/ APS PROGRESSIVE PLANNING MODEL FIRST SEMESTER ACTION PLAN: 2015-2016
School Performance Priorities and Actions to be Taken to Address Student Achievement
School Name: / Carlin Springs Elementary School / School Principal: / Corina Coronel
SCHOOL PERFORMANCE PRIORITIES
(Based on Summative Performance Data) / ANNUAL PERFORMANCE GOALS / ALIGNMENT WITH STRATEGIC PLANNING GOALS / ACTIONS TO SCHOOL PRIORITIES
(Align Action Steps with Timeline, Responsible Parties and Anticipated Evidence) / TIMELINE FOR ACTIONS / RESPONSIBLE PARTIES
(Be Specific) / EVIDENCE OF PROGRESS TOWARD ANNUAL GOAL /
Reading Performance on the SOLs. / Students in Gap Group 1 will improve Reading performance as measured by the SOLs. Overall pass rates will increase from 74.6 % in 2015 to 78.0% in 2016.
Students in Gap Group 3 will improve Reading performance as measured by the SOLs. Overall pass rate will increase from 68.2% in 2015 to 75% in 2016. / Goal 1. Challenge and Engage All Students.
Goal 2. Eliminate Achievement Gaps.
Goal 3. Recruit, Retain and Develop High Quality Staff. / Implement Interactive Achievement (IA) in grades 2-5. Grade level assessment analysis and follow-up instructional plans to meet students’ needs through enrichment, re-teaching and/or intervention.
Reading teachers, ESOL/HILT teachers and Title I teachers will use the LLI intervention materials, Strategic Intervention and Soar to Success materials to support struggling readers.
SPED and reading teachers will use My Virtual Reading Coach, Strategic Intervention, Phonographix, and Read Naturally to support identified students.
All teachers 3-5 will teach test-taking as a genre focusing on unpacking test questions, finding meaning as you read and determining the right answer.
All teachers K-5 will help students build reading stamina through independent reading. Students will choose “just right books” for independent reading during Reader’s Workshop or Read-to-Self (The First Daily Five) and for reading at home.
All instructional staff will use Accountable Talk across all content areas to increase student’s deeper reasoning and support academic language development.
Implement the Professional Learning Communities Model (PLC) with emphasis on data and instructional collaboration – Year 3
Implement Sheltered Instruction Observation Protocol strategies (SIOP) Year 5 / September/
June
Monthly/
quarterly
Daily/ September -June
Daily/
September-June
October/May
Daily/ September-June
Daily September -
June
Daily
September/
June
Daily
September/
June / Moller
K. Johnson
Underhill
Coronel
McCarthy
All teachers
Long
Bowers
K. Johnson
Graham
Cleveland
Leahey
S. Johnson
Ferriter
Hall
Carter
Allen
Coronel
Moller
Russo
McCarthy
All teachers
Coronel
Moller
Bowers
Leahey
K. Johnson
McCarthy
All teachers
Russo
Moller
Coronel
McCarthy
All teachers and instructional staff
Coronel
McCarthy
Leadership Team
All instructional staff
All instructional staff / IA data reports will show evidence of progress towards SOLs and EOY reading assessments.
Assessment analysis document (Google Docs) will show evidence of the impact of interventions, instructional plans and student progress towards EOY benchmarks.
Weekly, monthly and on demand reports will show student growth and progress towards EOY benchmarks.
IA data reports will show evidence of progress towards SOLs and EOY reading assessments.
Tests results will show student mastery of instructional objectives and goals.
Minutes from collaborative meetings will reflect a focus on data analysis and instructional planning across subject areas and grade levels (Google Docs)
Classroom observations, class environment and teacher lesson plans will demonstrate the implementation of SIOP strategies in the classroom.
Science Performance on the SOLs / Fifth grade students will improve Science performance as measured by the SOLs. Overall pass rates will increase from 65% in 2015 to 75% in 2016. / Goal 1. Challenge and Engage All Students.
Goal 2. Eliminate Achievement Gaps.
Goal 3. Recruit, Retain and Develop High Quality Staff. / Implement Science Interactive Achievement (IA) in grade 5. Assessment analysis and follow-up discussions on addressing students’ needs through enrichment, re-teaching and/or intervention.
All science instructional staff will use Accountable Talk to increase student’s understanding, reasoning and support academic language development.
All teachers 3-5 will teach test-taking as a genre focusing on unpacking test questions, finding meaning as you read and determining the right answer.
