District Objective 1: Accountability The Tiverton School Department is committed to improving accountability for increasing student achievement by analyzing various sources of data (state assessments, SALT, NEASC), to make informed recommendations on improving the quality of instruction in grades K-12.
Focus Area I. Tiverton High School will review assessment, SALT, and NEASC data and incorporate recommendations to improve student achievement.
Individual School Action Steps:
School Action Steps:	Outcome: Changes in Learning		Outcome: Changes in Instruction:		Timeline:	Monitoring Progress: When, How, Who?	Resources Needed:
1. Analyze and utilize Spring 2005 assessment data based on the following results of students that achieved the standard in the following areas: Reading (Understanding-47%) Reading (Analysis- 62%) Writing (Effectiveness-47%) Writing (Conventions-84%) Math (Skills-79%) Math (Concepts-57%) Math (Problem Solving-59%)	Improve student Performance in reading analysis, writing effectiveness, math concepts, and problem by a target of 5%.		Teachers will utilize compre- hension strategies from professional development, resource books, and collaboration with literacy teacher to increase higher level comprehension skills. Math teachers will continue to utilize their effective strategies which led to a 20 % increase in each area.		Sept. 05 through June 06.	Progress monitored weekly and monthly throughout the school Year during department meetings, department chair meetings, and department common planning time. Principal English Dept. Chair Literacy Instructors Math Dept. Chair	Funding for continued participation in East Bay Educational Collaborative professional development in the area. Article 18 money for quarterly English dept. meetings. Common planning time. .
1. Continued as above (Writing) Continued as above (Math) The school and community will support assessment strategies and instruction for juniors during the 05-06 academic year.	Students will increase their ability to write effectively in a variety of formats, purposes, audiences, and contexts. All English students (grades 9-11) will utilize a writing portfolio and department writing manual in their classes. Students will improve consistent writing effectiveness assessed by the guidelines of the state writing rubric. All math students (grades 9-11) will utilize an assessment notebook for sample assessment problems and solutions. Math students will increase their ability to use concepts and solve problems in Numbers and Operation, Geometry & Measurement, and Function & Algebra. 1. Assembly to reinforce school ranking and local perception regarding assessment results. 2. Junior class strategy and recognition breakfast regarding attendance and effort. 3. Letter to parents regarding state testing.		Writing- teachers will continue to utilize portfolios and the state writing rubric focusing on organization, context, reasoning, developing position, conveying stance, reader anticipation, and a stronger balance of ideas, sentences, and paragraphs. Teachers will demonstrate consistent reference to student use of portfolios, writing manuals, and rubrics. Teachers will administer and review at team meetings a minimum of two writing prompts prior to state assessments. Teachers will: 1.Monitor student use and organization of assessment binders 2. Increase instructional time leading up to assessments in focus areas. Teachers will utilize best practice Strategies in all math courses to reinforce target objectives in the areas of skills, concepts,and problem solving. All content area instruction will reflect data knowledge of state assessments, PSAT’s, IEP’s, 504 Plans, and reading abilities of grade nine and ten students as assessed by the Gates Reading Test. School and community based recognition for student effort should result in cooperative work environment in classes when preparing for testing. ( 100% of all juniors took the Math and ELA Assessments last year)		Sept.05 through June 06 Nov. 05 through March 06 Sept. 04 through June 05. Feb. 05 through March 05. Sept. 04 through June 05. By March 2006 By March 2006	Teachers will review writing samples during team meetings each term and department meetings. Principal Department Chair English teachers Teachers- on going in classes, review and share student work at term team meetings. English Department Chair Math Teachers Department Chair Department Chair meetings and Quarterly team review meetings Math Teachers, Special Education Math Skills Teachers, Math and Special Education Dept. Chairs. Department Chairs Math English Guidance Principal, Assistant Principal, Department Chair and individual department meetings.	Substitute funding for teacher release time each term. As above Funding for purchasing of math binders and release time for quarterly team review meetings. Substitute funding from Article 31 funds For common time to review student work and assessments. Funding for recognition breakfast.
District Objective 2: Educator Quality We will ensure that all teachers possess the skills and knowledge necessary to effectively teach students in the subject and grade level for which they are hired, and that all are “highly qualified” under the No Child Left Behind criteria by June 2006.
Focus Area 2. Tiverton High School will ensure educator quality as “Highly Qualified teachers for all students by June 2006.
Individual School Action Steps
School Action Steps	Outcome: Changes in Learning			Outcome: Changes in Instruction:	Timeline:	Monitoring Progress: When, How, Who?	Resources Needed:
Review all major content area teachers for certification and highly qualified” status. Review content area courses instructed by special educators and plan for instructional collaboratives with content area teachers who are highly qualified.	Ensure student learning in content and curriculum concepts and strategies is guided by high qualified teachers. Same			Teacher knowledge base in content area and standards-based instruction will be evident during classroom instruction. Same	May 2005 through May 2006 May 2004 through June 2006	Principal Principal	Month of May review indicated that current regular education teachers on staff meet “highly qualified” status. Currently there eight sections of major content area courses taught by special educators. Funding will be needed to add sections of collaborative instruction.
