comprehensive progress report - amazon s3€¦ · comprehensive progress report 10/12/2018! = past...

Core Function: School Leadership and Decision MakingEffective Practice: Establish a team structure with specific duties and time for instructional planning

ID07 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting).(42)

Implementation Status Assigned To Target Date

Initial Assessment:Thomas C. Brunson has established a building level team which consists of the building leader, an instructional team, and other building level professionals. This team meets twice a month. The team ensures successful meetings by operating the meeting with a planned agenda, keeping minutes in an effective way, staying focused, and following through with all plans created during the said meetings.

Full Implementation 08/24/2018

Brunson New Vision Charter School

Comprehensive Progress Report10/12/2018

! = Past Due Objectives KEY = Key Indicator

Mission: Our mission is to educate students using personalized learning with research-based instruction delivery best practices that promote academic, social, and emotional growth measured by on-going formative and summative assessments to provide them with life skills to live productively in our 21st century global society. We will adhere to a code of conduct established for students collaboratively written by teachers and students measured through discipline records, perceptual surveys, and walk-through data indicating school culture. We will provide a safe, positive environment for learners.

Vision: The vision at Thomas C. Brunson Elementary School is to prepare and motivate our students for a rapidly changing world by instilling in them critical thinking skills, a global perspective, and a respect for core values of honesty, loyalty, perseverance, and compassion. Students will through their progressions have success for today and be prepared for their future.

Goals:Our goal is for all students to successfully follow the Habits of Work created by the Thomas. C Brunson staff.

ID10 The Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.(45)


Initial Assessment: We will have monthly PLC meetings to look at student data. The other weeks will have a team meeting to discuss content, scheduling, celebrations, and effective practices.

Limited Development 11/10/2015

Priority Score: 3 Opportunity Score: 3 Index Score: 9

How it will lookwhen fully met:

Leadership(Indistar) team will look at performance data divided into sub-populations to plan professional development.

Objective Met09/20/17

Regina Scroggins 05/19/2017

Actions11/17/16 Leadership(Indistar) team will meet in January to look at winter NWEA

achievement data to plan for February flex day professional development.

Complete 01/31/2017 Regina Scroggins 01/31/2017

Notes: Jan. 31st Regina and I met with Rhonda Williams to look at survey results and decide which topics should be covered on our Feb. 17th PD day:First, we need 45 minute content level meetings. Second, we need to have a discussion about what a pre-test is. Finally, teachers need to be given at least an hour to begin working on their pre-assessment binders.

Implementation: 09/20/2017Evidence 9/20/2017

Experience 9/20/2017

Sustainability 9/20/2017

Core Function: School Leadership and Decision MakingEffective Practice: Focus the principal’s role on building leadership capacity, achieving learning goals, and improving instruction

IE07 The principal monitors curriculum and classroom instruction regularly.(58)


Initial Assessment: We now have a Dean of Students to assist with discipline. The principal has more time to visit classrooms and work with teachers to align instruction with curriculum.




The principal focuses on instruction. Principal establishs expectations and processes for team planning and for instructional delivery. Principal then monitors the work, meeting with teams, visiting classrooms, and reinforcing good practice.



Actions11/17/16 Beginning in January 2017, Principal will visit each classroom once

weekly at least with feedback given to teachers. Instructional team meets once a month with principal to discuss student growth, data, and discussion of instructional delivery.


Notes: We will refer to "Teach Like a Champion 2.0" for effective instructional delivery practices.

January 23rd - 27th Regina was able to come in and visit every classroom. She left notes on our performance taped to our doors to provide some feedback. We are getting there!

January 30th - Feb. 3rd Regina is very busy with mid-year observations, so she is visiting each classroom and then conferencing with each teacher.


Upload of 2017 Calendar to show Axe time. Everyone in the building is a literacy and math instructor. Axe time is used to meet needs of individual learners.

Experience 8/23/2017Dean of students allowed time for principal to monitor classrooms, attend meetings, arrange data discussions, and focus on instruction.

Sustainability 8/23/2017Principal will actively monitor instruction and assessment. She will lead grade level meetings, PLCs, and Building Leadership Team. She will plan instruction time for facilitators to work on weak areas each learner has.

IE09 The principal challenges and monitors unsound teaching practices and supports the correction of them.(60)


Initial Assessment:The principal makes a diligent effort to be directly involved in classroom instruction. She rotates formal and informal observations throughout the building during the course of the school year. All data collected whether it be effective or ineffective instruction is addressed with the staff and drives professional development training throughout the school year. Self-reflection is encouraged by the principal.


