Freedom Elementary OIP Rubric Results – Oct. 2016

Criterion / Level / Evidence / Next Steps
A1. Educators work in
collaboration. / Exemplary / Meeting agendas
Meeting schedules
5 Step meeting minutes
Section C in the OPI rubric
TBT agendas - binder / Continue to hold TBTs weekly with coach, Principal and support staff.
A2. Educators work in
leadership teams and
have regularly scheduled
meetings to support their work. / Exemplary / Meeting schedules – TBT agendas, Wed. Early Release Staff, PD agendas
List of membership by position
BLT self-assessment rubric / Continue to meet twice a month and follow DLT timeline.
A3. Teams meetings are purposeful / Exemplary / Meeting agendas
5-step protocols
Meeting notes with student scores and strategies listed
Student work
Vertical alignment from K-4 / Continue to follow DLT timeline
Continue with vertical work
A4. Teams have a
communication structure
and approach. / Exemplary / Communication with DLT
Data posted on IMM
Newsletters by grade level and building wide
Blt minutes are shared with whole teaching staff / Continue to send out BLT agendas and minutes to all staff and post minutes on wordpress.
Criterion / Level / Evidence / Next Steps
B5. The DLT/BLT/CSLT
identifies and
prioritizes needs using
reliable, valid and timely
quantitative and
qualitative data
generated from
completion of the
Decision Framework
(DF)/Building Decision
Framework (BDF). / Exemplary / AIMS web
RI, PI
TBT data
KRA
SMI
3rd and 4th grade test / Working on multiple choice questions that mimic AIR. Get PD on Quizlet and Schoology
B6. The DLT/BLT/CSLT
develops a focused
plan with limited goals,
strategies and action steps / Exemplary / District Plan
Building Plan
Decision Framework / Action plan has been completed and will be reviewed at every BLT and Action plan will be referenced on BLT minutes. Action plan will be reviewed quarterly.
B7. The DLT/BLT/CSLT
implements the plan
and ensures instruction
and the learning
process for students
and adults is standards based,
evidence-based,
accessible and high quality / Exemplary / District Plan
Building Plan
Wednesday pd
Walk-throughs – new template every month that reflects PD / Continue with monthly peer –to-peer walkthroughs to ensure adult implementation. Each month will have a different focus and data will be collected and monitored.
Criterion / Level / Evidence / Next Steps
B8. The DLT/BLT/CSLT has adult implementation indicators (Cause
Data) that are
monitored to provide
statistically verifiable
and reproducible data
that show progress
toward goal and
strategy
accomplishment. / Accomplished / Walk-throughs
TBT data
AIMS web data
SRI data
Monthly peer to peer / Monthly walkthroughs will have a focus each month – will be aligned with Wednesday PD and data will be looked at monthly. We will be using Skillful Teacher, Critical and Close Reading and Mindset.
B9. The DLT/BLT/CSLT
has student
performance
indicators (Effect Data)
that are monitored to
provide statistically
verifiable and
reproducible data that
show progress toward
goal and strategy accomplishment / Developing / Walk-throughs
AiMS web data
RI data
Building report card / We did make progress toward our goal – although the tests keep changing and it is hard - the goal keeps changing
B10. The
DLT/BLT/CSLT
evaluates the impact of
the focused plan. / Beginning / Building report card
AIMS data
Walk-through data / Continue to monitor subgroups in TBT cycles. We’ve created a watch list of 4th graders who did not pass the test last year – we watch those students closely for TBT cycles
B11. The
DLT/BLT/CSLT
engages the
community in
continuous
improvement. / Beginning / RALLY
BBBS
SESA
Family nights
Parenting Partners
K - kids / Continue family nights, BBBS, RALLY, ect. We do not have a community member on the BLT
Criterion / Level / Evidence / Next Steps
B12. The
DLT/BLT/CSLT
manages resources
effectively and
efficiently to ensure implementation plan / Exemplary / BLT timeline
District /Building Action Plan
SI budget / Resources are used to support programs – PD, technology, supplies (OG). Administrations meet with teacher teams to determine need.
C13. Step 1: Collect
and Chart Assessment
Data Aligned to
Standards / Exemplary / TBT data / Continue with TBTs - go more deeply- make sure our tasks are rigorous. We look at the rigor and relevance chart to determine rigor of pre test and post tests.
C14. Step 2: Analyze
Student Work Specific to
the Data / Exemplary / TBT agendas/minutes
rubrics / Continue to bring student work to TBT and BLT. Adding feedback to student work. We will be adding what we are doing with our tiers on TBT agendas
C15. Step 3: Establish
shared expectations for
implementing specific
effective changes. / Accomplished / TBT data
Walk-through data
Wednesday pd meetings
Small group lesson plans / Continue Wed pd, walkthrough, TBTs, vertical teams – more specific strategies for each tier of students listed during TBTs
Criterion / Level / Evidence / Next Steps
C16. Step 4:
Implement Changes
Consistently / Accomplished / TBT self-assessment
Walk-through data / Continue with TBT rubric, walkthroughs
Continue work with math solutions and Rigorous Reading
C17. Step 5: Collect,
chart and analyze post data / Accomplished / TBT agendas/minutes
TBT chart on wall
Walk-throughs / All lesson plans are shared on google docs – more specific descriptions of strategies during TBT
D1. Formative
Assessments are
developed and utilized for
data driven decisions. / Exemplary / TBT agendas / 2 TBT cycles are created by CTLs so that we could look at district wide data, we choose the other 2 cycles. Cycles and data drive instruction.
E1. Use of differentiated instruction / Accomplished / Lesson plans
Walk-throughs
TBT minutes
Math Solutions (tasks)
Small group instruction (leveled) / Differentiation for whole group instruction needs to be more building wide. We need to document on our lesson plans how we differentiate.
Criterion / Level / Evidence / Next Steps
F1.Common Core preparation and
implementation. / Exemplary / Curriculum maps
Lesson plans / During TBT time look at standards vertically – also continue vertical teams. We are focusing on Ela standards. Curriculum guides are being developed by the district.
F2. Model Curriculum preparation and
implementation. / Exemplary / Curriculum maps
TBT minutes / Use model curriculum more often, develop more complex rigorous math task. Continue work with ELA standards
G1. Inclusion of Special
Education/Early
Childhood Staff on
Teacher Based Teams and Building Level Teams. / Exemplary / List of membership by position
BLT agenda/minutes / Continue
H1. The OIP Five Step
Process is utilized with
fidelity. / Exemplary / 5-step protocol used at all TBT meetings and BLT meetings – agendas and minutes / Continue with 5 step process – we will be focusing on step four – doing more walkthroughs for TBT cycles. Be more specific with our documentation