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2008-2009 Educational Plan for Student Success – Reading - Carlsbad Municipal Schools STATE OF NEW MEXICO

PUBLIC EDUCATION DEPARTMENT

2008-2009 Educational Plan for Student SuccessA Continuous Improvement Strategic Plan

Carlsbad Municipal Schools

Use the mouse to move from field to field. READING

This is a □District xx□School □Combined EPSSDistrict: Carlsbad Municipal Schools School: Craft Date: June

10, 2008School Year: 2008-2009

Prior Year Status: Current Year Status:

Plan

Overall Goal: (1.1,1.4,2.2,3.4,4.1,Leadership/Strategic Planning)The percentage of students proficient or above will meet of exceed the Annual Measurable Objective (AMO) for 2008-2009 on the New Mexico Standards Based Assessment as follows: Grades K-5 = 63.0%; Grades 6-8 = 57.0% and Grades 9-12 = 60.0%.

2008-2009 Educational Plan for Student Success – Carlsbad Municipal Schools of 23 5/18/2023

2008-2009 Educational Plan for Student Success – Reading - Carlsbad Municipal Schools Target Goal/Measure: (1.1, 1.5, 2.10, 3.6, 4.2, Leadership Strategic Planning) (Selection of a school wide goal must be based upon instructional need and must be supported by data. State clearly how this goal will provide for accelerated learning for students at risk of not meeting standards or making AYP. Any school missing AYP as a result of Special Education, ELL or FRL(FARM) populations must have a goal representing these groups)

The percentage of students meeting the growth target on the Northwest Evaluation Associations Measure of Academic Progress (MAP) will increase according the following charts

ALL STUDENTSGrade Level 2007-2008 Percent

Meeting Growth Target – District

2008-2009 Percent Meeting Growth Target – District

2007-2008 Percent Meeting Growth Target – School

2008-2009 Percent Meeting Growth Target - School

K 32.9 65.01 75.9 78.0 79.5 1.02 56.8 60.0 43.9 15.03 58.5 62.0 64.7 12.54 52.5 56.0 37.1 9.855 63.6 66.0 62.9 4.26 42.2 51.07 49.9 53.08 51.5 54.09 39.5 50.010 39.7 50.011 43.4 52.0HISPANIC STUDENTSGrade Level 2007-2008 Percent





K Not available Not available 1 70.0 73.0 70.8 0.202 50.5 54.0 52.0 11.03 57.8 61.0 63.6 1.44 47.4 55.0 36.4 26.65 56.7 60.0 59.1 3.96 40.9 50.07 48.6 52.08 53.6 57.09 40.8 50.010 35.6 50.011 37.0 50.0


2008-2009 Educational Plan for Student Success – Reading - Carlsbad Municipal Schools

Target Goal/Measure: (1.1, 1.5, 2.10, 3.6, 4.2, Leadership Strategic Planning) (Selection of a school wide goal must be based upon instructional need and must be supported by data. State clearly how this goal will provide for accelerated learning for students at risk of not meeting standards or making AYP. Any school missing AYP as a result of Special Education, ELL or FRL(FARM) populations must have a goal representing these groups)The percentage of students meeting the growth target on the Northwest Evaluation Associations Measure of Academic Progress (MAP) will increase according the following chartsSTUDENTS WITH DISABILITIESGrade Level 2007-2008 Percent





K Not available Not available1 63.0 66.0 66.7 .302 37.3 48.0 0.0 33.03 52.9 56.0 50.0 13.04 42.5 55.0 11.0 22.05 64.8 67.0 57.1 5.96 41.6 45.07 41.2 45.08 50.0 53.09 38.3 45.010 35.2 45.011 42.6 48.0ELL AND BILINGUAL STUDENTSGrade Level 2007-2008 Percent





K Not available Not available1 57.6 61.0 60.0 3.02 77.8 80.0 100.0 63.03 45.5 54.0 N/A 63.04 75.0 78.0 75.0 1.05 45.5 54.0 100.0 63.06 20.0 50.07 N/A 50.08 75.0 80.09 N/A 50.010 0.0 50.011 100.0 80.0



Insert (or attach) data table (4.2, results) to support above target


2008-2009 Educational Plan for Student Success – Reading - Carlsbad Municipal Schools St

udy

Grade Level 2007-2008All Students

Percent Meeting Growth Target – District

2007-2008Hispanic Students


2007-2008Students with Learning

DisabilitiesPercent Meeting Growth

Target – District

2007-2008Ell/Bilingual Students


K 32.9 Not available Not available Not available1 75.9 70.0 63.0 57.62 56.8 50.5 37.3 77.83 58.5 57.8 52.9 45.54 52.5 47.4 42.5 75.05 63.6 56.7 64.8 45.56 42.2 40.9 41.6 20.07 49.9 48.6 41.2 N/A8 51.5 53.6 50.0 75.09 39.5 40.8 38.3 N/A10 39.7 35.6 35.2 0.011 43.4 37.0 42.6 100.0

