FIVE-YEAR STRATEGIC PLAN 2005-2010
Annual Update 2007

HARRISON COUNTY SCHOOLS JOHNSON ELEMENTARY SCHOOL
531 JOHNSON AVENUE
BRIDGEPORT WV 26330-0
Telephone: (304) 326-7109 Fax: (304) 842-6562








"Good plans shape good decisions.
That's why good planning helps to make elusive dreams come true."
Lester R. Bittel, The Nine Master Keys of Management
WVDE - School Strategic Plan

 

SCHOOL SYSTEM MISSION STATEMENT
The mission of Johnson Elementary is to achieve excellence in Education,develop lifelong learners who value themselves and others,contribute to their community and succeed in a constantly changing, diverse and highly technical world.



CORE BELIEFS THAT DRIVE SCHOOL SYSTEM IMPROVEMENT

We believe...
1. All students learn and grow at individual levels.
2. Johnson Elementary staff has a responsibility to provide a nurturing learning environment while also providing a global awareness for all children.
3. Teachers should model best practices for their students by being enthusiastic lifelong learners.
4. All parents should be provided with opportunities to become involved in their child's education.
5. Extra curricular activities should enrich, enhance, and reinforce the curriculum.
6. Staff members should be knowledgeable about stages of child development and plan instruction appropriately.
7. Stakeholders, adults and children, work in a healthy, safe, and drug free school.
8. Teachers should embrace and implement 21st century skills as a statewide initiative for learning through classroom instruction that meets the needs of diverse learning styles and utilizes current technology.
WVDE - School Strategic Plan

 

DATA ANALYSIS


A. EXTERNAL DATA
ANALYSIS
What enrollment increases or decreases have occurred in your school system? How has this impacted the system?

Enrollment continues to increase. With this trend additional classrooms and additional space(ie occupational therapy, physical therapy, academic and psychological testing, gymnasium) will be needed.
According to available data, what changes have occurred in the age, ethnic, or racial population demographics of your county? What are the implications?
none at school level
Have there been any significant changes in the socio-economic demographics of your county? If so, what are the implications?

No, we are a Middle to upper class socio-enomic area.
Have there been changes in the economic stability or economic trends in your county? What are the implications?
With the location of Johnson attendance area near the High Tech Corridor, FBI,the future site of United Hospital Center, and available housing in our attendance area, many families are moving into the area.This growth continues to be a factor in the stability of our school enrollment.
What are the changes in family characteristics or background of the students served in your county? What are the implications?
None at school level.
What are the significant social issues in your county? Are such things as drug abuse, homelessness, poverty, juvenile delinquency rate, or crime an increasing problem?
There are no significant social issues at Johnson Elementary
What are the possible implications of technological change for your students?

Living in a intellectual and affluent community, there is a consistent need to stay abreast of new technological trends.
What outside student activities or commitments may be affecting student achievement? What are the implications?

Our students are very involved in the arts as well as athletic and academic activities outside the school day.
PRIORITIES
1. To increase Westest score deficiencies.
2.

With growing enrollment there is a need for additonal space.

3.

Stay current with new Technology trends.
4.

Provide learning actvities in the arts as well as academic areas.
B. STUDENT ACHIEVEMENT DATA
ANALYSIS
No Child Left Behind School Reports

According to the 2006-2007 Westest, our all subgroups, which include grades 3-5, scored at an 86% proficiency level in Reading/LA.  The all subgroup scored at an 88% proficiency level in Math.

Third grade had an 80% proficiency level in Reading/LA and an 86% proficiency level in Math.  Fourth grade had a 97% proficiency level in Reading and LA and a 92% proficiency level in Math.  Fifth grade had an 85% proficiency level in Reading/LA and an 86% proficiency level in Math. In the low SES subgroup our students scored at a 78% proficiency level in Math, where 72.50 was the baseline.  In Reading /LA our students scored at 72% where the base line was 76.67%.  The confidence interval helped us reach AYP here in Reading/LA.  I the SWD subgroup we had an in crease of 6.25 points in Math and a 10.29 points increase in Reading/LA/ for the 2006-2007 Westest results, Johnson made AYP.

