School-wide Action Plan



To access the ANWSU Action Plan in its entirety, please visit 2009 Action Plan


The ANWSU Schoolwide Action Plan serves as the “policy” that guides the purposeful and equitable use of time and resources in our common effort to ensure that each student is a responsible and successful learner. The implementation of this plan at each school will constitute the “procedures” necessary to carry out this policy.


ANWSU PK-12 Professional, Community and Board Goals for Students


ANWSU students will meet the Performance Graduation targets by the time that they graduate.  ALL of our students will have firm plans and requisite skills to make career choices beyond high school.

    • 80% will continue their formal education in post-secondary schools and colleges
    • 20% will enter stable, career oriented, solidly remunerated employment upon graduation


Core Questions to Guide the Implementation and Refinement of the

ANWSU Schoolwide Comprehensive Action Plan


·                     What is it that we want students to know?

·                     What data will we look at to find out if they know it?

·                     What interventions will we implement based on our understanding of the data?


The Superintendent’s Action Plan Committee, in collaboration with principals and teachers, will work toward the Plan’s goals, through specific work at the classroom, school and district level, and through a thorough understanding of the data in each area.  We recognize that our goals will continue to be refined as we deepen our understanding of the data:

#1: **K Transition:  All students will enter kindergarten ready to learn in the school setting.  Plans for assisting preschool children in the transition from early childhood programs to local elementary programs.

         2010-2011 results: The ANWSU Transition Coordinator contacted 55 families in local registered/licensed childcare programs helping providers and families to experience a smooth transition to local Kindergartens.

#2:   Math: 85% of students will successfully complete first year of high school math by the end of grade 9

        2010-2011 results: Of 97 grade 10 students, 74% completed first year of high school math by the end of grade 9.

#3:**Reading:  85% of students will enter middle school reading at or above grade level.

         Fall 2011 necap results: Of the 84 students entering 7th grade from Addison, Ferrisburgh and Vergennes Elementary (63%) met or exceeded the standard indicating reading at or above grade level.

#4:** Writing:  85% of students will meet or exceed the standard as measured by the VT Writing NECAP.

         fall 2011 necap results: Of 281 students tested in grades 5, 8 and 11 (61%) met or exceeded the standard.                             

#5:   Science:  85% of students will meet the standard as measured by the VT Science NECAP. (Though not  considered a “core” area for accountability, we continue to support professional growth in this area as it relates to the
        other core areas:  Math, Reading, Writing, Technology).

        spring 2011 necap results: Of 281 students tested in grades 4, 8 and 11 (44%) met or exceeded the standard. Fourth grade had the strongest results. Of 93 students tested 69% met or exceeded the standard. This is well above the State average of 53%. Grades 8 exceeded the State average by two percentage points and grade 11 met the State average of 31%. Grade 11 showed a significant increase from 22% in 2010 to 31% in 2011.

#6: Technology:  85% of students in grades 3 - 10 will meet or exceed the identified Technology Grade
     Expectations.(**Technology goals help support instructional decisions for schoolwide reform strategies)

        2010-2011 results: A technology team is currently working to develop a plan for how to measure results.

#7: Engagement:  students in all subgroups will be engaged in their schooling and ready to learn.

       2010-2011 results: We are currently working on a plan for measuring student engagement.


10 Required Components of a School wide Program

The Action Plan includes the 10 Required Components for Title I Schoolwide Programs and goals and strategies from the PEP Grant, the 21st Century Learning Grant, Medicaid Funding, the New Directions Grant, the Consolidated Federal Grant, the ARRA Grant, and the 2009-10 Action Plan specifics Grades 7 – 12)


1.      Comprehensive needs assessment of the entire school (including taking into account the needs of migratory children.)

Comprehensive needs assessment includes analysis of these areas:

·         Clear vision for school wide reform

·         A school profile with these focus areas:

1.     Student achievement

2.     Curriculum and instruction

3.     Professional development

4.     Family and Community Involvement

5.     School context and organization

6.     Technology integration (p. 8 CFP monitoring doc.)

(Presentation: US Department of Education, Susan Wilhelm, October, 2002)


In selected areas of concern (e.g. math) related to student learning:

·         Analyze the gaps between what is and what should be

·         Prioritize needs

·         Identify potential solution strategies to meet those needs

·         Aggregated Data based upon academic achievement information about all students in the school

·         Disaggregated Data  

·         Other Measures


2.     Schoolwide reform strategies

3.      Use effective methods and instructional strategies that are based on scientifically based research


4.     High quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.


5.     Strategies to attract high quality highly qualified teachers to high-needs schools.


6.     Strategies, such as family literacy services, to increase parental involvement.


7.     Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs.


8.    Measures to include teachers in the decisions regarding the use of academic assessments in order to
   provide information on, and to improve, the achievement of individual students and the overall
   instructional program.


9.  Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.


10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this No Child Left Behind Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.