ACTION PLAN (complete 1 trimester at a time)2008-2009 Educational Plan for Student Success – Carlsbad Municipal Schools of 23

5/18/2023

2008-2009 Educational Plan for Student Success – Reading - Carlsbad Municipal Schools First Trimester

(August – Nov ember)2nd Trimester

(December – February) 3rd Trimester (March –May)

Stud

y

Data analysis: (4.3,4.4, Leadership, School Strategic Planning,

Student/Stakeholder Focus) Use information to identify target groups (Who)Provide the source of the data (i.e.

NMSBA, Short Cycle Assessment, Literacy

Assessment

The data from the Fall 2007 to the Spring 2008 administration of the NWEA Measure of Academic Progress indicates that, in comparison to the data for all students, Hispanics students, students with Learning Disabilities and ELL/Bilingual Students are lower in most cases. Please refer the results as shown in the previous two sections.


2008-2009 Educational Plan for Student Success – Reading - Carlsbad Municipal Schools Pl

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Identify Strategy to be used with Target

group to remedy AYP (1.8,2.3,2.8,2.9, Process

Management) (What)

All Grade Levels1. Identified students will be provided

intervention measures that address their area(s) of weakness through the utilization of differential instructional methods in all general classrooms.

2. Bilingual/ELL students and Students with Learning Disabilities will be provided individual learning exceptionality intervention measures in addition to those provided in general classrooms. Areas of weakness will be addressed in all instructional settings while addressing the learning needs of each individual student.

3. All instruction will be aligned to the New Mexico Standards, Benchmarks and Performance Standards. A Reading/Language Arts scope and sequence based on the K-8 (six weeks) and 9-12 (nine weeks) will be utilized in all classrooms.

4. Reading/Language Checklists will be utilized to provide a sequence of teaching for introduction of new reading/language arts concepts at each grade level thereby eliminating textbook driven instruction.

5. Short-cycle student assessment (MAPs) will be utilized to assist teachers in targeting specific reading skills for instruction with small groups of students within the regular classroom.



an



Management) (What)

Elementary Level1. Accelerated Reader (AR) Program

appropriately used: Students will read materials at their independent level or instructional level (not frustration reading level) and take corresponding AR tests. Teachers will continually monitor reading levels and tests to guide students in the appropriate use of this program.

2. Students reading below grade level (as identified by STAR and MAP’s Lexile) will be targeted for small group instruction with instant word and phrase recognition with Fry’s Instant words and phrases. Records will be kept to measure word recognition gains.

3. Kindergarten, First, and Second Grades will utilize the Saxon Phonics Program to provide instruction in Phonics. This program will also be the accepted Spelling Program of the district in these grade-levels.



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Management) (What)

Middle School Level1. All students will be receiving a full year

reading course and a full year writing course.

High School Level1. Students not proficient on the 8th grade

standards based assessment will be placed into a Reading lab for one semester and writing composition course the 2nd semester.

2. Reading course will utilize a comprehensive reading program like Accelerated Reader, Read 180 or Read Plus.

3. A reading specialist will be hired to teach the reading course.



an Person(s) Responsible for carrying out Plan

1. Classroom teachers under the supervision of the building principal.

2. Classroom teachers under the supervision of the building principal.

3. ELL/Bilingual and Special Education teachers under the supervision of the building principal.

Plan Resources Available

(4.5,4.6,4.7)

Accelerated Reader in all elementary school

Saxon Phonics at the elementary level



an Resources Needed

All Grade Levels Vertical and horizontal aligned K-12

curriculum

Elementary Level

Middle School Level Accelerated Reader, Read 180,

Read Plus or some other program for secondary schools

High School Level Accelerated Reader, Read 180, Read Plus

or some other program for secondary schools.

Reading specialist at the high school level for the reading course.



an

Professional Development

(provide date, content and trainer scheduled

for this strategy or associated activities)

(1.6,1.10,2.1, 2.4,2.5,2.6,2.7, Faculty

/Staff Stakeholder Focus)

All Grade Levels1. Classroom teachers will be provide

in-service training on the use of differential instruction.

2. ELL/Bilingual teachers and teachers of students will disabilities will be provided specific training to address the needs of individual students.

