ANWSU Action Plan

Final Version Adopted: November 28, 2007

ANWSU Board of Directors

The ANWSU Action Plan serves as the “policy” that guides the purposeful and equitable use of time and resources in our common effort to ensure that each student is a responsible and successful learner. The implementation of this plan at each school will constitute the “procedures” necessary to carry out this policy.

ANWSU PK-12 Professional, Community and Board Goals for Students

ANWSU students will meet the Performance Graduation targets by the time that they graduate. ALL of our students will have firm plans and requisite skills to make career choices beyond high school.

o 80% will continue their formal education in post-secondary schools and colleges

o 20% will enter stable, career oriented, solidly remunerated employment upon graduation

Core Questions to Guide the Implementation and Refinement of the ANWSU Action Plan

1. What is it that we want students to know?

2. What data will we look at to find out if they know it?

3. What interventions will we implement based on our understanding of the data?

The Superintendent’s Action Plan Committee, in collaboration with principals and teachers, will work toward the Plan’s goals, through specific work at the classroom, school and district level, and through a thorough understanding of the data in each area. We recognize that our goals will continue to be refined as we deepen our understanding of the data:

Comprehensive Schoolwide Reform Strategies

#1: K Transition: All students will enter kindergarten ready to learn in the school setting.
	Core Program Work	Local Assessment	Intervention	Professional Development	Needs Assessment/Data
	Continue to refine kindercamp program Work with kindergarten transition coordinator to identify all pre-school students in the district Work with parents of students in play groups through PCC-ANWSU agreement		Kindercamp(open to all entering K students) Home/daycare /preschool visits		Transition coordinator works with preschool, daycare, PCC/ANWSU Playgroup coordinator to identify students/families for transition activities

Comprehensive Schoolwide Reform Strategies

#2: Math: 85% of 9^th grade students will have the requisite skills to enter the Integrated Math (Algebra I) program.
	Core Program Work	Local Assessment	Intervention	*Professional Development	Needs Assessment/Data
	K-4 Bridges implementation 5-8 CMP program monitor 9-12 program review and update K-12 problem solving system Establish calculator program K - 12	Update and pilot grade level, common math assessments linked to Bridges, CMP, and Integrated Math Develop a checkpoints document for grades 2-4-6-8 Validate profile entries by comparing test data and profile data	Find and pilot use of diagnostic assessments at every grade level Expand and fully establish math recovery support in early grades Identify intervention program support for upper grades Continue to increase parental involvement in academic programs at the school. Support the development of the high school Callback System	Common scoring of problems and individual teacher calibration every 2 years Continue to enroll teachers in VMI I, OGAP, Formative Assessment and VMI II and paraeducators in locally offered math instruction courses; stabilize and support the roles of math building leaders.**	NECAP (3-8, 11) Benchmark problems (grades 5-10) (07-08) (K-4 to be developed)—08-09 school year Bridges unit assessments (K-4) Profile data compared to test data Load local data into the data warehouse. Analyze and report out: Students’ work samples Classroom assessments? Common Assessments Diagnostic math tests? IEP’s/ progress reports NECAPs PSAT’s SAT’s ACT’s

Comprehensive Schoolwide Reform Strategies

#3: Reading: 85% of students will enter middle school reading at or above grade level.
	Core Program Work	Local Assessment	Intervention	*Professional Development	Needs Assessment/Data
	Continue to revisit and refine K-2 Guided Reading 3-6 Reading ACS: Continue to refine FCS: Needs assessment VUES: Needs assessment 7-8 : TBD 9-12: TBD	Introduce the Gates MacGinitie reading assessment at 3,5,7,9 (Fall 2008) Refine and establish common assessments K-6 (Profile Assessment Tools and Checkpoints Draft 07-08) Validate profile entries by comparing test data and profile data	Modify and refine early literacy support system Implement and/or refine menu of diagnostic assessments K – 2, 3-6, and 7-9 Expand and fully support reading support for students in grades K – 6 Continue to increase parental involvement in academic programs at the school.	Build capacity for early literacy support personnel training Expand teachers’ awareness of and facility with strategies to meet students’ diverse reading needs K – 9 Continue to enroll teachers in the Vermont Literacy Leadership Initiative, Formative Assessment, and stabilize and support the roles of reading building leaders.	NECAP DRA Classroom text level assessments Profile assessments compared to test results K-2 literacy needs assessment (Fall 2008) 3-6 literacy needs assessment (07-08) Gates MacGinitie 3-5-7-9

