Prairie Seeds Academy

Literacy Plan
(Revised 04/2015)

PDF version

Goal: By spring of 2015, 50% of K-5 will show proficiency as measured on the assessment rubric.

Component I: Instructional Leadership
Strategy Actions Required for Implementation People Accountable for Action Step Timeline Fully, Partially, or Not in Place Measurable Evidence of Implementation
A) Establish a literacy team
calendar, establish roles and responsibilities Admin, Lead Teacher, PLC Chairs,  teachers, and literacy coach September, 2012
Updated September 2013
Minutes
Buy in with all levels of educators All staff Weekly PLC meetings Staff survey
B) Implement the plan
Identify action steps Admin, Lead Teacher, PLC Chairs, teachers, literacy coach Monthly Collaboration notes, Results of common assessments, PLC Notes, Scope and sequence
Identify implementation calendar Admin, Lead Teacher, PLC Chairs, teachers, literacy coach Monthly Finished calendar
Monthly check in for implementation and/ or need for modification Admin, Lead Teacher, PLC Chairs, teachers, literacy coach Monthly Collaboration notes, Results of common assessments, PLC Notes, Q-Comp Nptes
Modeling innovative practices, including integration of technology for engaging all learners PLC Lead Teachers, Chairs, and Literacy Coach Weekly PLC Meetings and throughout the year Observation of practices in place
Collective ownership for learning by administration, teachers, support staff and students Administration, teachers, support staff and students Daily Surveys of staff, students, and parents; PBIS reports; Assemblies; Tracking of Reading Incentive Program
C) Monitor the plan
Identify evidence tools Admin, Lead Teacher, PLC Chairs, teachers, literacy coach Monthly PLC Minutes, Data Notes, Q-Comp Notes
Examine evidence and modify as appropriate. Admin, Lead Teacher, PLC Chairs, teachers, literacy coach Monthly Data Analysis Forms, Meeting Minutes,
Progress on calendar and action plan
Report results to appropriate stakeholders Admin, Lead Teacher, PLC Chairs, teachers, literacy coach Annually Summary
Coaching by literacy coach, PLC chairs and/or instructional leaders Literacy coach, PLC chairs, and instructional leaders As needed throughout the year Improved Observation scores, student data, staff survey
Structured and meaningful instructional time focused on appropriate literacy practices, resources for intervention and enrichment are included daily Classroom teachers, licensed support staff Daily Observations, data
Component II: Multi-tiered Systems of Support / Aligned Curriculum and Instruction
Strategy Actions Required for Implementation People Accountable for Action Step Timeline Fully, Partially, or Not in Place Measurable Evidence of Implementation
A) Align curriculum and articulate horizontally and vertically with K-12
Identify learning targets from ELA standard documents Grade level teachers On-going throughout the year Scope and Sequence Documents
Alignment of district practices reflect the unification of regular education and special education curriculum Special education teachers and classroom teachers On-going throughout the year Collaboration logs, Observations, Unit Planner Reflections
Effective teachers provide culturally responsive instruction by building on students’ cultural strengths. All teachers On-going throughout the year IDI Results, Train the Trainer, Climate Survey results, Teacher observation rubric
B) Staff Development
Training and coaching for differentiation All teachers and support staff On-going throughout the year Observations, data reports, coaching feedback
Flexibility to modify student learning targets, processes and products All teachers On-going throughout the year Included in unit planners and unit assessment reflection
Procedures for accelerating instruction All teachers On-going throughout the year Included in unit planners and unit assessment reflection
Training for administration and teachers in formative assessments and flexible groupings Consultant, Coaches, All teachers Beginning in August and continuing throughout the year CEU’s, Observations, Common and formative are differentiated.
Training in gradual release of responsibility Consultant, Coaches, All teachers Jan. 2015 through School year 15-16 Walk through observations in all levels: I do, we do, etc.

