ACTION COMPONENT
District Name
School Name
Student Achievement
Lewis County
Lewis County Central Elementary
Priority Need
Central Elementary 2009 CATS Assessment data
indicates:
 Academic Index of 87
 54.3% of 3rd, 4th, and 5th grade students
scored proficient or above in content areas
 11. % novice
 14.8% novice among free/reduced lunch
participants
 84% of K-3 students reached 2008 spring
GRADE NCE of 50
 80% of K-3 students reached benchmark
level according to spring 2008 DIBELS
School Consolidated Plan •
X School
District
Preliminary
Component Manager
Current Date 12/08/09
X Revised
Goal
Assessment data will reflect:
2010
2011
Academic Index
3rd , 4th, and 5th grade students proficient or
above in content areas
Percent novice
Percent novice free/reduced lunch participants
97
63.4
72.5
8.8
11.8
6.6
8.8
Percent of K-3 students reaching 50th
percentile or above on GRADE assessment
Percent of K-3 students reaching DIBELS
benchmark level
95
100
90
95
Component • Page 1 of 12 • Draft of 3/6/16
Causes of the Need
Not all students demonstrate proficiency.
Objectives For Reaching the Goal
1.
Highest priority causes:
1. Some assessments are not aligned to core content standards.
2. Students have difficulty communicating thoughts in writing.
3. School schedules still need to focus on the amount of time needed for all
students to demonstrate mastery of essential skills.
4. Teachers do not use a variety, research based teaching strategies.
5. There is a lack of adequate identification, procedures, and strategies/programs
for students requiring interventions.
6. Continue to work on intentional/explicit lesson/unit planning.
7. Continue to work on clear, concise, explicit curriculum documents.
8. There is a need to operationally define, as a learning community and with
students, what “good” looks like.
2.
3.
4.
5.
6.
7.
8.
9.
10.
School Consolidated Plan •
Component • Page 2 of 12 • Draft of 3/6/16
All LCCE students will receive a standards based curriculum in all content areas every day.
(Curriculum)
All LCCE students will receive a variety of researched based instructional practices in all
content areas every day. (Instruction)
All LCCE students will receive a variety of Assessments for (Formative) and of (Summative)
Learning in all content areas every day at the DOK level of the standard addressed.
(Assessment)
Objective 4: All students will receive instruction using a Comprehensive Reading Program
All LCCE students will receive assessments connected to PoS, CCA, and appropriate DOK
levels.
All LCCE students will take the Measures of Academic Progress (MAP) test three times a
year beginning Fall of 2009.
Classroom instruction will be explicit and will include a developmentally appropriate balance
of preteach/teach/reteach, review, guided practice, monitored class work and independent
homework.
All students will participate in the “Math Intervention Program: Voyager Math and V-Math”
in addition to the core Math Trailblazers Program.
Student assessments and work samples will be rigorous and DOK aligned as evidenced by
assessment and student performance.
Student work samples will continue to be analyzed by staff on an ongoing basis to reflect
rigor.
Objective 1: All LCCE students will receive standards/research based instruction in all content areas every day. (Curriculum)
Activity
Responsible
Person
Start
Date
End Date
Teachers will work collaboratively during grade level meetings to
develop a clear, concise curriculum pacing guide and annotated
curriculum document according to PoS/AE/CC 4.1.
Classroom teachers
Fall 2009
ongoing
Principal/Asst.
Principal
(monitoring)
Classroom teachers
District Personnel
Principal/Assist.
Principal
Fall 2009
on-going
Administration and teachers will work collaboratively to set up a system
of interventions for students not on grade level. All students will be
assessed using a universal screener.
Teachers will work collaboratively, during grade level meetings, to
deconstruct content standards.
Classroom teachers
District Personnel
Principal/Assist.
Principal
Fall 2009
on-going
Administrators and teachers will analyze MAP reports to identify gaps in
the curriculum.
Classroom teachers
District Personnel
Principal/Assist.
Principal
Fall 2009
on-going
School Consolidated Plan •
Component • Page 3 of 12 • Draft of 3/6/16
Cost
Fund Source
Objective 2: All LCCE students will receive a variety of researched based instructional practices in all content areas every day. (Instruction)
Activity
Responsible Person
Start Date
End Date
Teachers will create student friendly learning targets relative to their
content that will be posted in the classroom and conveyed daily.
Classroom teachers
Fall 2009
ongoing
Teachers will keep a collection of writing-to-learn samples in student
working portfolios
Classroom teachers
Fall 2009
ongoing
Teachers will utilize lesson-planning software to demonstrate meaningful
and varied teaching strategies during classroom instruction. Lesson plans
will be kept in a 3 ring binder and monitored monthly on a rotation
schedule.
Classroom Teachers
(implementation)
Fall 2009
ongoing
Each teacher will be assigned a "Critical Friend" to come observe and
both will reflect on the instructional practices observed and ways to
improve.
Teachers
Fall 2008
On-going
Teachers will participate in Promethean Board Interactive Design,
Technology PD, offered through KEDC.
Teachers
Winter 2010
Ongoing
School Consolidated Plan •
Principal/Asst.
Principal
(monitoring)
Principal/Asst.
Principal
(monitoring)
Principal/Asst.
Principal
(monitoring)
Principal/Assist.
