Area V: Action Plan

Area V

Action Plan

Plan Committee Members:

Laura Dohrer (Co-Chair)

Lisa Smith (Co-Chair)

Dale Cheries

Aimee Cripps

Ann Delaporte

Linda Hamilton

Peggy Siegrist

Rose Thomas

Thomas Boedicker (Steering Committee Advisor)

Pat Camber (Steering Committee Advisor)

Jim Eakins (Steering Committee Advisor)

Vickie Guettler (Steering Committee Advisor)

Area 5: School Improvement Plan

Introduction

Over the past year, Saint Anastasia Catholic School has developed an Action Plan to address each of the targeted area goals for student learning as identified by Areas III and IV. This Action Plan completes the NSSE School Improvement Plan. Each Action Plan goal delineates the action steps to be taken, the timeline for completion of the plan, the estimated resources needed to make the improvement, and the person(s) responsible for the implementation of the plan. Each plan is concluded with a developed Evaluation Plan to solidify the commitment to implementation. The three goals identify the need for improvement in Thinking and Reasoning Skills (Goals One and Two) and Learning to Learn Math Skills (Goal Three). The areas addressed in each goal are: Professional Development, Leadership for School Improvement, Assessment and Instructional Design, and Communication.

The development of this Action Plan required the administrators, faculty, staff, parents, and students to collaboratively work to identify the areas of improvement. All involved persons answered several surveys and completed open-ended questions that brought the committee to the conclusion that the above mentioned areas necessitated improvement.

The Action Plan Committee recommends that one new position be created: a part-time Curriculum Coordinator, whose sole responsibility is to guide the St. Anastasia curriculum and assessment*. The Committee also feels that the Technology Department should be reorganized so as to include a Technical Support Assistant, whose responsibilities are to facilitate the use of the computer labs, materials, and technological hardware.

Each area of the Action Plan was reviewed and approved by the school faculty to ensure their commitment to the school’s Mission Statement: "St. Anastasia School and Church Community believe each student is a unique child of God, called to achieve excellence by nurturing the mind, body, and spirit in the image and likeness of God." Following the conclusion of the writing of the plan, copies were provided to the Steering Committee for their review and comments. It was then revised and presented to the faculty for their approval.

*It is suggested that the school’s media specialist, who is also serving as curriculum coordinator, team with the person in this new position to serve the school community.

Action Plan Objective 1 Desired Result for Student Learning: The students in grades 1 through 8 will incorporate a central theme and demonstrate effective organization of ideas in their writing. At the end of a three year period, all of these students will score a "4" or above or increase their baseline score by 1 point on a 6-point school-wide Writing Rubric. Link to NSSE School-Wide Goal for Student Learning: Thinking and Reasoning
ACTION STEPS	TIMELINE	ESTIMATED RESOURCES	PERSON(S) RESPONIBLE
Instructional Practices
I. Assessment & Instructional Design
I. A. Determine a baseline score for each student at his/her current grade level.	2007-2008	v St. Anastasia 6-point writing rubric vuniform prompt for each grade level vInstructional time	vTeachers of Writing v Administration
I. B. Utilize the ITBS Spring Writing test results in grades 5 and 7 as an additional baseline.	2007-2008	vAnnual cost for ITBS testing. vITBS test results vTraining for analyzing students’ work and grading of the work.	vTeachers of Writing vAdministration

I. C. After teaching the steps of writing (prewriting, writing, editing, revising, and publishing) score each writing product using a 6 point school-wide writing rubric.	2007-2008	vWriting prompts vOverhead transparencies of St. Anastasia’s 6-point writing rubric. vFolders for each student’s work.	vAll Language Arts Teachers vAdministration