How it will lookwhen fully met: The building leader will conduct formal and informal observations of

the teachers throughout the school year. All data, including both effective and ineffective instruction will be recorded. The data will then be addressed with the staff. This can be done in a professional learning community setting or principal/ teacher meeting. Professional development will be driven by the results of any data collected. The principal will encourage self-reflection with each observation in relation to the teacher's professional plan.


Actions 0 of 3 (0%)8/24/18 Principal will observe each teacher throughout the school year. Regina Scroggins 05/24/2019

Notes:

8/24/18 Weekly PLC's will be used to discuss effective and ineffective teaching strategies.


Notes:

8/24/18 Professional development will be planned based on the needs of the teachers.


Notes:

IE11 The principal provides incentives for teacher and student accomplishment.(62)


Initial Assessment:There have been various celebrations planned for both academic and attendance success where students are involved. Research show that successful principals establish school-wide commitment to high academic and attendance standards and focus on goals for student progress. The overall goal is to make students aware of their own successes and reward them for their hard work in a time frame that is closely connected in time to the successful behavior.


How it will lookwhen fully met: Once this objective is being fully met visitors to the building can witness

even small successes academically and attendance wise being rewarded. Parents will be notified that their student is being recognized. A budget will be put in place to make financial related incentives ( low cost celebrations) possible.

Approximate cost for each celebration or reward will need to be known in order to budget for a successful program.


Actions 0 of 2 (0%)8/24/18 Celebrations will be planned throughout the year to celebrate success

in attendance and academically by the building leader and staff. Regina Scroggins 05/24/2019

Notes:

8/24/18 There will need to be a planned budget to ensure that all celebration plans are carried out successfully.


Notes:

IE13 The principal offers frequent opportunities for staff and parents to voice constructive critique of the school’s progress and suggestions for improvement.(64)


Initial Assessment:We conducted a survey at parent-teacher conferences.

Beginning of the school year, Title 1, Closing the Achievement Gap meaning.

Family Reading night, twice a year.

Communication folders.

Classdojo.

School way electronic app

Brunson school website and Facebook app.

Electronic school sign.




Principal encourages an open-minded atmosphere in which all teacher input is valued and everyone is respected. This same atmosphere is evident throughout the building. Students and parents also feel valued and respected. Constructive critique is fostered through the principal's one-on-one meetings with parents and staff. Teachers have common planning periods and PLC meetings are held three times per month. Instructional team meetings are held once a month. Principal encourages staff to have positive interactions with parents.



Actions11/17/16 Responses to questions for parents are communicated through Class

Dojo. These responses are discussed in PLC meetings. Constructive critique will be used to make change as necessary.

Complete 02/06/2018 Cassidy Cathey 01/03/2018

Notes: Check Class Dojo for responses. Implementation: 02/06/2018

Evidence 2/6/2018

Experience 2/6/2018

Sustainability 2/6/2018

Core Function: School Leadership and Decision MakingEffective Practice: Align classroom observations with evaluation criteria and professional development

IF03 Professional development for teachers includes observations by the principal related to indicators of effective teaching and classroom management.(67)


Initial Assessment:Currently there is already an observation protocol in place to identify the teachers' strengths and weaknesses. The staff meets weekly in professional learning teams to learn and share from one another. These meetings are based on meaningful feedback from the building leader and are based on effective teaching practices.


How it will lookwhen fully met: Once data is collected from teacher observations the principal will

evaluate the need for professional development and in what areas. Professional development may include learning and sharing strategies with one another in the professional learning community meetings that occur weekly. Effective teaching practices and meaningful feedback are the driving force that will lead any and all professional development related to observations.


Actions 0 of 2 (0%)8/24/18 Principal will conduct formal and informal observations throughout the

school year. Regina Scroggins 05/24/2019

Notes:

8/24/18 Weekly professional learning community meeting will occur to discuss effective and ineffective teaching strategies that occur in the building. Teachers will be given the opportunity to share strategies that are effective in their classroom.


Notes:

IF10 The principal plans opportunities for teachers to share their strengths with other teachers.(74)


Initial Assessment: The data collected by the principle through classroom observations, PLC team meetings, and data meetings is used to assign co-teaching roles based on each teachers strengths.


