South Kitsap District 2011-2012 Improvement Plan
Specific Focus on Mathematics K-12
July 30, 2011
(Reviewed and Revised November 2011)
· Goal 1: K-12 Math: All schools in the SKSD will have a 10% reduction in the number of Special Ed and Low Income students not meeting proficiency on the 2012 MSP and End of
Course Exams in Math to reach Safe Harbor.
· Goal 2: K-12 Reading: All schools in the SKSD will have a 10% reduction in the number of Special Ed and Low Income students not meeting proficiency on the 2012 MSP/HSPE.
· Goal 3: Collaboration: The SKSD will continue to develop a dynamic learning culture which fosters leadership and collaboration to increase success for all students through the implementation of the DuFours’ Professional Learning Community model.
· Goal 4: Pyramid of Interventions: The SKSD and each of its schools will develop and implement a systemic/strategic plan to respond to students’ learning needs.
Focus on Learning Focus on Results
ActivityWhat
How / Audience
Who / Timeline
When / Responsibility
Who / Fiscal/Resource Impact
Resources Needed / Monitoring / Evaluation
Qualitative
Quantitative
Is it making a Difference? / Notes
Question 1 What do students need to learn?
Implementation of district priority standards
· Posted learning targets
· Student articulation of learning targets
· Alignment of teaching to the standards / K-12 teachers
Students
Administration / Initial introduction
August 2009
Ongoing implementation / CIA
Principals
Teachers
OSE
Title I/Lap / Grade level and content trainings / · Learning Walks
· Student conversations
· Team Products
· Evidence of hinge questions
· Learning targets posted / · School and District priority standards
· Increased number of students able to articulate the learning target / · Common message
· Triangulation of the curriculum, what is taught and what is assessed
· Incorporate into grade level trainings
· Reevaluate district priority standards
· Alignment to rigor of common core standards
Ensure expected instructional resources and strategies used consistently and effectively
· Alignment of instructional resources to standards
· Instructional Guides
· Defining and expecting the non-negotiables be taught/learned
·
Instructional Best Practices
· Define instructional framework
· Develop lookfors
· Professional development
· Learning walks
· Alignment to hiring process and evaluation process
· Develop systematic process to build capacity for instructional coaching within buildings and across district
Define and monitor leaders’ roles to maximize effective implementation of instructional framework, district core curriculum, and instructional practices
Develop a systematic approach to assess the degree to which the district adopted curriculum is implemented / K-12 teachers
Title I staff
OSE
Instructional Specialists
Literacy coaches
Paraeducators
Administration
ILT
TPEP/RIG / Introduction June 2010
Annual updates required
Ongoing
Oct 2011- Jan. 2012 (selection)
Jan – March (look fors)
March – August (training) / CIA
OSE
Title I/Lap
Principals
Teachers
Site leadership
Literacy coaches
CMP and CPM consultants and teacher leaders
TPEP/RIG
ILT / Instructional guide reprinting costs
LID
Professional Development
Title II Part A
Administration In-
service days
RIG state grant / · Learning Walks/ Collegial Learning
· Observations
· Summative teacher evaluations
· Samples of evidence / · Increased levels of student engagement: questioning strategies
· Increased numbers of teachers using closure as part of the math lesson
· Instructional guides
· Increased levels of student discourse
· Quality of evidence improves over course of the year
· Rigor of assignments aligned to the standards / · Element of district grade level and content trainings
· Expand SIOP training
· Academic Vocabulary included into grade level trainings
· Student engagement: questioning and discourse as part of grade level training
· Instructional Rounds
· Potential resources-Danielson, Marzano, and CEL
· Build shared vision of quality instruction in SK through adopted instructional framework
· Alignment of principal evaluation tool to instructional model and new teacher evaluation
Question 2 How will we know if students are learning?
