Board Goal 1: Vary learning experiences to increase success in college and career pathways. District Focus Priorities 2016-2019 2017-18 Aligned Actions and Measurements (Current School Year Plan and Evaluation of previous year’s plan due September 1) Priorities: (Based on priorities identified by IE2, AdvancEd-AdvEd, Superintendent-S, Academic Division-AD, and Leadership Division-LD) Key Actions: (List as many actions as needed in each box.) Measured by: Owner(s): Resources Needed: Results of Key Actions from last year’s plan: (Due September 1) Priority Status: IP = In Progress FO = Fully 1. Organize, examine, and adjust instruction on student progress monitoring data. (AD) Use data, including RI and MI data, routinely in to differentiate instruction and adjust instructional focus. Integrate CTLS data into progress monitoring SLO assessments and analysis of teacher created common formative and summative assessment; student grade/ academic performance All teaching faculty members Wednesday levels; early release time, and ongoing CTLS training from our TTIS
2. Develop and deliver flexible formative assessments in all core content areas for monitoring student progress and adjusting instruction to meet individual student learning needs. (S) on the development and use of common formative assessments, via CTLS or teacher created assessments, for each instructional unit through collaborative teams/PLC’s. Use of Touchstones and other assessments using CTLS. Use of assessment data in collaborative team meetings to discuss next steps (accelerated intervention, extension activities, etc.) Agendas from collaborative meetings; TKES observations, anecdotal, unit plans, student data on assessments (teacher created and state tests); PLC/Collab team results Teachers & Admin Wednesday grade levels; Monday and Thursday protected planning for collaborative teams, Early Release Time and ongoing support for CTLS from our TTIS. 3. Implement critical Professional Learning Communities (PLC’s) by grade level/content areas to ensure success for students and teachers. (LD) Provide two protected planning days per week to ensure opportunities for PLC collaboration. Require each team to establish a firm meeting day, time, and create and submit an agenda for each meeting. Establish norms and a protocol for handling norm violations within each team. Adhere to a firm focus on the 4 questions during collaborative team meetings throughout protected planning time. visits to collaborative team meetings; review of agendas Teachers & Admin Mondays and Thursdays; Professional Learning on Wednesdays will be dedicated to this topic as needed to ensure successful implementation
4. Increase percentage of students reading on grade level. (S) (Based on CCRPI Reading Scores) Read 180 Implementation across all grade levels for readers at the 30th percentile or below. In addition, System 44 has been implemented for our lowest performing students in Reading who need basic/phonics instruction. ELL students receive intensive reading strategies using components of the ELL Read 180 program. RTI; Extended Day tutoring are offered to students below grade level or struggling academically. Study Skills class during Connections for select Special Education students. Continued on literacy in the content areas and the use of RI data to group and serve students. Milestone scores, CCRPI data, RI scores, teacher assessments, CTLS Touchstone data; team results Teachers & Admin 20-Day funds, Wednesday grade levels, Read 180/System 44 training and coaching visits; dedicated computers & headphones for Read 180 program and for small group lab; sub funds for training for all new Read 180 teachers
District Focus Priorities 2016-2019 2017-18 Aligned Actions and Measurements (Current School Year Plan and Evaluation of previous year’s plan due September 1) Focus Priorities: on priorities identified by IE2, Superintendent-S, Academic and Leadership Division-LD) Key Actions: (List as many actions as needed in each box.) Measured by: Owner(s): Resources Needed: Results of Key Actions from last year’s plan: (Due September 1) Priority Status: IP = In Progress FO = Fully Operational Identify, support, and evaluate local school innovations to increase student achievement. Not limited to those that require system waivers. (IE2) PAWS Time – Three weeks out of every month, teachers hold a small group POSITIVE advisement time to cover goal setting, behavior expectations, cyber citizenship, anti-bullying, etc. ZAP Time – On every Friday throughout the year, students who have a 0 will be redirected to ZAP (Zeroes Aren’t Permitted) to complete the assignment either during PAWS for Fun Friday time. Completed assignments will earn up to an 80%. Student behavior (5% reduction in referrals) due to improved teacher relationships; Improved academic grades and percent passing due to fewer 0’s and more completed work. Teachers and Admin Scheduled time for these lesson plans for PAWS
