LITERACY CONTINUOUS

IMPROVEMENT PLAN
CARTWRIGHT SCHOOL DISTRICT #83 K-5
 Current Reality

CONTINUOUS
IMPROVEMENT Needs Assessment

PLAN:
ENSURING Establish SMART Goals

IMPACT ON
STUDENT Develop plan

ACHEIVMENT
Monitor Progress
CURRENT REALITY:
GUIDED READING LEVEL
(BAS) Guided Reading Level
120%

100%

80% 42%
52% 48% 51%
55% 60%
60%

40%
58%
48% 52% 49%
20% 45% 40%

0%
Kindergarten 1st grade 2nd grade 3rd grade 4th grade 5th grade

Below grade level At or Above grade level

Average of 51.3% on or above target

 CURRENT REALITY: AIMSWEB
K: LETTER NAMES
1 S T - 5: RCBM AIMSweb Fluency
120%

100%

80% 45% 43% 46% 47%

53%
65%
60%

40%

55% 57% 54% 53%

47%
20% 35%

0%
Kindergarten 1st grade 2nd grade 3rd grade 4th grade 5th grade

Below grade level At or above grade level

Average of 49.8% on or above target
CURRENT REALITY: NWEA
MAP
NWEA MAP
120%

100%

80% 43%
59% 54%
63% 61%
70%
60%

40%

57%
41% 46%
20% 37% 39%
30%

0%
Kindergarten 1st grade 2nd grade 3rd grade 4th grade 5th grade

Below grade level At or above grade level

Avergae of 58.3% at or above target
NEEDS ASSESSMENT
SUMMARY: LITERACY
• Based on our district three data points for literacy, there
is evidence of a need to refocus curriculum
• Based on what we would expect in a tiered system, the
amount of students identified as needing Tier 2 and Tier 3
supports indicates a need in core instruction.
LITERACY STUDENT SMART GOALS:
• 80% of all students will be identified as at grade level on
AIMSweb fluency assessments by May 2021
• 80% of all students will be identified as reading at grade
level as measured by Benchmark Assessment System by
May 2021
• 80% of all students will be within grade level proficiency
on the NWEA MAP assessment by May 2021
PROFESSIONAL DEVELOPMENT GOALS:
Year 1:
• Teacher’s will design curriculum to focus on identified
priority standards.
Year 2:
• Teacher’s will measure student performance on priority
standards utilizing common assessments created in PLCs
Year 3:
• Teacher’s will utilize instructional strategies to
intentionally plan content lessons to increase student
performance.
PROFESSIONAL DEVELOPMENT PLAN
HOW WE WILL GET THERE
 3 YEAR LITERACY CONTINUOUS
IMPROVEMENT PLAN
YEAR 1
CURRICULUM DESIGN
• District will hire and place a
literacy coach at each
elementary school.
• District will form committies
to identify priority standards
for grade K-5 comprised of
teachers, coaches and
administration.
YEAR 2
CURRICULUM DESIGN
• PLCs will unpack priority
standard to develop
understanding.
• PLCs will create common
assessments on priority
standards to measure student • Teachers will utilize the 3
success.
YEAR 3
I N S T R U C T I O N A L S T R AT E G I E S
• PLCs will use common
assessment data to
intentionally plan content
lessons based on student
need.
types of lessons to maximize
student understanding of
priority standards.
 YEAR 1 AND 2

CURRICULUM
DESIGN
 • The tenants of quality PLC work are
grounded in:

GROUNDING – Identification of Priority Standards and

CONCEPTS:
clustering into units
– Unpacking of standards to plan for

CURRICULUM learning targets

– Development of Assessments and
DESIGN Success Criteria
– Planning of instructional strategies to
ensure success for each student

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction & understanding by design. Alexandria, VA: ASCD.
CURRICULUM DESIGN: IDENTIFICATION OF PRIORITY
STANDARDS AND CLUSTERING INTO UNITS

Based on Larry Ainsworth’s Work Priority Standards are identified by considering:

Endurance Leverage Readiness Exams

Pairing with Supporting Standards to create units that flow in a scope and sequence:
This supports developing Essential Questions that guide lessons to specific learning
outcomes for students.

Ainsworth, L. (2013). Prioritizing the Common Core: Identifying the Specific Standards to Emphasize the Most. Englewood, CO: Lead+Learn Press.
 CURRICULUM
DESIGN: • PLC teams have learned to calibrate on their understanding of standards:

UNPACKING – What are the skills within a standard?