 For previous years, the math data was reviewed for each subgroup. The percent of students tested scored at the proficiency level. This was an increase of 2.44% from the 2004 Westest Data. Students in the Low SES subgroup increased 17.73% from the 2004 school year and the Special Education sub group decreased 0.76% in the 2005 school year.  Reading Data indicated that there was a 1.0% increase in the all subgroups in 2005 for students scoring proficiency/ students scoring in the Low SES subgroup increased 1.38% in 2005 and Special Education

Subgroup reflected a 2.69% increase. This data indicated that Johnson Elementary made AYP in 2004 and 2005.

    2006 Westest Trend Data: In Math for all Subgroups (3-5) scored at the 86.76% proficiency level, which was in increase of 5.75% from the 2004 scores and a 3.31% increase over the 2005 scores. In reading 88.6% scored at the proficiency level, which was in crease of 4.82% From the 2004 scores and increase of 3.75% over 2005 scores.

      In all Subgroups on the 2006 test the Low SES group scored at a 70.21% proficiency level, and increase of 21.94% from the 2004 scores and an increase of 4.21% for the 2005 scores. Our SWD subgroups did not have enough students to be considered by NCLB, however the Westest Data does indicate a need to increase the percent of students scoring at or above mastery in  the SWD Subgroup. Johnson again made AYP for 2005-2006.

 
WESTEST Confidential Summary Report

Grade 3--Reading/Language Arts- Data indicated that the percentage of students at Johnson Elementary scoring at or above mastery is 1% higher than the state average (Johnson 80%, WV 79%) and the percent below mastery is 1%lower in Reading, Language Arts than the state average (Johnson 20%, WV 21%). Math- Data indicates that the percentage of students at Johnson Elementary scoring at or above mastery is 9% higher than that of the states average (Johnson 86%, WV 77%) and the percent below mastery is 9% lower in math than that of the states average (Johnson 14%, WV 23%).

Grade 4---Reading/ Language Arts- Data indicates that the percentage of students at Johnson Elementary scoring at or above mastery is 14% higher than that of the state average (Johnson 97%, WV 83%)  and the percentage of students below mastery is 14% lower than the state average (Johnson 3%, WV 17%). Math- Data indicates that the percentage of students at Johnson Elementary scoring at or above mastery is 13% higher than that of the state average (Johnson 92%, WV 79%) and the percent below mastery is 13% lower than the state average (Johnson 8%, WV 21%).

Grade 5-- Reading/Language Arts-Data indicated that the percentage of students at Johnson Elementary scoring at or above mastery is well above the state average (Johnson 85.6%, WV 80%) and the percent below mastery is below the state average( Johnson 15%, WV 20%). Math--Data indicated that the percentage of students at Johnson Elementary scoring at or above mastery is above the state average(Johnson 86%, WV 80%) and the percent below mastery is below the state average (Johnson 14%, WV 20%).