ACTION STEPS	TIMELINE	ESTIMATED RESOURCES	PERSON(S) RESPONIBLE
Organizational Practices
II. Professional Development
II. A. A training session for each unit on teaching and grading for "central theme" and "effective organization" will be provided to the staff.	2007-2008	vTrainer vSubstitutes if necessary vFaculty Meeting	vTrainer vTeachers vAdministration
II. B. All teachers who assign a writing product will be trained or will have been trained in the Write Traits Writing Program within the next three years with emphasis on central themes and effective organization.	By 2010-2011	vWrite Traits 2-day Workshop vSubstitute Teachers vAbout $3,000.00	vAdministration vEntire instructional staff

II. C. All teachers will observe one or more writing lessons taught by another teacher one grade level above and one below at St. Anastasia and/or John Carroll and complete a basic open-ended questionnaire on skills addressed in the observed class.	2007-2008	vSubstitutes vClassroom Instructional Time vOpen-ended questionnaire	vAll Instructional Staff vAdministration
II. D. A 6-point writing rubric will constructed and training will be given to all instructional staff on the implementation of the rubric.	2007-2008	vCommittee meeting time vFaculty training vSubstitutes if necessary	vSchool Leadership Committee vLanguage Arts Chair
II. E. Support will be made available for content area and new teachers as needed.	2007-2008	vTrainer	vVarious Staff vAdministration
III. Leadership for School Improvement (Acquisition of Personnel and Materials)
III. A. Employ a full time staff member to assist teachers in the daily use of technology.	2007-2008	vBudget	vAdministration vTechnology Department Chair vTechnology Department
III. B. Form a writing committee to ensure that all writing is graded using the same criteria.	2007-2008	vMeeting time of committee	vWriting Committee vAdministration

III. C. Offer a Write Traits Seminar for parents to understand the program.	2007-2008	vWrite Traits Trainer, paid for by the school ($300 - $500) vNotification of parents	vAdministration
III. D. Purchase software (Accelerated Writer) to aid in training of the writing process.	2007-2008	vSoftware: Accelerated Writer Program vTeacher training	vTechnology Department Chair vAdministration
IV. Community Building (Communication)
IV. A. Establish a portfolio for samples of student work to follow student through his/her Saint Anastasia career.	2007-2008	vPortfolios	vLanguage Arts teachers vAdministration
IV. B. At the end of a three year period, all students will either earn a ‘4’ on a writing assessment rubric or will increase his/her baseline score by one point.	2010-2011	vBaseline scores vFinal writing products	vAll teachers
IV. C. Student writing, which will serve as a model of good writing for other students and parents, will be published in the "Ram’s Chronicle".	2007-2008	v"Ram’s Chronicle" staff to analyze and publish student work quarterly (time) v"Ram’s Chronicle" Editor	v"Ram’s Chronicle" Teacher vLanguage Arts teachers

IV. D. Publish a student anthology to share with school stakeholders. Student work will be selected by the student with teacher guidance.

By 2010-2011

vWriting

vCost of paper and binding

vParent volunteers to collate and bind books.

vInk/toner

vAll Language Arts teachers

vStudents

vAdministrators

Evaluation Plan

Curriculum Objective: Writing and Composition Skills

Goal: The students in grades one through eight will incorporate a central theme and demonstrate effective organization of ideas in their writing. At the end of a three year period, all of these students will score a "4" or above or increase his/her baseline score by 1 point on a six-point school-wide writing rubric.

Descriptions of Evaluation Methods

Pre-Assessment: Students will be given a grade level writing prompt in order to determine his/her baseline score. Teachers of students in grades 6 and 8 will also utilize the ITBS writing scores from the previous year as an additional baseline.

Quarterly Assessment: After all teachers have received training, have been provided with additional resources, and have begun to implement teaching techniques, including the grade level rubric and use of a model writing sample, teachers will analyze student progress and address what techniques seem to be most effective with students. Students will be given a quarterly grade level writing prompt and evaluated using a school wide rubric. The results will guide teacher instruction and methodology. The teachers will continue instructional emphasis across the curriculum on incorporating central theme and effective organization skills and will revise testing formats to include more essay-based practice in all content areas.

