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Swanton
School
Action/School
Improvement
Plan
2010-2011
Statement
of
purpose:
This
Action/Improvement
plan
is
written
to
ensure
that
every
student
in
every
classroom
has
equitable
access
to
a
well
thought
out
course
of
study
and
consistent,
high
quality
instruction.
During
school
year
2009-2010
we
were
able
to
create
an
operational
definition
of
our
Reader’s
Workshop
Standard
of
Practice
and
each
grade
level
completed
one
–
two
full
units
of
study
that
connected
science
or
social
studies
with
language
arts
and
mathematics.
Teachers
also
worked
with
the
math
coach
to
create
end
of
unit
formative
assessments
for
all
mathematics
units.
The
major
steps
in
the
Action
Plan
will
continue
for
2010-2011
to
continue
to
move
forward
with
the
major
themes
of
consistency,
coherence,
and
connections.
Part
One:
Standards
of
Practice
Background:
During
school
year
2007-2008,
each
task
force
worked
to
define
“guiding
principles”
and
“standards
of
practice”
for
a
balanced
literacy
program,
a
balanced
mathematics
program,
and
an
inclusive
social
learning
program.
The
“Standards
of
Practice”
document
was
distributed
in
March
of
2008,
after
being
vetted
by
the
school’s
“Design
Team.”
While
the
combined
membership
of
task
forces
and
the
Design
Team
comprised
a
large
percentage
of
teachers,
it
does
not
include
all
teachers.
Without
further
discussion
or
operational
definitions
of
this
document,
we
have
not
been
able
to
fully
realize
its
potential.
During
school
year
2009-2010,
the
full
faculty
worked
through
the
Reader’s
Workshop
component
of
the
Standards
of
Practice
and
answered
the
five
questions
to
create
an
operational
definition
for
Reader’s
Workshop.
The
2010-2011
component
of
the
Action
Plan
will
be
to
work
intensively
toward
full
implementation
of
the
completed
definition
of
a
Reader’s
Workshop
model
and
linking
reading
to
writing
through
the
development
of
authentic
writing
that
responds
to
text.
What
will
the
outcome
be?
A
clear
and
consistent
model
for
Reader’s
Workshop
will
be
understood
and
implemented
by
all
classroom
teachers
K-‐6.
Authentic
writing
will
be
incorporated
as
one
component
of
the
Reader’s
Workshop
model
(responding
to
text).
Teachers
will
explore
the
relationship
between
the
Reader’s
and
Writer’s
Workshop
components
of
the
instructional
day.
Students
with
disabilities
will
have
access
to
the
general
education
curriculum
through
improved
teaching
of
research
based
specialized
reading
and
writing
programs.
How
will
we
measure
this?
Improved
student
achievement
based
on
the
Fountas
and
Pinnell
benchmark
testing,
fluency
measures
(R-‐CBM)
and
NECAP
scores.
Improved
scores
on
the
Developmental
Spelling
Assessment.
Achievement
ratings
on
Individualized
Education
Programs
in
the
areas
of
reading
and
writing.
What
activities
will
lead
us
to
this
outcome?
Ongoing
coaching
and
mentoring
provided
by
Swanton
literacy
content
specialist.
Creation
of
21st
century
writing
experiences
for
older
students
through
the
“Digital
Classrooms”
of
the
Vermont
Young
Writer’s
Project
Teacher
learning
communities
examining
student
work
in
the
digital
classroom
and/or
on
paper
Coaching
and
mentoring
from
outside
consultants
to
support
Special
Educators
and
paraprofessionals
in
improved
fidelity
to
research
based
reading
and
writing
programs
Optional
peer
modeling
and
coaching.
What
resources
are
needed?
Grade
level
meeting
time
Release
days
as
needed
Access
to
the
Digital
Classroom
(subscription)
and
associated
professional
development
Access
to
netbooks
for
all
students
Coaching
and
mentoring
for
special
educators
and
paraprofessionals
Access
to
research
based
reading
and
writing
programs
for
specialized
instruction
Part
II:
Formative
and
Authentic
Assessment
Background:
During
school
year
2006-2007,
we
devoted
some
in-service
and
staff
meeting
time
to
learning
about
the
role
of
curriculum
mapping
in
defining
and
organizing
curriculum.
