Curriculum & Goals | Improvement Goals

 

2012-2013 Action Plans for a Learner-Centered School

The major focus of our comprehensive school improvement plan is to improve student achievement and engagement in our learner-centered school by utilizing the SOCCER Matrix. The following action plans provide direction to this and our other more specific, content-related school improvement goals. These questions were used as a lens to filter our goals:

  • Are the goals helpful to teaching and learning?
  • Are the goals learner-centered?
  • Do the goals provide enough focus for all K-12 programs?
  • Are the goals and action plans creative?
  • Are we learning as we go?

Districtwide Action Plan Goals for 2012-2013

LMCS will utilize our learner-centered principles to:

  1. Continue to define and develop relationship-building skills.
  2. Implement rigorous and relevant K-12 strategies to meet the:
    • Big Six goal (Technology)
    • Six Trait Reading/Writing goal
    • Math goal (Exemplars)
    • Science goal (Exemplars)
    • SOCCER (Climate/Culture) goal
    • Employability/Essential Learnings goal (Expo)
  3. Identify and implement K-12 formative assessment strategies and practices for improved achievement
  4. Utilize curriculum mapping to document and evaluate implemented curriculum, which will allow the district to more accurately align the LMCS curriculum with the Iowa Core Curriculum.

Building Level Action Plan Goals for 2012-2013

The summer design team decided that this year's action plan goal for all three building levels and individuals is. . .
"To increase each student's achievement in content area reading and thinking through the use of formative assessment."

This goal will be the basis for individual professional growth plans so that staff development gets to the "fractal" of each individual classroom. This will hopefully result in building level and systemwide student achievement increases.

STUDENT ACHIEVEMENT GOALS
Reading Annual Goal - By the Spring of the 2012-13 school year, there will be 10% more students in fourth grade proficient on the Gates-MacGinitie test than were proficient in the Fall.

Mathematics Annual Goal - By the Spring of the 2012-13 school year, there will be 10% more students in sixth grade proficient on one category of the Math Exemplars assessment than were proficient in the Fall.

Science Annual Goal - By the Spring of the 2012-13 school year, there will be 10% more students in eighth grade proficient on one category of the Science Exemplars assessment than were proficient in the Fall.

Employability/Essential Learning Annual Goal - By the Spring of the 2012-13 school year, 90% of seniors will be at or above the proficient level on the Senior Expo rubric without the need for a re-do presentation.

Technology Annual Goal - By the Spring of the 2012-13 school year, there will be 10% more seventh grade students proficient on one category of the "Big Six" criteria than were proficient in the fall.

Positive Culture and Climate for Learning Annual Goal - By the Spring of the 2012-13 school year, the response to the SEARCH Institute question, "My teachers really care about me" will be two percent higher than it was in the previous year on at least one grade level.

How do you make a goal reality?
By setting up steps toward success, which is what we have been and/or will be doing through these staff development activities from the CSIP:

  1. Implement, reflect and gather classroom work to demonstrate use of these content area reading strategies we've learned over the past years, including:
    • use of Bloom's Taxonomy for questioning
    • use of Reciprocal Teaching for comprehension (clarify, predict, question, summarize), including supportive graphic organizers
    • use of the PAR framework for thinking/comprehending: (Preparation (Before Reading/Thinking), Assistance (During Reading/Thinking) and Reflection (After Reading/Thinking)
    • use of Six Traits of Reading and Writing as a framework for the literacy process (Reading the Lines, Reading Between the Lines, and Reading Beyond the Lines)
    • use of the SOCCER matrix/surveys to identify and establish the climate/culture needed for success in literacy
    • use of formative assessment FOR learning (individuals) in addition to the summative assessment OF learning (systems)
  2. Add to our comprehension of the reading/thinking process by discussing research/articles on best practice ("Authentic Literacy" from Educational Leadership, etc.)
  3. Use summative system assessments to inform our work and to provide comparative information for individual classroom reflection including:
    • Item analysis of our district's reading scores on the Iowa Tests of Basic Skills (K-8) and Iowa Tests of Educational Development (9-12)
    • Walkabouts to gather data on SOCCER, key concepts, and levels of thinking
    • Data from the SIAC districtwide goals and results from the APR

WHAT WE HAVE LEARNED FROM DATA ANALYSIS SO FAR:

  • Students' vocabulary needs improvement (ITBS/ITED)
  • Students' comprehension needs improvement especially in inference or reading between and beyond the lines (ITBS/ITED and Gates)
  • Students need scaffolded instruction and support to be successful in all levels of thinking/reading (Walkabouts/Bloom's/ITBS/ITED/CSIP Goals in APR)
  • Staff also need scaffolded support and time to be successful in creating a Reading/Thinking Professional Growth Plan that can bump student achievement (Walkabouts/Bloom's/CSIP Site Visit Data)

Elementary Action Plan Goals for 2012-2013

  1. Support the Districtwide Action Plan.
  2. Post student-friendly learning targets in every classroom for each content area
  3. Investigate research-based reading programs for implementation next school year

Middle School Action Plan Goals for 2012-2013

  1. Support the Districtwide Action Plan.
  2. Post student-friendly learning targets for each class
  3. Review assessment philosophies and practices

High School Action Plan Goals for 2012-2013

  1. Support the Districtwide Action Plan.
  2. Post student-friendly learning targets for each class
  3. Review assessment philosophies and practices

Non-Discrimination
It is the policy of the Lake Mills Community School District not to illegally discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity, and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy, please contact the district's Equity Coordinator by writing to: Kari Wagner, 102 S 4th Av E, Lake Mills, IA 50450, or call 641-592-1882, or email kwagner@lake-mills.k12.ia.us. The Lake Mills CSD offers career and technical programs in the areas of agriculture, business, family and consumer science, and industrial technology.