Post Assessment: Teachers will review student portfolios and writing samples from content area subjects. They will re-evaluate student ability to incorporate a central theme and effectively organize ideas using a grade level writing prompt. Those students who do not achieve the goal of a "4" or higher on the school developed writing rubric or who have not improved his/her baseline score by one point, will receive additional instruction and practice. A committee, along with the curriculum coordinator, will continue to assess each grade level rubric and model writing sample and will determine ways to increase opportunities for writing practice in all content areas. If necessary, more training will be provided to the instructional staff.

ACTION PLAN

Objective 2

Desired Results for Student Learning: Students in grades 1-8 will demonstrate the use of prior knowledge/thinking and reasoning skills to create innovative ideas, projects, products, or performances across the curriculum. At the end of a 3 year period, 75% of the students will score a "3" or above on the school-wide 4 point Thinking and Reasoning Rubric.

Link to NSSE School-Wide Goal for Learning: Thinking and Reasoning

ACTION STEPS	TIMELINE	ESTIMATED RESOURCES	PERSON(S) RESPONIBLE
Instructional Practices
I. Assessment & Instructional Design
I. A. Review and analyze results of Iowa Test of Basic Skills (ITBS) and CogAT to track improvement on thinking and reasoning skills.	January 2008	vAnnual cost of ITBS testing vStaff’s Time	vAdministration vTeachers
I. B. Review unit tests, midterm examinations, and final examinations to determine if thinking and reasoning skills are assessed from grades 1 to 8.	Quarterly Analysis for Grades K-5 and December and May for 6-8	vLocal budget vStaff’s Time	vTeachers
I. C. Analyze ITBS and CogAT scores and unit examinations to determine if students have mastered the following skills: map skills, interpreting graphs, and charts.	Quarterly Analysis for grades 2-8	vLocal budget vStaff’s Time	vTeachers vAdministration

I. D. Review both teacher and student editions of their texts to determine how and where thinking and reasoning skills are covered.	Fall 2007 and ongoing	vStaff’s Time	vDepartment Chair personnel vTeachers vAdministration

ACTION STEPS	TIMELINE	ESTIMATED RESOURCES	PERSON(S) RESPONIBLE
Organizational Practices
II. Professional Development
II. A. Professional development opportunity directed by certified trainers where teachers learn thinking and reasoning processes and strategies for classroom implementation will be offered.	Fall 2007	vLocal Budget vResource manuals vSoftware vTalents Unlimited	vAdministration vSelected Staff
II. B. Workshops will be offered in proper use of SMART Boards and laptops.	Fall 2009	vComputer literate staff	vTechnology Department Chair vAdministration
II. C. Review curriculum to determine when thinking and reasoning skills are addressed.	Fall 2007	vGrade level and subject area meeting times	vAdministration vStaff
II. D. Continue providing 7^th and 8^th grade students with in-depth thinking and reasoning skills and activities.	Ongoing – Topics are changed quarterly (e.g., reading comprehension, vocabulary)	vCooperative Examination, ITBS test, various textbooks	vAdministration v7^th and 8^th grade teachers of Study Skills

II. E. A 4-point Thinking and Reasoning rubric will constructed and training will be given to all instructional staff on the implementation of the rubric.	2007-2008	vCommittee meeting time vFaculty training vSubstitutes if necessary	vSchool Leadership Committee vSelected team members
II. F. Continue to provide additional help in basic skills of math, reading, and language in all grade levels.	Ongoing	vMcGraw Hill Reading Curriculum (Grades 1-5) vVarious supplemental materials vEvaluations vTeacher recommendations vTime	vCertified teachers in the areas of Exceptional Student Education, Reading, and Speech Language Pathology
III. Leadership for School Improvement – Acquisition of Materials
III. A. Ensure classroom utilization of the computer lab to incorporate thinking and reasoning skills instruction via the Internet and software.	Fall 2007	vTime for planning	vAdministration vTeachers vTechnology Department Chair
III. B. Purchase software designed to improve critical thinking skills.	Fall 2007 Ongoing	vLocal budgets and grants	vUnit Chairs vAdministration vTechnology Department Chair

