P.L. 221

School Improvement Plan - 2014-2015

Generated on June 11, 2014 at 1:32 PM

Central Middle School (2955)

Kokomo-Center Twp Con Sch Corp

Kokomo, IN













This plan will be revised annually. Updates may be found each June at http://www.asainstitute.org/publicsip. The plan was developed with assistance from the:

ASAI

American Student Achievement Institute
3925 E. Hagan St. Suite 105
Bloomington, IN 47401
Phone: 812-349-4142
Email: asai@asainstitute.org
Website: http://www.asainstitute.org


Table of Contents

School Improvement Plan Introduction r. . . . . . . . . . . . . . . . . . . . . . 3

Who Wrote this School Improvement Plan? r. . . . . . . . . . . . . . . . . . . . 4

Vision Statement r. . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Academic Goals r. . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Comprehensive Needs Assessment / Areas of Concern r. . . . . . . . . . . . . . . . . 10

Strategies r. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Strategy Data r. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

To-Do List r. . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Professional Development Summary r. . . . . . . . . . . . . . . . . . . . . . 16

Relationship Report: Areas of Concern / Strategies / Achievement Goals r. . . . . . . . . . . . . 17

Force Field Excerpt r. . . . . . . . . . . . . . . . . . . . . . . . . . 19

Continuous Improvement Timeline r. . . . . . . . . . . . . . . . . . . . . . . 20

















School Improvement Plan Introduction

Central Middle School

This school improvement plan was developed using a vision-based and data-driven process called Vision-to-Action that was developed by the American Student Achievement Institute. In addition to containing the strategies our school and community identified as key to raising student achievement and closing achievement gaps in our school, this plan contains strategies that meet the expectations of:

American Student Achievement Institute

Indiana Rules and Regulations Priority

Participation

The following people were involved in developing this School Improvement Plan

  • Teachers
  • Students
  • Parent representatives
  • Community representatives

Process

Those involved in developing this School Improvement Plan participated in a series of discussions related to the Vision-to-Action steps:

  1. Establish a local culture of high expectations
  2. Create a common vision for student success
  3. Analyze achievement data and set realistic data targets for each of the next three years
  4. Analyze force field data and identify concerns within the following areas.
  5. Research strategies to address our concerns and select high-leverage strategies to implement
  6. Develop a to-do list for each strategy

Using Data for Decision-Marking

The Vision-to-Action process relies heavily on data as a foundation for decision-making.

  1. Achievement Data - To what degree are students prepared for success at the next educational level, and ultimately for successin postsecondary education and a global economy?
  2. Force Field Data - What conditions in the school and community interfere with high student achievement?
  3. Strategy Data - Is the strategy having the desired impact on adults and students?

Implementation Next Year

Our work next year will be guided by the to-do list that we have developed for each strategy.

Questions about the School Improvement Plan should be directed to the building principal.


Who Wrote this School Improvement Plan?

Many individuals were involved in the creation of this school improvement plan.


Groups and Roles

The Steering Team is comprised of educators, a parent, and a business representative. The Steering Team's role is to help the Full Faculty and Community Council 1) analyze data, 2) discuss key questions related to school improvement planning in an open and honest manner, and 3) reach consensus in decisions related to school improvement.


The Full Faculty is made up of all educators. The role of the Full Faculty is to 1) analyze data, 2) discuss key questions related to school improvement planning in an open and honest manner, and 3) reach consensus with each other and the Community Council for decisions related to school improvement.


The Community Council is comprised of parents and representatives of community stakeholder groups. All parents were invited to be part of the Community Council and any interested parent was welcome to join the Council. The role of the Community Council is to 1) analyze data, 2) discuss key questions related to school improvement planning in an open and honest manner, and 3) reach consensus with each other and the Full Faculty in decisions related to school improvement.


The Student Body includes every student enrolled in the school. The role of the Student Body is to 1) review data, 2) discuss key questions related to school improvement planning in an open and honest manner, and 3) provide input for the Full Faculty and Community Council.


Discussion Topics

The Full Faculty, Community Council and Student Body participated in guided discussions about the following topics. Written summaries of all discussions were developed and are on file at the school.


