School Improvement Action Plan
Explanation
CC Pinckney Elementary 2015-2016
Goal:
By the end of the 2017-2018 school year, 75% of students will achieve grade level expectations in the areas of reading comprehension and
communication with less than 5% below standard.
Type of Goal: (Mark as appropriate)
_X__Knowledge, _X__Application, _____Behavior, _____Attitude
Essence of the Goal:
Students will improve reading comprehension and communication skills by selecting and applying appropriate reading and writing strategies
across the curriculum.
Support Data (from the Profile):
1. Terra Nova Multiple Assessment,
Reading Subtest 3rd-6th
2. Benchmark Assessment System
(BAS) Grade 2nd and 3rd
System-wide Assessments:
1. Terra Nova Multiple
Assessment, Reading
Subtest, Grades 3rd-6th
2. Benchmark Assessment
System (BAS) Grade 2nd
and 3rd
3. End of the Year (Pre/Mid/
Post) Reading Street Test
Intervention/Strategy:
Implementation of an effective balanced approach to literacy instruction which
includes: authentic reading and writing experiences, flexible guided reading
groups, and the 6+1 Trait writing model; embedded within a 120 minute ELA
block.
1
Local Assessments:
1. Scholastic Reading Inventory SRI (Grades 3rd-6th)
2. Reading Street Writing Test Part IV (MOY, EOY)
Research:
Washington, DC: National Center for Education Evaluation and
Regional Assistance, Institute of Education Sciences, U.S.
Department of Education. Retrieved from
http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Students who read with understanding at an early age gain access to
a broader range of texts, knowledge, and educational opportunities,
making early reading comprehension instruction particularly
critical.
School Improvement Action Plan
Explanation
CC Pinckney Elementary 2015-2016
Fountas, I. C., & Pinnell, G. S. (2012). Guided Reading: The Romance
and the Reality, The Reading Teacher NH: Heinemann. (66) 4, 268284
Fountas, I. C., & Pinnell, G. S. (2009). Prompting guide 1: A tool for
literacy teachers. Portsmouth, NH: Heinemann.
A comprehensive collection of precise language to use when
teaching, prompting for, and reinforcing effective strategic actions in
reading and writing.
Culham, Ruth. (2003). 6 +1 Traits of writing: The Complete Guide.
New York, New York: Scholastic Teaching Resource.
Activities to implement the
intervention:
 Teachers will model and
teach literacy skills
through a guided reading
instructional program.

Students above grade
level will participate at
least 1 day per week in
the teacher directed
flexible groups. Students
on grade level will
participate at least 3 days
per week (min.) in teacher
directed flexible guided
reading groups. Students
2
Person(s) Accountable: POC
Classroom Teachers
Principal
Language Arts Reading
Specialist
Timeline
Beg.
August 2015
Resources Needed
End
May 2016
Guided Reading Materials
School Improvement Action Plan
Explanation
CC Pinckney Elementary 2015-2016
below grade level (BGL)
will participate 5 days per
week.

Teachers will determine
the instructional level for
all students and provide
direct, explicit and
systematic instruction
through flexible guided
reading groups, standards
based literacy stations
and instructional best
practices.
Classroom Teachers
Principal
District Instructional Support
Specialist
August 2015
May 2016
Reading Streets Materials
Literacy Center Materials

Teachers will examine
research and best
practice for using reading
and writing strategies to
enhance student
engagement and
comprehension.
Classroom Teachers
Principal
District Instructional Support
Information Specialist
Language Arts Reading
Specialist
September
2015
May 2016
Faculty Meetings
Collaborative Grade Level
Meetings
Professional Development Days
Early Release Days
3
School Improvement Action Plan
Explanation
CC Pinckney Elementary 2015-2016

Upon request, teachers
will have the opportunity
to see a colleague model
the use of reading and
writing strategies.

Teachers will design
content instruction that
incorporates reading and
writing strategies.

Teachers will have
opportunities to
collaborate regarding
their progress in reading
and writing strategies in
classroom instruction.

Students will select and
apply appropriate
strategies when reading
and writing
independently.

Teachers will participate
in weekly collaborative
grade level meetings for
the purpose of analyzing
student data and
4
Classroom Teachers
Principal
Reading Instructional Support
(ISS from District)
Information Specialist
August 2015
May 2016
Data Sheets (teacher created)
Collaborative Planning Time
School Improvement Action Plan
Explanation
CC Pinckney Elementary 2015-2016
determining
interventions.
Language Arts Reading
Specialist

Principal
September
A Data Wall and/or Data
Classroom Teachers
2015
Binder will be
implemented and
maintained to show
student growth based on
reading data and used to
create/modify guided
reading groups and
intervention groups.
Targeted Subgroup Intervention/Strategy:
Provide additional reading and writing instruction to students that are reading
and writing Below Grade Level, as determined by standardized tests and local
assessments.
Activities to implement the
intervention:
School-wide intensive
intervention will occur weekly
to ensure the lowest 25% of
students receive additional
reading and writing instruction.
Extended Learning
Opportunities (ELO), an after
school reading program, will be
offered to BGL students in
Grades 2nd – 6th
5
Person(s) Accountable: POC
Classroom Teachers
Principal
District Instructional Support
2nd Grade Reading Specialist
Read 180 Teacher
ELO Teachers
ELO Coordinator
Principal
Timeline
Beg.
August
2015
May 2016
Data Sheets
Research:
Lapp, D., Fisher, D., and Frey, N. (2012). Identifying Why Groups Work
Well, Then Giving Grouping Another Try. Voices in the Middle. (20) 2,
7-9.
Resources Needed
End
May 2016
November March 2016
2015
Reading Support Teachers
ELO Teachers
ELO Classroom
Reading Materials from District
Funding for Teachers from
District