Core Function: School Leadership and Decision MakingEffective Practice: Ensure High Quality Staff - Recruitment, Evaluation, and Retention

II01 The school works collaboratively with the district to recruit and retain highly-qualified teachers to support school improvement.(3982)


Initial Assessment: The building leader works congruently with the district leaders to ensure that highly-qualified teachers are hired for the building. There are thoughtful and meaningful incentives in place that are enticing, so that the district retains all highly qualified teachers that are hired. Newly hired Brunson teachers are sent to district new employee training that occurs before the school year begin , and they are assigned peer coaching teachers to help them throughout the school year.


Core Function: Curriculum, Assessment, and Instructional PlanningEffective Practice: Engage teachers in aligning instruction with standards and benchmarks

IIA01 Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(88)


Initial Assessment:All teachers at Thomas C. Brunson Elementary have worked and developed a year long pacing guide, which includes units of learning.

All units contain:

* learning objectives based on Arkansas State Standards

* Criteria for mastery

* Learning progressions and activities aligned with the state standards

* pretest, formative, and summative assessments that align to state standards

* ELL and SPED teachers have access to all units that have been devloped


IIA02 Units of instruction include standards-based objectives and criteria for mastery.(89)


Initial Assessment: Development is somewhat implemented. Many teachers have focused their attention on curriculum and rigor in summative exams this year as was instructed by out-side consultant in August 2016 and throughout 2016-2017 school year.




With help from out-side consultants, units of instruction developed by teacher Instructional teams will organize the curriculum for a subject level. After plotting out the curriculum for the year, organizing it into units, and aligning it to standards, the Instructional Team develops the components for formative assessment, including specific objectives and criteria for mastery.



Actions8/24/18 Teachers will meet monthly with the district's school improvement

specialist, until all units of instruction are developed and in place. Complete 05/31/2018 Rhonda Williams 05/31/2018

Notes: As new teachers enter the district or as a need is seen, there will be an ongoing need for instructional monitoring and adjusting.

Implementation: 08/24/2018Evidence 8/24/2018 There is a database of units for each teacher in the building

saved and recorded with the district school improvement specialist. Experience 8/24/2018 During the 2017-18 school year all staff in at Brunson met

with the school improvement specialist and successfully developed units to cover the year long pathways already in place.

Sustainability 8/24/2018 As new teachers move into the district or learning needs change there may be a need to revisit units to ensure the continued success of our students

Core Function: Curriculum, Assessment, and Instructional PlanningEffective Practice: Engage teachers in assessing and monitoring student mastery

IIB04 Teachers individualize instruction based on pre-test results to provide support for some students and enhanced learning opportunities for others.(94)


Initial Assessment: Teachers create levelized work(pre-test), using pathways to indicate that they have been trained in differentiated instruction. Part of the student's pathway includes a formative and summative assessment to assess the student's mastery of the skill. Using this data teachers make adjustments in lesson plans to meet all students' needs. The student will either be retaught or will progress further on their pathway.




When this objective is fully met students will know what level of the skill being taught they are on at the moment. They will keep a pathway, so they can visually see where they are in their learning. Once the student and teacher feels the students has met mastery on each level , the students will take their formative assessment. This will give them the ability to level -up. When the student reaches level 4, they will then take the summative assessment. If the student successfully passes the summative assessment, they will move on to their next goal. If the students doesn't complete the summative successfully, they will be retaught and reassessed.


Selena McCain 05/18/2018

Actions5/8/18 Teachers will create learning pathways for the students to complete

throughout the year.Complete 08/21/2018 Rhonda Williams 08/15/2018

Notes:

5/8/18 Teachers will create levelized formative assessments to show that a student has passed a level of learning for a particular skill.

Complete 08/21/2018 Rhonda Williams 08/15/2018

Notes:

5/8/18 The teachers will create summative assessments (post-assessment) to show that a student has successfully completed a goal. This will allow students to mark a goal off their yearly pathway.


Notes:


Each teacher in core subjects have online formative and summative assessments and yearlong pathways.

Experience 2/25/2016As a faculty we met and discussed this. All teachers agreed that they were using pre-test data to guide instruction. Melissa went to each teacher individually and asked how they were remediating based on data. Every teacher described what they were currently doing.

Sustainability 2/25/2016Teachers will continue the techniques they have been using. They will modify the pathways and assessments based on state standards and/or rigor.

