Kenwood

Implementation Action Plan 2010-11

Responding to the Needs of All Learners

Note: Please limit your school’s priorities to four. Please use learning from each day’s sessions to refine and clarify these priorities rather than adding additional priorities.

=**Team Members Attending:**= =**Priority #1:**= =**Priority #2:**= =**Priority #3:**= =**Priority #4:**=
 * **School Name:** || Kenwood ||
 * **VPES:** || Susan Loomis ||
 * 1) Julie Tersteeg
 * 2) Jen Ondrus
 * 3) Greg Speolhof
 * 4) Rachel Komarek
 * 5) Pam Tomassoni
 * 6) Bonnie Jorgenson
 * 7) Name
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Assure implementation with fidelity of core reading program, SFA with overview training by Susan as start || Danielle, Jen, Bonnie || October 21 training, ongoing ||
 * Regular observations and coaching sessions with reading teachers to help assure fidelity || Jen Ondrus || August 31 and ongoing ||
 * Power of teaching observations sources 4-6 and informal regular observations to help support this goal || Danielle, Bonnie || October and ongoing ||
 * Consider POT #6 to be use of Team Talk across curriculum areas with leadership || Greg || October ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Assure effective administration and utilization of the NWEA MAP assessments and other data points to inform instruction and interventions || Danielle, Bonnie, lead teachers || September 21 and ongoing with data training October 21 ||
 * Review data as it relates to title I students to assure interventions in place now are appropriate, make needed changes, develop plan for ongoing tracking || Jen. classroom teachers, Title I staff, Danielle || By November 4 and minimially at end of each quarter ||
 * Clarify for lead teachers and classroom teachers (and then hold them accountable) for expectations related to data review and instruction || Danielle and Bonnie || By October 21 and then ongoing ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Review current interventions in place via Title 1 and other avenues and reorganize as deemed helpful for quarter two, consider kindergarten invention in reading for struggling readers instead of specialists subjects || Bonnie, Danielle and Jen || By November 4 ||
 * Assure training for Title I staff in interventions we are asking them to undertake with students, || Jen and Pam || Ongoing ||
 * Identify EBI interventions for Kindergarten || Pam ||  ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Revamp current FASST form to better reflect accomodations and interventions for our students || Bonnie, Annette || November 4 ||
 * Identify 1-3 research based interventions related to reading on which to focus with students || Danielle, Christy, Pam, Jen O || November 4 ||
 * Provide ongoing training and process to assure these interventions are utilzed by all || Jen O, Pam, Christy || October 22 and ongoing ||

=Other Notes or comments:=