Student Growth Measures Nat’l:8.2 Teachers at my school track the performance of their students toward measurable academic goals. 83% 96% 94% Before the start of the year, I reviewed the assessments my 60% 65% 70% students are expected to take with other teachers or with school leaders. After each interim assessment, I collaborate with others at 63% 68% 79% my school to make action plans based on student performance. Teachers of the same content area at my school share a 83% 69% 83% common set of rigorous interim assessments that ensure students are ready for college. My school has dedicated time for teachers to analyze interim 50% 49% 77% assessments and to re‐teach content based on student performance. Professional Development 7.2 8.3 8.3 My school is committed to improving my instructional practice. (*Index) 77% 93% 92% Professional development opportunities at my school are well planned and facilitated. 77% 85% 86% Professional development opportunities at my school include demonstrations (either live or in video) of what effective teaching looks like in practice. 60% 82% 81% In the past six months, I have practiced teaching techniques in a professional development setting outside my own classroom. 40% 60% 67% In the past six months, I have learned new skills that I was able to immediately use in my own classroom. 67% 88% 88% Instructional Planning 7.4 8.0 8.4 I am satisfied with the support I receive at my school for instructional planning. 47% 74% 84% A leader at my school regularly me to improve my lesson plans. 33% 56% 72% I regularly meet with other teachers throughout my school or district who teach in my same grade or subject area to plan and share resources. 77% 75% 82% My school implements a rigorous academic curriculum. 83% 96% 92% School-Based Goal: 4
The Jefferson Middle School teachers will use a backward planning (Understanding By Design) to blend short-term and long-term learning goals, provide appropriate assessments and deliver more purposeful teaching to meet the intended rigor of the Florida Standards. Teachers will collaboratively identify desired results, determine acceptable evidence, and plan learning experiences/ instruction that will result in deeper level of understanding and transfer for students. Strategies: Small number of action oriented staff performance objectives. Barrier Action Steps Person Responsible Time Table Budget In-Process Measure 1. Need for JMS leadership and staff to be trained on the Three Stages of Understanding by Design (UBD) Unit Planning. 1A. Send Principal, Assistant Principal, and two teacher leaders to the two day Understanding By Design Training. -Lori Spinner -Jasmine DeLaughter -Heather Mason -Michelle Freeman July District Professional Development Budget Needed District Created PowerPoints and UBD training Materials. 1B. Create PD Calendar for UBD Training throughout the first semester. -Lori Spinner -Jasmine DeLaughter -Heather Mason -Michelle Freeman July No Budget Needed UBD Training Calendars. 1C. Implement Training Plan for school wide training on UBD Stages 1-3 -Lori Spinner -Jasmine DeLaughter -Heather Mason -Michelle Freeman August- December 1D. Provide Teacher Collaborative Time to analyze existing sources in CPALMS and which reflect UBD planning models. -Lori Spinner -Jasmine DeLaughter -Heather Mason -Michelle Freeman August- December $1500.00 substitute funding providing teacher release time for collaborative days. -content PLC minutes -creation of iCPALMS account with district clones. 1E. .Purchase Understanding By Design Guide to Creating High Quality Units Lori Spinner Jasmine DeLaughter Beth Blocker July $969.60 Calendar Purchase Order
1F. Establish voluntary book study of UBD guidebook. -Lori Spinner -Jasmine DeLaughter -Heather Mason -Michelle Freeman May Meeting Agendas 1G. Protect Early Release Wednesday time for content area collaboration of UBD. -Lori Spinner -Jasmine DeLaughter -Department Heads (Ongoing) No Budget Needed Agendas 2. Need for new faculty members to be trained on school-wide formative assessment practices (as implemented in 14-15 SIP) which support Stage 2 of UBD. 2A. Facilitate training for new staff using Battelle Formative Assessment Pilot Program. -Lori Spinner -Jasmine DeLaughter -New staff members. September -- April District Professional Development Funds Training Agendas and Calendar and completed Formative Assessment Modules. 2B. Establish collaboration opportunities for program participants to share best practices and module formative assessment strategies to provide reinforcement during Stage 2 training. Lori Spinner Jasmine Delaughter New Teacher Leaders Feb- May No Budget Needed Training Agendas Share Site of Formative Assessment Resources. 3. Need for faculty Buy-In with UBD Process. 3A. Identify one teacher in each Department who will volunteer to implement an established UBD unit during the first nine semester. Lori Spinner Jasmine DeLaughter JMS Department Heads August CPALMS, ICPALMS, District UBD and LDC units. UBD Lesson Plans and Sharing Session with UBD Pioneers. 3B. Provide Best Practice Sharing Time for UBD Pioneers during faculty meetings and PD time. -Lori Spinner -Jasmine DeLaughter August- December Faculty Meeting Agendas
3C. Establish collaboration opportunities for all faculty to provide support during UBD development process. -Lori Spinner -Jasmine DeLaughter -Heather Mason -Michelle Freeman January -- June No Budget Needed UBD Lesson Plans, Meeting Agendas, Department Sharing Sessions 3D. Provide supportive feedback to teachers through UBD implementation process. -Lori Spinner -Jasmine DeLaughter -Heather Mason -Michelle Freeman August -Feedback forms -Informal observations EVALUATION – Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school. Quantitative Practice Outcomes: 100% of the Jefferson Middle School Faculty will be intensely trained on the Understanding By Design Framework. 100% of the Jefferson Middle School Faculty will produce an Understanding By Design Unit by the conclusion of the 15-16 school year. 100% of the Jefferson Middle School Faculty will implement the unit by the conclusion of the 2016 fall semester. 10 % of the Jefferson Middle School Faculty will implement an Understanding By Design Unit to implement in their classroom during the 2015 fall semester. These “UBD Pioneers” will share their “aha’s” with the faculty and create school wide UBD Best Practices. Qualitative Practice Outcomes: The Jefferson Faculty will achieve an average score of “Proficient” on the revised IPPAS Dimension 1: Instructional Design and Lesson Planning. A post survey utilizing the EDI survey instrument will reflect a 5% increase in faculty members agreeing with the elements reflected in Student Growth Measures, Professional Development and Instructional planning. Informal and Formal observations in Dimension 1/Elements 3and will reflect a 6% improvement in the % of teachers demonstrating distinguished performance on their annual summative evaluation as compared to observational feedback (14-15 resulted in 49% and 69% earning distinguished). Informal and Formal observations in Dimension 3/Element 4 will reflect a 10% improvement in the % of teachers demonstrating distinguished performance on their annual summative evaluation as compared to observational feedback (14-15 resulted in 37% earning distinguished).