a framework for continuous school improvement...

GETTING RESULTS! ™ - Continuous School Improvement Planning

© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3

A Framework for Continuous School Improvement Planning

Customized by Performance Fact, Inc. for

UT University Charter School (Austin, Texas)

2010 to 2011 Campus Improvement Plan

Highlights of the Instructional Focus

SCHOOL: TNC

DISTRICT: University Charter School

PRINCIPAL: Angela Frey

ADDRESS:

PHONE: 512-750-8567 FAX: 512-462-6665

EMAIL: [email protected] DATE: 06/28/2010



TAKS DATA

Campus Name: TNC

SUMMATIVE ASSESSMENTS

Reading/ELA Mathematics Other: Writing/Science

2004-05

2005-06 2006-07 2004-05 2005-06 2006-07 2004-05 2005-06 2006-07

√ 3rd

4th

5th

6th

7th

8th

9th

10th

11th

SUMMATIVE ASSESSMENTS

Commended Reading/ELA Commended Mathematics Other: Commended Writing/Science

2004-05

2005-06 2006-07 2004-05 2005-06 2006-07 2004-05 2005-06 2006-07

3rd

4th

5th

6th

7th

8th

9th

10th

11th



PLAN SOLUTIONS

The Action Sequence…in 1-2-3-4-5 Steps!™

The final phase in the school improvement planning process is to use the Action Sequence…in 1-2-3-4-5 Steps!™ to explicitly outline your school’s plan to meet student achievement targets in each of the core content areas (i.e., Reading/ELA, Math Science, etc.), as well as NCLB/AYP and other locally relevant student achievement categories (e.g., Attendance, graduation rate, suspension, etc.) The graphic below depicts the 5 Steps of the Action Sequence and summarizes what needs to be done for each step. Information from Worksheets 4, 5, 6, and 7 in the packet will be needed to complete the last phase. To facilitate the process, an Action Sequence… in 1-2-3-4-5 Steps! template is provided.

Step 1: Data Where are we now?

Step 2: Design Where do we want to go

next?

Step 3: Delivery How are we going to get

there?

Step 4: Development of People What additional skills/training/ capacity building do we need?

Step 5: Documentation How do we track our

progress?

Analysis of current state of student achievement data and educational practices.

Identify and describe below 2-to-4 research-based or promising strategies that you will implement.

Complete the “What needs to be done” column for each promising strategy described.

Describe the professional development needed to successfully carry out the tasks outlined in Step 3.

Define the milestones of progress you will monitor at specific time-intervals

Step 1: Data

Where are we

now?

Step 2: Design

Where do we want

to go next?

Step 3: Delivery

How are we going

to get there?

Step 4: Development of

People

What additional skills/training/

capacity building do we need?

Step 5: Documentation

How do we track

our progress?



Systemic Initiatives

ACTION SEQUENCE…in 1-2-3-4-5 Steps!

Step 1: Data

Where are we now?

Step 2: Design

Where do we want to go next?

Step 3: Delivery

How are we going to get there?

Step 4: Development of People

What additional skills/training/ capacity building do we need?


How do we track our progress?

Improve student achievement for all students, all subjects

STEP 1: DATA STEP 2: DESIGN

Student Achievement Priority Areas: 1. IMPROVING BASIC ACADEMIC PROGRAM

Underlying Causes (“root cause”):

Research-based Strategies: 1.1 IMPLEMENT C-SCOPE AS A VIABLE REPEATABLE

CURRICULUM 1.2 INTRODUCE AND IMPLEMENT DIFFERENTIATED

INSTRUCTION IN THE CLASSROOM 1.3 IMPLEMENT DATA-DRIVEN INSTRUCTIONAL

PLANNING 1.4 CREATE AND SUPPORT TEACHER NETWORKS

FOR INSTRUCTIONAL SUPPORT AND PLANNING 1.5 PROVIDE LONG-TERM SUSTAINED PROFESSIONAL

DEVELOPMENT AS NECESSARY 1.6 CREATE A SYSTEM OF OUTREACH AND SUPPORT

FOR THOSE IN THE PARENTING ROLE 1.7 DEVELOP ORGANIZATIONAL ACTION TO IMPROVE

TEACHER RECRUITMENT, RETENTION AND MORALE

STEP 3: DELIVERY STEP 5: DOCUMENTATION

What Needs to Be Done: Describe “What needs to be done” for each promising strategy.

