|
Assessment
Professional
Learning
Leadership
Assessment
Professional
Learning
Leadership
|
Goal 1:
The school’s curriculum will be
sequenced and organized to ensure teachers and students know, do and
understand the core content as outlined in GPS or QCC (based on phase-in
plan) NCLB 2,3,4,9
a)
The overall
curriculum will be carefully and fully aligned with horizontal elements
supporting the GPS and vertical elements preparing students for growing
levels of standards mastery that requires depth of understanding and rigor.
b)
Teachers will
engage in a process of collaborative planning to ensure they agree on core
content and required student performance.
c)
Monitoring by
administrators and teacher leaders will use performance data and the review
of student work to revise curriculum implementation and alignment of
resources.
d)
Continued
revision of existing pacing guides to align with GPS to meet the needs of
struggling learners.
e)
Teachers will work
collaboratively within departments to create, publish and revise unit plans
that align with GPS in math, reading and ELA.
SWD teachers will plan with regular education teachers to provide
continuity and consistency.
Goal 2:
Collect and analyze student
performance data to identify patterns of achievement and underachievement in
order to design and implement appropriate instructional interventions
NCLB 1,2,4,5,
a)
Balanced
Assessments will be used to monitor student progress in math and reading.
1.
Fully implement TestGate
@ assessment tool in all
grade levels to track student achievement.
NCLB 1
2.
Create
diagnostic reports through the use of Classworks @ to provide an instructional plan for individual students in
math and reading.
NCLB 2, 5
3.
Hard
copies of Coach @, CRCT will continue be used in reading, math and
science and will be implemented in math to guide teachers in developing test
assessments to ensure rigor in test design.
NCLB 1, 4
4. Continue Study Island@
as a remediation/
acceleration/progress monitoring tool
for high impact students as well as students at risk in all grades for math
and reading.
NCLB 1, 9
|
On going
2007-2009
On going
2007-2009
On going
2007-2009
On going
2007-2009
Weekly
2007-2009
Quarterly
2007-2009
Quarterly
2007-2009
On-going
2007-2009
On-going
2007-2009
|
$17,000
Title I, Title I SI Grant, Middle
Grades State
funds
$18,000 Title I, Title I SI grant, Middle Grades
State funds
$20,000 (final payment)
SI Grant
$3,500 SI Grant
|
Principal, Teachers, Technology Specialist, Math Coach
Teachers
Administrative Team
Teachers, Administrators, LF
Teachers, administrators
Principal, Teachers Technology Specialist
Graduation Coach
Teachers
Administrative
Team
Teachers
Graduation Coach
Administrators
|
Curriculum maps, curriculum units, curriculum planning, unit
development, sign-in sheets from professional learning to build quality
units.
Curriculum maps
List of aligned resources
Pacing guides
Unit plans
Meeting minutes
Schedule of planning days
Student
portfolios, pre/post test reports, sign-ins for teacher training.
Individual and class reports
Individual and class reports
Individual and class reports
Individual
|
Teachers can explain the language used
in the standards and the performance actions that will be required by
students. Teachers can discuss
vertical differences in standard within a content area.
Student’s assignments reflect
collaborative planning among content teachers.
School leaders and teachers can
articulate a common definition of what rigor, relevance and standards-based
teaching and learning entails.
Teachers, support staff and
administrators know the purpose of curriculum maps and units and the
categories of information the documents should contain.
Teachers in link content areas
understand and consistently use a common design for unit development. Performance tasks aligned to standards and
other assessments are included within the units. The expectations of mastery of the
standards within a subject or grade level are consistent in all classrooms.
Ongoing assessment becomes
institutionalized or a means to measure student progress. On going assessments will allow for
planning for instruction. Teacher will
be able to articulate what their students know and understand and adjust
lesson plans according to student needs.
|
|
b)
Provide professional learning for all teachers on the
disaggregation of CRCT data to identify and target specific students
struggling in math and reading.
1) All teachers will describe and explain the standards
for which their students are responsible.
2) Instruction will be adjusted upon assessment data to
improve overall and individual student achievement and address all learning
gaps.
3) Select mathematic teachers and reading/ELA teachers
who effectively support struggling students and provide professional learning
opportunities on teaching conceptual mathematics, establishing a delivery
model and developing benchmarks to gauge student progress
4) Consultant will be secured to work specifically with
math co-teaching classes to ensure rigor by review IEP’s, class schedules and
instructional methods.