III. C. Obtain class set of wireless laptop computers and necessary hardware to be reserved for specific classroom instruction/projects upon request by faculty members.	Beginning Fall 2008	vLocal budgets and grants vTechnology Support Assistant	vAdministration) vClassroom Teachers
III. D. Obtain SMART Board technology.	Beginning Fall 2008	vLocal budgets and grants	vAdministration vTechnology Department Chair
IV. Community Building (Communication)
IV. A. Publish articles and suggestions in the school’s newsletter explaining reasoning and cognitive ability.	Fall 2007 and ongoing	vLocal budget vStaff’s Time	vResource personnel vAdministration
IV. B. Publish articles by each unit on the school’s website explaining reasoning and cognitive ability used by each unit.	Fall 2007 and ongoing	vLocal budget	vDepartment Chair Personnel vAdministration
IV. C. Opportunities will be provided for teachers to engage in collaborative planning to reach the desired rubric goals for students.	Fall 2007 and ongoing	vFaculty Meetings vUnit Meetings vStaff’s Time	vAdministration vTeachers vDepartment Chair Personnel

Evaluation Plan

Curriculum Objective: Thinking and Reasoning Skills

Goal: Students in grades 1-8 will demonstrate the use of prior knowledge/thinking and reasoning skill to create innovative ideas, projects, products, or performances across the curriculum. At the end of a 3 year period, 75% of the students will score a "3" or above on the school-wide 4 point Thinking and Reasoning Rubric.

Description of Evaluation Methods

Pre-Assessment: Review and analyze results of ITBS and Cognitive Abilities Test (CogAT) scores to determine levels of achievement and critical thinking skills. Students will establish a baseline score on the Thinking and Reasoning Rubric.

Quarterly Assessment: Student progress will be evaluated by the rubrics score on teacher-made tests, projects, products and performances. These scores will be compared to the rubric base line scores.

Post Assessment: At the end of a 3 year period, 75% of the students will score a "3" or above on the school wide 4 point Thinking and Reasoning Rubric. ITBS and CogAT scores will be analyzed for student improvement on a school-wide basis.

ACTION PLAN Objective 3
Desired Results for Student Learning: All students of grades K-8 will reach a score of 80% mastery on a grade level designed, timed, math computation assessment at the end of a 3 year period. Students will identify their strengths and limitations in their learning from their pretest, and develop strategies for their individual learning style to improve their math computation score. Link to NSSE School-Wide Goal for Learning: Thinking and Reasoning
ACTION STEPS	TIMELINE	ESTIMATED RESOURCES	PERSON(S) RESPONIBLE
Instructional Practices
I. Assessment & Instructional Design
I. A. A timed pretest on basic skills knowledge acquired from the previous year will be administered to each student at the beginning of the school year. A timed posttest will be given at the end of the first quarter. Areas of concern will be identified and strategies will be adjusted accordingly. Students will be assessed at the end of each quarter thereafter to assess for 80% mastery level.	Designed by May 15, 2007 for the 2007-2008 school year	vTeacher designed tests	vMath Department Chair vTeachers of Math vSIP Representatives

I. B. Review ITBS scores and identify basic skills areas of concern on each grade level for individual students.	January and August of each year	vFaculty meeting time	vAdministration vTeachers of Math
I. C. Results will be gathered and analyzed from Math remediation programs such as Accelerated Math and monitor instruction and progress.	Ongoing	vRegular planning time for Math Teachers vStaff Time	vAdministration vMath Teachers
I. D. Timed basic skills quizzes and/or Math drills will be given as needed.	Ongoing	vRegular planning time	vMath Teachers
I. E. Class ITBS scores will be monitored and assessed on consecutive grade levels to determine if strategies implemented to improve basic skills have been successful.	Ongoing	vFaculty meeting time	vAdministration vMath Department Chair
I. F. Teacher generated checklists for individual students will be passed on from year to year to monitor and identify problem areas and a program such as Accelerated Math will be used for intervention and re-teaching.	Ongoing	vRegular planning time	vAdministration vMath Department Chair vMath teachers

