Objectives	Action Plan	Evidence of Attainment
Language Arts Improve student achievement in reading and writing Systematically assess and analyze language arts data to plan instruction and interventions to improve student progress	Language Arts Kindergarten Develop a year long time line for phonics instruction Develop specific assessments for monitoring progress in letter, sound and high frequency word identification Develop a sequential plan for instruction in specific writing skills Develop a rubric/skills checklist for Kindergarten writing Develop a schedule for review of student data and progress Develop classroom schedules to insure blocks of time for language arts instruction Schedule Dialogue Sessions with a focus on developing sight vocabulary, and improving instruction within guided reading groups and during writing Grade 1 Incorporate CMT format questions in shared reading and guided reading responses Develop a sequential plan for instruction in specific writing skills Develop a rubric for Grade 1 writing (or CMT rubric?) Develop a schedule for review of student data and progress Schedule Dialogue Sessions with a focus on developing sight vocabulary, and improving instruction within guided reading groups and during writing Grade 2 Incorporate CMT format questions in shared reading and guided reading responses using the CMT scoring rubric for progress monitoring Develop a schedule for review of student data and progress and intervention Integrate CMT formatted editing and revision practice into writing program Schedule Dialogue Sessions with a focus on CMT formatted questions and writing instruction		Language Arts Kindergarten 85% of Kindergarten students will read the Kindergarten Sight Words with 90% accuracy (June 2008) 85% of Kindergarten students will write the 11 Kindergarten Spelling Words with 90% accuracy(June 2008) 85% of Kindergarten students will read at level C (June 2008) Grade 1 90% of Grade 1 students will read 100+ sight words with 90% accuracy(June 2008) 85% of Grade 1 students will read at Level J with 95% accuracy and an oral reading rate of 50-80 WPM (words per minute) (June 2008) 85% of Grade 1 students will write a narrative piece with distinct beginning, middle, end (June 2008) Grade 2 85% of Grade 2 students will read 250+ words with 90% accuracy (June 2008) 85% of Grade 2 students will read at Level L with 95% accuracy and an oral reading rate of 80-100 WPM (words per minute) (June 2008) 85% of Grade 2 students will write a narrative piece with a score of 6 on the CMT rubric (June 2008)

Systematically assess and analyze student progress over time to improve instruction.

Increase students' achievement in math.

MATH

Math Specialist will create Pre-Assessment for Grades 1 & 2. ( K Pre-Assessment is complete) Teachers will administer the assessment, tally the data, and create PLC SMART Goal to address weak areas.

PLC Teams will modify current common math assessments and create additional ones.

Math Specialist will modify Post-Assessment to provide important data for analysis of weak areas noted in the third grade CMT's.

Dialog session for Grades 2 & 3 to discuss the content & pacing of instruction prior to the CMT testing. (January 2008)

MATH

85% of Gr. 2 students will score 80% or higher on the end of the year math test (56/71). (May 2008)

85% of Gr. 1 students will score 80% or higher on the end of the year math test (88/110 correct). (May 2008)

85% of Grade 2 students will achieve a score of 2 out of 3 Math Applications on the end of the year assessment. (May 2008)

Continue to implement the Student Centered Collaborative (SCC) within PLC( Professional Learning Community) Teams.

Systematically assess and analyze student progress over time to improve instruction.

CONTINUED IMPLEMENTATION OF THE STUDENT CENTERED COLLABORATIVE (SCC) in PLC Teams

Continue to collaborate with the MHHS Administration so the SCC is consistent in philosophy K - Grade 5.

Provide staff development in PLC's (PD Day-8/31/07)

Provide weekly PLC team time

Continue to provide training or sped teachers to “push in” services & to consult with the general ed teachers.

Set schedule with opportunities for sped & general ed to collaborate together on a regular basis to meet student needs.

CST team will continue to study steps in Response To Intervention (RTI) and begin a long-term plan for implementation.

STUDENT CENTERED COLLABORATIVE (SCC) AND PLC'S

PLC Team Learning Log Minutes.

Special education teachers' logs of meetings with general education teachers & parents re: student progress

Progress on School Improvement Plan and academic progress of all learners.

Progress towards annual goals of sped students.

School Plan for Response to Intervention (RTI)

Increase awareness of diverse racial, ethnic and economic in groups.

Diversity Committee will continue to explore ways to give our students opportunities to appreciate others' diversity.

Special area teaching team will share strategies with the Diversity Committee & classroom teachers.

A minimum of 2 cultures will be introduced to Gr. 1 & 2 students through 2 week-long units of study in the special area classes.

Pen pal letters sent between Consolidated School students and classes of a different background.

School-wide assemblies about different cultures will be held throughout the year. Students will be asked to write a response Continue to introduce Gr. 1 & 2 students to other cultures through a study of their art, literature, music & recreational activities.