By Whom? By When?

With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will

monitor at specific time-intervals.





By Whom? By When?



STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)



PLAN SOLUTIONS

Subject: Math


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Math - All Students: Student Achievement Targets for specific Math subgroups:


Student Achievement Priority Areas: Mastery of prerequisite and grade level concepts

Underlying Causes (“root cause”): Varying levels of understanding/performance

Research-based Strategies: ALIGNED CURRICULUM FOR MULTI-GRADES LEARNING CENTERS MANIPULATIVES AT EACH GRADE LEVEL TECHNOLOGY


Implementation of C-Scope and TEKS Math specialist

Year long Conference individually

Lesson plans, year at a glance

Learning centers to focus on prerequisite skills Math team

6 weeks Lesson plans, TEKS

Utilize more manipulative materials Math teacher

6 weeks TEKS, lesson plans

Coordinate math and science instruction to reinforce practical applications

Math teacher

6 weeks TEKS, lesson plans




C-SCOPE training

Math center/manipulative training

CScope integration implementation

Learning centers



PLAN SOLUTIONS

Subject: Science


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Science All Students: Student Achievement Targets for specific Math subgroups:


Student Achievement Priority Areas: Application of science concepts and deeper understanding of these concepts

Underlying Causes (“root cause”): LAB COMPONENT

Research-based Strategies: LABS-HANDS ON DEMONSTRATIONS ALIGNED CURRICULUM ALIGN FIELD TRIPS WITH UNITS OF STUDY

STEP 3: DELIVERY STEP 5: DOCUMENTATION Labs aligned with units of study Science

team 40%

each six weeks

Lab kits for area of study

Lesson plans, science notebooks

Hands on study of science skills Science teacher, team

Six weeks

Gardening, kitchen science

Lesson plans, science notebooks


Implementing labs

Teaching strands of science




CSCOPE training

Hands on science Everyday Science



PLAN SOLUTIONS

Subject: Reading


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Reading All Students: Student Achievement Improvement Target for specific subgroups:


Student Achievement Priority Areas: READING IN THE CONTENT AREAS GUIDED READING GROUPS

Underlying Causes (“root cause”): TEACHER TRAINING UNDERSTANDING OF GRADE LEVEL EXPECTATIONS/TEKS

Research-based Strategies: ALIGNED CURRICULUM-ANALYSIS STRATEGIES PAIRED TEXTS



By Whom? By When?



Aligned TEKS with sources Teacher and

instructional coach

All year TEKS, CBA’s, units of study, CSCOPE

Each six weeks the teacher will administer a CBA to show growth in this area.

Instruction in non-fiction reading and paired texts Teacher and inst. Coach

All year Non fiction Paired texts

CBA’s as above

Use novels to set up reading groups Teacher and inst. Coach

All year Novels Lesson plans

Phonics instruction Teacher and coach

All year Phonics program Lesson plan, diagnostic testing




Teaching with current and young adult literature

Teaching beginning reading

Teaching the struggling reader

Phonics instruction for older students



PLAN SOLUTIONS

Subject: Writing


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Writing All Students: Student Achievement Targets for specific Writing subgroups:


Student Achievement Priority Areas: Narrative and Expository writing Prerequisite writing to lead to grade level standards

Underlying Causes (“root cause”): Teacher knowledge and opportunities to practice

Research-based Strategies: Samples, method of teaching Aligned curriculum



By Whom?

By When?



Align reading/writing curriculum Teacher, inst. Coach

End of year

CSCOPE Completed writing product at the end of the six weeks


Teaching writing at all grade levels and abilities

Teaching writing

Writing finished products



Plan Solutions

Subject: Social

Studies


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Social Studies All Students: Student Achievement Targets for specific Social Studies subgroups:


Student Achievement Priority Areas: Integrating SS and English

Underlying Causes (“root cause”): Teacher knowledge of TEKS

Research-based Strategies: Integrated curriculum



By Whom?

By When?