Lesson plans using the GRR template

C) Classroom
Instructional practices are in place to make sure all students receive challenging, differentiated and appropriate instruction All staff Year-round Teacher observations, student feedback, less office referrals through PBIS
Appropriate supports are in place, including coaching on literacy practices and interventions All staff, literacy coach, SPED, SST Year-round Data, Observations, Coaching logs, Teacher surveys
Students who are behind spend more time on purposeful reading to accelerate rate of learning to achieve beyond grade level to college readiness Title One, All teachers, AmeriCorps Year-round Stamina graphs, Class and School-wide Book campaigns
Intervention is balanced, fast-paced, engaging instructional routines provided by well-trained as defined in Rule 8710.3000 and 8710.3200 Licensed teachers Year-round Observations, data notes
Training for all staff in Content and Language Objectives Coaches and Teachers End of year 2015 and into 2016 Walk throughs noting CO/LO
Component III: Assessment –Data Driven and Instruction
Strategy Actions Required for Implementation People Accountable for Action Step Timeline Fully, Partially, or Not in Place Measurable Evidence of Implementation
A. Regular and continuous use of data is used to inform, align, and improve instruction, grouping, and assessment practices as a part of the school and classroom way of doing business.
Implement DuFours 4 Qs to analyze and reflect on data PLC Chairs, Teachers Each PLC Meeting Data reflection notes
Use Common Summative Assessments All teachers Every Unit Unit Planners and Assessments
Use data to identify necessary professional development for all instructional staff. Admin, teachers Annually and as needed Staff development records, data
Teachers regularly revisit assessments for intentional planning of lessons All teachers and support staff Weekly Coach planning/ presentation, data meeting notes
B. Use data to drive student learning (adjust based on student needs)
Home visits Elementary teachers and EA’s August-mid September Be Binder, Family Contact Log, Goal sheets, Parent Surveys at end of the year
Staff communicate student-level data to students in ways that enable them to monitor their progress and promote development of personal achievement All licensed staff and admin Throughout the year In house assessments, PLC Notes, Testing data, portfolios, Student led- conferences
Purposeful planning of daily interventions and enrichment Licensed staff, EA’s Throughout the year Written evidence of “the how” in Lesson Plans, Walk-throughs, Observations, Data notes, Collaboration time
Collaborate vertically to share resources, strategies and “how” Licensed staff,
Vertical planning teams
Throughout the year PLC Data notes, Vertical team notes, Collaboration notes
Component IV: Job-embedded Professional Development
Strategy Actions Required for Implementation People Accountable for Action Step Timeline Fully, Partially, or Not in Place Measurable Evidence of Implementation
A. Professional development opportunities are built into the school schedule.
2 hours of weekly PLC time are built into the school schedule with opportunities to analyze data and learn about new research and practices. Q-Comp Team, Admin, Licensed Staff Weekly PLC Notes, Data Meeting Notes, CEU’s
2 hours of weekly collaborative teaming includes teachers, specialists, and coaches to address students’ needs. Licensed staff, EA’s Twice Weekly, Built into the regular school schedule Data Notes, Walkthroughs, Observations
B. Staff receives focused coaching to improve best practices
There is use of administrative and peer monitoring techniques, co-teaching, coaching, and training opportunities to support continuous improvement of instructional practices and support full implementation of the chosen evidence-based practices. Admin, Q-Comp Team, licensed staff Throughout the year Coaching logs, PDP’s, QComp Evaluations, Charlotte Danielson evaluation rubric, walkthroughs, informals
Staff receives training and coaching in differentiated instruction.

All academic staff Ongoing CEU’s, Common assessments are differentiated, formative assessments are differentiated, walkthroughs, informals, observations
Staff receives training and coaching for unique groups of students, i.e. EL, SpEd, FRL, etc. All academic staff Connected in differentiated, GRR, all trainings. Lesson plans for CO/LO, IEP goals, MCA data for FRL and other groups/ cells
Teachers regularly receive coaching from Administration, Lead Teachers, PLC Chairs, and the Literacy Coach. Admin, Q-Comp Team, licensed staff Throughout the year Coaching logs, PDP’s, QComp Evaluations, Charlotte Danielson evaluation rubric, walkthroughs, informals
Administration and Q-Comp members are trained in Cognitive Coaching. Admin, Q-Comp, MDE August as available Coaching logs, Q-Comp Evaluations, Teacher Evaluation rubrics
Component V: Family and Community Partnerships
Strategy Actions Required for Implementation People Accountable for Action Step Timeline Fully, Partially, or Not in Place Measurable Evidence of Implementation
A. Use technology to reach parents
Improve staff contact with parents via email and phone calls All staff Ongoing Be Binder, Family Contact Log, Teacher Classroom Websites
Update PSA website Bill Xiong and Crystal Vang Ongoing Applications for employment, Information is current
B. Meet with parents face-to-face
Staff development for home visits Admin, Q-Comp Team August Family Contact Log, Goal Sheet, CEU’s
Enhance family events Admin, All Staff Ongoing Parent survey results, attendance at events
C. Survey Parents Annually
Computer survey at conferences Admin, IT, Parents At Spring Conferences Results from surveys
D. Inform parents about curriculum
Put curriculum tabs on website IT and Crystal Vang Summer Visible on Website
Put Elementary tab on website IT and Crystal Vang Summer Visible on Website
Discuss curriculum at home visits All Elementary staff August – mid-September Parent surveys, Family Contact Log
Have curriculum nights at the school Admin, Licensed Teachers Ongoing Parent Surveys, Family Contact
E. Increase community volunteers
Senior T.A. volunteers in the classroom Secondary Staff, Elementary Staff Ongoing Volunteer Log, Staff Communication
Host practicum students in the classroom. Licensed Staff, Admin Ongoing Practicum logs and review