Discussion 1: Global Economics


Discussion 2: Vision for Student Success


Discussion 3: Achievement Data Analysis and Achievement Goals


Discussion 4: Force Field Data Analysis (student needs) and Areas of Concern Discussion 5: Strategy Selection


Steering Team


Eric Augustus - Administrator


Patricia Brandon - Teacher


Julie Canady - Teacher


Connie Clark - Community Representative (Business)


Heather Cusick - School


Sunah Flores - Parent/Guardian


Daniel Hererra - Parent/Guardian


Holly Herrera - Administrator


Dorothea Irwin - Administrator


Vickie Linehan - Teacher


Lori Magnuson - Community Representative


Erica Moore - Teacher


Pat O'Brien - Teacher


Justin Smith - Teacher


Melissa Wilson -


Strategy Chairs


Eric Augustus


Heather Cusick


Patricia O'Brien


Shara Periman


Community Council


Casey Cline - Youth Service


Keith Hair - Community


Daniel Herrera


Dorothea Irwin - Administrator


Jennifer Ogle - Parent


Dick Sandburn - Business


Misti Sukle - parent






Vision Statement

The Vision Statement was developed by all educators, all students, and members of the community and is reviewed and updated annually. The foundation of the statement identifies the core convictions upon which this school improvement plan is built and answers the question, "What do our students deserve in order to be successful learners, responsible citizens, and productive members of a global economy?" The second part of the vision statement describes ideal adults who are striving to provide students with the things they deserve in order to achieve at a rigorous level. The third part of the vision statement describes ideal students in a school and community where adults live by their convictions. The last part of the vision statement includes ideal data that represent the community's dreams. This lofty data serves as the focal point for the remainder of the school improvement plan and requires the school and community to work toward every student succeeding at a high level.




We believe all students deserve:

a purposeful, enthusiastic, and dedicated teacher that is knowledgeable in their subject area, has a professional demeanor, and gives prompt feedback. We believe that students deserve teachers that care about them outside the classroom. We believe that all students deserve a quiet, safe, positive, and nurturing environment without distractions, that is conducive to learning. We believe that all students deserve equal access to tools, books, technologies, cultural enrichment, and educational opportunities. We believe that all students deserve consistent expectations and consequences, and should be given a chance to succeed. We believe that students deserve respect and should be pushed to achieve. We believe that all students deserve a well rounded, diverse, and quality curriculum with structure, predictability, and meaningful activities. We believe that all students deserve IEPs if needed, and added assistance. We believe that students deserve an equal opportunity to learn and help to reach their goals and help in building their futures. We believe that students deserve to have proper nutrition with enough time to eat. We believe that all students deserve a college education and less high stakes testing. We believe that students deserve community and parental support that expresses a value to education and the variety of learning experiences.


The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Central Middle International School aims to develop challenging programs of international education and rigorous assessment. Central Middle School encourages students to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


All adults in our community are living by these core convictions daily and as a result, show the following attitudes and actions:

As we live with these core convictions about students, the following attitudes and actions are present in our educators. Teachers at Central Middle International School are professional, energetic, flexible, and life long learners. Teachers use a variety of teaching styles while recognizing the learning styles of their students; they believe that all students can achieve at some level. Teachers communicate high expectations for students and even teach beyond the standards. Teachers take time with students, award them when they achieve, and listen to the needs of their students. Teachers utilize a team teaching approach incorporating rotational and special education classes. They design lessons that are highly engaging, using real world simulations and situations to make learning meaningful. Inclusion is practiced with special Education students with IEPs who are given extra time and other necessary accommodations that the classroom teacher utilizes. Teachers are enthusiastic about their subject areas and implement the best practices instilled by the professional staff development support from the administration, both district wide and school wide. Teachers use technology in both instruction and assessment. Teachers keep parents informed about the problems their children may be experiencing in the classroom and work together in the grade level teams and with parents to help the students turn their weaknesses into strengths.