– What is the learning progression within the standard?
STANDARDS AND – What is mastery?
DEVELOPING
LEARNING
TARGETS
 CURRICULUM DESIGN: DEVELOPMENT OF
ASSESSMENT AND SUCCESS CRITERIA
• Once our PLC’s identified what mastery of a standard is:
– Planned for accurate measurement of mastery
– Decided how students can demonstrate understanding
– Aligned rigor and create clear expectations of mastery

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction & understanding by design. Alexandria, VA: ASCD
CURRICULUM DESIGN: PLANNING OF INSTRUCTIONAL
STRATEGIES TO ENSURE SUCCESS FOR EACH STUDENT

• After assessments are developed along with descriptive success criteria for visible learning for
students, teachers then can develop their instructional strategies:
– Differentiation
– Scaffolding
– Grouping
– Learning modalities and opportunities

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction & understanding by design. Alexandria, VA: ASCD
 YEAR 3

INSTRUCTIONAL
STRATEGIES
THREE CATEGORIES OF TEACHING:

Feedback: Content Instruction: Context of Learning:

• Communicating clear • Direct instruction lessons • Engagement
learning goals • Practicing and deepening • Routine and procedures
• Assessment lessons • Relationships
• Knowledge application • High expectations
lessons

Marzano, R. (2017). The new art and science of teaching (Rev. ed.) Alexandria, VA: ASCD
DESIGN FOCUS AREA:

Content Instruction:
• Direct instruction lessons
• Practicing and deepening lessons
• Knowledge application lessons

Marzano, R. (2017). The new art and science of teaching (Rev. ed.) Alexandria, VA: ASCD
DIRECT INSTRUCTION LESSONS:
Explicit instruction of new content:
• Chunking Content
• Processing Content
• Recording and Representing Content

Marzano, R. (2017). The new art and science of teaching (Rev. ed.) Alexandria, VA: ASCD
PRACTICING AND DEEPENING
INSTRUCTION LESSONS:
Guided practice of new content:
• Using structured practice sessions
• Examining similarities and differences
• Examining errors in reasoning

Marzano, R. (2017). The new art and science of teaching (Rev. ed.) Alexandria, VA: ASCD
KNOWLEDGE APPLICATION LESSONS:
Discovery process of new content:
• Engaging students in cognitively complex tasks
• Providing resources and guidance
• Generating and defending claims

Marzano, R. (2017). The new art and science of teaching (Rev. ed.) Alexandria, VA: ASCD
 MONITOR
PR OG RESS
SUPPORT SYSTEMS TO ENSURE THERE IS AN
I M PA C T O N T E A C H E R A C T I O N A N D S T U D E N T
SUCCESS
HOW WILL WE KNOW OUR IMPACT
Admin
• Provide opportunities for
teacher feedback on
professional development.
• Conduct walk-throughs
utilizing ”look for”
documents created by staff.
• Monitor student
performance on literacy
benchmark assessments.
Literacy Coaches
• Observe, support and provide
feedback on PLC work.
• Observe and or facilitate peer
observations of lessons.
• Provide opportunities for teachers
to reflect on new learning.
• Monitor student performance on
grade level common asessements
and literacy benchmark
assessments.
Teachers Students
• Complete surveys measuring PLC • Track personal success on
team effectiveness and success with mastery of priority
focused planning and instruction. standards and literacy
• Observe peer lessons and provide benchmark assessments.
feedback and opportunities for
reflection.
• Monitor student performance on
common assessments, progress
monitoring and literacy benchmark
assessments.
 • Increased student performance on
AIMSweb, BAS and MAP.
• Teachers are able to speak to the meaning
of literacy standards and what student
evidence is needed to measure success.

SUCCESS • Teachers use assessment data to guide

instruction.

INDICATORS: • Teacher are able to make intentional

instructional descisions of lesson format
based on student need.
• Teachers are able to speak to their students
progression of mastery to literacy priority
standards and identify next steps for each
student.
 Did we meet our
What evidence do
student performance we have?
goals?

Did we meet our What evidence do

QUESTIONS teacher action goals? we have?

WE WILL ASK
OURSELVES: What leadership
strategies impacted What evidence do
we have?
our success?

What are our next steps?