WESTEST Confidential Item Analysis Summary
Data was reviewed for grades 3-4-and 5. Focus was given to percent of students with item correct to determine if concept was mastered. Each item, standard and objective number for grades 3-4 and 5 in the areas of Reading and Math that had less than 60% mastery by students was identified. This information was given to grade 3-4 and 5 teachers to be used for re-teaching.
WESTEST Confidential Roster Report
Data was reviewed and given to grade 3-5 teachers.This data will also be used to identify students that were below mastery in Math, Reading,Science, and Social Studies.
WV Writing Assessment
Our 2006-2007 data reflected that 86% of our 4th graders scored at the proficiency level, mastery or above. This was a decrease of 7% over the 2005-2006 scores. Data for the 2004 Writing Assessment indicated that 3% of our students tested had a 4.0 on the assessment. Unit Assessment data for 2005 indicates that 14% of our students tested scored at the distinguished level. The 2004-2005data also reflects that 84% of our students tested scored at or above mastery. The 2004 data indicates that 68% of our students tested scored at 2.0 or above. The 2005 data does reflect a 16% increase of student’s scores at or above mastery. The 2005-2006 data reflected that 93% of our 4th graders scored at mastery or above, and increase of 9% over the 2004-2005 scores.
SAT/ACT Results
n/a
ACT Explore - Grade 8 Middle School
n/a
ACT Plan - Grade 10 High School
n/a
AP Testing Report/AP Rate
n/a
End of Course Testing Report for Career and Technical Education
n/a
Informal Reading Assessment
Our county uses Dibels assessment not the IRA. Informal assessments are also used to guide individual instruction. This assessment data will be available for the 2005-2006 school year utilizing Dibels. We used Dibels in grades K-2 in 2006-2007 and will use Dibels in grades K-3 in 2007-2008.
Informal Math Assessment
IMA's were reviewed in grades K-2 and there were no concerns noted.
Formative and Benchmark Assessments

Benchmark assessments such as DIBELS  were utilized and implemented in K-2 classroom in conjunction with Balanced Literacy program. This year, 2007-08, third grade will also use Dibels
LEP - What are the procedures for identifying LEP students (service levels/cut-off scores)?

 They are identified by the WVEIS forms.  They are also identified through parent questionnaires.  If there is a need, Title III is notified, tested by ESL teacher to see if needed services must be provided.
LEP - What are the number and percent of LEP students at each proficiency level on WESTELL (negligible, very limited, average, advanced)?

Level I       0 

Leve II        Very limited 3 Students    50%

Level III       Limited    2 Students        33%

Leve IV        Intermediate    1 Student    17%

 

LEP - What are the number and percent of LEP students participating in the statewide assessment program?

There were 4 (LEP)  students who took the Westest in 2006-2007. This is 1.4% of the total testing on the westest.
LEP - What are the number and percent of LEP students at or above the 50th percentile on the statewide assessment program?

All 4 LEP students scored at or above the mastery level on the Math and Reading /LA parts of the Westest.  One 5th grader scored at the distinguished level in Math and Reading/LA.
PRIORITIES
1. To increase the percent of students scoring at or above mastery in the student with disability sub group
2. To increase the percent of students scoring at or above mastery in the SES subgroup
3. To increase the percent of students scoring mastery or above on the West Virginia Writing Assessment
4. To increase student achievement in literacy and numeracy
C. OTHER STUDENT OUTCOMES
ANALYSIS
Attendance Report (by subgroup if available)

2003-2004-98.2%, 2004-2005-98.4%, 2005-200-98.8%, 2006-2007-98.6%   Our attendance rate has been above the county average for three consecutive years.  We will continue to encourage attendance as we have done in the past.
Discipline Referral Report
Discipline referrals are minimal.
Dropout Rates/Graduation Rates (by subgroup if available)
n/a
College Enrollment Rate
n/a
College Developmental Course Rate
n/a
PRIDE Survey
2% of fith grade students surveyed indicated that they used chewing tobacco or snuff within the past school year. Pride national average is 1.1%.
Results of Nationally Recognized Physical Fitness Test

 Implementation of fitness gram was completed for the 2006-2007 school year. The results are as follows: aerobic capacity in fitness zone (4th grade) 31 (5th grade) 36; body composition (4th) 76 (5th) 77: curl up (4th) 78 (5th)  88;  upper body strength (4th) 77 (5th) 88; flexibility (4th) 88 (5th) 79; trunk lift (4th) 91 (5th) 92;

aerobic capacity out of fitness zone (4th grade) 43 (5th grade) 56; body composition (4th) 15 (5th) 15: curl up (4th) 13 (5th)  4;  upper body strength (4th) 14 (5th) 8; flexibility (4th) 3 (5th) 13; trunk lift (4th) 0 (5th) 0.
Youth Risk Behavior Survey
n/a
CIMP Self Assessment

 There are no concerns at this time.
Special Education Data Profiles

There are no concerns here.
LEP - What are the number and percent of limited English proficiency (LEP) students?