3. All instructional staff will be provided training on curriculum development and scope and sequence alignment process. Training will include the translation of the curriculum scope and sequence to the actual daily instructional process.

Elementary Level1. Training and refresher training for

Accelerated Reader will be provided for all instructional staff.

2. Teachers will be trained in running records to successfully match students to independent and instructional reading materials in their classrooms and buildings. Teachers will maintain running records on all students reading below grade level to track their reading growth

3. Teachers will be trained in a writing program (6 + 1 Traits of Writing.



an




(1.6,1.10,2.1, 2.4,2.5,2.6,2.7, Faculty


Middle School Level

1. Language Arts and Reading Teachers will be trained on the reading program selected (Accelerated Reader, Reading 180, Reading Plus) to insure students are receiving appropriate reading instruction matched with their area (s) of weakness.

2. All teachers will be trained on how to use the student’s Lexile score as obtained from the reading programs or the MAP to assist the student with materials in the discipline area they are teaching.



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(1.6,1.10,2.1, 2.4,2.5,2.6,2.7, Faculty


High School Level

1. Language Arts and Reading Teachers will be trained on the reading program selected (Accelerated Reader, Reading 180, Reading Plus) to insure students are receiving appropriate reading instruction matched with their area (s) of weakness.

2. All teachers will be trained on how to use the student’s Lexile score as obtained from the reading programs or the MAP to assist the student with materials in the discipline area they are teaching



an

Parent and Community Involvement

(3.1,3.2,3.3)

All Grade Levels Parents of non-proficient students will be

provided information on how the school and corresponding reading program will address their child’s deficiencies.

Goals and strategies for addressing each child’s needs will be established in conjunction with the parents and student no later than September 15, 2008.

Elementary Level

Middle School Level

High School Level


2008-2009 Educational Plan for Student Success – Reading - Carlsbad Municipal Schools Do

Identify the teaching sequence or activity

to implement strategy (1.9,2.1,2.8,2.12, Process

Management) (How)

Elementary Level1. Minimum of Quarterly (4 times per year)

and a maximum of Every Grading Period (6 times per year), students will be given the STAR Reading Assessment for teachers to prescribe their reading zone (ZPD) for use of the AR program.

2. Guided Reading Small Groups will be utilized within regular classroom settings to provide below grade level readers with supplemental reading support with instructional materials matched to their instructional and independent reading levels.

3. Four types of daily reading instruction will be evident, through lesson plans and weekly walk-through administrator monitoring in all kinder, first, and second grade classrooms: Daily read-aloud (teacher reading to students); daily shared reading (teacher sharing a big book, wall chart, etc.); daily guided reading (students in guided reading groups or literature circles with materials at their instructional reading level); and independent reading (accelerated reader; pleasure reading).

4. Daily guided/modeled writing and daily independent writing (i.e. Response journals; free writing; stories; poems; messages; etc.) will occur in all elementary classrooms.

5. Elementary will submit 4 writing samples per year.





Management) (How)

Elementary Level Continued6. Students reading below grade level (as

identified by STAR and MAP’s Lexile) will be targeted for small group instruction with instant word and phrase recognition with Fry’s Instant words and phrases. Records will be kept to measure word recognition gains.

7. All of the workbooks and worksheets will be used selectively in kinder, first and second grade classrooms in order that students may do more authentic reading and writing during their instructional day.

8. All students will respond to a school developed grade-level writing prompt a minimum of two times and a maximum of four times per year for a writing portfolio. Writing products will be assessed utilizing grade-level writing rubrics to determine growth in grade-levels, classrooms, and individual student’s writing abilities





Management) (How)

Middle School Level

1. All students will respond to a school developed grade-level writing prompt a minimum of two times and a maximum of four times per year for a writing portfolio. Writing products will be assessed utilizing grade-level writing rubrics to determine growth in grade-levels, classrooms, and individual student’s writing abilities.

2. Students reading below grade level (as identified by MAP’s Lexile) will be targeted for small group instruction with instant word and phrase recognition with Fry’s Instant words and phrases. Records will be kept to measure word recognition gains.

3. Daily guided/modeled writing and daily independent writing (i.e. Response journals; free writing; stories; poems; messages; etc.) will occur in all middle classrooms.





Management) (How)

HighSchool Level

1. All students will respond to a school developed grade-level writing prompt a minimum of two times and a maximum of four times per year for a writing portfolio. Writing products will be assessed utilizing grade-level writing rubrics to determine growth in grade-levels, classrooms, and individual student’s writing abilities.

2. Students reading below grade level (as identified by MAP’s Lexile) will be targeted for small group instruction with instant word and phrase recognition with Fry’s Instant words and phrases. Records will be kept to measure word recognition gains.

