1
Action Planning
Workbook
This workbook includes steps to consider when creating and
improving School-Level Reading First Implementation Plans. When
considering use of a particular action, be sure that the option is
aligned with the State Reading First Plan. In all cases, the State Plan
takes precedence.
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Directions
The Action Planning process begins with an analysis of student performance during the
previous year or period (Step 1). The purpose of the analysis is to identify particular groups of
students for whom an Action Plan is needed because they made inadequate progress, (e.g., a
large percent of students who began at high risk did not progress to a higher level; a large
percentage of children who began the year at grade level did not maintain grade level
performance, etc.). Below is a chart that defines adequate progress.
5 Ways to Define Adequate Progress
Student Status in Fall
At or Above Grade Level All Grades
Some Risk All Grades
High Risk Grades K-1
High Risk Grades 2-3
Student Status in Winter and Spring
*
*
*
*
At
At
At
At
Grade
Grade
Grade
Grade
Level
Level
Level
Level or Some Risk – 2 levels
On the following page, a table is provided to display the number and percent of students who
made adequate progress for each risk group in each grade, level K-3. The table has two parts.
The bigger part is for recording adequate progress. There are spaces to record adequate
progress numbers at each grade level for students who began at grade level, students who
began at some risk of reading failure, and students who began at high risk of reading failure.
Also included on the table is a column (entitled Outcome Data) in which to write the number
and percent of students who scored at grade level on the state outcome test for comprehension
usually given at the end of the school year.
To fill out the adequate progress section of the table, first write a fraction in each blank box in
the progress-monitoring section under the symbol #. The denominator of the fraction is the
number of students in the particular grade that began at the risk level indicated for that group
and grade in the Fall. The numerator is the number of students who began the year at that risk
status, but have moved to grade level in the Winter or Spring. For example, if 45 students
began the year at some risk in second grade and 35 of these students ended the year at grade
level, the fraction would be 35/45. Each fraction is also written as a percent under %. For the
fraction 35/45, the percent is 78%. This signifies that 78 percent of the students who began in
that risk status and grade made adequate progress.
In filling out the adequate progress table, an exception in how the fraction is constructed is
made for second and third grade students who began the year at high risk. For these students,
adequate progress is defined as moving from high risk to either some risk or grade level. The
rationale for this is that these students may be very far behind at the beginning of the school
year and it is reasonable to assume that many will need two years of work to catch up to grade
level. For those students, the denominator is the number of student’s who began the fall at
High Risk and the numerator is the number who ended in the winter or spring at either Some
Risk or Grade Level.
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The column furthest to the right is for recording the percent of students at the end of the
school year who scored at grade level or above on the comprehension outcome assessment.
This information is important to have in addition to the progress-monitoring data in making
decisions about actions to be taken to improve the Reading First implementation.
When the table is completed, examine the fraction and percent in each box to determine if a
sufficient number and percent of students made adequate progress for each group. Place a
check mark in each box in the chart below for which data indicates a written action plan is
needed for a particular group because of too few students making adequate progress.
Groups for Which an Action Plan is Needed
Grade
High Risk Students
Some Risk Students
At Grade Level
Kindergarten
First Grade
Second Grade
Third Grade
In Step 2, prioritize the order for creating Action Plans for the groups identified in Step 1. A
school creates written action plans for every group of students that did not make adequate
progress with the goal of bringing all students to grade level performance. Note that, at times,
one Action Plan can be created for two groups if the plan for the groups would have a number
of common features. In deciding on a priority for plans, consider these factors: Begin with
groups that have the most children. Place an emphasis on all grade one groups. Place an
emphasis on second and third High Risk groups.
Action
Plan
Number
1
2
3
4
5
Grade and Group(s) Targeted by Action
Plan
Date Action
Plan
to be
Created
Date Action
Plan
to be
Implemented
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Step 3 – Create Action Plans in the above order:
The work on action plans begins with creating an Action Plan for the group(s) in Action Plan
1. Other action plans should be created and implemented as soon as possible, but not so
fast as to overwhelm a staff.
A form entitled, Action Plan for Targeted Groups, appears at the end of this booklet. Here
are directions for using that form:
•
Top row - Identify the group. Circle the grade level and risk status of the group for
whom this particular action plan is being designed.
•
Information box - In the information box, first indicate the school and the date the plan
was created. Next, indicate the adequate progress data that has caused the need for an
action plan to be created. Finally, record the names of staff members who worked on the
action plan.
•
Column 1 - Area for Action Plan. This first column identifies particular areas of the
action plan. The areas are the same as the sections in the Practices Handbook.
•
Columns 2 and 3 - New Summer and New Mid-Year. These columns are to identify
new actions that are being taken at a particular time. An action plan generally will
describe in-depth changes to the overall Reading First plan. When constructing an action
plan, the writers will indicate what they will do differently during the upcoming school
year or period. Place a check in the new Summer Column across from each action that
will be new when planning is done in the summer. Place a check in the New Mid-Year
box when a new action is made mid year
•
Column 4 - Action to Be Taken. This column is for detailing the plan for that group and
indicating specifically what will be done differently in the upcoming period. Descriptions
of new plans must be specific enough so that it is possible to determine when the action
has been implemented. The form is available electronically so that the space for
describing the plan is limitless.
•
Column 5 - Person Responsible - In this column, the person who is responsible for the
implementation of the particular step is written.
•
Column 6 - Report on Progress of Implementation. This column can be used
throughout the school year to report on implementation of particular actions that have
been taken.