4 students total...1.4%of total tested.

In 2006-2007  15 students were old enough to be tested on Westest (equaling  2% of total tested).

There are no concerns at this time.
LEP - What are the major language groups?
Spanish, Urdu, Vietnamese, Chinese are the major language groups.
LEP - What are the number and percent of immigrant students (*if available)?
N/A
LEP - What are the number and percent of migrant students?
n/a
What are the number and percent of schools/levels serving LEP students?

N/A

No other concerns at this time.
No other concerns at this time.
PRIORITIES
1.

No priority concerns at this time.
2. No other concerns at this time.
3. No other concerns at this time.
4.

 
D. CULTURE AND CONDITIONS
ANALYSIS
Office of Performance Audits Compliances and Recommendations
Our school has no concerns at this time.
North Central Report on Schools

n/a
Monitoring Reports (Special Education and NCLB)
There are no concerns at this time.
Walkthrough Summmaries

The classroom walk-throughs done by administrators evaluating teachers, has identified action steps that are being implemented.  One concern is the amount of time it takes to reach each classroom in the time frame.  The equipment and software technical problems that arise always seem to be a concern.
High Schools that Work Assessment Report
n/a
Making Middle Grades Matter Report
n/a
High Schools that Work Annual Report
n/a
Highly Qualified Personnel Report

All professional staff is considered highly qualified.
Framework Assessment of High Yield Practices
There are no concerns at this time.
Digital Divide Report (Technology)

      Our school consist of 30 classrooms which includes 4 modulars outside the main structure. We also house 60 preschool students at Cubby's Day Care Facility. With an enrollment of 608 students and growing the greatest concern is our limited space for classrooms. We are also unable to use closed circut TV to enable communcation and shared programing throughout the school: this is not possible due to the materials used in the construction of our building. Our technology has been updated to all classroom and noninstructional areas are Windows XP computers with internet access.

We now have a Long Distance Learning Lab for the 2007-2008 school year.

        Current needs include the purchase of projectors to be used for standard based instruction and statewide Odyssey learning program at each grade level. We have recieved Odyssey training in the fall of 2007. The classroom teachers are in need of instruction on Smart Board technology. Our staff is deficient in technology professional development. Therefore monies need to be allocated for this endeavor.

 

     

There are no additional concerns at this time

There are no additional concerns at this time.
PRIORITIES
1. Maintenance and upgrade of current equipment.
2. Provide adaquate training and professional development for teachers on new technology,software and learning strategies.
3. Increase students computer usage.
4.

Attempt to complete more staff walk-throughs.
WVDE - School Strategic Plan

 