Develop common formative assessments
· Based on priority standards
· Training on development and consumer
· Establish benchmarks
· Assessment Literacy
· Sharing of assessments / K-12 teachers / August 2011 – June 2012 / CIA
Collaboration teams
Instructional Specialists
Curriculum specialists / Collaboration Wednesdays
District instructional specialist time
Grade level team trainings / · Wednesday products
· Website/ S drive sharing
· IS/Coach training products / · Trimester assessments
· Quality of assessment increases
· Increased numbers of students meeting standard / · District wide Grade level trainings
· District secondary math trainings (2 full days-Fall and Winter)
· District secondary ELA trainings
Write SMART goals
· Why, criteria, how to set, review and revise SMART goals / Collaboration teams / August 2011-June 2012 / CIA
Instructional Staff
Administration
Site leadership team / Collaboration Wednesdays
Department/staff meetings / · Wednesday products
· Quality and clarity of goals increases / · Evidence of increasing numbers of teacher/ teams developing and revising SMART Goals
Development of a balanced assessment system
· Building common base knowledge
· Defining system for SKSD
· Identifying the right data / K-12 teachers
Administration / September 2011- June 2012 / CIA
Assessment Task Force / Assessment dollars
Task force meetings / · K report card revisions / · / · Book Study
Data Analysis
· How to analyze the data
· What to do with the results (Now what)
· Management of the data
· Identifying the “right” data / Collaboration teams
Profile teams
ILT team / August 2011-June 2012 / CIA
Principals
Collaboration teams
OSE
ITS
Navigation
Title I/Lap
District Data Team / Collaboration Wednesdays
District instructional specialist time
Professional Development
B-TRP / · Fluid intervention groups
· Evidence of small group interventions
· Data walls
· Looking at student work
· Use of strategies to analyze student work / · Instructional Gap analysis
· Quality of evidence increases
· Differentiated grouping based upon results
· Interventions applied as a result of data analysis / · District-wide data management system
· Link to work of Collaboration Wednesdays
· August training day(s)
· Excel training; spreadsheet development
Screening Tool
· Identification and Selection
· Implementation
· Analysis of results / K-12 teachers
OSE
Title I staff / September 2011-Spring 2012 / ILT
ITS
CIA
OSE
Title I/Lap / Professional Development
Instructional Materials
OSPI math specialist
ITS (time) / · Random observation of screening being given across the district to determine degree of fidelity to protocol
· Review of documentation / · Screener selected
· Screener implemented with fidelity
· Screener administered and recorded 3 times a year
· Level of reliability and validity of screener results increases
· Is the screener “catching” the right kids / · Survey schools to determine what screeners are being used.
· Evaluate effectiveness of screeners
Focus on Learning Focus on Results
What
How / Audience
Who / Timeline
When / Responsibility
Who / Fiscal/Resource Impact
Resources Needed / Monitoring / Evaluation
Qualitative
Quantitative
Is it making a Difference? / Notes
Question 3 How will we respond if students are not learning?
Pyramid of Intervention
· Defining RtI in South Kitsap
· Defining Loose/tight
· Building base knowledge
· Profile Meetings
· Time/Scheduling
· Management
· Interventions
· Evaluation of system effectiveness / K-12 Teachers
Title I/LAP staff
Special Education staff
paraeducators / August 2011- June 2012 / District administration
Principals
Title I/Lap
Psychologists
OSE
CIA
Special Programs
Site Leader teams
Interventionists
Instructional Specialists / Title I
Professional Development
Data Management System
Data notebooks for system levels
Mike Mattos
OSPI math specialist
ITS
PRTI Institute / · Loopout communication
· Observation of profile meetings
· Evidence of clearly articulated expectations of RTI
· Ongoing communication of RTI loose/tights
· ELP reports
· ELP models / · Schedules
· Test Scores increase
· Decline in referral rates
· Data analysis of extended learning program (+ impact)
· Progress Monitoring
· Intervention programs are no longer by invitations
· Common language across the district / · Link to ILTmeetings, principal in-service, and all trainings
· Models, examples, best practice
· Continue to support book study on Pyramid Response to Intervention
· Mike Mattos workshop
Ensure expected instructional resources and strategies used consistently and effectively
· Guaranteed, viable curriculum
· Instructional Best practice
· Lesson planning
· Student discourse / K-12 Teachers
Title I/LAP staff
Special Education staff
paraeducators / August 2011- June 2012 / Administration
Site leader teams
ILT
Teachers
CIA
Title I/Lap
OSE / Professional Development
Title II Part A
Math/Science carryover / · Learning walks
· Schedules -75-90 minutes of instruction for core content areas / · Number of class rooms exhibiting bell to bell instruction increases
· Student levels of engagement increase
· Increased levels of high quality questions / · Defining as a district expectations
· Communicating those expectations