Implement the Professional Learning Communities Model (PLC) with emphasis on data and instructional collaboration – Year 3
Implement Sheltered Instruction Observation Protocol strategies (SIOP) Year 5 / November/
April 2015
Quarterly
Daily
September/
June
November/ May
Daily
September/
June
Daily
September/
June / K. Johnson
Coronel
McCarthy
Otal
Levy
Science enrichment teachers (Prange & McFarren)
Graham
Mohammed
Levy
Hall
Carter
Foeckler
Coronel
McCarthy
Moller
Neary
Russo
Grade level teachers
Support Staff
Sabatino
Underhill
Lead Teachers
Olkhovsky
Long
Beverley
Prange
Graham
Russell
Classroom teachers
Instructional assistants
Support staff / IA data reports will show evidence of progress towards the SOLs assessments.
Class observations and student conversation will show progress towards the SOLs assessments.
Tests results will show student mastery of instructional objectives and goals.
Minutes from collaborative meetings will reflect a focus on data analysis and instructional planning across subject areas and grade levels (Google Docs)
Classroom observations, class environment and teacher lesson plans will demonstrate the implementation of SIOP strategies in the classroom.
Math Performance of the SOLs. / Fifth grade students will improve Math performance as measured by the SOLs. Overall pass rates will increase from 76.0% in 2015 to 80% in 2016. / Goal 1. Challenge and Engage All Students.
Goal 2. Eliminate Achievement Gaps.
Goal 3. Recruit, Retain and Develop High Quality Staff. / Implement Math Interactive Achievement (IA) in grade 5. Grade level assessment analysis and follow-up instructional plans to meet students’ needs through enrichment, re-teaching and/or intervention.
All math instructional staff will use Accountable Talk to increase student’s understanding, reasoning and support academic language development.
Classroom teachers, ESOL/HILT, SPED and instructional assistants will support math instruction through small group, Do the Math materials, Reflex Math and IXL.
Classroom teachers, ESOL/HILT, SPED and instructional assistants will use the CS Problem Solving Protocol to support students’ understanding, use of strategies and their ability to explain their thinking.
Implement the Professional Learning Communities Model (PLC) with emphasis on data and instructional collaboration – Year 3
Implement Sheltered Instruction Observation Protocol strategies (SIOP) Year 5 / September/
June
Quarterly
Daily/
September/
June
Daily/
September/
June
Daily/
September/
June
Daily
September/
June
Daily
September/
June / Coronel
McCarthy
K. Johnson
5th Grade teachers
McCarthy
Coronel
5th Grade teachers
McCarthy
Russo
Graham
Carter
Hall
5th grade teachers
Russo
5th grade teachers
Coronel
McCarthy
Moller
Neary
Russo
Grade level teachers
Support Staff
Underhill
Lead Teachers
Olkhovsky
Long
Beverley
Prange
Graham
Russell
Classroom teachers
Instructional assistants
Support staff / IA data reports will show evidence of progress towards the SOLs assessments.
Assessment analysis document (Google Docs) will show evidence of the impact of interventions, instructional plans and student progress towards EOY benchmarks.
Class observations, student conversation and problem solving skills will show progress towards the SOLs assessments.
Minutes from collaborative meetings will reflect a focus on data analysis and instructional planning across subject areas and grade levels (Google Docs)
Classroom observations, class environment and teacher lesson plans will demonstrate the implementation of SIOP strategies.
Increase overall Student Achievement by meeting the needs of the Whole Child / Increase academic performance at all grade levels to meet EOY benchmarks by addressing the
Social-emotional needs of students. / Goal 1. Challenge and Engage All Students.
Goal 2. Eliminate Achievement Gaps.
Goal 5. Meet the needs of the Whole Child. / Read and discuss the book No More Taking Away Recess by Gianna Cassetta & Brook Sawyer.
Participate in school wide training with Mandy Lloyd on Conscious Discipline.
Read and discuss the book Conscious Discipline; Building Resilient Classrooms by Dr. Becky Bailey.
Implement all components of the Community School Model to support students and their families (after school programs, access to health and mental health services, parent education and building community partnerships) / August/
November
December 9, 2015
February 10, 2015
March 9, 2016
April 20, 2016
Daily/
August/June
July/August / Coronel
McCarthy
Russo
Moller
Neary
Lead Teachers
Mandy Lloyd
Coronel
McCarthy
Pre-K teachers
Lead Teachers
Sabatino
Nace
Triveri
Coronel
McCarthy
Dal Dosso
Club Leaders
Real Madrid
Community Partners / Feedback from classroom observations will address routines, procedures and practices that support the 5 social emotional skills teachers are helping students develop.
Quarterly progress reports will show evidence of student positive and self-directed behavior
Annual Community School evaluation will show gains in SOL assessments, grade level EOY benchmarks, increased family engagement and student attendance.