GOALS, SPECIFIC OBJECTIVE AND PERFORMANCE TARGET
Goal 1: Goal 1: Increase Student achievement in literacy and numeracy.
Objective Objective Short Name Baseline 5-year Target
1.1 Literacy initiatives will increase the percentage a minimum of 1 percent each year for elementary students scoring at mastery as measured by WESTEST. Literacy 84.85 90.00
1.2 Numeracy initatives will increase the percentage of elementary students scoring at mastery a minimum of 1 percent each year as measured by WESTEST. Numeracy 83.45 91.00
1.3 Literacy initiatives will increase the percentage of students scoring at or above mastery in the West Virginia Writing Assessment a minimum of 1 percent each year as measured by Fourth Grade Writing Assessment. Writing Assessment 84.00 89.00
1.4 Create a strategic plan to implement a school wide balanced literacy program and implement the 3 Tier Reading Model approach (in levels k-3) to reading instruction, increasing test averages a minimum of 2 percent. Strategic Plan 20.00 68.00
1.5 Implementation of Research Based Instruction with its supplemental materials will increase Dibel's score levels and thus, positively impact Westest scores. The percent of students in K-2 meeting benchmark will increase 2 percent each year. SMART Plan 66.00 76.00
1.6 No additional objectives at this time. 0.00 0.00
Goal 2: Goal 2: Decrease the achievement gap in the SWD and low SES subgroups in literacy and numeracy.
Objective Objective Short Name Baseline 5-year Target
2.1 Decrease the percentage of students scoring below mastery in the SWD subgroup by by a minimum of 10 percent in numeracy. Numeracy/SWD 40.00 26.00
2.2 Decrease the percentage of students scoring below mastery in the SES subgroup by a minimum of 10 percent in Numeracy. Numeracy/SES 34.00 20.00
2.3 Decrease the percentage of students scoring below mastery in the SWD subgroup by by a minimum of 10 percent in numeracy. Numeracy/SWD 60.00 46.00
2.4 Decrease the percentage of students scoring below mastery in the SWD subgroup by by a minimum of 10 percent in literacy. Literacy/SWD 70.00 57.00
2.5 Increase the test scores with CSO correlated computer lessons of Odyssey and I Know. Technology correlation 70.00 78.00
Goal 3: Goal 3: To increase and integrate students and teachers performance with new technology uses and equipment.
Objective Objective Short Name Baseline 5-year Target
3.1 Students and teachers will have access to equipment that is adequate and up to date. Technology Equipment 30.00 70.00
3.2 Teachers will be prepared to integrate technology resources seamlessly throughout the curriculum. Technology Training 0.00 80.00
3.3 Utilize technolgy resourses as tools for standard based instruction. Technology Intergration 0.00 50.00
WVDE - School Strategic Plan

 

HIGH YIELD STRATEGIES THAT WILL BE UTILIZED TO COMPLETE
THE FIVE YEAR PLAN
CURRICULUM
 INSTRUCTION
 SCHOOL EFFECTIVENESS
 STUDENT/PARENT SUPPORT
 CONTINUOUS IMPROVEMENT
Rigorous Performance in Core Subjects Classroom Environments Culture of Support and Trust and Collaboration Culture that Accepts Responsibility for Students District Leadership to Create Learning Centered Schools
21st Century Content Instructional Management Performance Goals to Develop 21st Century Learners Innovative Approaches to Meeting Subgroup Needs Change as an On-Going Continuous Process
Standards-Based Curriculum Standards-Based Unit and Lesson Design Leadership Development Support System for Student Physical and Social and Emotional Needs Identification of System-Wide Core Beliefs
Prioritization and Mapping 21st Century Learning Skills Integration of 21st Century Learning Developmental Guidance with Character and Career Education Development Well-Articulated Mission
Performance Benchmarks Differentiated Instruction Balanced Professional Development Strategies that Develop Students having 21st Century Learning Skills Change Based on Internal and External Factors
Balanced Assessment System Research-Based High Yield Instructional Strategies Presence of the Correlates of Effective Schools Effective Transition Pre K to Post Secondary Systemic Design and Implementation
Pre K-12 Literacy Model Authentic Classroom Assessments Understanding the Need to Develop 21st Century Graduates Parents as Respected and Valued Partners Use of Data to Target Improvement Efforts
Pre K-12 Mathematics Model Adjustment of Instructional Time Professional Development for School Strategic Planning Committees Parent Involvement Communication System Change Processes that Address Interrelatedness of Activities and Resources
Curriculum Support System Integration of Literacy Strategies Support for the Work of the School Strategic Planning Process Proactive Community Plan and Do and Study and Act Cycle
Curriculum Monitoring Process Accelerated Learning Analyze Trends and Establish Priorities for School Improvement Data-Based System for Monitoring Student Academic and Personal Progress Collaboratively Developed Strategic Plan
Instructional Support System Time and Resources to Support School-Based Learning Communities Effective Preschool Programs
Instructional Monitoring System Support for School-Based Professional Development that is Ongoing and Embedded
Highly Qualified Teachers District Monitoring System for School Accountability
Time Prior to and During the Instructional Term for Meaningful Staff Planning
Other Strategies
WVDE - School Strategic Plan