Principal
Principal/Asst.
Principal
(monitoring)
Component • Page 4 of 12 • Draft of 3/6/16
Cost
Fund Source
Teachers will use research based instructional practices in the classroom
including, but not limited to:
Classroom Teachers
(implementation)
-higher Dok level questions
Principal/Asst.
Principal
(monitoring)
-equitable questioning system (sticks or seating chart)
Fall 2009
ongoing
-daily opportunities to practice writing-to-learn
-posting learning targets (must match CCA & classroom activities)
-bell work (must match CCA standard & learning target)
-inquiry based instruction
-graphic organizers (example: compare/contrast, sequence,
summarization, cause & effect – Thoughtful Classroom Tool Book)
-an opportunity for students to read, write, and discuss their content
-note taking/meaning making strategies
-weekly modeling of answering open response
-explicit instruction (I do, we do, you do)
Objective 3: All LCCE students will receive a variety of Assessments for and of Learning in all content areas every day. (Assessment)
Activity
Responsible Person
Start Date
End Date
Teachers will keep and organize samples of formative and summative
assessments. Assessment folders will be shared during GLM’s.
Classroom Teachers
(implementation)
Fall 2009
ongoing
Principal/Asst.
Principal
(monitoring)
Professional development in “Assessment for Learning” and “Assessment
of Learning.”
Diane Johnson
(facilitator)
Classroom Teachers
(implementation)
Principal/Asst.
Principal (monitoring
Teachers will create and maintain data boards to reflect the level students
School Consolidated Plan •
Classroom Teachers
Component • Page 5 of 12 • Draft of 3/6/16
Aug 2009
Cost
Fund Source
are performing in the content areas of reading and math.
(implementation)
Fall 2009
ongoing
Fall 2009
ongoing
Fall 2009
ongoing
Fall 2009
ongoing
On going
Principal/Asst.
Principal
(monitoring)
Teachers will meet with students to establish individual goals and discuss
areas of strengths and weaknesses. Together the student and teacher will
establish goals for improvement. (Goal Setting)
Classroom Teachers
(implementation)
Teachers will provide students with specific feedback to assist them in
understanding how to achieve the next level of performance in all content
areas.
Classroom Teachers
(implementation)
Teachers and administrators will use the results of the MAP assessment to
develop RTI groups and make instructional decisions.
Classroom teachers
Teachers will analyze CATS and MAP test data to identify achievement
strengths and weaknesses, gaps and overlaps to make necessary
adjustments to curriculum maps and instructional practices.
Principal Certified
Staff
2004
Weekly Grade Level Meetings / PLC to analyze student work identify
gap issues, and to design Common Assessments that are aligned to CCA.
Classroom Teachers
(implementation)
Fall 2009
ongoing
Principal/Asst.
Principal (monitoring
Principal/Asst.
Principal
(monitoring)
Principal/Asst
Principal
SEEK
Principal/Asst.
Principal
(monitoring)
Purchase and train all teachers to utilize online instructional resource,
Education City
Principal
Aug. 2009
On-going
Train Building Level Team in PBIS (Positive Behavior Intervention and
Supports) and implement
Principal
Aug. 2009
On-going
RTI reading teacher will train 3rd, 4th, and 5th grade Para-educators
using the Great Leaps reading intervention program.
Principal
Fall, 2009
On-going
Teachers will participate in three school visits with Joyce Jackson,
consultant for Thoughtful Education
Principal
Fall, 2009
On-going
Para-educators will be trained to use an intervention program titled, One-
RTI Math Teacher
Fall, 2009
On-going
School Consolidated Plan •
RTI Reading Teacher
Component • Page 6 of 12 • Draft of 3/6/16
PD Funds
to-One Math. Para-educators will work with small groups of students 2-3
times per week.
Para-educators
Thoughtful Classroom Teacher Leaders will meet twice per week to plan
using a backwards design. Teacher Leaders will provide staff PD on
Essential Vocabulary and using a Compare/Contrast strategy.
Teacher Leaders
Teachers will use CCA to design common grade level assessments
Classroom teachers
Principal
Fall, 2009
On-going
Fall 2009
ongoing
Fall 2009
ongoing
Fall 2009
ongoing
Fall 2008
On-going
Fall 2009
ongoing
Fall 2009
ongoing
Fall 2009
ongoing
Fall 2008
On-going
Principal
Principal/Asst.
Principal
(monitoring)
Teachers will plan and implement higher level Dok questions
Classroom teachers
Principal/Asst.
Principal
(monitoring)
Teachers will provide daily opportunities for students to respond, in
writing, to higher Dok level questions
Classroom Teachers
(implementation)
Principal/Asst.
Principal
(monitoring)
Teachers will use CCA to identify Essential Vocabulary
Teachers
Principal/Assist.
Principal
Teachers will analyze student work to make instructional decisions
Classroom teachers
Principal/Asst.
Principal
(monitoring)
Teachers will use Interim Performance Report assessment to identify
instructional weaknesses and use data to design lesson plans that address
gaps in student achievement.
Classroom teachers
MAP Leadership Team will randomly monitor testing sessions
(shadowing/proctoring) to ensure testing fidelity.
Classroom Teachers
(implementation)
Principal/Asst.
Principal
(monitoring)
Principal/Asst.
Principal
(monitoring)
Staff will implement the following strategies to reduce the academic gap
among sub-populations (free/reduced vs. non-free/reduced and male vs.
School Consolidated Plan •
Teachers
Component • Page 7 of 12 • Draft of 3/6/16
female):
Principal/Assist.
Principal

