Curriculum Standard 1 Teachers participate in developing curriculum maps/instructional focus calendars that provide the sequence of concepts, standards, and skills, and the time periods for teaching the content. Designated checkpoints using performance tasks, formative and summative assessments should be clear. A scope and sequence process or checklist is used to ensure that every element and standard will have designated instructional times within the maps. Some standards and elements require spiraling in the map design. August 30, 2012 – September 7, 2013 No cost Teacher Curriculum Maps/Instructional Focus Calendars Teachers are utilizing the curriculum maps and instructional focus calendars to sequence lessons. Vertical and horizontal teacher teams are familiar with grade level content maps/instructional focus calendars and can articulate how they are utilizing them.
Curriculum Standard 2 Curriculum units are designed to include multiple tasks and assessments that require students to demonstrate an in-depth understanding through higher order thinking. For example, students are asked to explain the causes and effects of global warming as opposed to only being asked to define global warming. August 6, 2012 – May 22, 2012 No cost Teacher Curriculum Units Teacher Assessments, etc. Student work samples Teachers and administrators understand that the goal is to teach fewer concepts but with a deeper understanding, as opposed to covering numerous concepts with no or limited understanding.
Curriculum Standard 3 Formative and summative assessment data are routinely disaggregated to adjust implementation of the curriculum and improve instruction. September 14, 2012 October 17, 2012 January 11, 2013 February 15, 2013 March 20, 2013 April 30, 2013 May 23, 2013 No cost Teacher Disaggregated formative assessment results Disaggregated summative assessment results Disaggregated teacher made assessment results Rubrics Teacher/student conferencing notes/SSPs Teacher and other instructional leaders analyze their formative and summative assessment data and can show the areas of need for all students. Teacher can explain how their instructional plans are adjusted based upon assessment data and student work. Principal and other school leaders are aware of the students who are struggling to meet standard, as well as those who exceed the standard and monitor their progress during classroom visits. Teacher can
Assessment Standard 1 Student data from assessment results (Writing Assessments, EOCT, etc.) is disaggregated to identify patterns for specific students or groups of students. Grade level and/or content area teachers and administrators collaborate to analyze data to determine learning priorities for the school improvement plan. August 22, 2012 – September 14, 2012 No cost Teacher Principal Instructional Disaggregated test data Agendas and minutes Classroom profiles, etc. Leadership and teacher can communicate the strengths and weaknesses identified in state assessment data at a variety of levels to include the school, individual grades, as well as classrooms. Assessment Standard 1 Performance targets are established to address student and desired outcomes at each grade level and/or content area. September 14, 2012 October 17, 2012 January 11, 2013 February 15, 2013 March 20, 2013 April 30, 2013 May 23, 2013 No cost Teacher Data room School Improvement Plan Grade/team plans Classroom profile sheets Performance targets Teacher’s assessments address the performance targets. Teacher can discuss the performance targets and know which students are meeting or exceeding the targets, as well as which students need additional instruction.
Assessment Standard 1 The school leadership meets with individual teachers to review their grade level outcomes by content area and to discuss the teacher’s plan for meeting individual student academic needs. September 14, 2012 October 17, 2012 January 11, 2013 February 15, 2013 March 20, 2013 April 30, 2013 May 23, 2013 No cost Principal Leadership Team Teacher Schedule of teacher meetings conference minutes Feedback forms Performance targets, etc. Teacher can articulate their grade level and classroom areas of focus and can describe their instructional goals for meeting individual student academic needs. Leadership can articulate the instructional focus for each grade level and monitor specific goals.
Assessment Standard 3 Students not meeting standard(s) are grouped according to assessment results and are assigned to safety net instruction, which occurs before, during, and after school. All extended learning sessions are monitored for effectiveness by analyzing data from assessments on a regular basis. August 6, 2012 – May 20, 2013 No cost Teacher Safety net rosters Student data Other program rosters with assessment results Formative assessments Summative assessments, etc. Students who need additional assistance in meeting the standards are enrolled in safety nets. Safety net instruction is continuously monitored and teacher can explain how students are moved in and out of the program based on assessment results.
Instruction Standard 2 Teachers develop questions for assessments as well as performance tasks that require critical thinking, application, etc. Teachers also utilize research-based instructional strategies and ask questions needed to assess students’ understanding of concepts during instruction. August 6, 2012 – May 20, 2013 No cost Teacher Open-ended questions on assessments Performance tasks Rubrics Graphic organizers Classroom assessments Posted essential questions, standards, etc. Feedback Forms Teacher demonstrates effective research-based instructional strategies and can explain how an assessment, performance task, etc., emphasize higher-order thinking and result in student understanding.
Instruction Standard 2 Teachers participate in professional learning on differentiated instruction. Appropriate support and follow-up is planned quarterly by the leadership team and in collaborative teacher meetings. Follow-up support may include planning teacher meetings on management of formative assessment data to guide differentiated instruction, facilitating work groups, varying tasks, etc., scheduling demonstration lessons and teacher observations, videotaping classes for additional professional learning. August 6, 2012 – May 20, 2013 $1,000 for for study groups Teacher Instructional Coach Principal Leadership Team Professional learning schedules, sign in sheets, agendas and minutes Classroom arrangements Sample activities and performance tasks in lesson plans Group assignment charts Student choice of assignments, etc. Observations indicate students working toward the same standard but in varying ways. Instruction may be paced or presented differently; tasks may vary based on interest and student needs. Teacher can explain how data supports differentiated instruction.
