Strategies (determined by what data) Task Task Task (PD) Point Person (title) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Dates 1. Maintain assistant Principal Carmen Concepcion date of employee District allotment Assistant Principal 9/1/17-6/9/18 Checkpoints: Oct. 13 Jan. 12 April 27 June 1 2. Arrange additional supports in the cafeteria as needed Assistant Principal Kristi Trangsrud Completed Support Plan/Schedule TA’s scheduled to provide support during each lunch N/A Dean of Students, Assistant Principal, Facilitator 9/1/17-6/9/18 Checkpoints: Oct. 13 Jan. 12 27 June 1 3. scheduling meetings during this time to ensure teacher duty free lunch is protected time Principal Carmen Concepcion Students safely supervised in the absence of their classroom teacher N/A All Staff 9/1/17-6/9/18 Checkpoints: Oct. 13 Jan. 12 April 27 June 1
4. School Behavior Matrix posted throughout the school and the cafeteria sets clear behavioral expectations for students and promotes positive behaviors. Discipline Committee Dean of Students Wythe Newberry BMT Devon Tolliver Reduced number of student discipline referrals and behavior issues in cafeteria. N/A Assistant Principal/ Kristi Trangsrud Dean of Students/ Newberry 9/1/17-6/9/18 Checkpoints: Oct. 13 Jan. 12 April 27 June 1 SMART Goal (2): Duty Free Instructional Planning Time Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours. Strategic Plan Goal: Recruit, develop, retain and reward a premier workforce Strategic Plan Focus Area: Retention Data Used: State Retention Data from the annual DPI school report card
SMART Goals: 90-Day Plan Goals. Strategic Plan Goal: Strategic Plan Focus Area: Data Used: Strategies (determined by what data) Task Task Task (PD) Point Person (title) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) 1. 2. 3. 4.
December - Re-assess small groups and use data protocol to assess growth, align standards and tasks, and create new common checkpoints and exit tickets. 2. In September, October, and November PLC teams will examine data regarding team and teacher practices as well as student achievement with DOK level 3 or higher tasks to guide semester two improvement plans, common assessments, and tiered student supports. MS teachers and teams will meet in PLCs or plan one-on-one with the MS facilitator to unpack standards, create exit tickets, choose complex tasks, and pace the levels of engagement throughout the lesson. MS teachers will also visit another language academy or meet with a district specialist when support is needed. MS teachers will also create common checkpoint assessments and adjust Tier 1 instruction and Tier 2 interventions through DDI of cycle and benchmark assessments. PLC teams, facilitators, and admin team PLC Agendas Student Work Samples Common and class assessments Hess Rigor Matrix for Literacy Unit/lesson plan reviews Classroom walkthroughs Off Campus Planning Days for all PLCs Other school visits 3. ILT will choose data protocol by October 20th, and begin using in weekly meetings by October 24th. In October, the team will introduce the data protocol and use it to guide discussion around Cycle 1 Assessment data. After small groups have been created based upon data, a short common PLC teams, facilitators, and admin team IPA materials, Leverage Leadership book, Achieve the Core, Assessments, Item bank in Mastery Connect Resident Experts
There is a need to refine our tiered PD, support, and monitoring to ensure appropriate implementation of classroom practices to result in improved student achievement. Responsible: Carmen Concepcion Kristi Trangsrud Desired Outcome: (What will be different if you are successful in addressing this priority?) Academic conversation strategies are happening throughout the school as PD is provided in incremental segments. Differentiated PD results in successful intention use of classroom practices that yield in positive student outcomes. Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) We believe staff capacity is at the heart of the problem because we are delving into academic conversations at a deeper level. Another reason would be the turnaround due to VIF/EPI teachers because we are cycling back through previous PD to build foundation. ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome (Focus on teacher practice and systems & processes) Person Completing Action Timeline Resources Needed / Source 1. Develop academic conversations PD plan for the year. It has been developed and shared. ILT team ILT academic conversation resources, Academic
evaluation rounds. Staff members will dig into Case 21 data, Reading 3D, and MAP data to determine student needs’ across grade levels. Intended Outcomes – on walkthrough data, differentiated PD will be planned for staff members. April – Continue monitoring and implementation of strategies/PD. on one. PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments Sept. - Dec 2017 Academic conversation PD plan Adjust PD plan as accordingly based on progress toward strategies Sept. - Dec 2017 Seeing academic conversations occurring in the classrooms Modeling and planning lessons that include academic conversations Sept. - Dec 2017 Walkthrough and observations Increased walkthroughs Sept. - Dec 2017 ILT agendas and coaching logs Increase coaching sessions
90-Day Action Plan – Priority #3 Continuous Improvement Initiative Focus Area (Big Rock) - (If applicable): School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) School Leader Responsible: Desired Outcome: (What will be different if you are successful in addressing this priority?) Root to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome (Focus on teacher practice and systems & processes) Person Completing Action Timeline Resources Needed / Source PROGRESS INDICATORS
ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome Person Completing Action Timeline Resources Needed / Source PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments Mastery Grading Procedures Plan – Required for All Schools Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.
Process of grouping students according to academic need by objective Katie Laver, Luz Pachon Resource teacher schedules Tutor schedules Master schedule Reach classes Middle School schedule Jan. 12 April 27 June 1 4. Additional Learning Opportunities All staff North Star Field Trips Arts and Science Council events Educational assemblies Cultural events OCR lessons NA All staff 9/1/17-6/9/18 Checkpoints: Oct. 13 Jan. 12 April 27 June 1 5. Late and make-up work School expectations for holding students accountable for completing assignments Grade Level Admin - Carmen Concepcion, Wythe Newberry, Kristi Trangsrud Incentive Plan Orientation for students Communicated grading plan to parents Teachers enter “absent” in gradebook with a date in the comment section as to NA Classroom teachers, facilitators 9/1/17-6/9/18 Checkpoints: Oct. 13 Jan. 12 April 27 June 1