Duval – Julia Landon College Preparatory – 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 research-based reading strategies based on student data are used across all content areas, then ELA learning gains will increase. / Summative Results
  • FSA ELA Proficiency – 90%
  • FSA ELA Learning Gains – 80%
  • FSA ELA Bottom Quartile Gains – 80%
  • EOC Civics Proficiency – 95%
  • FCAT Science Proficiency – 91%
/ 1.b
  • Progress Monitoring
  • Achieve 3000 Lexile Growth
  • Achieve 3000 Article Proficiency Rate (75% or higher – 1st try)
  • Achieve 3000 Standards Mastery Report
  • ELA Mid-Year Scrimmage
  • Civics District Baseline compared to CIvics Mid-Year and MOCK
  • Science District Baseline compared to Science Mid-Year and MOCK
  • Standards tracking by individual teachers
  • ELA Bottom Quartile standards mastery tracking
  • Reading Enrichment student proficiency tracking in all content areas
/ 8
G1.B1 / Consistency and awareness of reading strategies to use across all content areas / 7
G1.B1.S1 / Professional development on teaching reading strategies specific to each content area / Effectiveness:
Observational data will show teachers in all content areas using reading strategies which will result in high levels of comprehension of complex texts. / 7
G1.B1.S1.AS1 / ELA department develops a list of reading strategies being taught in ELA / Fidelity:
  • Reading Coach log
  • Instructional Rounding reflections
  • Common Language being used in classrooms
  • Reading strategies written into lesson plans
  • Cross-curricular conversations around reading strategies
  • Reading Strategies Anchor Charts
/ 6
G1.B1.S1.AS2 / Social Studies and Science content area teachers develop knowledge of reading strategies being used in the ELA classroom
G1.B1.S1.AS3 / Develop a common language in the classroom of research-based reading strategies defining each strategy
G1.B1.S1.AS4 / Reading Coach models research-based reading strategies for each content based on strategies used in the ELA classroom
G1.B1.S1.AS5 / Teachers observe each other teaching reading strategies in the classroom through instructional rounding
G1.B1.S1.AS6 / Develop anchor charts of reading strategies to use within each content that are common across the school
G1.B1.S2 / Professional development on resources that can be used to teach reading strategies in each content area. / Effectiveness:
Evidence of using reading strategy resources will be observed in all content areas. / 7
G1.B1.S2.AS1 / Examine work samples from resources that teach reading strategies / Fidelity:
  • Proficient student work samples using reading strategies
  • Use of digital library
  • Effective analysis of student work protocols
  • Lesson plans using effective reading strategy resources
/ 6
G1.B1.S2.AS2 / Create a digital library of resources to teach reading strategies
G1.B1.S2.AS3 / Use student work protocols to examine the effectiveness of resources used to teach reading strategies
G1.B2 / Reading skills transferred to reading strategies and applied in all content areas to complex texts / 7
G1.B2.S1 / Professional development on how to apply reading skills to complex text / Effectiveness:
Students will be using reading skills learned in Reading Enrichment class and applying it to the novel studies in the ELA classroom. / 7
G1.B2.S1.AS1 / Modeling of transferring reading skills to reading strategies by the reading coach / Fidelity:
  • Reading Coach log
  • Collaborative Planning PLC minutes around reading skills applied to novels
  • Curriculum Map aligning Reading Enrichment with ELA
  • Lesson plans which include reading skills and reading strategies
/ 6
G1.B2.S1.AS2 / Collaborative planning around reading skills applied to the novel series in ELA.
G1.B2.S1.AS3 / Align curriculum in Reading Enrichment classes to the standards taught in ELA to build continuity between the two classes.
G2. / If a Positive Behavioral Interventions and Supports Plan is implemented with fidelity, then school-wide culture will improve. / Summative Results:
  • Level 1 Referrals
  • 1.01 - 2016-17 (37 referrals); Goal – reduce by 25%
  • 1.03 - 2016-17 (17 referrals); Goal – reduce by 15%
  • 1.05 - 2016-17 (15 referrals); Goal – reduce by 15%
  • Level 2 Referrals
  • 2.01 - 2016-17 (28 referrals); Goal – reduce by 25%
/ 1.b
Progress Monitoring:
  • Tracking referrals each month comparing pace from 2016-17 school year for each infraction
  • Number of students that repeat the same offense throughout the school year
  • Tracking number of points compared to likelihood of receiving a referral
  • Correlation between PBIS points given per class versus number of referrals written
/ 8
G2.B1 / School-wide tracking system for positive behavior / 7
G2.B1.S1 / Use Class Dojo to award points to students that exhibit positive behavior throughout the school year. / Effectiveness:
Monitoring of Class Dojo points being awarded throughout the school. Comparing points earned versus referrals received throughout the school year. / 7
G2.B1.S1.AS1 / Determine the top five student behaviors to positively reinforce based on the Leading LIONS Guidelines for Success / Fidelity:
  • Class Dojo implementation consistency
  • Professional Development follow-up on Class Dojo
  • Class competition reports
  • Tracking the increase in top five positive behaviors
/ 6
G2.B1.S1.AS2 / Provide professional development for teachers and staff on how to use a school-wide Class Dojo system for tracking positive behavior
G2.B1.S1.AS3 / Develop school-wide competitions to encourage students to receive Class Dojo points
G2.B2 / Reward system in place for students meeting and exceeding the expectations / 7
G2.B2.S1 / Develop a tiered system of rewards for students that meet or exceed expectations at the school. / Effectiveness:
Monitoring the desire for students to want to receive the rewards offered for earning points. Monitoring the degree in which expectations for the school are being followed by students. / 7
G2.B2.S1.AS1 / Survey students to determine rewards they feel would be valuable to them and worth working towards / Fidelity:
  • Student survey results versus actual implementation
  • Consistency with planned reward events
  • Reflections from student focus groups
  • Rewards desirable to students
/ 6
G2.B2.S1.AS2 / Develop a calendar of events in which rewards will be issued to students based on the number of points earned
G2.B2.S1.AS3 / Hold student focus groups to review and revise rewards issued throughout the school year to maintain an effective tiered reward system