Weekly Grade Level Meetings / PLC to analyze student work,
identify gap issues, and to design Common Assessments that are
aligned to CCA.,

Targeting novice/low apprentice students to receive extra
instruction / Intervention Block for 30 minutes daily in reading
and/or math

Team Leadership meetings to identify student deficits and brainstorm immediate interventions
Para-educators will utilize a monthly calendar, prepared by the RTI Math
Teacher, to track consistency of the one-to-one math intervention
program.
Classroom teachers
Teachers will model and instruct students to use the word “because” and
use 7 or more words per sentence when speaking or writing.
Classroom teachers
RTI Math and RTI Reading Teacher will organize MAP assessment data,
print reports and deliver Des Carte findings to teachers and Paraeducators in order to form flexible instructional groups.
Classroom Teachers
(implementation)
Positive Behavior Intervention and Supports (PBIS) Building Level Team
will meet once a month to analyze student behavior reports
Classroom Teachers
(implementation)
Fall 2009
ongoing
Fall 2009
ongoing
Fall 2009
ongoing
Fall 2009
ongoing
Fall 2008
On-going
Principal/Asst.
Principal
(monitoring)
Principal/Asst.
Principal
(monitoring)
Principal/Asst.
Principal
(monitoring)
Principal/Asst.
Principal
(monitoring)
Reduce the F/R Lunch Approved subgroup achievement gap though
equitable core and intervention instruction.
School Consolidated Plan •
Teachers
Principal/Assist.
Principal
Component • Page 8 of 12 • Draft of 3/6/16
Activity
Responsible Person
Start Date
End Date
Principal will observe RF program (Tier I, Tier II,
Tier III) a minimum of 3-5 times per week on a
scheduled basis in order to gain greater knowledge
of program, attend PD related to the RF program,
and gain program knowledge for job-embedded
observation of instruction.
Principal
January, 2008
On-going
Primary teachers will receive Reading First
Professional Development as required by Reading
First Grant. (All primary and special education
teachers who teach the core program will receive a
minimum of 40 hrs of PD, principal 20 hrs, and RF
Coach 80 hrs.)
Teachers, Reading Coach
Summer, 2005
On-going
Aug. 2004
On-going

PD will focus on Thoughtful Classroom
which will include active engagement for
critical learning

Analysis of Group Reading Assessment
and Diagnostic Evaluation (GRADE) in
order to plan instruction for diverse
learners

Required core, supplemental, and
intervention reading program update/new
teacher trainings.

