2011-2012

YEAR 3 SCHOOL RESTRUCTURING PLAN

LYNDON TOWN SCHOOL

LYNDONVILLE, VERMONT 05851

• Statutory Authority: Title 16 section 165 - The Vermont Department of Education

• Status: The commissioner “shall describe in writing actions a district must take in order to meet… standards and shall provide technical assistance to the school.”

• Required Action 2: “The school will implement the Restructuring Plan”. The Restructuring Plan shall “ result in any significant changes in the school’ structure and systems necessary to ensure that students in any group not making AYP have the necessary resources and support to accelerate their achievement. The plan must also ensure changes in scheduling and provide for any additional supports needed for teachers to participate in Teacher Learning Communities (TLC) in SY 2010-2011.”

• Identified Groups: Based upon 2010 data, the Lyndon Town School is identified in the following areas:

Groups: All Students: Reading and Mathematics

Socio-Economic Status (SES): Reading and Mathematics

With Disabilities: Reading and Mathematics

White: Reading and Mathematics

Brief description of how this plan represents a significant change in the Lyndon Town School’s structure and systems so students not meeting AYP have the necessary supports to accelerate their learning:

The LTS Plan includes the following major structure and systems changes:

A School Improvement Team made up of representative staff members, administration, a School Board member, and Central Office personnel. The purpose of the Team will be to guide implementation and monitor progress of the Restructure Plan.

Training and integration of Formative Assessment techniques and strategies by each professional staff member at LTS. This will involve the initial training of staff and the on-going Teacher Learning Community meetings two hours per month for those newly trained. LTS will train a cadre of coaches who will coach the TLC teams for two years and ensure that each staff member is supported as they implement their new learning.

A system of behavior intervention and supports including the implementation of Positive Behavior Supports (PBS). This will involve training staff in Responsive Classroom and Developmental Designs, as appropriate to assignment. It will also involve a review of the existing systems in place for behavior referrals, EST, Section 504, and Special Education referral processes.

Consistency in Instruction in Mathematics and Literacy classroom instruction and intervention services instruction consistent with best practices identified by LTS and CNSU content committees. This will involve training of Special Education and support staff in the content of and instructional methods consistent with classroom instruction in the regular curriculum. It will include reorganizing instructional teams to include Special Educators and content specialists on grade level teams in order to facilitate better collaboration and consistency in instruction, on-going embedded professional development, outside training opportunities, and the purchase of additional materials to support consistency in instruction.

A School-Wide System of Interventions will be developed and implemented in order to provide additional time and support to students not making progress. It will include scheduling a common block of time when all students will receive intervention or enrichment. The intervention block will be focused on additional learning time for any students identified as not making appropriate progress, and on enrichment opportunities for those on or above expected performance. This will involve the development and use of common learning goals, assessments, benchmarks, and progress monitoring records utilized to identify students in need of supplemental support to reach learning goals. It will also involve training teachers in the use of data such as that available through the VT Data Consortium and our local data warehouse. An important component of this system of interventions will be the addition of Student Learning Advocates and content specialists.

A Master Schedule that will allow for consistent collaboration time of the new instructional teams, and allow for a consistent block of time in each of the grade bands K-2, 3-5, and 6-8 for intervention/enrichment to take place. This schedule will be key to implementing the other components of the plan.

Special Education and Intervention Services aligned to classroom instruction. This will involve consistent, quality classroom instruction taking place with appropriate differentiation and support being addressed in the classroom. It will mean ensuring that standards-based instruction is the basis for intervention services, and that formative assessment techniques are used by all professional staff. It will mean the review of IEP goals to ensure the clear reflection of alignment with the VT Grade Expectations. These changes will be supported by the redesign of instructional teams to include Special Educators and content specialists. Collaboration and co- teaching between Special Educators and classroom teachers will be encouraged, and eligible students will remain in the regular classroom for instruction whenever possible. Training for Special Educators and support staff will take place during the summer and ongoing to support them in this transition.

After School Tutoring and Summer Learning Lab available to all students. This will involve expanding the existing tutoring available during the After School Program by increasing staff. It will also involve expanding the existing Summer Learning Lab by merging it with the SU-wide Summer Program thereby providing tutoring and other enrichment activities to students participating.

It is understood that for each of these systems and structure changes to be successful, on-going administrative monitoring and support is necessary. Embedded in the plan are structures to allow for increased team and collaboration time among staff in order to improve communication and create a more positive culture in the school.