 

HIGH YIELD STRATEGIES MULTI-YEAR IMPLEMENTATION
High Yield Strategies Identified Year 1 (2006) Year 2 (2007) Year 3 (2008) Year 4 (2009) Year 5 (2010)
21st Century Learning Skills

Rigorous Performance in Core Subjects
Integration of 21st Century Learning

To direct the focus of all teaching instruction and strategies, utilization of technologies and activities toward mandated CSO"s

Regular monitoring of our lesson plans to determine if instructional and assessment practices are being integrated into daily instruction. Indicating CSO's covered in their Lessons.

Teacher visiting and observing other schools implementing collaborative teaching and balanced literature.

Staff development for implementation of standards-based mathematics and balanced literature. 

 

 

 Continue focusing of all teaching strategies, technology and activities toward mandated CSO's. Teachers will participate in staff development as directed by the administration. Regular monitoring  of lesson plans, informal and formal assessments and administrators will verify these.  

Continue focusing of all teaching strategies, technology and activities toward mandated CSO's. Teachers will participate in staff development as directed by the administration. Regular monitoring of lesson plans, informal and formal assessments and administrators will verify these.  

Continue focusing of all teaching strategies, technology and activities toward mandated CSO's. Teachers will participate in staff development as directed by the administration. Regular monitoring of lesson plans, informal and formal assessments and administrators will verify these.  

Continue focusing of all teaching strategies, technology and activities toward mandated CSO's. Teachers will participate in staff development as directed by the administration. Regular monitoring of lesson plans, informal and formal assessments and administrators will verify these.  

WVDE - School Strategic Plan

 

HIGH YIELD STRATEGIES SCIENTIFICALLY BASED RESEARCH
High Yield Strategies Identified Scientifically Based Research
21st Century Learning Skills
Rigorous Performance in Core Subjects

     As our test results indicate a school that is dedicated to the premise that “all children can learn,” must come to grips with the answer to the question, “Learn what?”  Thus, high performing school systems are committed to a rigorous curriculum that applies to all students and that is written in a standards-based format.

     The goal in a standards-based curriculum is to get all students to the “mastery level” or beyond.  The number of performance descriptors above or below mastery varies from state to state.  West Virginia has defined five levels of performance: novice, below mastery, mastery, above mastery, and distinguished.  In West Virginia, mastery and the two levels beyond mastery are referred to as proficient.  The performance descriptors used to describe mastery and above become the “common line” below which no child’s performance should fall.  Thus, the standards-based curriculum becomes (a) a vehicle to clearly communicate the learning expectations for all students to staff, students, and parents, and (b) the common set of standards by which all students’ performance levels can be assessed.  

       High performing school systems are committed to creating a broad understanding of this approach as it compares to the more traditional textbook-based design.

                                                   "West Virginia Achieves: Framework for High Performing Elementary Schools"

 
Integration of 21st Century Learning
WVDE - School Strategic Plan

 

SCHOOL TECHNOLOGY PLAN
E-rate Year 2008-2009
Technology Action Steps
Technology 01-Using Technology Equipment/Infrastructure for Equitable Access to 21st Century Technology Tools
Action- 1 Utilizing classroom and lab computers, students will practice and reinforce the WV Odyssey Basic Skills (West Test-remediation)lessons. Begin- September 1, 2007 End- June 1, 2008 Purpose- To gain acquisition of 21st Century Skills and thereby increasing student scores on West Test. Responsible- Classroom Teachers Technology Coordinator Audience- Students
Goals/Objectives- Technology Intergration Strategies- Rigorous Performance in Core Subjects Compliances- None, Technology 01-Using Technology Equipment/Infrastructure for Equitable Access to 21st Century Technology Tools Prof Dev- None Prof Dev Description- Intended Impact-
 
