Red Oak Elementaryplan, from July 2016-July 2017

Red Oak ElementaryPlan, From July 2016-July 2017

School Name: Continuous Improvement Plan

Date From- Date To

GUIDANCE:

✓This plan will guide your Continuous School Improvement work for the next year or more. The purpose of this document is to develop strategic goals for school improvement based on targeted areas identified by longitudinal data analysis of four key data buckets: Perceptions, Student Learning, School Processes, and Demographics. The school leadership team, led by the principal, should complete this document. While Executive Officers are working in conjunction with the Professional Learning Department, your Executive Officer is the best resource to help you complete this form.

GOALS:

✓Start with the end in mind.

oWhat needs are identified by your data? What do you need to do to get to the end (goal) you have identified?

✓Goals should be process goals or goals to change the adult practices/processes within your building.

oProcess Goals are goals you need to accomplishto achieve a larger goal. For example, a measurable process goal could be 50% of teachers engage in review of formative assessment data on a monthly basis. Process goals will help you achieve your large scale student learning goals.

✓All goals should be S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, Time-bound).

✓Each goal should have metrics associated with it. Consider: how will you know you are getting closer to full implementation of the newly targeted adult behavior/process? You are focusing on adult behaviors with the belief the adult behaviors will impact student achievement in a noticeable way.

oAs such, schools should have a plan to monitor teacher implementation of the new behavior/process; and

oA plan to examine student achievement metrics to monitor whether the change in teacher practice is impacting student achievement in ways anticipated.

✓Each process goal requires strategic actions to accomplish the goal. Focus these strategic actions around the professional development activities needed to support full implementation of the goal. Remember effective professional development includes four components: constructing knowledge, transferring knowledge into practice, to practice teaching, to promote reflection.

✓The following table illustrates PD activities that fall into each of the four components of effective PD:

Constructing Knowledge / Transfer Knowledge into Practice / To Practice Teaching / To Promote Reflection
●Workshops, institutes, courses, seminars
●Book Studies
●Classroom Visits to observe effective implementation / ●Collaborative planning to develop curriculum integrating new concepts, strategies, or materials
●Mentoring to include master teacher coaching, modeling, and supporting
●Content Coordinators guiding teachers in the development of performance tasks / ●Coaching Cycle
●Administrator or Peer observation with feedback to guide implementation
●Co-teaching with specialist or TOSA
●Curriculum implementation conversations (discussion of what worked & what needs revision)
●Tuning Protocols
●Examining Teacher Practice protocols / ●Study Groups
●Student Work examination protocols
●Collaborative Scoring of assessments
●Action Research
●Item Analysis/Error analysis

✓Effective professional development is a long-term process; research says the most effective PD occurs over 6 months or more and engages teachers for 49 hours or more (French, 1997; Yoon et al, 2007). As such, for each goal, you should have strategic actions to support each of the four components of effective professional development.

oWhen you are thinking about providing professional development, think broadly about all opportunities in which PD can be delivered: All student release days for 16-17 will be school-focused except one day during preplanning, monthly faculty meetings, weekly collaborative planning meetings, summer institutes, preplanning, post planning, substitute enabled sessions, etc.

oAll of these meeting times to provide professional development should be denoted within your plan.

✓While this template contains space for multiple goals, it is suggested schools limit their goals to 3 or fewer per year with 1 – 2 being ideal.

Monitoring Plan:

CSIP process goals are intended to change an adult practice that is anticipated to in turn yield a change in student learning. As such, both adult practice and student learning are data points to be monitored as part of the Plan, Do, Check, Act process.

✓Monitoring of Adult practices should focus on monitoring implementation in the classroom (e.g., walk thrus, examining student work protocols), not just artifacts that suggest implementation might be occurring (e.g., lesson plans).

✓A process for the monitoring of adult practices should be developed/articulated (e.g., Focus walk thrus conducted by Literacy Focus Team members quarterly).