NCLB 5
c)
Assessment and evaluation data are analyzed to plan
for continuous improvement for each student, subgroup of students and the
school as a whole.
1) Identify
students who scored “Did Not Meet” in
mathematics and reading/
ELA for two consecutive years or were
more than 15 points below or above the cut score.
2) Secure a
graduation coach to assist and brochure services for struggling learners.
3) Inventory resources and determine needed supplemental
materials (manipulatives, calculators, laptops, In Focus machines, SMART
boards, etc)
|
On going
July 2007-2009
On going
2007-2009
|
|
$48,000 State/Local
Funds
|
|
On-going
2007-2009
|
$23,000 SI Grant
|
Teachers
Graduation Coach
Administrators
Consultants for Co-teaching
Anderson & Ward Consulting Services
Teachers
Graduation Coach
Administrators
Graduation Coach
API
|
Professional learning calendar
Individual and grade level assessment data
Training session agenda for struggling math
List of bubble students
List of high impact students
Job description for graduation coach.
Inventory list of resources per content area.
|
Teachers can articulate their grade level and classroom areas of focus
and can describe their instructional goals for meeting individual student
academic needs.
Teachers can identify individual and class strengths, misconceptions
and areas of weakness.
Teachers can explain how instruction has been designed to meet student
needs based on the diagnostic assessment.
|
|
Instruction
Professional Learning
|
Goal 3: The School Culture reflects norms, values,
standards and practices that reinforce the academic, social, emotional and
relational growth of each student.
a)
Research based instruction will be standard practice.
1) Higher-order thinking skills will be emphasized for
student learning.
2) Instructional flexible grouping practices will be based on diagnosis and
formative assessments to address subgroup needs in math and reading.
3) New textbooks will be adopted for science using a
research based crosswalk method for selection.
4) CRCT coach
software and workbooks in reading, math, language arts and science will be
used to enhance instruction
5) Technology will be integrated into math and reading
classrooms to enhance instruction:
SMART boards, laptop computers, and in focus machines.
b)
The context of professional learning—the who, why,
when and where, contribute to the development and quality of learning
communities ensuring that they are functioning, leadership is skillful and
focused on continuous improvement and resources have been allocated to
support adult learning and collaboration.
1) Teachers will
observe each other’s classrooms and provide feedback about classroom
practices.
2) Opportunities are provided for beginning teaches to
work with more experienced teachers to identify student learning goals,
utilize research-based instructional strategies, create formative assessment
and receive feedback on their performances.
3) Consultant will be used to work with teachers new to
the school through a mentor program to provide support, and instruction on
best practices.
c) Parental involvement coordinator
will be provided to work weekly with teachers and parents to coordinate
community-based workshop and needed volunteer work in the school setting.
1) Portfolio Day will engage more parent involvement in
their child’s learning process.
2) Initiate community visits to promote relationships
with the school by distributing information on CRCT testing, school events,
etc.
Goal 4: Teachers and Administrators will hold all
students to the same standards, but provide support through differentiated
instruction. Systems of support or
pyramids of interventions will be established to meet student learning needs.
a)
Standards Based
Classrooms will be the structure used for tier one interventions for all
students.
b)
Math
interventions class will be provided for all students to focus on critical
thinking skills.
c)
Professional
learning will be provided to ensure a better understanding of SWD categories
of disabilities and how to modify instruction
d)
Preference
seating will be given to students who are disabled.
e)
Tier two interventions
will include external interventions that will provide additional assistance
from a variety of sources to master GPS and address learning needs
1) High impact and bubble students will be given first
seats in support classes and interventions.
2) Extended
electronic interventions for struggling learners will be used through
ClassWorks©, My Skills Tutor© and other web-based programs.
3) Interventions
will be data monitored by graduation coach.
|
On-going
2007-2008
On-going
2007-2009
2008
On-going
2007-2009
|
$3500 SI Grant
$10,000 SI Grant
$6,000 SI Grant
$2600 General School Funds/Title I Parental Involvement
|
Teachers
Administrators
Graduation Coach
Textbook committee
Teachers
Technology Specialist
Teachers
API
Teachers
Consultants
Parent Involvement Coordinator
Teachers
Students
Graduation Coach
Administrators
Teachers
Administrators
|
Unit Plans
Seating charts/group chards
Textbooks
List of textbook committee members
CRCT coach software
SMART boards
In-focus machines
Lap tops
Log of release time
Observation logs from teachers
Log of visits from consultant with feedback
Sign-In sheets
Portfolio sample
Pictures of event
Pamphlets and kits for CRCT practice
Pyramid of interventions
Data Room
Professional Learning calendar
List of student management logs with interventions
|
School leaders know the status of each class and are able to describe
the support structures and systems that have been put in pace to ensure that
all students meet or exceed standards.