District Objective 3: Instructional Programming We will strive to achieve and maintain consistency for quality instructional programming throughout K-12.
Focus Area 1. Tiverton High will continue to support and expand its instructional programming in relation to the proficiencies and standards set forth by the 2008 Rhode Island Diploma System.
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School Action Steps:	Outcome: Changes in Learning		Outcome: Changes in Instruction:		Timeline:	Monitoring Progress: When, How, Who?	Resources Needed:
For students 1-2 yrs. below Gr. Level proficiency in reading; extend academic literacy support class (3x per week)	Improved comprehen- sion of content texts, increase scores on state and local assessments, exit program with age- appropriate reading strategies		Integrate reading strategies for all content area in- structors, Utilize data and assessments to determine instruction, individualize instruction for targeted students		Sept. 2005 Through June 2006	Continued throughout the school year, Informal Reading Assessments, Teacher Records, Pre&Post Testing, English Literacy Teachers, English Department Chair, Principal.	Funding for assessments and substitutes for student assessments and personal literacy plan meetings.
For students reading more than 2 yrs. Below grade level proficiency; provide daily intensive literacy support with a reading specialist.	Same as above		Develop instructional Planning, utilize Gates Assess- ment, state assessments, and student pro- File to develop PLP’s.		Sept.2005 Through June 2006	Continued throughout the school year, Reading Assessments, Literacy Specialist.	Same as above
District Objective 4: Student Support Programs We will develop and maintain support programs to promote the overall well-being and academic success of our students, and to reduce gaps in student achievement related to differences in socioeconomic and cultural backgrounds, and learning needs.
Focus Area 1. Tiverton High School will continue to implement a comprehensive guidance program.
Individual School Action Steps:
School Action Steps:	Outcome: Changes in Learning		Outcome: Changes in Instruction:		Timeline:	Monitoring Progress: When, How, Who?	Resources Needed:
Guidance program will ensure that each student benefits from a program that will monitor data to facilitate student improvement, provide strategies for closing any achievement gaps, promote a rigorous academic curriculum, allow equitable access to educational opportunities foster advocacy for students, and support development of skills to increase student success.	Students will acquire and demonstrate competencies in developing high school and post secondary educational programs that fulfill their individual learning goals and objectives.		School counsel- ors will provide instruction or assist in the teaching the school guidance curriculum, learning activities, or units in the classrooms, career center, or other school facilities.		Through- Out the 05-06 school year.Throug	Guidance counselors through GPA’s, failures of students of courses, attendance rates, parent involvement, standardized test scores, or any relevant student data Guidance Common Planning Time	Study Skills software,student computer stations, guidance student work area.
Focus Area 2. Continue to Implement School To Career Program
Individual School Action Steps:
School Action Steps:	Outcome: Changes in Learning		Outcome: Changes in Instruction:		Timeline:	Monitoring Progress: When, How, Who?	Resources Needed:
Implementation of Career Portfolios for all students All students will have ongoing opportunities for work-based experiences through job shadowing and career mentoring through individual release time and group field trips Faculty will have opportunities for career-related professional development and other activities such as grants, faculty field trips to businesses, and externships, both locally and statewide through the IFC Network, RIDE, DLT, etc. All 7^th & 8^th grade students will participate in a Career Day with Middle School Counselor follow-up for all 8^th graders Employers will have input into the assessments for students in the work release program Additional business and industry partnerships will be supported to allow faculty to integrate all aspects of the industry into the curriculum through the local Small Business Association & civic organizations Electronic portfolios and other alternative assessments will be explored with the special education department	Students will be aware of their own interest, skills and work values info. And will use that information to make informed decisions Students will be aware of and take advantage of opportunities for job shadowing/mentoring Information on professional development, grants, internships, etc. will be distributed and faculty field trips to local businesses will be organized All 7^th and 8^th grade students will explore at least three careers each year Employers will assess the performance of students at the work site and this information will be used for grading & IEP review Additional faculty will sponsor classroom speakers and career-related field trips Students involved in Intensive Math III will develop an electronic portfolio		Guidance Counselor will integrate career-related assessments and work-based experiences into their practices through portfolio review and individual students meetings Faculty will integrate more STC strategies into the classroom that relate to the needs of local and state businesses 7^th and 8^th grade faculty and guidance will begin to use career related information in the classroom Transition Specialist will focus on job survival skills and other SCANS skills based on the results of these assessments Faculty will utilize more community and business representatives in creating and presenting curricula Students will have intensive experience in technology as well as a standardized format for organizing/displaying skills		On going On going On going