Instruction Standard 2 Collaborative teacher meetings are held to determine the approximate reading level of resources (textbooks, software, etc.) and to review the reading levels of students. Follow-up teacher meetings are held to clarify how these two sources of information will be used to plan appropriate instruction, provide students with resources that are accessible, and develop reading strategies. August 6, 2012 – May 20, 2013 $28,000 for software programs for students Teacher Instructional Coach Leadership Team Student reading data (ex. Lexile, Dibles, Gates) Reading level text assessments Agendas and minutes form teacher meetings: -to determine reading levels of text -to plan appropriate instructional strategies Conference notebooks, etc. Teacher can demonstrate a method used to determine the reading level of their textbooks or other reading material. Teacher uses instructional strategies necessary for students to understand and apply standards when the textbook exceeds the student’s reading level (e.g., Read aloud, questioning the author, etc.)
Professional Learning Standard 1 Teachers are engaged in planning professional learning experiences for the school and articulate the intended results of professional learning. This includes working with the principal and other staff to develop plans for monitoring the implementation of classroom strategies, creating a system of follow-up support, and identifying the results of these strategies on student learning. August 6, 2012 – May 20, 2013 $1,000 Teacher Leadership Team Principal School Improvement Plan which includes professional learning Evaluation of professional learning developed to demonstrate implementation and impact Awareness walk documentation Feedback form Student work Benchmark assessments, etc. School leaders and teacher can articulate what instructional strategies and practices are being implemented. School leaders and teacher can articulate the next steps for professional learning and for improving instruction. School leaders and teacher can articulate and show student work that is evidence that the implementation of these strategies has resulted in improving student learning.
School Culture Student, Family, & On the 3rd & 4th occasion that a student is absent from class, a Social Worker referral must be completed and sent to the School Social Worker. In addition, the Attendance Office Clerk will call and counsel parents regarding the requirements for their child to report to school on time every day. The Attendance Office Clerk will conduct a Mandatory Attendance Meeting with the parents/guardians/student and complete the Compulsory Attendance Form and carefully document the contents of the conference and file a copy of that form in the Attendance Clerk’s Office. The student will serve a major (1 hour) detention with the grade level team. The school will initiate the SST process on the student. Aug. 6 – May 20th No cost Teacher Attendance Office Clerk Social Worker SST Chairperson Social Worker Referral Contact log Student and parent will be held responsible for compulsory attendance and the student will demonstrate regular and punctual attendance as a result. School Culture Student, Family, & On the 5th & 6th occasion that a student is absent, the teacher will notify the parent. The Attendance Office Clerk will contact the parents/guardians to conduct another attendance meeting. Attendance violation letters will be sent home. The student will attend Saturday School (3 hours) and/or ISS. Further documentation will be collected through the SST process. The School Social Worker will conduct a home visit, if necessary. Aug. 6 10th $1000 Teacher Attendance Office Clerk Grade Level Administrator Contact logs Attendance Violation Letter Meeting minutes Student and parent are aware of attendance violation and make immediate steps to improve student attendance.
School Culture Student, Family, & On the 7th or more occasions that a student is absent, the teacher will complete another Social Worker Referral Form. The teacher will attach all the documents of previous actions taken to the referral. The School Social Worker will meet/counsel with the parent on the Attendance Policy and explain that any further absences will result in the filing of a petition in the Juvenile Court system. The parent will be provided services to assist the family with this issue. The Social Worker will carefully document the contents of the conference and file a copy of that form in the school Social Worker office. The student and parent will be notified that any further absences will result in a referral being made for a tribunal hearing for alternative school placement. Aug. 6 – May 10th No cost Teacher Social Worker Grade Level Administrator Social Worker Referral Previous documents Meeting minutes Juvenile Petitions Student and parent understands the importance of regular and punctual attendance and make steps to regulate student’s attendance. SMART Goal: Ensure that 60% of parents/guardians are actively involved in the school and knowledgeable about school events and support mechanisms as evidenced by 75% of customer satisfaction surveys by the end of spring 2013. School Keys Strands Actions, Strategies, Interventions Timeline Estimated Costs, Funding Person(s) Responsible Evaluation of Implementation and Impact on Student Learning Artifacts Evidence
Student, Family, & Community & Support Standard 1 The school offers scheduled informational sessions related to parenting skills to the community. Sept. 18th Dec. 4th Feb. 5th Apr. 16th No cost Principal Teachers Support Staff Parent invitation Flyers for the community on school marquee’ communications Newsletters with listing of events Sign-in sheets Session agendas, etc. Parents can communicate and implement newly acquired strategies/topics/ideas from parenting skills training. Parents explain how they support the school in assisting their children with their learning needs. Student, Family, & Community & Support Standard 2 The school offers a variety of volunteer opportunities for parents. Aug. 6 – May 20th No cost Home School Liaison Principal Support Staff Volunteer notebooks maintained to indicate specific area (cafeteria, office, classroom, etc.) Evidence of media center time provided to/by parents, etc. Parents can explain how the school involves parents through volunteer opportunities and how these volunteer opportunities directly support student learning.
Student, Family, & Community & Support Standard 3 The school counselor serves as a liaison with community agencies to provide services to student and parents. Aug. 6 – May 20th No cost School Counselor Principal Community service plan Community resource pamphlets Referral forms, documentation, etc. The school counselor is able to discuss the collaborative efforts with other community agencies to provide services to students and parents. They can articulate how these services support student relational, emotional, and academic needs.