Explicit lesson planning
Primary teachers will actively participate in
embedded professional development focused
around RF concepts including research, modeled
lessons, core, supplemental and intervention
strategies that will meet the needs of all LCCE
students
School Consolidated Plan •
Administration
RF Coach
Principal
Exemplary teachers
Component • Page 9 of 12 • Draft of 3/6/16
Cost
Fund
Source
Reading
First
Grant
GRADE and DIBELS assessments will be
administered three times per year (Fall, Winter,
Spring) to track progress toward RF benchmark
goals.
Certified Staff
Faculty will implement all components/activities as
outlined and required by the RF grant.
Principal
Teachers will continue use of a progress monitoring
schedule for DIBELS that will reflect students
needing progress monitoring on a weekly, biweekly, or monthly basis.
RF Coach
All Students will receive 90 minutes of
uninterrupted reading/language arts instruction
daily. (Primary students not reaching RF
benchmarks during the ninety minute core reading
session will receive a 30 min. supplemental reading
session and, if needed, an additional 30 min.
intervention strategy session daily by certified staff
to ensure all students will reach reading
proficiency.) Teacher will increase active
engagement during Tier I, Tier II, and Tier III
instruction.
Principal
Students not reaching proficiency levels in reading
will receive intervention instruction beyond the Tier
I, Tier II, Tier III programs through additional
support services.
Principal
Literacy Centers will provide a choice of activities
that will address varied learning styles and student
identified needs.
Principal
Fall Annually
Spring
Annually
August 2005
On going
January, 2008
On-going
August 2004
On going
August 2005
On going
August 2007
On going
Principal
August
On going
Certified Staff
2007
RF Coaches
Certified Teachers
Counselor
RF Coach
Certified Staff
RF Coach
Provide frequent opportunities for student selfassessment of performance and guide students
toward becoming independent learners through self
–reflection and development of projects/activities
that address individual interest and needs.
School Consolidated Plan •
RF Coach
Component • Page 10 of 12 • Draft of 3/6/16
SEEK
Maintain data boards as a visual tool to monitor
student progress toward benchmark goals and drive
instructional planning.
Principal
Provide opportunities for student ownership in the
classroom through student work displays, personal
art for decoration, seating, classroom rules,
expectations, unique inspiring reading nooks, etc.
Principal
Reading First funds have/will continue to provide
materials/equipment necessary to carry out the core,
supplemental, and intervention programs to address
the literacy needs of all LCCE students.
Principal,
DIBELS and GRADE benchmarks/goals have been
established by the developer for students at all primary
levels
RF Coach
Principal
School Consolidated Plan •
November,
2006
On going
August 2007
On going
August, 2004
June, 2008
August, 2005
On-going
Certified Staff
Staff
RF Coach
Component • Page 11 of 12 • Draft of 3/6/16
Instructio
nal
Funds/Fu
nd
Raisers/R
F Funds
\
Objective 4: Increase the number of parents involved in the development of their children’s educational plan through increased
home/school/community communication.
Activity
Responsible
Person
Start
Date
End Date
Home Liaison will aid in communication with the parents of identified at
risk primary students through home visits and instructional material
distribution to families and recruit parents for GED Programs and to
attend the Commonwealth Institute for Parent Leadership each year.
Home Liaison
Fall, 2005
On going
Title I
Parent members participate in all Success for All “Solutions” meetings
to address and plan intervention strategies for student academic/behavior
problems. (RF Intervention Component)
Principal
Fall, 2005
On going
NA
Fund Source
Principal
Family Support
Team
Home Liaison
RTI Math Teacher will organize a Family Math Night to present two
grade appropriate math games for parents to use at home with their
children (Make and Take)
RTI Math Teacher
Winter,
2009
Winter,
2009
RTI Reading Teacher will write a section for the school newsletter/local
newspaper to inform parents of activities to help their children in the
area of reading at home.
RTI Reading
Teacher
Fall, 2009
On going
School Consolidated Plan •
Cost
Component • Page 12 of 12 • Draft of 3/6/16