Examples of evaluating the effectiveness of PD on changing teacher practices:

●self-assessments

●pre/post assessments of information of the professional development

●feedback questionnaires and comments from participants

●goals/plans determined for improvement

●lesson/instructional planning is aligned with new learning

●evidence of revision of instructional practices based on assessment of results

●student data analysis warrants adjustment in instructional practices

✓A plan to monitor the impact of process goal implementation on student learning should be developed including the articulation of the student achievement measure to be used, the school’s current level of performance on that measure (baseline), the goal/target for the measure for the process goal to be deemed effective, and the timeline for when data will be monitored to evaluate the impact of process goal implementation on student learning.

Feedback Loops:

✓To facilitate schools in transitioning to this new process for CSIP, we have embedded into the timeline feedback loops for XOs to provide feedback to schools/principals on their plans.

✓Draft #1- Due June 6th (the Monday after LDS) -to include the process SMART goals your school will included in your 2016-17 CSIP. XOs will provide feedback not later than June 13th.

✓Draft #2- Due July 1st- completed Final Draft is due to XOs. XOs will provide you with feedback not later than July 13th.

✓CSIP Share- Due Preplanning Week- schools are expected to have CSIPs finalized and shared with school staff during preplanning to contextualize the focus of your school’s work for the upcoming year.

✓XOs are expected to schedule quarterly visits with schools to participate in the process schools are using to support and monitor implementation of the school’s goals (e.g., conducting walk thrus, participating in data examination/analysis and needs analysis of next steps, participating in components of PD).

Title 1 Schools Additional Requirement:

✓Title 1 schools will also need to complete a School-Wide or Targeted Assistance Plan.

✓Title 1 schools should view the purpose of the Title 1 plan to articulate how the school will utilize their Title 1 funds to support students in academic achievement and support implementation of the CSIP goals/adult practices targeted for change or revision.

✓As such, it is best to view the Title 1 plan as not an additional plan but rather a plan to articulate how Title 1 funds will be used to address student needs and help strengthen teacher processes/practices using research based practices.

ROE (Red Oak Elementary)School Improvement Planning Process Team Members

Member Name / Department/Position
Cemond Robinzine / Principal
Adriene Lanier / Assistant Principal
Elizabeth Sampson / Assistant Principal
Sabrina Walker / Kindergarten Teacher
Sabrina Bright / First Grade Teacher
Bonita Clayton / Second Grade Teacher
Varie Hudson-Hawkins / Third Grade Teacher
Teresa Oliver / Fourth Grade Teacher
Onekia Walden / Fifth Grade Teacher
LaVonda Johnson / SPED Teacher
Diane Johnson / EIP Teacher
Melanie Ward / Media Specialist
Tameka Edgecombe / Counselor
Tyisha Scott / Counselor
Coach Gongola / PE Teacher
Molly Langley / Parent Involvement
Process Goal # 1 (Identify S.M.A.R.T. goal here): 100% of core content teachers will use explicit vocabulary instruction strategies to teach vocabulary to all students during the first 10 minutes (warm-up) of each core instructional class 4 out of 5 days a week.
Strategic Action / PD Component / Person Responsible / Resources Needed / Date PD will occur:
Teachers will be provided research on the effects of vocabulary development on student learning, the school’s expectations for what full implementation looks like (non-negotiable/ Walk Through Form), and the school’s common vocabulary lesson plan template. Teachers will also be shown a video of what effective vocabulary instruction looks like in practice. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / administration provides non-negotiables & walk through forms / List of non-negotiable expectations/walk-through forms
common vocabulary plan template
Research-based, high effect strategies / Preplanning 2016
During Pre-planning teachers will be provided the first 9 weeks vocabulary lists by content area, Tier 2 words developed by building administration, as well as strategies for initial implementation. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administration / Vocabulary lists / Preplanning 2016
During common planning time throughout the year, the principal will guide core teachers through the collaborative development of Tier 2 word lists for the 2nd, 3rd, and 4th nine weeks. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administration / Collaboration Protocol (Metro RESA Example)
Georgia Standards of Excellence / First week of every month
Vocabulary strategies will be modeled by principal and master teachers and discussed monthly during the first 15 minutes of monthly faculty meetings. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administration / Vocabulary Research Articles/Resources
Collaboration Protocol / During monthly faculty meetings
Teachers will conduct three peer to peer walk throughs on their grade level peers using the school’s locally developed vocabulary focused walk through instrument between October & December. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / teachers / Vocabulary walk through instrument / October – December- Teacher’s individual planning times (3 - 15 minute observations)
Administrators will use a tuning protocol to facilitate grade levels collaboratively reflecting on their peer to peer observations to discuss what is working and what needs reflection. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administrators and grade level teachers / Tuning protocol / January 2017 Professional Learning Day
Teachers will develop and administer Pre/Post vocabulary assessments for each unit of study. TOSAs/Content Coordinators assist with development of strong vocabulary assessments. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administrators
TOSAs/Content Coordinators / Tier 2 Vocabulary Word Lists by Unit. / October/November School Level PL day
The Assistant Principal will guide grade levels through collaboratively examining assessment results to determine impact of practices on student learning. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administrators / Pre/Post-test Vocabulary scores.
Examination of Student Work Protocol. / Second week of each month during collaborative planning