Diagnostic Testing
· Identification and Selection
· Implementation of tool(s)
· Interpretation of results / K-12 teachers
OSE
Title I staff / Fall 2011-Spring 2012 / ILT
Site leadership
ITS
CIA
Title I/Lap
OSE / Professional Development
Instructional Materials
OSPI math specialist
ITS (time) / · Random observation of diagnostics being given across the district to determine degree of fidelity to protocol
· Review of documentation
· Data is being used to identify aligned intervention / · Diagnostic(s) selected
· implemented with fidelity
· Diagnostic is providing data needed to identify deficit area(s)
· Data is maintained in centralized system
Progress Monitoring Tools
· Identification and Selection
· Implementation of tool(s)
· Interpretation of results / K-12 Teachers
Interventionists
Psychologists
Title I/Lap staff
Special education staff / Fall 2011-spring 2012 / Administration
Principals
Psychologists
OSE
CIA
Title I/Lap
ILT / Classroom based measures
Data management System
OSPI math specialist
ITS (time) / · Feedback from staff
· Documentation review
· Fluid student groups / · Progress monitoring tools selected
· Data collection in centralized system
· Student achievement increases
Differentiation of Instruction
· Management
· Structure
· How
· Professional Development / K-12 teachers
Title I/ Lap staff
Special Ed staff / Ongoing / CIA
Title I/Lap
OSE
Instructional Specialists
Literacy Coaches
EDM differentiation lead teachers / Professional Development
B-TRP
LID
Math/Science carryover / · Learning Walks
· Student time in/out of core instruction
· / · Evidence student needs are being met in the classroom setting
· Students are not being pulled for support services during math core instructional time
· Evidence whole-small-whole is the structure of math instruction / · Origo
· Daily 3 in math
· Within core materials
· Co-training of General Ed and Special Ed staff
· EDM teacher leaders
· Mondo
· Springboard
Interventions
· Identification and selection
· Alignment of intervention with need
· Implementation / K-12 Teachers
Title I/LAP staff
Special Education
paraeducators / Fall 2011-June 2012 / CIA
Title I/Lap
OSE
Instructional Specialists
Literacy Coaches
CEIS at OH & MN / Professional development
Math/science carryover
Supplemental Materials
Extended Learning / · / · Instructional decisions made based upon progress monitoring results
· Effective interventions identified for specific areas of need
· / · Alignment to the deficit
· ELP can provide structure
Question 4 How will we respond if students are learning?
Differentiation of Instruction
· Management
· Structure
· How
· Professional Development / K-12 teachers
Title I/ Lap staff
Special Ed staff
Quest staff / Ongoing / CIA
Title I/Lap
OSE
Instructional Specialists
Literacy Coaches
EDM differentiation lead teachers / Professional Development dollars
B-TRP
LID
Math/Science carryover / · Learning Walks
· Student time in/out of core instruction / · Evidence student needs are being met in the classroom setting
· Students are not being pulled for support services during math core instructional time
· Evidence whole-small-whole is the structure of math instruction / · Origo
· Daily 3 in math
· Within core materials
· Co-training of General Ed and Special Ed staff
· EDM teacher leaders
· Examination of best practice for gifted learners
· Enrichment boxes for grades K-6
Advanced Placement and College Prep / 7-12 teachers
Quest teachers / Ongoing / CIA
AP and College in the High School program
Teachers
Administrators / Professional development dollars
Math/Science carryover
LAP / · Increased number of students participating in AP coursework
· Additional AP courses added
· Increased number of students earning a 3 or higher on AP exam(s)
· Increased number of students taking AP exam / · Implementation of AVID or pre-AP program to support success with increased rigor
Build a Collaborative Culture Focus on Results
ActivityWhat
How / Audience
Who / Timeline
When / Responsibility
Who / Fiscal/Resource Impact
Resources Needed / Monitoring / Evaluation
Qualitative
Quantitative
Is it making a Difference? / Notes
Build the foundation for a professional learning community
Mission
· Continue to communicate our core purpose “to ensure high levels of learning for all kids” / All district staff
Community
Parents
Students / Ongoing / Superintendent
Cabinet
Building and district administration
All district staff
All departments
Directors
Navigation team / Basic Ed
Levy
Title I/Lap / · Evidence that ongoing communication is occurring to all stakeholders using a variety of methods
· CEE survey / · All staff can articulate the district mission
· Evidence the mission is active practice / · Need to address lack of belief in all students can learn
· Longitudinal CEE survey data
Vision
· How does our vision impact what it looks like for recruiting, hiring, leadership, curriculum, and evaluation? / All district staff
Community
Parents
Students / Ongoing / Superintendent
Cabinet
Personnel
Building and district administration
Directors
Navigation team
SKEA / Basic Ed
Levy
Title I/Lap / · Current Task force(s) research, review, and implement changes to align with the district vision and mission