March 2005 Jan & June 2005 On going June 2005	SBC & Guidance Counselors thru small group sessions in the Career Planning Center. % student completing portfolio monitored SBC, Guidance and Career Pathways instructor through classroom and small group sessions. # of students participating in shadowing or mentoring will be tracked SBC will collect and disseminate material to all key personnel as well as assist with registrations, grants writing, etc. and business partners will sponsor after school field trips. SBC will keep info. on % of faculty participating SBC, 7^th and 8^th grade instructors, Middle School Guidance& Admin, business partners at TMS with evaluation surveys completed from students, staff and speakers as well as Counselor follow-up SBC will visit businesses partners to complete Employer evaluations and review evaluations with Transition Specialist who will make appropriate curricula modifications SBC and interested instructors will continue to develop a speaker’s bureau based on the needs of faculty, students and businesses. SBC will monitor # of faculty, students and businesses SBC, Math III instructor and @ 10 students will work in the Career Planning Center to pilot this program	SBC & Career Planning Center, Choice.com software & computers SBC/Perkins, business partners SBC/ Perkins, business partners, substitutes for professional development SBC/ Perkins, planning time for TMS staff SBC & Transition Specialist, planning time SBC, business partners SBC, Math II instructor, Electronic portfolio technical assistance & planning time
Focus Area 2. Incorporate Applied Learning into Content Courses
Individual School Action Steps:
School Action Steps:	Outcome: Changes in Learning		Outcome: Changes in Instruction:		Timeline:	Monitoring Progress: When, How, Who?	Resources Needed:
Professional development for all English Dept. and other interested Instructors for Senior Project Implementation Implementation of Senior Projects in general or preparatory English curricula Project-based Learning training for additional instructors (10 instructors have already taken part in PBL lesson plan development in Spring 2004) The SBC/STC will work with faculty to implement additional career and technology related components across the curriculum	Students will be prepared to: take responsibility for their own learning, manage time & resources, display their talents, communicate effectively, work with a mentor, etc. PBL will encourage students to think critically and problem-solve SCANS will be supported across the curricula and career-related information will be readily available to all students		Collaboration among departments will more prevalent as students explore different areas Support for component of Senior Project – research paper and presentations skills- will be integrate across the curricula PBL will continue to support small group work and inter-disciplinary projects Career-related information will be included in classrooms including linking academics to the world of work		Spring 2005 Sept. 2004 Spring 2005 On-going	All English instructors will be prepared to facilitate Senior Projects by September 2005 with an inter-disciplinary support team including the Senior Project coor. And SBC. Seniors in general or prep. will complete a Senior project at 35% of their English curriculum in 04-05 Trainers involved in the Project-based learning program will facilitate additional training & provide technical assistance to at least 8 additional instructors Additional curricula will include career and technology components. The SBC will work with academic instructors to identify applications of the curriculum in careers and present this information with business partners	Regional Training with EBEC, planning time Grant funds (pending) for substitutes, materials, etc. Planning time, release time for trainers to provide technical assistance Perkins funded SBC, planning time, business partners
District Objective 5: Parental and Community Involvement We will increase opportunities for parental and community involvement in student learning and educational planning.
District Action Step: 5.2 Promote Family Involvement and Literacy Volunteer Programs
Individual School Action Steps:
School Action Steps:	Outcome: Changes in Learning		Outcome: Changes in Instruction:		Timeline:	Monitoring Progress: When, How, Who?	Resources Needed:
District Action Step: 5.3 Utilize various modes of communication, including school newsletters, website, and local cable access to provide information to families and community members.
Individual School Action Steps:
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District Objective 6: Facilities We will provide and maintain progressive facilities that support safe and healthy learning environments
Focus Area 1. Improve facilities to support the changing, teaching, learning, technological, and safety needs of the Tiverton School District.
Individual School Action Steps:
School Action Steps:		Outcome: Changes in Learning	Outcome: Changes in Instruction		Timeline	Monitoring Progress: When, How, Who?	Resources Needed:
1. Increase individual classroom computer supported instruction in all classrooms. 2. Complete construction of high school renovation/addition project in the areas of science, physical education, music, and guidance.		Students will utilize computer resources in research and Instructional program- Ming Increase student achievement And learning opportunities in improved classroom environment	Teachers will demonstrate technology based instruction and assessment methods to differentiate learning and improve student achievement interest and achievevment. Improve instructional environment in listed areas as well as improve student/parent services.		Summer and Fall 2005 Fall 2005	Technology Coordinator Technology Staff Principal Building Committee, Principal, Department Chairs	Current funding from technology budget. ) Funding of 3.75 million dollars has been approved for school bond.