In this environment where all adults are living by their core convictions, all students:

are fully engaged in the learning process. All students are motivated and ready to learn, with a good sense of self and a desire to learn how to set goals for themselves, while participating fully in both the academic and extracurricular spheres of the middle school. All students are capable of learning; they are good writers and speakers, with the proper level of maturity for their age. They make effective use of time and have common sense and good humor. They are eager and prepared to learn despite home circumstances. In the classroom and throughout the areas of school influence, students are polite, kind, responsible, cooperative; respectful of authority, themselves, and other students. In their classroom duties/ activities, they are punctual, organized, have all necessary materials for the class, have homework done, and meet deadlines set by the teacher, while putting forth their best efforts at all times. Students expect to participate fully in the classroom, with attention, open minds, and a positive, nonjudgmental attitude to help themselves and others to achieve the required goals. They ask questions when they need clarification, and are focused on understanding the importance of practicing the skills they learn. All students can work in cooperative and collaborative groups, contributing their best effort for the achievement of the group goals. Our students support one another in efforts to learn and share information and skills, and see themselves as contributing members of their community, utilizing their talents to reach out and serve others. All students look to the future and map out strategies for it, working hard towards their goals and taking pride in their successes, while learning from the failures along the way. All students wear the school uniform that reflects pride in appearance and a serious attitude about their academic, societal, and civic responsibilities. All students should experience a social, emotional and personal growth in Career Awareness.


As a result of these efforts, our school's student achievement data is as follows:

% of students who pass ISTEP Math & English: 100%


% of students who can read at grade level or above: 100%


% of students who pass all core subject areas: 100%


% of students who Pass Algebra ECA: 100%


% of students who Earn High School Credit in Spanish: 100%






Academic Goals

The academic goals were established after a thorough analysis of multiple achievement data assessments including the state math assessment, state English / language arts assessment, student mastery of each Indiana Academic Standard, and report card grades. A full list of academic assessments is found in the Force Field Excerpts section of this plan. Other types of data are discussed in the Needs Assessment section of this plan.


The Full Faculty, Community Council (including parent representatives), and Student Body were involved in the analysis of the achievement data. The following questions were addressed during the data analysis.


How does this data compare to our vision (ideal) data?


What specific data fields disturb us?


What specific data fields please us?


Where do we observe achievement gaps?


Using a consensus based decision-making model, the Full Faculty and Community Council (including parents) first identified a small number of broad academic areas on which the school and community agreed to focus their energy next year. Then, the teachers and Community Council members "drilled down" the data within those areas and identified specific courses or academic standards that, if improved, would impact the broader academic areas. Both the broad academic areas and the specific academic areas are included as goals below. Data targets that the educators and community members felt most strongly about were then provided to the students for their input. Finally, the educators and community members agreed to numerical goals that the school would strive to reach by the end of next school year. These goals fall between the current student data and the vision (ideal) data.


When reading the data tables below, please note that the title of each table includes:


The group of students targeted to meet the goal


The benchmark that those students will reach


The numbers in the tables reflect baseline data for past years and the target data for future years. The "vision data" represents our ideal data. It is the mission of our school to work toward this ideal.




All Students - International School - ISTEP+ English

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
63% 84.1 85 83.3 87   89   91   93  

Vision Data 
100%



All Students - International School - ISTEP+ Math

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
68% 82.9 84 85 86%   88%   90%   92  

Vision Data
100%



All Students - Problem Solving Math - Pass ISTEP+ Math Problem Solving

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
30% 45% 47% 69 71 68 73   75      

Vision Data
100%



Bottom 25% Subgroup High Growth - Pass ISTEP+ English/LA

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
19.8% 16.8 18.8% 18 20.8%   22.8%   24.8   27  

Vision Data
100% 



Bottom 25% Subgroup with High Growth - ISTEP+ Math

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Target Actual Target Actual Target Actual Target Actual Target
Actual Target Actual
15.7% 12.7 14.7% 18.1 20.1   22.1   24.1   26.1  

Vision Data
100%



Comprehensive Needs Assessment / Areas of Concern

The Areas of Concern were established after a comprehensive needs assessment that included a survey of all educators, all students, parents and community members. Survey data for students and parents were disaggregated by ethnicity and economic level. The needs assessment also included a collection of data that reflected specific student needs (e.g. attendance rate), and a summary of discussion responses to inquiry questions about areas that might be interfering with learning in the school and community. The collection of data provided information about the school's expectations for student achievement, curriculum, instruction, classroom assessment, extra help, student guidance and the learning environment.