Provide targeted resources for students: 1. Not reading on grade level (Lexile) 2. Unsuccessful in Math/Algebra (Based on CCRPI Math/Algebra scores) 3. Not for graduation (S) 1. Implement Read 180/System 44 in all three grades and ELL classes; All students in grades 6 and 7 are scheduled for daily reading instruction as a separate course with a focus on reading skills and strategies. 8th graders with reading scores below 70th Percentile take Reading and below 30th Percentile take Read 180. 2. Offer Extended Day, Homeroom tutoring of special education students, Wildcat Tutoring Program to target specific weaknesses for all students in each subjects (Math lab, Reading lab, Science Social Studies, Writing Lab) 3. RTI process facilitated monthly by admin and counselors to help teachers carve out time to discuss strategies to help students be successful 4. Implementation of the Study Skills Connections class to support Special Education students who are struggling academically through targeted interventions, contracts, and support with organization, work habits, and work completion. 4. Utilize CTLS, Touchstones, and teacher created common assessments for data driven instruction. 5. Implement ZAP (Zeroes Aren’t Permitted) weekly to allow students a second opportunity to complete missing work. team results, CCRPI Scores, anecdotal, survey results CCRPI scores, class performance, RI & MI scores, teacher assessments, data reports, lists of students at risk of retention Admin, and teaching staff 20-Day funds, Wednesday grade levels, Read 180/System 44 training and coaching visits; dedicated computers & headphones for Read 180 program and for small group lab.
Identify and provide resources to increase opportunities for advanced, on-level, and remedial students to earn initial credit, embedded credit, dual credit, recovered credit, distance learning, and certifications in areas of student interest. (AD) N/A N/A N/A N/A N/A N/A (Priorities specific to school.) Common planning time for collaboration; early release days will be used to further develop PLCs, as well as Milestones data review. Master schedule designed for teacher schedules with only two Improved achievement data on CCRPI, student performance, Gap closure, etc. Admin and teachers None Goal 3: Develop stakeholder involvement to promote student success. District Focus Priorities 2016-2019 2017-18 Aligned Actions and Measurements (Current School Year Plan and Evaluation of previous year’s plan due September 1) Focus Priorities: (Based on priorities identified by IE2, Superintendent-S, Academic and Leadership Division - LD) Key Actions: (List as many actions as needed in each box.) Measured by: Owner(s): Resources Needed: Results of Key Actions from last year’s plan: (Due September 1) Focus Priority Status: IP = In Progress FO = Fully Operational
Priorities: (Based on priorities identified by IE2, Superintendent-S, Academic and Leadership Division-LD) Key Actions: (List as many actions as needed in each box.) Measured by: Owner(s): Resources Needed: Results of Key Actions from last year’s plan: (Due September 1) Focus Priority Status: IP = In Progress FO = Operational Ensure that teachers are well trained in the standards, learning engagement strategies, formative assessments, and student progress monitoring. (AD) Utilize rigorous interview questions to promote better, more in depth interviews. Hire special education teachers for special education openings and provide strong mentorship in to change the culture of SPED at Durham Survey data, retention, and school climate ratings Principal None Determine Professional Learning needs based on results of TKES and LKES evaluations. (IE2) Support teachers and leaders identified through TKES/LKES as needing support through conversations, observations, mentor teachers, opportunities to observe colleagues, etc. Support teacher goal-setting through TKES portal TKES/LKES ratings; Professional Learning Plans; Teacher goal setting Admin TKES/LKES Portal Other: (Specific to school.) All teaching and administrative staff will be trained as Microsoft Innovative Educators and complete this certification by the end of the year. MIE Training completion TTIS and all and staff TTIS Support, Wednesday grade level meetings for professioanl learning, use of Office 365.