Comprehensive Schoolwide Reform Strategies

#4: Writing: 85% of students will meet or exceed the standard as measured by the VT Writing NECAP.
	Core Program Work		Local Assessment	Intervention	*Professional Development	Needs Assessment/Data
	Establish K-12 Writing System Further define the continuum of printing, cursive writing and typing in grades K-6	Identify writing assessments, common prompts and benchmarks at all grade levels 08-09 5-8 08-09 3-4 09-10 K-2 & 9-12		Determine interventions at every level Continue to increase parental involvement in academic programs at the school. Support the development of the high school Callback System	Common scoring sessions at all levels by the end of this plan Expand training in helping students learn to write for all faculties Expand enrollment in the Vermont Writing Project and stabilize writing building leaders.	NECAP (grade 5, 8, 11) K-2 literacy needs assessment (Fall 2007) 3-6 literacy needs assessment (07-08) Profile assessments (in process…)

Comprehensive Schoolwide Reform Strategies

#5: Science: 85% of students will meet the standard as measured by the VT Science NECAP.
	Core Program Work	Local Assessment	Intervention	*Professional Development	Needs Assessment/Data
	K-4 science curriculum matched to GE’s 07-08 and ongoing 5-8 9-12	Science survey of K-4 teachers K-4 Profile Pilot 07-08 1^st NECAP results spring 08/fall 08	Support teachers at the classroom level in science prof. development. Support the development of the high school Callback System	Review and analyze NECAP science test results when available Try to enroll teachers in the new Vermont Science Initiative Stabilize and support science building leaders.	Science survey (K-4) Fall 2007 5-8 science profile assessments (ie. Lab report) K-4 science profile assessments (tba) NECAP science (4, 8, 11) (Spring 2008) ACT grade 11/12 Science (annual)

• NOTE:As of 2007-2008, all teachers and paraeducators in ANWSU are highly qualified. Our professional development activities strive to support all educators and paraeducators in maintaining this high quality.

Comprehensive Schoolwide Reform Strategies

#6: Technology: 85% of ANWSU students in grades 3 - 10 will meet or exceed the identified Technology Grade Expectations.
	Core Program Work	Local Assessment	Intervention	Professional Development	Needs Assessment/Data
	Support technology building leaders. Should we publish a clear list of what students should know and be able to do in technology grades 3 – 10? Technology expectations will demonstrated by all ANWSU professional staff. **	Assess technology standards embedded into profile sub-objectives: Webquest Graphic Organizers Spreadsheet Gr. 3-6 Typing	Provide professional development for teachers.	Embed at least one tech goal into Professional Growth Plans Comply with Technology Plan objectives (See 2007-2009 Tech Plan approved by the DOE June, 2007)	Profile items embedded in Profile Professional Growth Plans Staff Surveys

** ANWSU Technology Expectations for Teachers (Agreed: Administrative Council, Spring, 2007)

1. All ANWSU teachers will demonstrate the K – 8 Technology Grade Expectations by submitting samples of their own and their students' work, by the close of the 2009 – 2010 school year. Principals will keep track of compliance as part of teachers' PGP and supervision process.

2. Teachers who ask students to do online research will jury sites and organize them into webquests formats.

3. All ANWSU professionals are responsible for implementing annual tech plan goals within their classroom or work space once tech plans are approved at the board level.

4. All ANWSU professionals are responsible for self assessing skills in technology based on the K – 8 Grade Expectations, and the Tech Plan goals, and for learning needed skills through self designed and conventional means (e.g. Self-teaching, collaboration with colleagues, individualized work with technology staff, online courses, traditional grad courses or seminars*)

5. ANWSU has officially adopted “Groupwise” as our e-mail communications system. Electronic communications are a routine part of every person's job. All ANWSU professionals are expected t check e-mail at least once a day, and to respond to the sender in a timely manner.

**Principals are responsible for publishing these expectations to teachers annually.