All educators and the Community Council (including parent representatives) were involved in the analysis of the student needs data. Specific attention was given to areas within the classroom that are interfering with learning. The following questions were addressed during the data analysis.


What data indicate an area that is interfering with achievement in our targeted academic areas for improvement?


What data indicate an area that is interfering with achievement for the student group we have targeted for improvement?


The student body was asked to respond to an open ended question, "What is interfering with learning at our school?"


Using a consensus based decision-making model, the Full Faculty and Community Council identified key areas that concerned them because they were interfering with students' ability to reach the established academic goals and more specifically, were interfering with the achievement of the targeted student group. The Full Faculty and Community Council agreed to address these Areas of Concern through targeted strategies next year.


The student needs assessment will be conducted again in the future to analyze the impact of the strategies included in this plan.


The Areas of Concern identified by our Full Faculty and Community Council (including parents) are listed below.




Areas of Concern

We are concerned that... Students are not utilizing teachers and self-directed study time.


This is a concern because a large percentage of teachers are not seeing work turned in consistently though students are giving ample time in class and enrichment period to do work.




We are concerned that... our school provide and Encourage Rigorous Curriculum




We are concerned that... our students maintain good Attendance




We are concerned that... we utilize instructional methods to address student needs in a Focused Academic Area




We are concerned that... we utilize instruction methods to address the needs of a Focused Student Group




We are concerned that... our school provide guidance to students and their parents to create/maintain a Graduation Plan




Strategies

Strategies were established after identifying 1) Achievement Goals (see the Achievement Goals section), and 2) Areas of Concern


(see the Needs Assessment - Areas of Concern section). Educators researched possible strategies for addressing each Area of Concern and then presented possible strategies to Full Faculty and Community Council for their consideration. The student body was provided with a list of Areas of Concern and asked to provide their input regarding strategies the school and community could employ to address the concerns. Using a consensus based decision-making model, the Full Faculty and Community Council (including parent representatives) agreed to several strategies to implement next year.


Strategy Data: Strategy data will help the Full Faculty and Community Council determine the degree to which the strategy has changed adult practices. Baseline data was collected this year. Follow-up data will be analyzed at the end of each semester next year. Combined with the needs assessment data (including student surveys) and the achievement data, our school will have a good understanding of the success of the strategies in meeting student needs. The strategy data tables can be found in the Strategy Data section of this plan.


Strategy To-Do Lists: Each strategy has been assigned a Strategy Chair. In some cases, the Strategy Chair asked others to form a Strategy Task Force. For almost all strategies, the Strategy Chair developed a detailed "To-Do" list that includes activities related to 1) implementation, 2) professional development, 3) anti-resistance (helping those impacted by the strategy to embrace the strategy), and 4) strategy evaluation. The strategy to-do lists can be found in the Strategy To-Do List section of this plan.


The strategy titles and descriptions are listed below:




Strategies

Attendance


Teachers actively encourage perfect attendance, and the school rewards students who receive perfect attendance through the awards program. Teachers report attendance daily via Power School. Students and parents will be contacted with an


attendance update every midterm and 9 week period. Continued unexcused absences will be referred to the School Attendance Officer for investigation. Our policy includes sending letters and holding meetings with parents and if need be further legal action.


Impact Level: High Impact - Inside Focus: General


Encourage Rigorous Curriculum


All IB (International Baccalaureate) teachers have developed vertical year long plans identifying State standards and International Baccalaureate MYP (Middle Years Program) criterion. From this vertical map teachers will develop three to six week units with a focus on project based learning. Project based learning encourages students to take responsibility for their own application of learning as they integrate the material attained during a unit into a project that assesses true learning. The assessment will grade students on identified MYP criterion and scored based on IB grades. Impact Level: High Impact - Inside


