Duval– Andrew Robinson Elementary– 2017-18 SIP

Problem Solving Quick Report

Action Plan for Improvement
Problem Solving Key
G = Goal B = Barrier S = Strategy AS = Action Step
STRATEGIC PLAN / PERFORMANCE MANAGEMENT
Step (1-5) / Description / Measurable / Step (1.b, 6-8)
G1. / If differentiated, small-group instruction is provided to support student learning, then the academic achievement of students in Math and Reading will increase to meet/exceed the following: / Summative Results
ELA/Reading Proficiency – 34%
ELA/Reading Gains – 55%
Bottom 25% ELA/Reading Gains – 66%
Math Proficiency – 55%
Math Gains – 65%
Bottom 25% Math Gains – 60%
Science Proficiency – 45% / 1.b
Progress Monitoring
iReady Weekly Performance Reports
iReady Diagnostic Reports
Achieve 3000 Weekly Performance Reports
Achieve 3000 Diagnostic Reports
Module Assessments
District Mid-Year Scrimmages / 8
G1.B1 / Teacher Content Knowledge and Pedagogy
G1.B1.S1 / Provide school-wide professional development cycle on small group instruction. / Effectiveness:
1a. Observational data will be collected to determine the quantity of time allocated to small-group instruction.
1b. Progress monitoring through weekly reports and aligned assessments will be reviewed to assess the quality of small group instruction.
1c. CAST rubrics through formal and informal observations. / 7
G1.B1.S1.AS1 / Teachers will develop common language around differentiated, small group instruction. This will be facilitated through PLCs in which teachers discuss examples, non-examples and misconceptions. / Fidelity:
Meeting agendas, PowerPoints and handouts will be reviewed to ensure that each action step is being carried out.
Peer observation forms will be filled out by teachers for each walk-through. / 6
G1.B1.S1.AS2 / Administrators and teacher leaders will facilitate a school-wide professional development, modeling small-group instruction.
G1.B1.S1.AS3 / Teachers will conduct peer walk-throughs, identifyingevidence aligned to the aforementioned examples, non-examples and misconceptions.
G1.B1.S1.AS4 / Administrators will continue to observe and provide feedback through informal and formal observations.
G1.B1.S2 / Provide Tiered Instructional Support / Effectiveness:
Data collected through observations, and student performance / 7
G1.B1.S2.AS1 / Identify teachers level of effectiveness based on metrics of teacher talk time, small instruction support and documentation of activities. / Fidelity:
A teacher check-list will be established to ensure that each teacher has received an observation cycle aligned to differentiated, small-group instruction.
Communication log and feedback documentation will be reviewed to further measurer the level of fidelity the support was carried out. / 6
G1.B1.S2.AS2 / Debrief with model teachers to set up a peer-support cycles to help lower tiered teachers.
G1.B1.S2.AS3 / Administrators will informally and formally observe implementation of small group instruction.
G1.B1.S2.AS4 / Administrators will provide next-step and ongoing feedback of implementation.
G2. / If weekly aligned scientific investigations are performed weekly with teacher guidance and meaningful feedback, student data will increase to the following: / Summative Results:
Science Proficiency – 43% / 1.b
Progress Monitoring:
Teacher-Administrator created Daily and Weekly Assessments
District Quarterly Assessments
Mid-Year Scrimmage Data
EiE (Engineering is Elementary) Unit Assessments – Magnet Theme Resource / 8
G2.B1 / Teacher competency around implementing aligned investigations. / 7
G2.B1.S1 / Provide professional development and coaching cycles around aligned investigations and the implementation of the EiE Project-based Learning Project Units. / Effectiveness:
1a. Observational data will be collected to determine the efficacy of the facilitation of the scientific investigation.
1b. Progress monitoring through exit-tickets will be reviewed to assess the level of student learning that occurred as a response to the student data.
1c. Progress monitoring of the EiE units through Formative assessment data and the PBL rubric. / 7
G2.B1.S1.AS1 / Administrator and district specialist (instructional support team) will meet with teachers to identify NGSSS scientific framework, and the four associated strands. / Fidelity:
An ongoing investigation calendar will be created to ensure the implementation and effectiveness of investigations. Calendar will include the implementation of the EiE units per grade level. / 6
G2.B1.S1.AS2 / The instructional support team and teacher will then identify aligned investigations for upcoming two weeks of instruction.
G2.B1.S1.AS3 / The instructional support team will then provide feedback from teacher observations and data collected from student work.
G2.B1.S1.AS4 / Teacher leaders will provide professional development for the implementation of the EiE units in the classroom.
G2.B2 / Teacher’s ability to interpret and respond to student data / 7
G2.B2.S1 / Administrator and district specialist will work with teachers to interpret both pre-investigation and post-investigation data. Teachers will provide opportunities for students to improve performance based on the engineering design cycle and connect field experience with skills learned through the implementation of the unit. / Effectiveness:
Students’ pre, post and remediated data will indicate level of learning.
Documentation of student learning will be determined through student portfolios which include reflections from the engineering unit field experience (Universal trip).
Progress monitoring of the EiE units through Formative assessment data and the PBL rubric. / 7
G2.B2.S1.AS1 / Teacher will collect data from aligned investigations (student work, exit-tickets, portfolio, etc.). / Fidelity:
Bi-weekly data chats will be conducted, where noticings and wonderings protocol will be conducted.
Admin/Teacher Data Chats
Teacher/Student Data Chats / 6
G2.B2.S1.AS2 / The team will then engage in a noticing-wondering protocol to find trends in data.
G2.B2.S1.AS3 / The team will then identify the teacher-level adjustment that impacts the student-level learning.
G2.B2.S1.AS4 / Teacher will then correctively instruct as part of a subsequent mini-lesson and allow an additional opportunity for students to master standard.
G2.B2.S1.AS5 / Teacher will then reassess student learning and review data with instructional support team.
G2.B2.S1.AS6 / Teachers will provide feedback based on student reflection from the field experience.