Reading Action Plan
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Iowa Support System for Schools and Districts in Need of Assistance
Projected Professional Development for Staff - Dates, Times, and Focus for 2009-2010:
Date
Time
Thursday, September 4, 11, 18, and 25
1:30 – 3:45 P.M.
Thursday, October 2, 9, 16, and 23
1:30 – 3:45 P.M.
Thursday, November 6, 13, and 20
1:30 – 3:45 P.M.
Thursday, December 4 and 18
1:30 – 3:45 P.M.
Thursday, January 8, 15, 22, and 29
1:30 – 3:45 P.M.
Thursday, February 5, 12, 19, and 26
1:30 – 3:45 P.M.
Thursday, March 5, 12, 19, and 26
1:30 – 3:45 P.M.
Thursday, April 2, 9, 16, and 23
1:30 – 3:45 P.M.
Thursday, May 7, 14, and 21
1:30 – 3:45 P.M.
Focus
Whole staff professional development, including peer coaching and peer
observation
Whole staff professional development, including peer coaching and peer
observation
Whole staff professional development, including peer coaching and peer
observation
Whole staff professional development, including peer coaching and peer
observation
Whole staff professional development, including peer coaching and peer
observation
Whole staff professional development, including peer coaching and peer
observation
Whole staff professional development, including peer coaching and peer
observation
Whole staff professional development, including peer coaching and peer
observation
Whole staff professional development, including peer coaching and peer
observation
Building Leadership Team Membership for 2009-2010:
Name
James Kelley
Gary White
Kim Thompson
Pat Buzhoff
Rhonda Smith
Jody Williams
James Floyd
Sue Bright
Rich McGrew
Melissa Carson
Lou Simms
Role
Westlake curriculum coordinator
Building principal
Reading specialist
Grade 4 teacher
Grade 1 teacher
Teacher of special education
AEA school improvement coordinator
AEA building representative
Reading content expert
Parent
Iowa Support Team Lead (as needed)
Design Phase: Reading Action Plan
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Iowa Support System for Schools and Districts in Need of Assistance
Building Leadership Team Meeting Dates and Times for 2009-2010:
Date
Time
Wednesday, August 27
1:00 – 4:00 P.M.
Wednesday, September 24
1:00 – 4:00 P.M.
Wednesday, October 22
1:00 – 4:00 P.M.
Wednesday, November 19
1:00 – 4:00 P.M.
Wednesday, December 17
1:00 – 4:00 P.M.
Wednesday, January 28
1:00 – 4:00 P.M.
Wednesday, February 25
1:00 – 4:00 P.M.
Wednesday, March 25
1:00 – 4:00 P.M.
Wednesday, April 22
1:00 – 4:00 P.M.
Wednesday, May 24
1:00 – 4:00 P.M.
Design Phase: Reading Action Plan
Focus




















Impact of communication of plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Evaluate implementation of Year 1 of action plan and determine focus of Year 2
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