Review elementary/middle/high school TEKS and integrate as possible

Teacher and ss team

End of year

TEKS, CSCOPE District wide list of resources used

Utilize primary sources

Field trips

Technology based instructional material and projects


Teaching elementary, middle and high school Social Studies

Integrating social studies concepts



Plan Solutions

Completion and

Graduation rate


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Completion and Graduation rate All Students: Student Achievement Targets for specific Completion and Graduation rate subgroups:


Student Achievement Priority Areas: Graduation plans Review of plans each semester


Research-based Strategies:



By Whom?

By When?



Graduation plans written for each student in 8-12 Transition coord., teacher

October Transcripts, plan Written plans

Review of plans Parent, student, trans. Coord., teacher

Each semester

Plan Completed and updated plans




Graduation requirements training for parents, teacher, students



Student Transition


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Student Transition:


Student Achievement Priority Areas: Assist students in making a smooth transition from elementary to middle, middle to high, and high to workforce or college.


Research-based Strategies: Career interest survey College fair or visits



By Whom?

By When?



Time and opportunity to investigate college and careers

Transition coord.

May Student survey

ACLSA for all middle/high school students Transition, parents, teacher, students

January ACLSA Completed survey

Job skills training Teacher, transition

All year


Workshop on ACLSA and career opportunities/readiness

CATE training



Plan Solutions

Subject: Parent

Involvement


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Parent Involvement:


Student Achievement Priority Areas: Easy access to teachers and principal for questions, concerns, student progress, and information.


Research-based Strategies: Parent conferences Newsletters Blog/website



By Whom?

By When? With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will


Back to school night, curriculum night, conferences Teachers, principal, inst. Coach

September, February

Sin in roster, agendas, documentation

Newsletter Teachers Monthly Electronic Copies of newsletter

Student awards assembly to acknowledge combined work of students, teachers, and parents

Principal, teachers

June Sign in roster

Book study group on autism Principal, teachers, facility staff

Monthly Unknown Sign in, surveys, meeting notes




Strategies for working with students with autism, PDD, TBI



PLAN SOLUTIONS

Subject: HQ

Teachers, Recruitment

and Retention


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Teacher Recruitment and Retention:


Student Achievement Priority Areas: Increase percentage of HQ teachers to 100%. Assist teachers who are not currently HQ to meet requirements in a timely manner.


Research-based Strategies: PAY STIPENDS FOR HQ, SPED MENTOR TEACHERS CONTENT TEAMS



By Whom?

By When? With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will

monitor at specific time-intervals. Stipends for HQ math, science, sped, esl District May Certificate

Mentor teachers for newly certified District October Surveys

Content teams District September Surveys, attendance records

Working with students significantly below grade level


Staff development in subject areas Release time to meet with content team

CSCOPE for content training Working with students with special needs



PLAN SOLUTIONS

Subject: School

Safety, Violence

reduction and

discipline management


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Teacher Recruitment and Retention:


Student Achievement Priority Areas: POLICIES AND PROCEDURES OF DISTRICT


Research-based Strategies:



By Whom?

By When?



Student handbook to be developed and shared District Sept




Composite School-Wide Professional Development and Collaboration Plan

What you need to do:

Compile the professional development priorities needed to successfully carry out the tasks, as outlined in Step 4 of your Action Sequence…in 1-2-3-4-5 Steps! (i.e. for Reading, Math, Science, etc.)

Align the focus of your professional development to the needs identified in your plan.

Set aside and calendar the “sacred time” reserved explicitly for staff collaboration and evidence-based reflection on teaching practices and student learning.

Topic/Focus/Purpose What? /Why?

Date/Time When?

Participants For whom?

Facilitator/Provider By whom?

Delivery Format How?

Funding With What?

Writing across the content

CSCOPE training

Parent training(facility staff)-Autism

Science Labs-units

Working with students significantly below grade level

Positive behavior management



ADDITIONAL FACTORS & CONDITIONS THAT IMPACT TEACHING-&-LEARNING Based on the student achievement Areas of Strength and Areas of Concern, assess the extent to which each of these factors and conditions currently impact the quality and effectiveness of teaching-&-learning. Then, outline the improvement opportunities or areas of focus for this school year. (Note: Most of these factors and conditions address NCLB or Region 20 expectations. Add other factors and conditions, as needed, to meet your needs).

Current State of the Factor/Condition (What is working well? What needs improvement)

Improvement Opportunities (What We Will Do This Year)

a framework for continuous school improvement...

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