Strategies: number of action oriented staff performance objectives) Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1.Limited number of people trained at school site in Kagan structures 2. Student frustration with individual 1.Provide ongoing professional development in Kagan structures 2.Create master schedule with Kagan team that introduces one structure per month and sets time for faculty to reflect on their implementation of structure in their lessons 3.Select another team of teachers at each grade level to receive Kagan training 4.Provide teachers opportunity to observe Kagan structures utilizing trained team and PD360 videos 1. Kagan team Principal 2.School Leadership Team 3.School Leadership Team 1.Preplanning Monthly PDD Early Release days and faculty meetings 2.August 2014 and quarterly review of progress with school leadership team 1. $800.00 for Kagan materials for teacher professional development library 3. $8,000.00 for seven teachers to attend weeklong training during the summer of 2015 4. $1,000.00 for substitutes to give teachers opportunity to observe Kagan structures throughout the building Faculty meetings agendas Classroom walk through data collected on student engagement quarterly based on DA 2. Not all teachers on staff familiar with C-Palms lesson planner 1.Select and a core teacher team with extensive knowledge on C-Palms plan with standards in mind 3.Provide ongoing professional development in C-Palms 4.Develop master Administration trainer 1.May 2014 1. $500.00 for substitutes C-Palms curriculum maps
Descriptions of Strategy Person Responsible Projected Completion Date Assign peer mentor with CET training to teachers with less than two of experience Administration August 2014 Assign mentor council representative to attend and disseminate information to mentors and mentees Administration, mentor council representative August 2014 Provide observation time for new teachers with a teacher who is highly effective Administration, Literacy Coach December 2014 Provide updated staff handbook and entry checklist for all employees Administration, Secretary August 2014 Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching and/or who are not highly effective. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]). Number of staff and paraprofessionals that are teaching out-of-field/and who are not highly effective Provide the strategies that are being implemented to support the staff in becoming highly effective To be added: teachers who are teaching ESOL students without it on their certificates Provide professional development opportunities for teachers to receive certification through district trainings offered multiple times during the school year and summer. Send reminder notifications to teachers and meet with them to develop a plan for meeting ESOL requirements 4 Teachers-Susan Bobbitt, Kristy Coons, Susan Furtado, Ronda Paulick Teachers are notified at the beginning of the year of the ESOL students that are in their classroom. Information is sent to the school board for approval. ESOL classes and information are provided to staff and each teacher is required to take at least one class during the school year. ALIGNMENT OF SCHOOL IMPROVEMENT PLAN AND TITLE I SCHOOLWIDE PLAN Required Elements of a Title I Schoolwide Plan (SWP) /School Improvement Plan (SIP) Check the area(s) where each element is addressed in the SIP. Additional information and references from I of the Elementary and Secondary Education Act (ESEA):
System Incorporate instruction by highly qualified teachers _x_Highly Qualified Teachers All instructors working in a Title I school are required to be Highly Qualified (Section 1119). If you have personnel that do not meet the requirements, list strategies to support staff to become highly qualified. Include strategies that support high quality and ongoing professional development for teachers, principals, and paraprofessionals _x_Best Practice _x_Strategies _x_MTSS Each school receiving Title I funds shall devote sufficient resources to effectively carry out this requirement. Include strategies to attract high quality, highly qualified teachers _x_Highly Qualified Teachers Schools must indicate how they mentor, attract and retain high-quality and highly qualified teachers. Include strategies to increase parent involvement _x_Parental Involvement Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan may be used to meet the requirements of this section in the SIP. Include strategies that assist preschool children in the transition from preschool to kindergarten _x_Transition from Preschool Elementary schools must identify how they will assist students in childhood programs, such as Head Start and VPK, with the transition into elementary school. Include teachers in using student achievement data to plan the overall instructional program _x_ Analysis of Current Practice _x_Strategies x__MTSS Described in Section 1111 (b) (3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. Provide additional assistance for low-achieving students that shall include measures to ensure that students’ difficulties are identified in a timely manner _x_MTSS Every school is required to incorporate strategies on how they will address the needs of low performing students that experience difficulty mastering the proficient and advanced levels of academic achievement standards (Section 1111 (b)). Specify coordination with other federal, state, and local programs Schools should include any alignment to other state, federal and local programs that support