Signatures:

____________________________________________ __________________________

Principal Date

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Superintendent Date

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School Board Date

FOCUS: SCHOOL IMPROVEMENT COMMITTEE

GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	responsible	Involved?	Incremental Checks
School Improvement Team: Lyndon Town School will maintain a School Improvement Team with the charge of working with the Principal to monitor and adjust the implementation of the LTS Restructure Plan.	Maintain the LTS School Improvement Team. Expand the membership of the SI Team to include representation from K/1, 2/3, 4/5, 6-8, SpEd, AA, Lit, Math, CO, Admin, and School Board. Establish a schedule of meetings every two weeks for 2011-12 school year. Full professional staff participates in PLC Pulse Survey Stipends for staff planning/work sessions beyond contracted day to implement Restructure Plan changes; includes materials and supplies.	LTS Data Council 18 meetings @ 2 hrs x 10 staff @ $25/hour; supplies, materials, training costs $10,000 $350	Administration Administration Administration	Administrator Classroom Teachers Special Educators Math/Lit Specialists Allied Arts Paraeducators School Board Central Office Administration All professional staff Administration All staff	Meetings every other week, Aug-June Fall 2011 Aug 2011-June 2012

FOCUS: MASTER SCHEDULE

GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	responsible	Involved?	Incremental Checks
Master Schedule: All Lyndon Town School staff will adhere to a schedule that allows for team collaboration time and instructional intervention blocks.	Appoint a team of teachers to create 2011 -12 schedule that will include: -Consideration of staff feedback from 2010-11 schedule - A daily block of time specifically set aside for student intervention services. Gr K-2, 30 min; Gr 3-5, 40 min; Gr 6-8, 40 min. - A weekly block of time set aside for team collaboration (including all instructional team members) to discuss student work, document student progress towards identified benchmarks, and plan for intervention services using the progress monitoring process described in this plan. All grades at least 50 min/wk, preferable in one block of time. -Notes from team meetings to be forwarded to administration weekly.	Stipends for work beyond contract day 2011 budget	Administration	Administration Scheduling committee	Deadline for completed schedule: June 1, 2011 Revisit schedule in Oct/end of Jan/April to monitor and adjust

FOCUS: FORMATIVE ASSESSMENT TRAINING

GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	responsible	Involved?	Incremental Checks
Formative Assessment: All Lyndon Town School professional staff will implement Formative Assessment techniques and strategies. (continued) Formative Assessment: All Lyndon Town School professional staff will implement Formative Assessment techniques and strategies.	Train all professional staff in Formative Assessment. -provide training for all staff new since Summer 2009 training Recruit coach for TLC meetings for newly trained professional staff. Coaches to monitor attendance. Recruit veteran coaches to coach TLC meetings for all newly trained professional staff. Rhonda King, Kim Germain, Theresa Young, Amy McQuade, Liz Audette, Sue Galipeault Determine coach and schedule monthly two hour TLC meetings for all year two professional staff. Meetings to occur outside the work day. Coach to monitor attendance. Principal to monitor implementation of Formative Assessment techniques and strategies.	August 2011 2 days x per diem x6 staff $2,400 SIG Credit costs LOCAL budget Substitute costs LOCAL budget 1 Coach x $1000 stipend/ coach Titles $ Stipends for all participating staff 8 meetings x 2 hrs @ $25/hr x 30 staff Local Budget	Administrator Dir PLC&A Administrator Dir PLC&A Administrator Dir PLC&A Administrator Dir PLC&A Administrator	All new professional staff. Administrator Dir PLC&A Instructional Staff Administrator Dir PLC&A FA Coaches Administrator Dir PLC&A FA Coaches Administrator All staff	August 9-10, 2010 TLC meetings 1x per month Aug-June, 2011 May 2011 August 2011 and On-going Dates TBD August 2011 and On-going

FOCUS: AFTERSCHOOL TUTORING AND SUMMER LEARNING LAB

GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	responsible	Involved?	Incremental Checks
Provide an extended learning program through After school and Summer tutoring in reading and math. Tutoring to be aligned with the regular curriculum, and address identified learning needs of participating students.	Hire Afterschool Tutoring Program Administrator fter school academic coaches, and certified teachers as Tutors	CFP	Administration	Administration Teacher Representatives CNSU Afterschool Director	July 2011