Technology 02-Technology Integration for 21st Century Skills/Student Achievement
Action- Administer and identify student needs and concerns through analysis of Westest Data in Reading for grades 3-5 and DIBELS data in grades k-3. Begin- September 1, 2007 End- June 1, 2008 Purpose- 1)To study Westest data, DIBELS to identify strengths and weaknesses to refine various teaching strategies of improvement. Responsible- Administration, staff. Audience- students K-5
Goals/Objectives- SMART Plan Strategies- None Compliances- None, Technology 02-Technology Integration for 21st Century Skills/Student Achievement Prof Dev- Prof Dev Description- Intended Impact-
 
Action- Concentrated focus on CSO's in guiding the daily curricular and computer activities. Begin- September 1, 2007 End- June 1, 2008 Purpose- To direct the focus of all teaching strategies and Computer activities toward mandated content standards and objectivies. Responsible- Administration and staff Audience- teachers
Goals/Objectives- Strategic Plan Strategies- None Compliances- None, Technology 02-Technology Integration for 21st Century Skills/Student Achievement Prof Dev- Prof Dev Description- Intended Impact-
 
Action- Identify students in the low SES and SWD subgroups. Utilize the individual item analysis summary report to reteach areas of deficiencies, asl well as to offer tutoring prior to Westest administration. Begin- September 1, 2007 End- June 1, 2008 Purpose- To provide reteach and remediation of CSO's to identified students in areas of deficiencies. Responsible- Administration and staff Audience- Students in low SES and SWD subgroups
Goals/Objectives- Literacy Strategies- None Compliances- None, Technology 02-Technology Integration for 21st Century Skills/Student Achievement Prof Dev- Prof Dev Description- Intended Impact-
 
Action- Use the curriculum mapping guide to interpret learning standards, develop objectives directly targeted to those standards, and plan the pacing of instruction. Begin- September 1, 2007 End- June 1, 2008 Purpose- To ensure that all tested topics are taught or reviewed through online west test review, prior to administration of Westest. Responsible- Administration and staff Audience- Teachers
Goals/Objectives- Strategic Plan Strategies- None Compliances- None, Technology 02-Technology Integration for 21st Century Skills/Student Achievement Prof Dev- Prof Dev Description- Intended Impact-
 
Action- Utilization of school-wide writing prompts,activities, and computer story starters for grades k-5. planned and initiated by the LSIC committee. Begin- September 1, 2007 End- June 1, 2008 Purpose- To generate school-wide interest in writing and familiarize all students with scoring rubic. Responsible- Administration, staff and LSIC members Audience- students K-5
Goals/Objectives- Writing Assessment Strategies- None Compliances- None, Technology 02-Technology Integration for 21st Century Skills/Student Achievement Prof Dev- Prof Dev Description- Intended Impact-
 
Technology 03-Providing Collaboration/Communication Tools (Telecommunications Network/Email)
Action- 3 Provide Benedum Collaborative pre-service teachers a seminar on developing action research projects. Begin- September 1, 2007 End- June 1, 2008 Purpose- To assist pre-service teachers in completing action research projects. Responsible- PDS Teacher Education Coordinator Technology Coordinator Pre-service Teachers Audience- Pre-service Teachers
Goals/Objectives- Technology Training Strategies- None Compliances- None, Technology 03-Providing Collaboration/Communication Tools (Telecommunications Network/Email) Prof Dev- Prof Dev Description- Intended Impact-
 
Action- Teachers and Administrators will communicate with each other through their state access email accounts. Begin- September 1, 2007 End- June 1, 2008 Purpose- Improve communication among school staff and community. Responsible- School administration Audience- Teachers and Administrators
Goals/Objectives- Technology Equipment Strategies- None Compliances- None, Technology 03-Providing Collaboration/Communication Tools (Telecommunications Network/Email) Prof Dev- Prof Dev Description- Intended Impact-
 
