Actions, Strategies and Interventions (Includes Prof. Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? Focus on differentiation and academically challenging environment If we continue to focus effective differentiation through flexible grouping then the academically challenging environment will increase as will students’ overall performance 2016-2017 school Year Teaching and Learning Special Education Professional Learning on Differentiation Focus on personalized learning If we address the individual learning needs of all students then their academic performance will increase. 2016-2017 school Year Teaching and Learning Special Education Technology Instructional focus will be on ELA and math If we continually focus on the instructional levels of ELA and Math then student growth in both areas will improve as measured on the FC Interims and GA Milestones Assessment 2016-2017 school Year Teaching and Learning Professional Learning with S. Straughan (ELA Professional Learning with Dr. Lack (Math) Special Education Create an environment that promotes success of all students through communication, team building, and collaboration. If we create a culture of team, trust, and support, then our teachers will take the necessary steps to effectively differentiate their instruction resulting in an academically challenging environment 2016-2017 school Year HCE Administrative Team Teaching and development Colors Directionality with Suzie Brookshire Describe how your SMART Goal will be monitored throughout the year: Surveys (student, and parents), Leadership Team meetings, Grade level collaboration, Data Team meetings, Professional Learning throughout the 2016-2017 school year. Growth Measure for Teachers of Non-SGP Courses
Performance Standard 8: Academically Challenging Environment The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are learners. Learner Profile All teachers will continually align their instructional focus to the Learner Profile which will address the academic, social, and emotional needs of all students. Continuous, Job-Embedded Professional Learning Plan Professional Learning Goal(s): To increase pedagogical knowledge and training of effective and meaningful differentiation resulting in an academically challenging classroom environment. Timeline Professional Learning Actions, Strategies and Interventions Impact on Student and Adult Behavior (“If…then...” Statements) Connection to Continuous Improvement Goal(s): NEO-July 25 (K-3) F & P Training If we train our teachers in best practices along with our expectations then they will have positive results in student learning. CCRPI, Academic/Instructional Goals, and Climate NEO-July 26-27 (K-12) School tour, TONE training If we train our teachers in best practices along with our expectations then they will have positive results in student learning. Academic/Instructional Goals, and Climate Pre-planning, July 28-29, August 1-3 Coming together as a staff, Grade Level Collaboration, safety training, leadership team meeting, lunch and logistics, Science professional learning with Dr. Price, TKES training #1, classroom visits with a surprise and delight (Jolly cups) If we create a culture of team, trust, and support, then our teachers will take the necessary steps to effectively differentiate their instruction resulting in an academically challenging environment CCRPI, Academic/Instructional Goals, and Climate
Early Release/Professional Development August 31 TKES training #2, focus on Standards 4: Differentiation and Standard 8: Academically Challenging Environment If we provide expectations and professional development to assist teachers in higher levels of instruction then our student learning will increase CCRPI, Academic/Instructional Goals, and Climate Professional Learning, January 4 Data Team discussion and grade level collaboration If we analyze data and work collaboratively then we will effectively differentiate our instruction based on the academic needs of all students CCRPI, Academic/Instructional Goals, and Climate Professional Learning, February 21 Data Team discussion and grade level collaboration If we analyze data and work collaboratively, then we will effectively differentiate our instruction on the academic needs of all students CCRPI, Academic/Instructional Goals, and Climate Post Planning, may 30 & 31 Review of year: data and SIP If we review and analyze our student data, then we will make informed decisions regarding the academic needs of students for our 2017-2018 school year CCRPI, Academic/Instructional Goals, and Climate Data Team Meetings: K-2 and 3-5: 8/21,8/12,11/16,12/14,1/18,2/15,3/15,4/12,5/17, 5/30 Our focus will be on best practices, differentiation, instructional strategies that target higher order thinking skills resulting in an academically challenging environment. These meetings will include: special education/IST, SST, gifted, and instructional planning. If our focus is on increasing ELA and Math and the pedagogical knowledge of teachers, then student scores will increase on the GA Milestones Assessment CCRPI, Academic/Instructional Goals, and Climate Leadership Meetings: 8/9,8/30,9/13,9/20,11/8,11/29,12/6,12/20,1/10, 1/24, 2/7,2/21,3/7,3/21,4/11,4/25,5/9,5/16 Our focus will be on achievement, culture and climate, and If our focus is on student achievement, then our data, culture and climate will foster the Academic/Instructional Goals, and Climate