Core Function: Curriculum, Assessment, and Instructional PlanningEffective Practice: Assess student learning frequently with standards-based assessments

IID02 The school tests each student at least 3 times each year to determine progress toward standards-based objectives.(100)


Initial Assessment: Students are assessed three times per year(Fall, Winter, Spring) using NWEA Measures of Academic Progress, STAR Math, and STAR Reading. Instructional Teams and individual teachers review the results and use the data to guide instruction, provide remediation, and track growth. Results also enable the school to see areas of strength and weakness in the curriculum.


IID03 Teachers receive timely reports of results from standardized and objectives-based tests.(101)


Initial Assessment:Teachers are effectively given test results in a timely manner from the District and Building test coordinators. The teachers use the data from each test to drive instruction and determine students' learning levels. Our teachers also use these assessments for self-reflection to see where they need to strengthen their instruction to ensure student success in the classroom.


IID06 Yearly learning goals are set for the school by the Leadership Team, utilizing student learning data.(104)


Initial Assessment:The leadership team includes on their agenda to look at student data and adjust accordingly. They consider all data to be evolving and ever changing. This drives all instruction throughout the building. The following are always being monitored and considered:

• making sure assessments match learning expectations

• clearly defining expectations

• planning assessments for learning as part of the

instructional process

• using the results of assessments to guide future

plans

• Indicators include:

• Lesson plans indicating a correspondence between

assessments and instructional outcomes

• Assessment types suitable to the style of outcome

• Variety of performance opportunities for students

• Modified assessments available for individual students

as needed

• Expectations clearly written with descriptors for each

level of performance

• Formative assessments designed to inform minute-to-minute

decision making by the teacher during

instruction


IID08 Instructional Teams use student learning data to assess strengths and weaknesses of the curriculum and instructional strategies.(106)


Initial Assessment: Throughout the school year a variety of assessments ( pretest, formative, summative) will be given to students. As the data from these assessments are collected teachers will use individual planning periods and professional learning community meetings to use the students' performances to determine where they are succeeding and where teachers need to direct efforts to increase improvement.



Instructional subject-level teams develop instructional plans aligned with a standards-based curriculum. They adjust the plans based on an analysis of the strategies and materials used and the results in student learning. Pre/post-tests will be used to collect data. Teachers will use common formative assessments throughout the lesson to assess understanding.NWEA MAPS testing and Star Math/Literacy will be given three times per year to evaluate progress of students. Data from these tests will be discussed in Instructional Team meetings.


Actions 0 of 2 (0%)8/24/18 Teachers will continuously monitor student success by giving formative

and summative assessments. Regina Scroggins 05/24/2019

Notes:

8/24/18 Teachers will assess students using STAR reading and math, NWEA MAP testing, and interim ACT Aspire tests.

Brandi Green 05/24/2019

Notes: Tests will be given according to the open test window. These assessments may not occur every month.

IID09 Instructional Teams use student learning data to plan instruction.(107)


Initial Assessment: We do use data to guide instruction but it is not done in teams but individually.




Teacher created formative assessments and periodic benchmark assessments will be given to assess understanding of concepts throughout units. Teaches use data from these assessments to evaluate instructional strategies used. Data is also used to identify students who've mastered the concept and need enhanced learning as well as students who need re-teaching to meet the expected level of mastery.



Actions11/17/16 Beginning in January 2017, teachers will participate in data meetings

once a month in which they will collaborate with colleagues and design instruction.


Notes: Melissa, remind Regina to pencil in these dates in December.

Data meeting for instructional teams has been set for Thursday, February 2nd in the staff lounge 9am.


2017 Schedule attached to show Ax time which is our additional instruction time in literacy and math.

Experience 8/23/2017Redesigned 2017 schedule to allow for additional instruction in learner's weak area. Everyone in the building is a literacy facilitator and a math facilitator.

Sustainability 8/23/2017We must continue to find the time to meet learners where they are and work on those weak areas.

Core Function: Classroom InstructionEffective Practice: Expect and monitor sound instruction in a variety of modes

IIIA01 All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment.(110)


Initial Assessment:Lesson plans are aligned according to unit plans and progressions based on standards. Assessments are driven by evidence from the material that is aligned to grade level progressions.



How it will lookwhen fully met: See Wise Ways. Unit plans will flow from grade level to grade level.

Evidence: Lesson plans and unit plans.


Rhonda Williams 05/31/2018

Actions8/24/18 Each teacher along with the school improvement specialist will create

year long pathways that will drive instruction for each semester of the school year.