Focus: Specific


Focused Academic Area


All students are given four Acuity tests each school year. A portion of each Math Acuity test focuses on problem solving standards. Prior to the first Acuity test Math teachers will use ISTEP+ scores from the previous school year to determine their baseline data for each student. After each Acuity test in October, January, March, and May Math teachers will submit their percentage of pass rate to the strategy chair. Students who do not show mastery in problem solving will be assigned Acuity remediation by their Math teacher. The primary mode for teaching problem solving will be through Agile Mind. Agile Mind is a computer based program which focuses on problem solving methods for teaching Math. Impact Level: High Impact - Inside


Focus: Specific


Focused Student Group


The bottom 25% of our student population will be identified from last years ISTEP+ data. Their ISTEP+ data will be used as baseline data for Math. The students identified as the bottom 25% will receive remediation and/or attend an acuity lab twice a week. Math teachers will assign the Acuity remediation based on their performance from the four Acuity tests throughout the year. Math teachers will submit overall individual mastery of student math standards to the strategy chair. Impact Level: High Impact - Inside


Focus: Specific


Graduation Plan


All 6th grade students along with their parents will meet with the school counselor to develop an initial graduation plan. Prior to the completion of Grade 9, each studentâin consultation with the studentâs school counselor and after seeking consultation with each studentâs parentsâshall further develop the plan. The plan will include: A statement of intent to graduate from high school and an acknowledgement of the importance of: good citizenship; school attendance; and diligent study habits. Students will meet with counselors, teachers, and their parents/guardians each year to assess and record their academic progress, interpret test scores, schedule appropriate middle school and high school courses, prepare for graduation from high school, and begin making initial career and post-secondary education plans for life after high school. The plan will be part of the student's permanent record.


Impact Level: Low Impact


Focus: General






Strategy Data

Strategy data will help the teachers and Community Council determine the degree to which the strategy has changed adult practices. Baseline data was collected this year. Follow-up data will be analyzed at the end of each semester next year. Combined with the needs assessment data (including student surveys) and the achievement data, our school will have a good understanding of the strategy's success in meeting student needs. The strategy data tables below indicate 1) the group of adults or students that are expected to change as a result of this strategy, 2) the desired practice(s), and 3) what the school will count to determine the degree to which the practice(s) changed.



Encourage Rigorous Curriculum


percent of teachers who implement IB scoring based on criterion assessments

Baseline 13-14 Follow Up
14-15
1st Semester / 1st Trimester
Follow Up
14-15
2nd Semester / Last Trimester
Actual Target Actual Target Actual
66% 83%   83%  




Focused Student Group


percent of classroom teachers who implement the use of data for remediation


Baseline 13-14 Follow Up
14-15
1st Semester / 1st Trimester
Follow Up
14-15
2nd Semester / Last Trimester
Actual Target Actual Target Actual


 
 




To-Do List

After the strategies were selected for next year, each strategy was assigned to a Strategy Chair. In some cases, the Strategy Chair asked others to form a Strategy Task Force. For almost all strategies, the Strategy Chair developed a detailed "To-Do" list that includes activities related to 1) implementation, 2) professional development, 3) anti-resistance (helping those impacted by the strategy to embrace the strategy), and 4) strategy evaluation. At the beginning of next year, each strategy chair will go over their strategyâs "To-Do" list with the entire faculty. Throughout the year, each strategy chair will check off each strategy activity as it is completed. At the end of the first semester, each strategy chair will present the percentage of completed activities to the Full Faculty and Community Council. If the strategy activities were not fully implemented, the chair will facilitate a discussion about changes that will occur during the second semester to ensure that all activities are completed.


Report by strategy. Showing completed and yet-to-be-completed action steps.


Encourage Rigorous Curriculum

Aug 6, 2014: assessment/ IB meetings Person: Lori Magnuson Aug 6, 2014: staff meeting/ expectations Person: Holly Herrera


Aug 6, 2014: team meeting Person: Holly Herrera Aug 6, 2014: team meetings Person: Holly Herrera Aug 13, 2014: team meeting Person: Holly Herrera Aug 13, 2014: team meetings Person: Holly Herrera Aug 20, 2014: team meeting Person: Holly Herrera Aug 20, 2014: team meetings Person: Holly Herrera Aug 27, 2014: team meeting Person: Holly Herrera Aug 27, 2014: team meetings Person: Holly Herrera