Process Monitoring of Goal #1

How will you monitor change in adult practice? How will you know if your staff is at full implementation? / Measure you will use/develop to monitor changes in adult practices:
Locally developed vocabulary focused walk through form aligned to TKES standards.
Process you will use to monitor changes in teacher practices:
Teacher Knowledge:Administrators will develop a pre, formative, and summative survey (i.e. Survey Monkey) to ascertain Teacher Knowledge regarding vocabulary instruction best practices. (i.e. Explicit, Implicit, Vocabulary Instruction, 3 Tiers of Vocabulary)
Teacher Implementation: Administrators will conduct vocabulary focused walk through on each core content teacher once each nine week period to monitor the % of teachers at full implementation at the end of each 9 weeks. Further, data will be compiled and examined for trends (across grade level, across content area, aspects of the school’s vocabulary model) to identify teacher growth over time, areas where additional PD is needed to support full implementation. Peer-to-Peer walk throughs will be conducted October-December, these data will be compiled with the administrator walk throughs for the 2nd nine week data collection point.
What student achievement measure will you use to monitor the impact of this process?
How will you know if this process goal is impacting student learning (formative & summative)? / Measure you will use to monitor impact on student achievement:
Core content teachers will develop common vocabulary assessments for each unit and will administer them formatively and summatively.
What is your current baseline on this measure:
Pre- Assessment Unit 1baseline data will be used as a baseline once those assessments are developed. (Note: for some schools, their goals will be directly measured by Milestones or some other standardized assessment, in which case, prior year’s test data could be used as a baseline measure).
What is your goal/target on this measure:
Goal is for 80% of students to score 80% or above on the post test.
Timeline for monitoring student performance via this measure:
At the end of each unit, teachers will collaboratively examine vocabulary assessment data to identify impact on student learning and inform instructional revisions.
Process Goal # 2 (Identify S.M.A.R.T. goal here): 100% of core teachers at ROE will participate in professional learning communities weekly with an emphasis on collective inquiry into best practice and current reality with a commitment to continuous improvement.
Strategic Action / PD Component / Person Responsible / Resources Needed / Date PD will occur:
Teachers will be provided research based journals and access to books that support the use of PLC’s to increase student achievement and effective collaboration amongst teachers on the same grade level. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administrators / Journals / 7/27/2016 and on-going during school level professional learning days.
Collaboration among teachers will be modeled by school administrators and coaches. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administrators / Computers and student data / Pre-Planning-May 2016
Teachers will collaborate weekly to examine student work and discuss best practices. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administrators & PLC Facilitator / Formative assessment data and collaborative planning sheets. / 7/29/2016 and during professional learning days throughout the school year.
Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection
Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection

Process Monitoring of Goal #2

How will you monitor change in adult practice? How will you know if your staff is at full implementation? / Measure you will use/develop to monitor changes in adult practices:
Weekly planning sheets will be used as artifacts of planning.
Process you will use to monitor changes in teacher practices:
We will examine SLO data and teacher practices through walk-throughs and evaluations.
What student achievement measure will you use to monitor the impact of this process?
How will you know if this process goal is impacting student learning (formative & summative)? / Measure you will use to monitor impact on student achievement:
We will use SLO data as well as Ga. Milestones data to measure the impact on student achievement.
What is your current baseline on this measure:
75-80% of our teachers participating in a structured PLC weekly.
What is your goal/target on this measure:
We will see an increase in student achievement across content areas as well as instructional practices among teachers, i.e. increased differentiation, flexible grouping, and more student engagement.
Timeline for monitoring student performance via this measure: Student performance will be evaluated throughout the school year using MAP assessments as well as Ga. Milestones Data.
Process Goal # 3 (Identify S.M.A.R.T. goal here): At the end of each semester (December and May) 100% of core content teachers will engage students in culminating tasks to show academic proficiency.
Strategic Action / PD Component / Person Responsible / Resources Needed / Date PD will occur:
Teacher Leaders will be provided research and support on developing and revising culminating tasks for each grade level. Teacher Leaders will plan collaboratively with a backwards design model to ensure lessons are purposeful and engaging. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administration, Instructional Coach, and Teacher Leaders / GSE Standards, Planning Template, Research articles / Preplanning 2016 – May 2017
Teachers will be provided culminating tasks and GSE standard focus to guide instruction and plan lessons toward mastery of end of semester tasks. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administration, Instructional Coach, and Teachers / GSE Standards, Planning Template, Research articles / Preplanning 2016
Teachers will plan collaboratively to plan lessons/units to prepare students for content mastery to be displayed through culminating tasks/projects. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administration, Instructional Coach, and Teachers / GSE Standards, Planning Template, Culminating Tasks / 2016 - 2017
Weekly
Administrators and Teacher Leaders will use a tuning protocol to facilitate grade levels collaboratively reflecting on their peer to peer observations to discuss what is working, needs reflection, and revision. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administration, Instructional Coach, and Teacher Leaders / Tuning protocol, culminating tasks samples, observation data / January 2017
The Assistant Principals will guide teachers through collaboratively examining assessment results to determine the impact of practices on student learning. / Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection / Administration / Assessment results, rubrics, student work protocol / Monthly

Process Monitoring of Goal #3

How will you monitor change in adult practice? How will you know if your staff is at full implementation? / Measure you will use/develop to monitor changes in adult practices:
TKES walk through and evaluation data will be used to measure usage and development to monitor adult practices.
Process you will use to monitor changes in teacher practices:
Teacher Implementation:Administrators will conduct announced and unannounced focus walks to evaluate the alignment of intended/planned curricular academic outcomes to teacher practice/implementation.
What student achievement measure will you use to monitor the impact of this process?
How will you know if this process goal is impacting student learning (formative & summative)? / Measure you will use to monitor impact on student achievement:
Administrators and Teachers will engage in data talks to discuss achievement results and next steps.
What is your current baseline on this measure:
Pre-Assessment data will be collected at the beginning of the year to create baseline data knowledge and show opportunities for growth.
What is your goal/target on this measure:
ROE’s goal is for 80% of students to score in the developing, meets, and exceeds range.
Timeline for monitoring student performance via this measure:
At the end of each semester, teachers will examine culminating task data to identify impact on student learning and inform instructional practices.

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