FOCUS: STUDENT BEHAVIOR INTERVENTIONS

GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	responsible	Involved?	Incremental Checks
System of Behavior Interventions and Supports: All Lyndon Town School will staff will implement PBS practices in order to achieve and maintain an orderly and friendly learning environment conducive to high levels of learning by all students.	Provide leadership and guidance to staff in effective models of behavior intervention. Establish a Positive Behavioral Support Team to attend the BEST institute (Targeted Level) and provide leadership to the staff as LTS implements PBS. Provide training and follow up to PreK-5 staff in Responsive Classroom practices. Provide follow up to Middle School staff in Developmental Designs practices. Provide opportunities for parent education about PBS, RC, DD, and changes the school is implementing in behavior expectations and management. Review the function and processes of the Refocus Room to ensure consistency with PBS practices and guidelines. Faculty book study of Lost At School to explore alternative ways to meet the needs of challenging students.	Cost: $2,000 SS/HS Grant Trainer fees $14,500 SS/HS, Credit costs LOCAL Budget, LOCAL Budget Title I Parent Involvement funds LOCAL Budget Book costs CFP	Administration Administration Dir of PLC&A SpEd Dir PBS Coach Administration Dir of PLC&A SpEd Dir Administration Administration Administration	Administration PBS Team PBS Coach Administration Dir of PLC&A Instructional Staff SpEducators Dir of PLC&A Instructional Staff SpEducators Administration Parent Involvement Committee Staff Parents Administration Refocus Room staff PBS Team PBS Coach Other staff as appropriate Administration Consultant All staff	June 2011 Monthly PBS team meetings Aug 2011-June 2012 TBD TBD TBD Aug 2011-June 2012 Aug 2011-June 2012

FOCUS: MATHEMATICS

Identified Population (2010 Test Scores): All Students, Low SES Students, Special Education Students.

School Wide Goal: The number of students achieving proficiency in mathematics will increase by 10% as measured by the October 2011 NECAP Assessment within the school’s identified population.

GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	responsible	Involved?	Incremental Checks
M1 Consistency in Instruction: All Lyndon Town School staff members will deliver mathematics instruction and interventions using best practice as defined by the standards based math programs (Investigations K-5; CMP2 6-8) and instructional methods currently in place. (continued) M1 Consistency in Instruction: All Lyndon Town School staff members will deliver mathematics instruction and intervention using best practice as defined by the standards based math programs and instructional methods currently in place (Investigations K-5; CMP2 6-8) (continued) M1 Consistency in Instruction: All Lyndon Town School staff members will deliver mathematics instruction and intervention using best practice as defined by the standards based math programs and instructional methods currently in place (Investigations K-5; CMP2 6-8)	Plan, implement, support, and evaluate training in the Investigations and CMP2 math programs for all staff members who provide math instruction to students. New user training for CMP2 Math program ( Aug 2, 2011) Meet consistently (6 times) during the school year to coordinate instruction: Middle School math teachers; K – 5 grade level teachers using Investigations (CNSU-wide meetings) Grade level teams to identify non-negotiable outcomes for units by aligning Investigations and CMP2 scope and sequences to Vermont GEs and Common Core; adjust curriculum and instruction as necessary (What do we want students to learn?) Monitor and adjust work completed for Investigations, new work for CMP2. Grade level teams continue to develop/adjust pacing guides, benchmarks, and common assessments based upon the Grade Expectations. (How will we know if they have learned it?) Provide 4 vertical team discussion times per year. Review members of Collaborative Instructional Teams to include classroom teachers, special educators, Paraeducators, 504 coordinator, specialists, and math student learning advocates. Adjust as necessary to meet team needs. Refresher training for team leaders in facilitating effective team meetings Add 1.0 MS math teacher to provide time and support to address the needs of students not meeting standard	CFP Funds Stipends if beyond work day, CFP Funds, Stipends above (6 grade level meetings) Local Budget Local budget	Principal Dir of PLC&A Math T Leader Special Education Director Administration Dir of PLC&A CNSU math coach Administration Dir PLC&A CNSU Math Coach Administration CNSU Math Coach Dir PLC & A Administration Administration Instructional staff Administration Administration Administration	Classroom teachers Special Ed teachers Paraeducators Student Learning Advocates SpEd , paras new prof staff Middle / elementary school math teachers and support personnel Classroom/SpEd Grade level team Teachers, Math Teacher Leader, SW Math Specialist, CNSU Math Coach Middle / elementary school grade level math teachers Administration Instructional Staff Administration Administration Dir PLC&A Administration MS Math staff CNSU Math Coach, SWMath Specialist	Summer training dates Checklists of participants Training syllabi June 2011 K-8 Grade Level Teams up to 6 meetings: September – May Dates TBD Scheduled district meetings; Weekly Instructional Team meetings 2010-11; Progress Checks at quarterly marking periods Oct 15 pacing guide adjustments due; Common assessments due before start of each unit Dates TBD Revisit Team assignments: July 2011 TBD Advertise and hire Summer 2011

GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	Responsible?	Involved?	Incremental Checks
M2 School-wide System of Progress Monitoring All Lyndon Town School staff members will implement systematic progress monitoring of students in order to identify in a timely way students not making adequate progress. (continued) M2 School-wide System of Progress Monitoring All Lyndon Town School staff members will implement systematic progress monitoring of students in order to identify, in a timely way, students not making adequate progress. (continued) M2 School-wide System of Progress Monitoring All Lyndon Town School staff members will implement systematic progress monitoring of students in order to identify, in a timely way, students not making adequate progress.	Develop a consistent system for K-8 Student Progress Monitoring: Evaluate student performance on state and local assessments to identify students not meeting benchmarks and increase the effectiveness of instruction by making necessary adjustments. Teams to implement ideas generated in 2010-2011 school year and related to preparing students at all levels to NECAP formatting, vocab, expectations. Assessments: Classroom formative assessments Investigations and CMP2 programs unit assessments, Pre and post tests K. Richardson assessments District developed Common Assessments K – 2: Numeracy common assessments 5 – 8: CNSU common assessments State Assessment 3 – 8: NECAP Assessments Continue the development of common math assessments for grades 3 and 4, and revision of common assmts at other grades. Address vertical alignment, need for assmts to be meaningful info for following year’s teachers. (ie useful for beginning WIN groups) Train new staff (refresher training for trained staff) to administer, score, and analyze local assessments, including vertical analysis of assessments. Embed training in the use of the Data Warehouse to provide access to student data or find alternative to Data Warehouse. Refine the common recording format for monitoring on-going student learning progress that captures pre/post assessment levels, instructional needs, intervention prescribed, and additional pertinent information Format to be used by all instructional teams. Continue to use the data from the monitoring format above to focus weekly instructional team meetings on identifying students not making adequate incremental progress on formative and common assessments. Use the data from the monitoring format above to assign additional instructional time and support for students to take place through a system of coordinated interventions.	Local Budget Local Budget CFP $ Teachers @ $25/hr stipend, paras hrly rateincludes materials $2,500 SIG IDEA-B substitute cost LOCAL budget LOCAL budget LOCAL budget LOCAL budget	Classroom Teachers Special Educators Math Teacher Leader Instructional Teams Administration Collaborative Instructional Teams Grade level teachers Administration Dir of PLC&A Administration Dir of PLC&A Administration School Improvement Team Instructional Teams Administration Instructional Teams Administration	Instructional Teams Administration CNSU Math Coach All instructional staff Grade level teachers SpEd teachers Math SLA Paras, Classroom teachers Designated teachers Administration Administration Teacher volunteers School Improvement Team Instructional Teams Administration Instructional Teams Administration	K-2: Sept/Jan/May assessments K - 8: At end of unit evaluations 5-8: Sept/Dec/May assessments 3-8 NECAP Results Quarterly submission, by marking period, of student-data monitoring charts Weekly August - June On-going August 2011 Date TBD August 2011- June 2012 Fall 2011 August 2011- June 2012 August 2011- June 2012

GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	responsible	Involved?	Incremental Checks
M3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress. (continued) M3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress. (continued) M3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress. (continued) M3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress. (continued) M3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress. (continued) M3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress.	Design a comprehensive system of intervention services to be provided by the classroom instructors, special educators, para-educators, math support instructors, student learning advocates, and others as appropriate. Utilize data from student progress monitoring records and process described above to document needs, interventions, and student results. Implement consistently across school. (What will we do when some students do not learn?) Use Collaborative Instructional Team time to problem solve and monitor the differentiation and support that takes place within the regular classroom when a student is not progressing in their learning. Develop a menu of Tier II intervention supports (resources of people, programs, materials, etc) that are available within/outside the classroom, during the intervention block, before and after school when a student is not progressing. Put most qualified staff with neediest students. Maintain two Student Learning Advocates in the middle school providing time and support for students not making progress. (Increase from 1.0FTE to 1.5FTE) Provide supplemental resource materials to be used with math intervention groups. Continue to review and improve the Student Support System at LTS including EST, 504, IEP processes and practices. Continue to redesign Special Education delivery model so that students on educational support plans will access the regular ed curriculum and remain in the regular ed classroom for instruction as determined by the instructional team and consistent with least restrictive environment. Promote and support co-teaching among staff Provide training to SpEd and regular educators on the laws and practices governing access to regular curriculum and least restrictive environment, staff roles in providing instruction to students on educational support plans. Provide leadership and coaching for Special Educators to become a cohesive and effective professional collaborative team through regular meetings for training, regulation updates, and communication. Continue to ensure that support services and specialized instruction (special education students, Section 504 students, and other students in need of support) be delivered in a manner consistent with classroom instruction and accepted best practice. Continue to integrate special ed support services into the regular classroom through inclusion and co-teaching between regular and special educators to the extent allowable by SpEd regulations. Review the use of paraprofessional support and make adjustments as recommended from the review. Reference M. Giangreco study. Continue to provide training for classroom teachers in models of inclusion and effective instructional techniques for dealing with social/emotional issues of special needs students and other challenging students (book studies, trainings, consultant in house, FEL training) Continue to use formal and informal observation (including Walk-Throughs) to monitor implementation of changes specified. Continue to provide training as described under M1:Consistency in Instruction so that intervention services will involve standards-based instruction and assessments, and will include formative assessment techniques. Continue to provide training to ensure that IEP’s are written based on GEs and Vermont Standards, aligned with general ed curriculum and classroom instruction. Continue to provide professional development for SLAs and para-educators who provide support in mathematics. Trainings to be embedded in the workday and provided by professional math staff. Provide Extended School Year services to any students identified in their IEP as needing continued support throughout the summer months	Local budget Local Budget Local Budget CFP Local Budget CFP Local Budget Local Budget IDEA-B Training during PD days Local budget . Regular team meetings during the work day Local Budget Stipends for trainings beyond the contract day IDEA-B Trainings identified earlier IDEA-B Cost for training included above IDEA-B Stipends for trainings, trainer fees, workshop costs Local Budget SS/HS IDEA-B Local Budget Trainings as specified previously; Local Budget IDEA-B Training costs and materials as specified above ( IDEA-B) Trainings as identified earlier All costs: stipends for instructors and coordinator, materials, supplies IDEA-B	Administration Dir PLC&A SPED Dir Instructional Staff Administration Instructional Teams Administration Administration Administration Math Coach Administration Sp Ed Director Administration SpEd Dir Administration SpEd Dir Administration SpEd Dir SpEd teachers Administration SpEd Dir SpEd teachers Administration SpEd Dir Administration SpEd Dir Administration Dir of PLC&A SpEd Dir Administration Dir of PLC&A SpEd Dir Administration SpEd Dir SpEd teachers Administration SpEd Dir SpEd teachers Administration SpEd Dir Administration SpEd Dir SpEd teachers Administrator Coordinator	Administration Dir PLC&A SpEd Dir Math/Lit Coaches Classroom teachers SpEd teachers, 504 Coordinator Para-educators All staff as appropriate Administration Instructional Teams Administration Math Coach SW Math Specialist Instructional staff After School Dir Administration Instructional Teams After School Director and staff Administration Math Coach SW Math Specialist Instructional staff Administration Sp Ed Director All instructional and support staff Administration Special Ed staff All Instructional Staff Administration Special Ed staff All Instructional Staff Administration SpEd Dir SpEd teachers All instructional staff Administration SpEd Dir SpEd staff 504 coordinator Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Math SLAs Math Coach SW Math Specialist Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Math SLAs Math Coach SW Math Specialist Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Math SLAs Math Coach SW Math Specialist Administration SS/HS staff Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Math SLAs Guidance Staff Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Math SLA Staff who teach or support math instruction DOE contact Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator Administration SpEd Dir SpEd teachers Paraeducators Math Coach SW Math Specialist Administrator Coordinator Teachers	August 2011-2012 Four times per year school-wide (vertical teams) discussion on system progress Weekly instructional team discussions Fall 2011 Aug 2011-June 2012 Fall 2011 July 2011-June 2012 August 2011 - June 2012 August 2011 - June 2012 August 2011 - June 2012 August 2011 - June 2012 August-June; on-going August-June; on-going August-June; on-going August-June; on-going August-June; on-going August-June; on-going August-June; on-going August-June; on-going Summer 2011

FOCUS: READING

School Wide Goal: The number of students achieving proficiency in reading will increase by 10% as measured by the October 2010 NECAP Assessment within the school’s identified populations.

Identified Population (2010 Test Scores): All Students, Low SES Students; Special Education Students.

GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	responsible	Involved?	Incremental Checks
R1 Consistency in Instruction: All Lyndon Town School staff members will deliver reading instruction and intervention services in a manner consistent with best practice instructional methods of all CNSU enacted curriculum. (Lyndon Literacy Continuum document, CNSU Primary document and Grade Three and Beyond document: Components of a Balanced Literacy Program based on current Best Practice) (continued) R1 Consistency in Instruction: All Lyndon Town School staff members will deliver reading instruction and intervention in a manner consistent with best practice instructional methods of all CNSU enacted curriculum. (continued) R1 Consistency in Instruction: All Lyndon Town School staff members will deliver reading instruction and intervention in a manner consistent with best practice instructional methods of all CNSU enacted curriculum. (continued) R1 Consistency in Instruction: All Lyndon Town School staff members will deliver reading instruction and intervention in a manner consistent with best practice instructional methods of all CNSU enacted curriculum.	Plan, implement, support and evaluate training in best practices in literacy instruction for all staff who provide literacy instruction to students: Identify general / SpEd teachers, support personnel and paras who need training in literacy best practices consistent with classroom instruction . Use teacher self-evaluations, admin and coach input on components of balanced literacy program, LTS and CNSU best practice documents. Provide trainings for Student Learning Advocates and para-educators as needs are identified. Trainings to be embedded in the workday and provided by professional literacy staff. Continue contract with UVM Bridging Project to ensure support and follow through on staff implementation of literacy PD, and to provide mentoring for LTS Literacy Coach. Trainings: Literacy Processing Training, Leveled Literacy Intervention, Guided Reading, Balanced Literacy, VT Reads, NEKSDC, writing course, and other trainings as determined according to needs identified. Continue work on Literacy instruction through LTS Literacy Steering Committee; to include Special Ed representative and all grade levels; meet monthly to address critical issues in literacy instruction school-wide Continue the position of Literacy Coach to complete next steps as outlined by the UVM Bridging Project and expand support to grades not directly served by Bridging project. Grade level teams continue to develop unit plans utilizing the Bridging Project unit template aligned to GEs and to identify non-negotiable outcomes per unit. (What do we want our students to learn?) Grade level teams continue to develop unit pacing guides, benchmarks, and common assessments based upon the Grade Expectations. (Extension of Bridging Project work.) (How will we know if they have learned it?) Review members of Collaborative Instructional Teams to include classroom teachers, special educators, Para-educators, literacy support staff, student learning advocates, and 504 coordinator. Adjust as necessary to meet team needs. Refresher training for team leaders in facilitating effective team meetings Provide resources needed to achieve consistency in instructional practices. Resources: Soar to Success, Literacy Processing, Fountas & Pinnell – When Readers Struggle, Benchmark Assessment System, Leveled Literacy Intervention System; Comprehension Toolkit, Leveled texts, DRA2, Gates, DSA, and other resources as determined by instructional teams and consistent with best practice instructional methods of all CNSU enacted curriculum	Training provided during scheduled PD. Local Budget As specified above Local budget IDEA-B $5,000 Title IIA Stipends for attendance 10 meetings x 2 hr x 10 staff, includes materials/supplies Local budget IDEA-B As per contract ($65,000) plus materials ($1000) (Local Budget) Substitute costs if during the school year (Local Budget) or stipends if beyond contract time, Consultant fees, materials, supplies Costs included in work above Local Budget Costs detailed in Math section. Local Budget CFP	Administrator Dir PLC&A Literacy Coach Special Education Director Administrator Dir PLC&A Special Education Director Administration Dir PLC&A Special Education Director Literacy coach Administration Dir PLC&A Special Education Director Literacy coach Administrator Literacy Coach Bridging Project Consultant Administrator Dir PLC&A Administrator Dir PLC&A Administrator Bridging Project Consultant Literacy Coach Administration School Improvement Committee Administration Administration Literacy Coaches Dir of PLC&A	Classroom teachers, special educators, Para-educators, Reading Coach, literacy support staff, SLAs, 504 coordinator. Staff who teach or support literacy instruction Administration Professional Literacy Staff Special Educators SLAs Para-professionals Administration Professional Literacy Staff Special Educators SLAs Para-professionals Administrator Literacy Coach Lit Support Staff, SpEd representative Classroom teachers representing each grade level Bridging Project Consultant Administrator Literacy Coach Lit Support Staff, SpEd staff, Classroom teachers Administrator Dir PLC&A Administrator Bridging Project Consultant Literacy Coach Classroom teachers, SpEd, Literacy Support Staff Administration Bridging Project Consultant Literacy Coach Classroom teachers, SpEd, Literacy Support Staff Administration Administration All Instructional Staff Literacy Coaches All literacy support staff Bridging Project Consultant Literacy Coach SpEd	August-June; on-going August-June; on-going August-June; on-going August-June; on-going August-June; on-going August-June; on-going August-June; on-going August-June; on-going June 2011 TBD August-June; on-going

GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	responsible	Involved?	Incremental Checks
R2 School-wide System of Progress Monitoring All Lyndon Town School staff members will implement systematic progress monitoring of students in order to identify, in a timely way, students not making adequate progress. (continued) R2 School-wide System of Progress Monitoring All Lyndon Town School staff members will implement systematic progress monitoring of students in order to identify, in a timely way, students not making adequate progress. (continued) R2 School-wide System of Progress Monitoring All Lyndon Town School staff members will implement systematic progress monitoring of students in order to identify, in a timely way, students not making adequate progress.	Maintain a consistent system for regularly monitoring the learning progress of students: Evaluate student performance on state and local assessments to identify students not meeting benchmarks and increase the effectiveness of instruction by making necessary adjustments. Embed in professional development days and collaboration times. Assessments: K - 2 common assessments (KOA, POA, F&P Benchmark Assessment) 3 - 8 common assessments (Gates-McGinitie, DRA 2) 3 – 8 NECAP Assessments K-8 Writing Prompts K-8 Formative Assessments K-8 Unit Assessments Others as identified by CNSU Local Assessment Plan Provide follow up and refresher training for trained staff or initial training for new staff to administer, score, and analyze local assessments. Continue to embed training in the use of the Data Warehouse to provide access to student performance data. Refine the common recording format for monitoring on-going student learning progress that captures pre/post assessment levels, instructional needs, intervention prescribed, and additional pertinent information Format to be used by all instructional teams. Continue to use the data from the monitoring format above to focus weekly instructional team meetings on identifying students not making adequate incremental progress on formative and common assessments. Continue to use the data from the monitoring format above to assign additional instructional time and support for students to take place through a system of coordinated interventions.	LTS School Improvement Team Costs as indicated in previous section of Plan (SIG) Local Budget Cost of materials specified above Costs specified in Math section LOCAL budget LOCAL budget LOCAL budget	Administration School Improvement Team Dir PLC&A Administration Instructional Teams Literacy Coaches Administration Literacy staff Administration Dir of PLC&A Administration School Improvement Team Administration Instructional Teams Administration Instructional Teams	Administration Dir PLC&A Staff representatives from classrooms and specialist areas, SpEd Dir of SpEd Administration Instructional Teams Literacy Coaches Literacy support Literacy Support Staff Literacy Coach Classroom Teachers Special Educators Paraeducators SLAs Designated teachers Administration Administration Teacher volunteers School Improvement Team Administration Instructional Teams Administration Instructional Teams	Current and on-going Weekly, August-June during Collaborative Team meetings (Assessments: K-2: Sept/Dec/May 3-8: Sept Gates/ DRA2 as flagged by Gates; Jan DRA2, Writing Prompt; May DRA2 as flagged by Gates 3-8 NECAP Results) August-June August-June August-June August-June August-June
GOALS	ACTION STEPS	Cost Estimates	Who is	Who is	Timelines &
		Source of Funds	responsible	Involved?	Incremental Checks
R3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress. (continued) R3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress. (continued) R3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress. (continued) R3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress. (continued) R3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress. (continued) R3 Comprehensive System of Interventions: All Lyndon Town School staff will implement a comprehensive system of intervention services to provide additional time and support to students not making progress.	Design a comprehensive system of intervention services to be provided by the classroom instructors, special educators, para-educators, literacy support instructors, student learning advocates, and others as appropriate. Utilize data from student progress monitoring records and process described above to document needs, interventions, and student results. (What will we do when some students do not learn?) Use Collaborative Instructional Team time to problem solve and monitor the differentiation and support that takes place within the regular classroom when a student is not progressing in their learning. Develop a menu of Tier II intervention supports (resources of people, programs, materials, etc) that are available within/outside the classroom, during the intervention block, before and after school when a student is not progressing. Put most qualified staff with neediest students. Maintain 1 Literacy Student Learning Advocate in the middle school to provide time and support for students not making progress. Maintain 5 FTE Professional literacy specialists to provide time and support for students not making progress (Grades K-5). Continue to implement the Comprehensive System of Intervention Services Provide supplemental resource materials to be used with literacy intervention groups. Review and improve the Student Support System at LTS including EST, 504, IEP; processes and practices. Redesign Special Education delivery model so that students on educational support plans will access the regular ed curriculum and remain in the regular ed classroom for instruction as determined by the instructional team and consistent with least restrictive environment. (As noted in math). Promote and support co-teaching among staff Provide training to SpEd and regular educators on the laws and practices governing access to regular curriculum and least restrictive environment, staff roles in providing instruction to students on educational support plans. Provide leadership and