Sep 3, 2014: team meeting Person: Holly Herrera Sep 3, 2014: team meetings Person: Holly Herrera Sep 10, 2014: team meeting Person: Holly Herrera Sep 10, 2014: team meetings Person: Holly Herrera Sep 17, 2014: team meeting Person: Holly Herrera Sep 17, 2014: team meetings Person: Holly Herrera Sep 24, 2014: team meeting Person: Holly Herrera Sep 24, 2014: team meetings Person: Holly Herrera


Oct 1, 2014: team meeting Person: Holly Herrera Oct 1, 2014: team meetings Person: Holly Herrera Oct 8, 2014: team meeting Person: Holly Herrera Oct 8, 2014: team meetings Person: Holly Herrera Oct 15, 2014: team meeting Person: Holly Herrera Oct 15, 2014: team meetings Person: Holly Herrera Oct 22, 2014: team meeting Person: Holly Herrera Oct 22, 2014: team meetings Person: Holly Herrera Oct 29, 2014: team meeting Person: Holly Herrera Oct 29, 2014: team meetings Person: Holly Herrera


Nov 5, 2014: team meeting Person: Holly Herrera Nov 5, 2014: team meetings Person: Holly Herrera Nov 12, 2014: team meeting Person: Holly Herrera Nov 12, 2014: team meetings Person: Holly Herrera Nov 19, 2014: team meeting Person: Holly Herrera Nov 19, 2014: team meetings Person: Holly Herrera Nov 26, 2014: team meeting Person: Holly Herrera


Nov 26, 2014: team meetings Person: Holly Herrera


Nov 30, 2014: Collect fall data: percent of teachers who implement IB scoring based on criterion assessments PersonDec 3, 2014: team meeting Person: Holly Herrera Dec 3, 2014: team meetings Person: Holly Herrera Dec 10, 2014: team meeting Person: Holly Herrera Dec 10, 2014: team meetings Person: Holly Herrera Dec 17, 2014: team meeting Person: Holly Herrera Dec 17, 2014: team meetings Person: Holly Herrera


Dec 24, 2014: team meeting Person: Holly Herrera


Dec 24, 2014: team meetings Person: Holly Herrera Dec 31, 2014: team meeting Person: Holly Herrera Dec 31, 2014: team meetings Person: Holly Herrera


Jan 7, 2015: team meeting Person: Holly Herrera Jan 7, 2015: team meetings Person: Holly Herrera Jan 14, 2015: team meeting Person: Holly Herrera Jan 14, 2015: team meetings Person: Holly Herrera Jan 21, 2015: team meeting Person: Holly Herrera Jan 21, 2015: team meetings Person: Holly Herrera Jan 28, 2015: team meeting Person: Holly Herrera Jan 28, 2015: team meetings Person: Holly Herrera


Feb 4, 2015: team meeting Person: Holly Herrera Feb 4, 2015: team meetings Person: Holly Herrera Feb 11, 2015: team meeting Person: Holly Herrera Feb 11, 2015: team meetings Person: Holly Herrera Feb 18, 2015: team meeting Person: Holly Herrera Feb 18, 2015: team meetings Person: Holly Herrera Feb 25, 2015: team meeting Person: Holly Herrera Feb 25, 2015: team meetings Person: Holly Herrera


Mar 4, 2015: team meeting Person: Holly Herrera Mar 4, 2015: team meetings Person: Holly Herrera Mar 11, 2015: team meeting Person: Holly Herrera Mar 11, 2015: team meetings Person: Holly Herrera Mar 18, 2015: team meeting Person: Holly Herrera Mar 18, 2015: team meetings Person: Holly Herrera Mar 25, 2015: team meeting Person: Holly Herrera Mar 25, 2015: team meetings Person: Holly Herrera


Apr 1, 2015: team meeting Person: Holly Herrera Apr 1, 2015: team meetings Person: Holly Herrera Apr 8, 2015: team meeting Person: Holly Herrera Apr 8, 2015: team meetings Person: Holly Herrera Apr 15, 2015: team meeting Person: Holly Herrera Apr 15, 2015: team meetings Person: Holly Herrera Apr 22, 2015: team meeting Person: Holly Herrera Apr 22, 2015: team meetings Person: Holly Herrera Apr 29, 2015: team meeting Person: Holly Herrera Apr 29, 2015: team meetings Person: Holly Herrera