Technology 04-Increased Access for Students and Teachers to 21st Century Tools
Action- 4 Provide the primary and intermediate grade leves with a projector station / smart board and supportive training for online and group teaching. Begin- September 1, 2007 End- June 1, 2008 Purpose- To enable each teacher to enhance teaching through the use of a projcetor. Responsible- County Technicians Technology Coordinator Classroom Teachers Audience- Students and Teachers
Goals/Objectives- Technology Intergration Strategies- Rigorous Performance in Core Subjects Compliances- None, Technology 04-Increased Access for Students and Teachers to 21st Century Tools Prof Dev- Action Step Research Prof Dev Description- Intended Impact-
 
Technology 05-Delivery of 21st Century Content through Distance Learning
Action- Utilization of the Distance Learning Lab for students and our community. Begin- September 1, 2007 End- June 1, 2008 Purpose- To provide opportunities for students and community to take part in long distance learning environments Responsible- Technology staff Audience- Staff, students and community
Goals/Objectives- Technology Training Strategies- None Compliances- None, Technology 05-Delivery of 21st Century Content through Distance Learning Prof Dev- Learning Community Prof Dev Description- Intended Impact- provide opportunities not locally available
 
Action- 5 Students will access the school's homepage with links to ,classroom information, and technology links. Begin- September 1, 2007 End- June 1, 2008 Purpose- Provide relevant information, access and reference on a variety of subjects. Responsible- Technology Coordinator Audience- Students, Parents, Teachers
Goals/Objectives- Technology Intergration Strategies- Rigorous Performance in Core Subjects Compliances- None, Technology 05-Delivery of 21st Century Content through Distance Learning Prof Dev- Prof Dev Description- Intended Impact-
 
Technology 06-21st Century Parent/Community/Partnership Collaboration
Action- 6 Create and maintain Johnson Elementary School On-line home page. Begin- September 1, 2007 End- June 1, 2008 Purpose- Inform parents and community members of information concerning our school. Responsible- Technology Coordinator Audience- Students, Parents and community
Goals/Objectives- Technology correlation Strategies- Rigorous Performance in Core Subjects Compliances- None, Technology 06-21st Century Parent/Community/Partnership Collaboration Prof Dev- Prof Dev Description- Intended Impact-
 
Technology 07-Professional Development for 21st Century Instruction
Action- 7 Conduct staff seminars on the use of the distance learning lab. Begin- September 1, 2007 End- June 1, 2008 Purpose- To enable teachers to enhance their curriculum through the use of multimedia. Responsible- Technology Coordinator Audience- Staff
Goals/Objectives- Technology Training Strategies- Rigorous Performance in Core Subjects Compliances- None, Technology 07-Professional Development for 21st Century Instruction Prof Dev- Trainer Led Prof Dev Description- Intended Impact- Teachers will correlate distance learning into their instruction.
 
Action- 7 Train and utilize online grading program. Begin- September 1, 2007 End- June 1, 2008 Purpose- Teachers will utilize online grading program. Responsible- Technology Coordinator Classroom Teachers Audience- Teachers
Goals/Objectives- Technology Training Strategies- None Compliances- None, Technology 07-Professional Development for 21st Century Instruction Prof Dev- Trainer Led Prof Dev Description- Intended Impact- A successful use of a more efficient grading system.
 
Technology 08-Maintenance and Repair of 21st Century Tools
Action- 8 Provide computer software and technical Trouble Shooting Workshop for teachers and staff. Begin- September 1, 2007 End- June 1, 2008 Purpose- To maintain computer software and hardware functioning properly and decrease frustration among teachers and reduce maintenance cost. Responsible- Technology Coordinator Audience- Staff
Goals/Objectives- Technology Equipment Strategies- None Compliances- None, Technology 08-Maintenance and Repair of 21st Century Tools Prof Dev- Prof Dev Description- Intended Impact-
 
Technology 09-Adult Literacy
Action- 9 Provide adult access to technology tips through JES homepage. Begin- September 1, 2007 End- June 1, 2008 Purpose- To educate parents and community on current technology. Responsible- Technology Coordinatior Audience-