F. What actions/activities
will we use to address prioritized needs, established goals, and any
gaps between current and research-based practice?
Actions for CSIP Goals 1, 2, 3, and 4. (CONTENT AREAS)
1. Implement the district AMN1,
AMN2, IEI1, PERK1, SPED1, TQ7)
Our district PD6,
TQ1, TQ2) The plan describes a cycle in which professional
development efforts will be targeted at student learning and sustained
until student gains are acquired. At least 80 percent of professional
development time and resources will be focused on increasing rigor and
relevance in our instruction, curriculum alignment, and creation of
a safe learning environment. (TQ3, TQ4, FTP3)
Research-based Strategies. Our District Leadership Team, consisting
of representatives from the buildings and district, reviewed research
on the strategies below and found that they have resulted in significant
student achievement gains. In addition, we applied the following federal
criteria to determine if a program/strategy has a quality research base:
a) Evidence of positive student results demonstrated by research that
employed systematic empirical methods and
b) The research was described in studies that demonstrated the use of
rigorous, systematic, and objective procedures to obtain reliable and
valid knowledge relevant to education activities and programs. (PD5,
SDF9)
Participation. All teachers will be engaged in training, including those
responsible for Title I, Special Education, At-Risk, and Gifted and
Talented. The principals and central office staff will also be actively
involved. We will work with the AEA so that teachers can receive licensure
renewal credits for participation in district-wide and building-wide
professional development meetings and for their work with implementation
of new strategies within their classrooms. (PERK1, SPED1,
TQ8)
Professional Development Content.
Beginning with 2007-08 school year, professional instructional staff
will implement the following instructional strategies: (FTP2,
FTP4, FTP5)
a) Balanced Literacy processes that integrate reading and writing strategies
(K-6);
b) Problem-centered approach to mathematics instruction and instruction
in the use of mathematics representations and computation (6-8);
c) Reading Across the Content Area techniques (7-12) and;
d) Technology integration into classroom instruction (K-12).
Alignment with the Iowa Teaching Standards. These professional development
actions align directly with the following Iowa Teaching Standards and
Criteria: (TQ5)
• Standard #2 Demonstrates competence
in content knowledge (specifically criteria 2a, 2b, and 2d)
• Standard #3 Demonstrates competence
in planning and preparation for instruction (specifically criteria 3a,
3b, 3d, and 3e)
• Standard #4 Uses strategies to deliver
instruction that meet the multiple learning needs of students (specifically
criteria 4a, 4b, and 4f)
• Standard #7 Professional Development
(specifically criteria 7a, 7b, 7c, and 7d)
Professional Development Learning Opportunities. Implementation of the
district TQ8):
• Common training sessions on five all-day inservice
days during the school year and fourteen early release days per year
for learning opportunities (theory presentations, reading literature,
discussions)
• Bi-monthly meetings of the District Leadership Team
(planning next building meeting; collecting, organizing, and analyzing
data; practicing demonstrations)
• Teachers working in collaborative teams on a bi-monthly
basis
• Building level meetings (observing demonstrations,
working with data, developing lessons, reviewing theory)
Professional Development Providers. AEA consultants will serve as the
professional development provider for the district. The Iowa Department
of Education accredits this provider. (TQ6)
2. Enhance instructional materials and resources.
• Increase the number of the non-fiction books available
for student use at grades K-8. (AMN1)
• Complete curriculum mapping in the area of math
and reading and science. (AMN1, AMN2)
• Upgrade technology. (FTP3)
3. Provide supports that will address CTE students’ achievement in reading
and mathematics.
• Integrate reading and mathematics skill development
into the career and technical education curriculum. (PERK1)
4. Provide supports that will address ELL students’ achievement. (LEP1)
Currently no ELL students reside in our district. At the beginning of
each year, the following process will be used to determine ELL students
within our district:
• Implement annual identification and provision of
appropriate services to ELL students to increase language proficiency
and academic achievement.
• Implement programs and support services necessary
to increase language proficiency, academic achievement, and social interactions.
Actions for CSIP Goal 5 (ENVIRONMENT)
1. Support students and families in order to increase student participation,
attendance, and graduation.
• Increase the number/type of community adult education
opportunities, GED classes, and community college courses.
• Implement an alternative education support for at-risk
students at the elementary and Junior High. (AR7)
• Implement an electronic student portfolio that includes
performance tasks for monitoring progress toward proficiency and graduation
requirements. (FTP2)
• Institute a follow-up procedure with parents at
the elementary school, when absenteeism is a concern. For chronic absenteeism
provide a family interview and follow-up support that may include a
truancy referral to law enforcement when needed.
2. Create a learning environment that is safe, supportive, and conducive
to learning (a culture of achievement and respect).
• Expand the tutoring program for students in the
Junior High. (AR7)
• Implement Character Counts activities at the Junior
High. (AR7, SDF9)
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