coaching for Special Educators to become a cohesive and effective professional collaborative team through regular meetings for training, regulation updates, and communication. Continue to ensure that support services and specialized instruction (special education students, Section 504 students, and other students in need of support) be delivered in a manner consistent with classroom instruction and accepted best practice. Continue to integrate Special Ed support services into the regular classroom through inclusion and co-teaching between regular and special educators to the extent allowable by SpEd regulations. Review the use of paraprofessional support and make adjustments as recommended from the review. Reference M. Giangreco study. Continue to provide training for classroom teachers in models of inclusion and effective instructional techniques for dealing with social/emotional issues of special needs students and other challenging students (book studies, trainings, consultant in house, FEL training) Continue to use formal and informal observation (including Walk-Throughs) to monitor implementation of changes specified. Continue to provide training and time for refreshers as described under R1:Consistency in Instruction so that intervention services will involve standards-based instruction and assessments, and will include formative assessment techniques. Continue to provide training to ensure that IEP’s are written based on GEs and Vermont Standards, aligned with general ed curriculum and classroom instruction. Continue to provide professional development for SLAs and para-educators who provide support in literacy. Trainings to be embedded in the workday and provided by professional math staff. Provide summer tutoring services to any students not meeting standard in literacy	LOCAL Budget LOCAL Budget 1.0 FTE Literacy Student Learning Advocates Local Budget CFP LOCAL Budget Cost indicated above Consultant Services Costs specified above Costs as specified in Math section (IDEA – B) Local Budget IDEA-B Training during PD days Local budget Consultant services above. Regular team meetings during the work day Local Budget Stipends for trainings beyond the contract day IDEA-B costs specified earlier Trainings identified earlier Costs as specified in Math section Cost for training included above IDEA-B Local Budget Costs included above Stipends for trainings trainer fees, workshop costs IDEA-B costs included above Local Budget Trainings as specified previously; Local Budget IDEA-B Training costs and materials as specified above ( IDEA-B) Trainings as identified earlier All costs: stipends for instructors and coordinator, materials, supplies	Administration Dir of PLC&A Literacy Coach SPED Dir Instructional Staff Administration Instructional Teams Administration Administration Administration Administration Administration Literacy Coach Administration Sp Ed Director Administration SpEd Dir SpEd teachers Administration SpEd Dir Administration SpEd Dir SpEd teachers Administration SpEd Dir SpEd teachers Administration Administration Administration SpEd Dir Dir of PLC&A Administration SpEd Dir SpEd teachers Administration SpEd Dir SpEd teachers Administration SpEd Dir SpEd teachers Administration SpEd Dir SpEd teachers Administration SpEd Dir SpEd teachers Administrator Coordinator	Administration Dir of PLC&A SPED Director Literacy Coach Classroom teachers Special educators, 504 Coordinator Para-educators Literacy Support Staff SLAs Administration Instructional Teams Administration Instructional Teams Administration Instructional Teams SpEd Dir SpEd staff Administration Literacy Support Staff Instructional Staff Administration Instructional Staff Administration Literacy Coach SW Literacy Specialist Instructional staff Administration Sp Ed Director All instructional and support staff Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Administration SpEd Dir SpEd teachers All instructional staff Administration Special Ed staff All Instructional Staff Administration SpEd Dir SpEd staff 504 coordinator Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Literacy SLAs Literacy Coach SW Literacy Specialist Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Literacy SLAs Literacy Coach SW Literacy Specialist Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Math SLAs Math Coach SW Math Specialist Administration SS/HS staff Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Litracy SLAs Guidance Staff Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator paraeducators Literacy SLAs Staff who teach or support Literacy instruction DOE contact Administration Instructional Teams SpEd Dir SpEd staff 504 coordinator Administration SpEd Dir SpEd teachers Paraeducators Lit Coach SW Lit Specialist Administrator Coordinator Teachers	August-June Weekly instructional team discussions; Four times per year school-wide (vertical teams) discussion on system progress August-June Weekly instructional team discussions Fall 2011 August-June; on-going June 2011 August-June Fall 2011 August-June August-June August 2011- June 2012; On-going August 2011- June 2012; August 2011- June 2012; August 2011- June 2012; August 2011- June 2012; on-going August 2011- June 2012; on-going August 2011- June 2012; on-going August 2011- June 2012; on-going August 2011- June 2012; on-going August 2011- June 2012; on-going August 2011- June 2012; on-going Summer 2012

NOTES: How will we communicate to the community the changes specified in the Plan?

We are no longer in an invitational model; the restructure needs to include everyone. Decide which trainings are essential and for whom, and require attendance; set timelines and training schedule options. Make/communicate clear expectations and hold people accountable to them.

Do a random sample of IEPs to check on how aligned to GEs current goals are.

What is the level of oversight by Special Educators of paras? As case managers they must be overseeing the work of paras under them. Resources to explore which may help us with this: Michael Giangreco: systems audit with focus on paraeducators use; also

UVM Project Evolve.