During
school
year
2009-2010,
teachers
worked
together
to
develop
common
“connected
units”
stored
in
VCAT,
primarily
based
on
science
content.
Teachers
also
worked
with
the
math
coach
to
develop
units
of
study
in
mathematics.
For
school
year
2010-2011
the
focus
will
be
on
further
developing
these
units
by
adding
“checkpoints”
along
the
way
using
research
based
formative
assessments
and
authentic
performance
based
assessments.
What
will
the
outcome
be?
Further
development
of
existing
units
of
study
in
all
content
areas
by
focusing
on
the
development
of
common
formative
assessments
and
authentic
performance
based
assessments.
Deeper
understanding
of
formative
assessment
and
the
link
between
formative
assessment
and
increased
student
achievement
How
will
we
measure
this?
Completed
common
formative
assessments
and
performance
based
assessments.
Documentation
of
data
team
work
examining
the
outcome
of
commonly
developed
formative
assessments
or
authentic
performance
assessments.
Improved
student
achievement
scores
as
measured
by
all
measures
included
in
the
Local
Assessment
Plan.
What
activities
will
lead
to
this
outcome?
Grade
level
teachers
from
all
instructional
tiers
working
together
to
develop
common
assessments
Grade
level
teachers
from
all
instructional
tiers
working
together
using
a
data
team
process
to
examine
the
outcome
of
the
student
work
on
the
assessments
and
planning
instructional
adjustments
Vertical
teams
working
together
on
the
ETS
course,
“Keeping
Learning
on
Track”
What
resources
are
needed?
Substitutes
and/or
stipends
for
release
days
Grade
level
meeting
time
Faculty
meeting
time
for
vertical
teams
Additional
coaching
in
the
development
of
formative
assessments
that
allow
for
differentiated
instruction
Part
III:
Social
Responsibility
Background:
We
began
implementing
the
Supportive
Classroom,
a
Vermont
based
schoolwide
program
of
integrating
social
learning
with
academics,
seven
years
ago.
In
2006,
we
continued
to
support
our
program
of
social
learning
by
implementing
Positive
Behavioral
Interventions
and
Supports
(PBIS)
as
a
schoolwide
model
to
enhance
our
Supportive
Classroom
curriculum
and
use
data
to
drive
our
planning
for
supporting
student
behavior.
During
2009-2010
the
schoolwide
bullying
approach
was
implemented
through
the
creation
of
a
student
leadership
group,
The
Speak
Out
Swans.
Some
research
based
Tier
III
programs
were
ordered,
but
not
fully
explored.
For
2010-2011,
the
work
on
defining
the
Social
Responsibility
Standards
of
Practice
will
be
the
focus,
along
with
further
development
of
the
bullying
prevention
program
and
Tier
II
and
III
interventions.
What
will
the
outcome
be?
Operationally
defined
Standards
of
Practice
in
Social
Responsibility
continued
implementation
of
the
Supportive
Classroom
curriculum
and
bullying
prevention
programs
schoolwide.
Increased
use
of
research
based
resources
and
strategies
for
behavioral
interventions
at
tier
2
and
tier
3.
What
activities
will
lead
to
this?
Time
devoted
during
full
faculty
meetings
to
operational
definitions
of
what
the
current
Social
Responsibility
Standard
of
Practice
looks
and
sounds
like
across
all
school
environments.
How
will
we
measure
this?
Completed
consensus
documents
for
each
grade
level
for
the
existing
Standards
of
Practice
Document.
Behavioral
outcomes
using
SWIS
data
Annual
assessment
of
PBIS
using
the
SET
Number
and
%
of
students
receiving
tier
2
and
tier
3
research
based
behavioral
interventions
Social
Responsibility
grades
on
the
report
card,
supported
by
a
newly
developed
rubric
to
ensure
consistent
grading
What
resources
are
needed?
Full
staff
meeting
time
Minimal
supplies
and
support
for
the
Speak
Out
Swans