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