ACTION STEPS	TIMELINE	ESTIMATED RESOURCES	PERSON(S) RESPONIBLE
Organizational Practices
II. Professional Development
II. A. Training will be provided so that teachers have the resources to accurately identify areas of weakness in basic skills computation and plan accordingly.	2007-2008	vITBS website vITBS Training	vPrincipal vSelected Staff
II. B. Educational articles, software and materials related to methods of improving math skills for all grade levels will be made available to all teachers.	Ongoing	vComputer website vEducational magazines and articles	vAdministration vTechnology Department Chair vMath Department Chair
II. C. Workshops will be given for teachers and parents on Accelerated Math and other computer software so that teachers and aides can fully utilize the math skills intervention software.	Spring of 2007	vCost of software and training ($5,000)	vAdministration vTechnology Department Chair
II. D. Workshops will be provided in the area of manipulative instruction such as "Rhymes’ n Times" to reach different learning styles.	Fall 2007 and ongoing	vCost of manipulative kits and training ($1,600)	vAdministration vMath Teachers

II. E. Members of the staff will be trained to utilize computer software and online resource support material for new math series adopted by school.	Spring of 2007 and ongoing	vCost of new Math book series and training (from general budget)	vAdministration vTechnology Department Chair
II. F. Teachers will be provided with instructional strategies for providing students with a fundamental understanding of the concepts behind the formation of rules for basic operations used in Math computation.	Ongoing	vCost of workshops vFaculty meeting time	vMath Department Chair vAdministration vProfessional Outside Presenter
III. Leadership for School Improvement
III. A. Software will be acquired for the purpose of practice, reinforcement, and mastery of basic skills.	Spring of 2007 and ongoing	vCost of software and instruction (from the general budget) vComputer Lab	vPrincipal vTechnology Department Chair vMath Department Chair vUnit Chairs
III. B. New textbook series including support materials will be reviewed by Math Committee to ensure the inclusion of software and workbooks that focus on the mastery of basic skills for each grade level.	Spring of 2007 and as needed thereafter	vFaculty meeting time	vMath Department Chair vAdministration vRepresentatives from each unit

III. C. Workshops will be provided on interpreting ITBS results and implementing software geared to raise basic skills mastery level to 80%.	Dec. 2007or Jan. 2008	vITBS Training Workshops	vAdministration vTechnology Department Chair
IV. Community Building (Communication)
IV. A. Strategies will be developed and implemented to raise basic mathematical skill levels to an 80% mastery level.	2007-2008	vFaculty meeting time	vSchool Leadership Committee vMath Department Chair vMath teachers
IV. B. A portion of the faculty meeting will sometimes include math teachers breaking out to discuss instructional practices that target an 80% mastery level of basic skills.	Ongoing	vFaculty meeting time	vAdministration vMath Department Chair vMath Teachers
IV. C. Opportunities will be created for Math teachers to engage in collaborative planning to reach the 80% mastery level of basic skills.	Ongoing	vFaculty meeting time	vPrincipal
IV. D. End of the year meetings will be held to determine student math placement for the following year based on standardized tests scores, chapter test and unit test scores and teacher observations.	May 2007 and ongoing	vMeeting with Math teachers on all grade levels	vAdministration vMath Department Chair

EVALUATION ASSESSMENT

Curriculum Objective: Mathematics –Computation Skills

Goal: All students of grades K-8 will reach a score of 80% mastery on a grade level designed, timed, math computation assessment at the end of a three year period. Students will identify their strengths and limitations in their learning from their pretest and develop strategies for their individual learning style to improve their math computation score.

Descriptions of Evaluation Methods

Pre-Assessment: A timed pretest on the basic skill knowledge acquired from the previous year will be administered to each student at the beginning of the school year

Quarterly Assessment: There will be a timed pretest and posttest cycle of computational skills.

Post Assessment: At the end of the year there will be a cumulative computational timed test assessing the students mastery of grade level basic skills.