May 6, 2015: team meeting Person: Holly Herrera May 6, 2015: team meetings Person: Holly Herrera May 13, 2015: team meeting Person: Holly Herrera May 13, 2015: team meetings Person: Holly Herrera May 20, 2015: team meeting Person: Holly Herrera


May 20, 2015: team meetings Person: Holly Herrera


Jun 30, 2015: Collect spring data: percent of teachers who implement IB scoring based on criterion assessments Person:


Focused Student Group

Sep 1, 2014: leadership team meetings Person: pat obrien


Oct 6, 2014: leadership team meetings Person: pat obrien


Nov 3, 2014: leadership team meetings Person: pat obrien


Nov 30, 2014: Collect fall data: percent of classroom teachers who implement the use of data for remediation Person:


Dec 1, 2014: leadership team meetings Person: pat obrien


Jan 5, 2015: leadership team meetings Person: pat obrien Feb 2, 2015: leadership team meetings Person: pat obrien


Mar 2, 2015: leadership team meetings Person: pat obrien


Apr 6, 2015: leadership team meetings Person: pat obrien


May 4, 2015: leadership team meetings Person: pat obrien


Jun 30, 2015: Collect spring data: percent of classroom teachers who implement the use of data for remediation Person:


Professional Development Summary

Alignment with the School Improvement Plan: The Professional Development Summary is directly aligned with strategies found in the School Improvement Plan. Professional development activities enhance educator's knowledge within one or more of the following areas: a) expectations, b) curriculum content, c) classroom instruction, d) classroom assessment, e) extra help, f) guidance, and g) the learning environment. The amount of funding allocated for each professional development activity and the funding source is listed for each professional development activity.


Effective Learning Process: The Professional Development Summary was written by teacher-leaders and includes activities that will help teachers develop the knowledge and skills needed to successfully implement the strategies listed in the School Improvement Plan. The plan includes a variety of formats for professional development. Activities have been embedded in the school day as appropriate. The plan also includes activities designed to provide teachers with feedback over time. Finally, "strategy data" is collected for comprehensive strategies that identifies the degree to which the strategy has brought about a positive changes in adult practices.


Professional Growth Environment: Each strategy is supported by a "strategy chair." Strategy chairs are responsible for 1) writing


(with support from colleagues) a strategy plan including on-going professional development activities, anti-resistance, and evaluation activities, 2) providing on-going mentoring to their colleagues in the implementation of the strategy, 3) analyzing the effectiveness of the strategy, and 4) making a recommendation to the faculty with respect to whether or not the strategy should be sustained.




Encourage Rigorous Curriculum

assessment/ IB meetings


Brief Description: IB philosophy assessment


Intended Participants: Teachers, Administrators


Date: Aug 6, 2014


Activity Purpose: Skill Building, Feedback/Support, Refinement


Activity Format: Study Group, Collaborative Problem Solving Funding:


Does this activity occur during the school day? Yes






Focused Academic Area

No professional development is needed for this strategy.




Focused Student Group

No professional development is needed for this strategy.




Relationship Report:

Areas of Concern / Strategies / Achievement Goals

This report shows the relationship between the Areas of Concern, Strategies, and Achievement Goals. For each Area of Concern, the report shows 1) the strategies that will enable the school to successfully address the concern and 2) the achievement goals that will be positively impacted when the concern is successfully addressed.




We are concerned that... Students are not utilizing teachers and self-directed study time.


