October 2013 Teams conduct a needs assessment to identify supplemental and intensive interventions The teams create a list of interventions and an “if/then” column to help teachers identify appropriate interventions for students and appropriate assessments, both in terms of diagnostic and progress monitoring assessments. Additional Supplemental Interventions and additional training is identified and reported out at Instructional coaching networks (Math, Literacy, and SAC) for central office coordination and support. Pam Pacheco (Literacy) Fran Roy (Math) October 2013 October 2013 Funds to purchase additional interventional material and training. TBD. November 2013 Instructional coaching networks coordinate plans for professional development of teachers for tier II and tier III interventions. Pam Pacheco (Literacy) Fran Roy (Math) November 2013 November 2013 Stipends for Teachers TBD November 2013 Vertical Teams analyze Fall benchmarks to identify school trends, strengths, and weaknesses, as well as students in need of supplemental support, disaggregated by subgroup. School-Based Vertical teams, then create an action plan to improve large and small group instruction. Team Facilitators January 2014 January 2014 n/a February 2014 School-Based Vertical Teams analyze Winter benchmarks to identify school trends, strengths, and weaknesses, as well as students in need of supplemental support, disaggregated by subgroup. School-Based Vertical teams, then create an action plan to improve large and small group instruction. Team Facilitators February 2013 February 2013 n/a May 2014 School-Based Vertical Teams analyze Spring benchmarks to identify school trends, strengths, and weaknesses, as well as students in need of supplemental support, disaggregated by subgroup. School-Based Vertical teams, then create an action plan to improve large and small group instruction. Team Facilitators May 2014 May 2014 n/a
May 2014 Students administered Developmental Studies Center Development Project Scales District Wrap Around Zone Coordinator May 2014 May 2014 Developmental Studies Center Development Project Scales (QPR) of the Strategic Initiative Key: P = Process, O = Outcome Oct 2011 Jan 2012 April 2012 July 2012 Oct 2012 Jan 2013 2013 July 2013 Oct 2013 P O It is critical to provide a separate rating for the process of implementation (activities) and outcomes (early evidence of change as well as short-term outcomes and final outcomes). District Strategic Objective 3: Ensure success for all students through the development of students’ social and emotional wellness. B. Overall Lead (Objective): Ivone Medeiros, Executive Director of Special Education C. Initiative Number and Description: SO3.4 Provide differentiated support to students on identified social emotional needs. The wraparound zone initiatives (positive youth development, positive school and classroom climate, and home-school connections) represent core or tier 1 learning conditions in non-academic areas of focus. We understand that even with a sound core experience a small percent of students will still need tier 2 and tier 3 supports for the development of social emotional skills. Similar to the tiered model of (academic) instruction outlined in Strategic Objective 2, Initiative 3, the district embarked on redesigning a tiered model for non-academic needs based on the MTSS framework during the summer of 2012. The tenets of data driven decision making, referrel to Instructional Support Teams, and progress monitoring written for the academic D. Short term and Final Outcomes from the Initiative: Short Term Outcomes Students on tier 2 and tier 3 show an improvement in SEL skills as measured by selected instruments such as Developmental Studies Center Scales. Students on tier 2 and tier 3 plans show an increase in pro-social behaviour as measured by a 5% decrease in office referrals, suspensions, and individual student absenteeism, measured at least quarterly. Outcomes Students’ social emotional learning needs are being met within the tiered model of behaviour and therefore, the number of referrals to Special Education for emotional and behavioural disabilities concerns declines by 5%. E. Overall Lead (Initiative): District Wrap Around Zone Coordinator
Quarter I. Activities to Achieve the Outcomes for the Initiative J. Who will Lead? K. When will it Start? L. When will it be Complete? M. What Resources are Needed? September 2013 All educators conduct self-assessment and professional practice growth goals and student learning goals. Teachers and Principals September 2013 Pending n/a September 2013 Evaluators review Professional Practice Goals (PPG) for alignment with Improvement plans and district priorities and approve goals. Principals September 2013 Pending SIPs, AIP October 2013 OOI reviews PPG growth to check for alignment with PD activities—will activities lead to accomplished goals? SRV partners October 2013 October 2013 n/a November 2013 District level Professional Development Committee is convened examine evaluations of PD offerings, catalogue existing PD according to Teacher Standards and Level of Plan directed, etc.) as defined in Educator Evaluation Handbook, and to define gaps in PD system based on cited needs and goals of educators. Director of Professional Development November 2013 December 2013 n/a January 2014 Evaluators conduct mid-cycle formative evaluations with teachers in order to review progress on and/or revise PPG and Student Learning Goals. Data is compiled by SRV partner to identify teachers that are in need of more support and ensure proposed PD activities will meet intended outcomes. Executive Director of HR & SRV Partner January 2014 February 2014 n/a June 2014 Summer PD offerings, are aligned with district priorities and teachers’ needs, and are made available to teachers. Director of Professional Development June 2014 August 2014 Stipends for teachers and funding for PD providers. Quarterly Progress Rating (QPR) of the Strategic Initiative Key: P = Process, O = Outcome September 2012 December 2012 January 2012 March 2013 June 2013 August 2013 P O
Quarter I. Activities to Achieve the Outcomes for the Initiative J. Who will Lead? K. When will it L. When will it be Complete? M. What Resources are Needed? August 2013 Novice teachers receive three day orientation and formally assigned a district mentor. Mentor Coordinator August 2013 August 20201312 n/a August 2013 Teacher teams convene for school and district based initiatives (e.g., vertical teams, see SO1.2. RTI see SO2.3) Principals and OOI August 2013 June 2013 stipends Novice teachers meet bi-weekly with mentor for support and feedback. Mentor Coordinator September 2013 June 2014 n/a October 2013 Mentors submit monthly collaborative assessment logs to Mentor Coordinator for feedback. Mentor Coordinator and October 2013 May 2014 n/a January 2014 HR compiles formative evaluations of novice teachers to identify novice teachers in need of more support. HR connects with Mentor Coordinator to ensure support plans are meeting needs of novice educators. Executive Director of HR January 2014 January 2014 n/a June 2014 HR compiles summative evaluation ratings for novice teachers and works with Mentor Coordinator to improve mentor/induction process for upcoming year. Executive Director of HR June 2014 August 2014 n/a August 2014 The Human Resources department compiles a report on retention of effective educators (proficient or exemplary). Report is delivered to Superintendent and any teacher voice participation opportunities are redesigned. Executive Director of HR August 2014 August 2014 n/a Quarterly Progress Rating (QPR) of the Strategic Initiative Key: P = Process, O = Outcome September 2012 December 2012 January 2012 March 2013 June 2013 August 2013