3. Daily guided/modeled writing and daily independent writing (i.e. Response journals; free writing; stories; poems; messages; etc.) will occur in all high school classrooms.


2008-2009 Educational Plan for Student Success – Reading - Carlsbad Municipal Schools St

udy

State and Compare the results with the

target goal (4.3, Measurement, Analysis and knowledge management)

(How much)


2008-2009 Educational Plan for Student Success – Reading - Carlsbad Municipal Schools Ac

t/Pla

n

If target met, change target and chose

another benchmark; if not revise lesson plans and reteach(1.7,2.11,3.5,4.3,4.4, Process Management)



DEFINITIONS:Data analysis: The process where all available data (NMSBA results, short cycle assessment results, teacher made assessments, demographic data, etc.) are reviewed to determine the target group of students and the specific needs of those target students that demonstrate less than proficient academic skills and knowledge.Instructional Strategy: the plan of action designed to intentionally teach students the necessary skills and knowledge they need to be academically proficientIntensive Intervention: The program, practice or activity that is chosen as the tool to provide the actual standards based content or skill needed by the students to be successful academically. This program, practice or activity is beyond what is already provided to all students in the regular core curriculum.Target Goal: A target goal that identifies the specific group of students who must demonstrate academic gain.

STRATEGIC PLANNING CRITERIA:1. The school’s EPSS planning process focuses on continually improving school performance to enhance learning for all students. 2. The district/school has specific student learning goals that are consistent with the mission, beliefs, and core values; are appropriate

in terms of rigor and equity; meet student needs; and are aligned with state and federal mandates and standards where applicable. 3. The district/school EPSS planning process:

Involves representative stakeholders from the district/school; Includes an analysis of student and stakeholder needs, demographics, and current performance levels; Identifies a challenging set of goals and measures that focus on enhanced learning for all students; Develops a continuous improvement approach that identifies the changes that will be made so that growth in student

performance can be documented and replicated; Facilitates alignment of department level and classroom level improvement plans, including transitions across grade levels; Provides systematic assessment designed to document student performance and growth toward district/school goals; Identifies strategies, interventions, and action plans; Provides internal analysis of the system; and

4. There is a designated district/school level EPSS steering committee that is responsible for initiating, planning, and coordinating improvement efforts.

5. Budget priorities are based upon an assessment of human and fiscal resources needed to accomplish the mission, goals, and EPSS plan.

6. Leaders use the analysis of student performance results: short cycle assessments, standardized tests, CRT, etc. 7. Leaders consider the strength and weakness of faculty and staff, competitive environment, educational reform, and technological

innovations when establishing the priorities for the school. 8. The district/school conducts staff development activities to support the district/school’s EPSS.

REQUIREMENTS FOR DISTRICT EPSS: 1. The district EPSS must be revised to emphasize priorities that address student learning needs. The desired result of the revision is

to develop a single, comprehensive EPSS that synthesizes information from the several existing plans reflective of the district’s instructional priorities (the current EPSS, the corrective action plan, the five year action plan, district wide Title I plan, etc.) and


2008-2009 Educational Plan for Student Success – Reading - Carlsbad Municipal Schools includes the major goals and/or references to the documents that deal with non-instructional district priorities (such as the safety plan, parent and community involvement plan and others). Alignment, clarity and simplicity should be the aims of this complex undertaking. Input from stakeholders is a necessary aspect of the revision process. The district’s EPSS goals must align, but are not limited to, the district’s EPSS target areas.

2. The district must provide professional development activities designed to initiate/expand the utilization of a systems approach to continuous district improvement as evidenced in the EPSS. In addition, professional development should reflect an emphasis on the use of data to inform instruction.

3. The district is required to fully implement the use of short cycle assessments in order to assess student progress toward EPSS academic goals and provide the basis for adjusting instruction/programs prior to receiving the results of the end-of-the-year New Mexico criterion references test (NMSBA).

4. The district must maintain and analyze all basic and comparative data to drive district performance, with an emphasis on selection, management, analysis, and the use of information as the basis for decisions and improvement.

5. The district plan is an overall view of district initiated actions that affect the district as a whole, as a district wide adoption of a strategy as tutoring, summer school, etc.

6. The district’s EPSS must articulate new initiatives for the district year, align across the systems to support the strategy and the goals that comply with the following criteria:

student centered, supports student academic progress, measurable using a data baseline, data evidences by a standardized assessment, assessed regularly for progress of implementation, supported by an articulated strategy/activity, and a collaborative effort with stakeholders participating in the development.


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