Notes:

Implementation: 08/24/2018Evidence 8/24/2018 All teachers have a copy of their year long instruction

pathway posted in their classrooms. Experience 8/24/2018 As part of teacher unit planning, the school improvement

specialist and each teacher created a year long pathway to guide instruction for the entire school year.

Sustainability 8/24/2018 This year long pathway could be adjusted to meet the needs of students for the current school year.

IIIA07 All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.(116)


Initial Assessment:In any given classroom at Thomas C. Brunson Elementary you can observe student pathways, as an indication of where each individual student stand for each objective. You can also observe pretests and pretest data. This data determines where each student will begin instruction for that particular objective. Each student has a student learning pathway that they will follow to meet mastery. At any given time a teacher can pull students for small group instruction to reteach skills that students need to be successful learners.


IIIA11 All teachers use modeling, demonstration, and graphics.(120) Implementation Status Assigned To Target Date

Initial Assessment: All teachers use a variety of formats for instruction to reach each learning modality.


IIIA17 All teachers re-teach when necessary.(126) Implementation Status Assigned To Target Date

Initial Assessment: Teachers retest as necessary. We each have grade sheets as well as masteryconnect data. Our grades are displayed in Educate for parents to view.


IIIA19 All teachers review with questioning.(128) Implementation Status Assigned To Target Date

Initial Assessment: Teachers have been given professional development of on questioning. Our current book study of "Teach Like a Champion" also covers questioning.


IIIA27 All teachers verbally praise students.(136) Implementation Status Assigned To Target Date

Initial Assessment: One of the key components of our fully implemented Leader In Me program is positive praise.


IIIA32 All teachers interact managerially with students (reinforcing rules, procedures).(141)


Initial Assessment: We have fully implemented the use of SOP's(Standard Operating Procedures) schoolwide. SOPs are posted around building and in each classroom.


IIIA35 Students are engaged and on task.(144) Implementation Status Assigned To Target Date

Initial Assessment: In each classroom each teacher has developed a system to keep all students engaged. We have received professional development allowing us to use a variety of ways to keep all students on task. Standards-based learning has create an environment in which students are responsible for their learning. The teacher facilitates.


Core Function: Classroom InstructionEffective Practice: Expect and monitor sound homework practices and communication with parents

IIIB06 All teachers systematically report to parents the student’s mastery of specific standards-based objectives.(155)


Initial Assessment: With the addition of Hac and Tac to our school, parents have access at any time to their child's academic performance. Class Dojo has allowed teachers a way of delivering information about their child's behavior to parents. Sometimes the alert is good such as showing good teamwork and sometimes the alert shows that their child did not have homework for class. Student binders with individual pathways go home every Thursday so parents can monitor progress.


Core Function: Classroom InstructionEffective Practice: Expect and monitor sound classroom management

IIIC05 All teachers use a variety of instructional modes (whole-class, small group, computer-based, individual, homework, for example).(160)


Initial Assessment: Each class makes use of small-group instruction, whole-group instruction, IXL, Myon, Pearson success, Learnzillion, etc.


IIIC08 All teachers display classroom rules and procedures in the classroom.(163)


Initial Assessment: All SOPs are posted in all classrooms. Full Implementation 11/11/2015

IIIC09 All teachers correct students who do not follow classroom rules and procedures.(164)


Initial Assessment: Teachers use RISC training to correct behavior by referring to classroom expectations created by the students.


IIIC10 All teachers reinforce classroom rules and procedures by positively teaching them.(165)


Initial Assessment: We use the Leader In Me program to foster good habits of behavior in students Each teacher conducts an LIM lesson on Monday. Each teacher is in charge of a LIM student group. LIM phrases are displayed throughout the building.


Core Function: Family Engagement in a School CommunityEffective Practice: Explain and communicate the purpose and practices of the school community

FE04 The school’s Title I Compact (Or Non-Title I schools roles and expectations for parents, students, and teachers) includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home). (3983)


Initial Assessment: Title 1 compact is in student handbook and parents/students are required to read, sign, and return it.


Core Function: High School: Opportunity to LearnEffective Practice: Ensure content mastery and graduation

HS04 The school provides all students with guidance and supports (academic, financial, etc.) to prepare them for college and career.(4541)


Initial Assessment: Fifth grade students entering middle school attend a meeting in which smart core curriculum is explained.


comprehensive progress report - amazon s3€¦ · comprehensive progress report 10/12/2018! = past...

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