Teachers can articulate the agreed upon knowledge, skills and
understandings that all students are to meet.
Teachers can define rigor in the curriculum and how the work students
do is assisting students in using knowledge and skills to problem solve,
reason, communicate and make connections with other information.
All staff can describe the process they use for decision-making and
how collaborative work is changing the culture of the school.
Administrators can articulate ways in which they participate as a
member of a learning team within the school district and how this
participation has resulted in improved practice in their school.
Teachers can discuss their participation in professional learning
opportunities and can describe how the new learning ahs been applied and what
impact it has had on student learning.
Teachers can explain how their professional learning plan is aligned
with the school’s plan. Teachers can
articulate with confidence about what they are learning and how it is being
applied in the classroom.
Teacher turnover will decline through the impact of creating a school
culture that is supportive or teachers and their work.
Stakeholders will articulate the partnership between school and
home. The partnership will strengthen
perceptions of school improvement initiatives to be student focused.
Parents participate with their children in a variety of educational
activities designed to enrich student learning and help parents develop
awareness of best practices.
Administrators and teachers can describe a complete intervention
infrastructure that is in place along
with a system for monitoring effectiveness.
The entire staff will be able to articulate the process of analyzing
data on the effective use of interventions and make changes as needed.
All students will describe how the intervention will benefit them from
the systematic, data driven interventions that address learning weaknesses
and provide opportunities for acceleration.
|
|
Leadership,
School Culture
|
Goal 5: The principal and school administrators
provide leadership that reinforces a commitment to high expectations for
student achievement while promoting the school as a true community of
learning.
a) The school
leaders will participate in planning and implementation of professional
learning opportunities by working collaboratively with teachers on GPS.
b) The school leaders will have a plan for roll out and monitoring the implementation
of the GPS standards on a daily basis while monitoring student progress
towards meeting the standards.
1) Continue school leader focus walks to observe
implementation of professional learning trainings
2) Continue leader focus walks to observe standards and
elements will be posted in classrooms with teachers and students speaking the
language of the standards and referencing instruction to the standards
3) The school leaders will visit classrooms often and
talk to students about the quality of their work as it relates to standards.
c) The school
leaders will provide time for professional learning communities on a weekly
basis to ensure support for teachers to share experiences and exemplar
practices. Professional Learning
Communities will provide opportunity for collaboration on instructional
techniques used in the classroom to support rigorous instruction.
d) School leaders will develop with teachers, individual
classroom goals of expectations through measurable goals to monitor student
learning and raise standards within the classroom.
e) The school will secure the services of a leadership
facilitator provided by the state to ensure knowledge and implementation of
the School Keys and 5 High Impact Strategies.
f) The school council will meet consistently with school
leaders and will have active staff, parent, and community/business member’s
participation.
g) The school leaders ensure school-wide consistent
procedures and routines that focus on student safety, student learning and
maximum, non-interrupted instructional time.
h) The principal will work collaboratively with system
personnel to skillfully allocate the budgeted resources to manage the
facility with a constant focus on student learning.
i) The school leadership team will effectively
demonstrate the principals and practices of distributed leadership. They will constantly monitor the
implementation of the school improvement plan by frequently revisiting the
plan at leadership meetings. Action
plans/next steps are developed to ensure that the plan is implemented effectively..
|
On-going
2007-2009
|
|
Teachers
Principal
School leaders
LF
Leadership Team
|
Professional learning calendar
Data from focus walks
Schedule of classes visited for focus walks
Schedule for professional learning communities
Individual teacher goal statements
School counsel meeting and minutes
Procedures and routines for student safety
Budgets and resources for instruction
Minutes of the school leadership team
Time log for implementation of the SIP
45-60 action plans
|
The teachers can articulate how the school leaders model participation
in collaborative team meetings.
Administrators and teachers can discuss their participation in
professional learning opportunities; can describe how the new learning has
been applied, and what impact it has had on student learning.
The faculty can explain results of data findings, the changes needed
in the school based on the data, and what is needed to impact student
learning.
The school leadership is aware of barriers to student achievement and
can articulate a clear action plan to address/eliminate these barriers to
learning through pyramids of interventions.
|
SCHOOL IMPROVEMENT PLAN