Frenchtown Elementary School |
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Frenchtown Elementary School |
FRENCHTOWN'S SCHOOL IMPROVEMENT TEAM ACTION PLAN
The School Improvement Team (SIT) is a group comprised of the Frenchtown principal, Frenchtown teachers, and parents of Frenchtown students. It is their job to identify specific curriculum-related issues and design a plan to address those issues. Frenchtown's School Improvement Team Action Plan aligns the school's resources and initiatives with the goals set forth by the East Greenwich School Department and the SIT team members.
The following is a summary of Frenchtown School's six action plans that have been developed to achieve the goals identified by the Team, the time frame over which those actions will be taken and the individuals/groups responsible for the results.
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| 1.
Design and
implement a collaborative instructional delivery model that supports differentiated
standards based learning for ALL students.
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1.1
Restructure Title I and Reading Support services to evolve to literacy
coaching 80% time and direct services to students 20% time.
* plan/schedule with Title I, K , and Gr. 1 teachers for Sept. 2002 implementation. * investigate professional development for literacy support personnel to build coaching capacity. * plan/schedule with Reading and Resource teachers, second and third grade teachers for Sept. 2003 implementation.
* provide formal professional development for literacy support personnel
and resource teachers.
1.2 Designate Article 31 funds to support tactic.
1.3
Utilize the TST during common planning time as indicated and create a schedule
for TST to become a routine part of school culture and best practice.
1.4 Schedule opportunities for peer observations/sharing between Meadowbrook Farms and Frenchtown. |
2002-2003
2003-2004
2003-2005
2002-2005
2002-2005
2002-2003 |
District
Curriculum Director, Director of Pupil Personnel, Principal, Classroom
Teachers, Title I Teacher, Literacy Support Teachers, Special Education
Personnel
Principal,
Professional Development Committee
Principal,
Professional Development Committee
All
Faculty, Principal
Teachers,
Principals
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RESPONSIBILITY |
| 2. Incorporate looking at and learning from student work to inform instruction as focus for embedded professional development. | 2.1
Provide embedded professional development for this best practice utilizing
staff previously trained in CGF and protocols for looking at student work.
* Schedule grade level meetings and targeted faculty meetings for modeling protocols. * Use protocols as indicated at TST meetings.
2.2 Provide continued training for CFG teacher leaders. |
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Designated teachers, Principal |
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| 3. Use the results of the Fourth Grade New Standards Mathematics | 3.1
Grade 3 Teachers will review the 2000-2001 Fourth grade assessments and
target areas of instructional improvement.
3.2
Select a K-3 Problem Solving program to support mathematics curriculum
currently in place.
3.3
Identify professional development needs for K-3 teachers in mathematics
standards based instruction.
3.4
Create a forum for vertical articulation between K-4 to analyze data and
design back-planning instructional strategies.
3.5 Utilize the "looking at student work" protocols at monthly Grade level meetings to target areas of individual student learning needs in the area of mathematical problem solving. |
2002-2003
2002-2005
2002-2003
2002-2005 |
Gr.
3 Teachers, Principal, math action team
Math
action team, Principal, Curriculum director
Math
action team, Principal, Professional development Committ.
Frenchtown,
Meadowbrook, Eldredge principals, Curriculum director
Teachers, Principal |
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| 4. Connect parents and community instruction through planned involvement in school-based committees, workshops and activities. | 4.1
Align PTG Speaker programming with SALT identified information session.
4.2
Create a school/family literacy partnership and provide at least 4 educational
sessions for parents and community members on topics of early literacy.
4.3
Explore the need for after school homework support and develop a response
with appropriate programming.
4.4
Coordinate the parent run Publishing Center more closely with classroom
writing initiatives. Using the results of the model implemented during
the 2001-2002 school year, identify parent training needs.
4.5 Form a character education task to review the Second Step Program currently being "field tested" in piloting classrooms. Select and implement a program for K-3. |
2002-2003
2002-2003
2002-2003
2002-2003 |
PTG,
Principal
Title I teacher, Reading and resource teachers, Principal, K-1 teachers Community
outreach committee, district mentoring coordinator, director of transportation.
Principal,
Parents, Teachers
Parents, Teachers, Principal, School psychologist |
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| 5. Enhance communication and public relations with families and community | 5.1
Implement weekly principal call-in hour.
5.2
Continue monthly principal's coffee hour.
5.3
Conduct School Report Night in November.
5.4
Continue to include classroom news and student work in PTG newsletter.
5.5
Enhance the role of the community outreach committee to include liaison
with Eldredge School.
5.6 Create a committee to review and publish an updated student handbook. |
2002-2003
2002-2005
2002-2005
2002-2003
2002-2003 |
Principal
Principal
Principal,
SIT team
Frenchtown
school community
PTG
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RESPONSIBILITY |
| 6. Infuse technology into instruction and school communication. | 6.1
Create and implement a technology plan for Frenchtown School.
*technology committee will meet at least 4 times per year. *align school plan with district technology plan.
6.2
Identify staff development needs for technology instruction.
6.3
Create a timeline for implementing school list serve and internal e-mail
communication.
6.4 Identify student needs for technology instruction by grade level. |
2002-2003
2002-2003
2002-2003 |
Technology
committee, Teachers, Media specialist
Technology
committee, Teachers, Media specialist
Technology committee, Teachers, Media specialist Technology committee, Teachers, Media specialist |