Data Targets Influenced by This Concern:


All Students - Problem Solving Math -- Pass ISTEP+ Math Problem Solving Strategies to Impact This Concern:


Encourage Rigorous Curriculum


Focused Academic Area




We are concerned that... our school provide and Encourage Rigorous Curriculum


Data Targets Influenced by This Concern:


All Students - International School -- ISTEP+ English


All Students - International School -- ISTEP+ Math


All Students - Problem Solving Math -- Pass ISTEP+ Math Problem Solving


Bottom 25% Subgroup High Growth -- Pass ISTEP+ English/LA Bottom 25% Subgroup with High Growth -- ISTEP+ Math Strategies to Impact This Concern:


Encourage Rigorous Curriculum


Focused Academic Area


Focused Student Group




We are concerned that... our students maintain good Attendance


Data Targets Influenced by This Concern:


All Students - International School -- ISTEP+ English


All Students - International School -- ISTEP+ Math


All Students - Problem Solving Math -- Pass ISTEP+ Math Problem Solving


Bottom 25% Subgroup High Growth -- Pass ISTEP+ English/LA Bottom 25% Subgroup with High Growth -- ISTEP+ Math Strategies to Impact This Concern:


Attendance




We are concerned that... we utilize instructional methods to address student needs in a Focused Academic Area


Data Targets Influenced by This Concern:


All Students - Problem Solving Math -- Pass ISTEP+ Math Problem Solving


Strategies to Impact This Concern:


Focused Academic Area


Focused Student Group




We are concerned that... we utilize instruction methods to address the needs of a Focused Student Group


Data Targets Influenced by This Concern:


Bottom 25% Subgroup High Growth -- Pass ISTEP+ English/LA Bottom 25% Subgroup with High Growth -- ISTEP+ Math Strategies to Impact This Concern:


Focused Academic Area


Focused Student Group




We are concerned that... our school provide guidance to students and their parents to create/maintain a Graduation Plan


Data Targets Influenced by This Concern:


All Students - International School -- ISTEP+ English


All Students - International School -- ISTEP+ Math


All Students - Problem Solving Math -- Pass ISTEP+ Math Problem Solving


Bottom 25% Subgroup High Growth -- Pass ISTEP+ English/LA Bottom 25% Subgroup with High Growth -- ISTEP+ Math Strategies to Impact This Concern:


Graduation Plan




Force Field Excerpt

The Force Field reports are lengthy data reports that help the Full Faculty and Community Council (including parents) identify Areas


of Concern (student needs). The Force Field excerpt found below contains information that must be included in the School Improvement Plan to meet various requirements of Public Law 221 and if applicable, Title I Schoolwide.




A. Where is the public copy of your school's curriculum located?

website

B. What rules or statutes would you like to waive in order to promote student learning?

Identify the specific statute and and/or rule you wish to waive.

Identify the educational strategies this waiver would allow you to implement that could not be implemented under current statute and rule.

Explain the benefit to student achievement.

Describe the evaluation process that would be used to measure the success of these strategies.

none

C. Are your school's attendance rates supportive of learning? What activities will you implement next year to increase or maintain your attendance rate?

yes

D. List the titles of the assessment instruments that are used in addition to ISTEP+ / ECA and give a brief description of each.

Acuity- Istep predictor

Summative assessments




Continuous Improvement Timeline

DISCUSSION TOPIC FACILITATOR TRAINING (Steering Teams) FACULTY
AND
COMMUNITY
COUNCIL
DISCUSSIONS
ORIGINAL PLAN  REVIEW & REVISE
1st Year Schools 2nd Year Schools Alumni Schools
Annual Update Meeting n/a n/a Session AM - 
Sept
n/a
New Principal and 
Steering Team Member
Training
n/a n/a Session PM - 
Sept
n/a
First Year:
Rationale + Organizational
Structure After First Year:
Kick Off / Year End Data
Review (Transcripts / ISTEP / 
ECA)
Session 1 - 
Aug
Session 1 - 
Aug
Aug Webinar Sept
Vision Session 2 - 
Sept
n/a Sept Webinar Oct*
Data Targets Session 3 - 
Oct
Session 1 - 
Aug
Oct Webinar Nov
Areas of Concern Session 4 - 
Dec
n/a Nov Webinar Jan*
Conference on Learning Jan Jan Jan n/a
Strategy Selection Session 5 - 
Jan
Session 2 - 
Jan
Jan Webinar Feb
Strategy Title
& Description
Session 5 - 
Jan
Session 2 - Jan Feb Webinar Mar
Strategy Implementation
Plans
Mar
Strategy Chair
Training
Mar Strategy
Chair Training
Mar Webinar Apr




* Our school will complete these tasks every three years

We are next scheduled to complete these tasks during the 2014-2015 school year

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