continuous improvement plan for personalized learning€¦ · web viewcontinuous school...

COTTON INDIAN ELEMENTARY PLAN, AUGUST 2016 TO MAY 2017

GUIDANCE: This plan will guide your Continuous School Improvement work for the next year or more. The purpose of this document

is to develop strategic goals for school improvement based on targeted areas identified by longitudinal data analysis of four key data buckets: Perceptions, Student Learning, School Processes, and Demographics. The school leadership team, led by the principal, should complete this document. While Executive Officers are working in conjunction with the Professional Learning Department, your Executive Officer is the best resource to help you complete this form.

GOALS: Start with the end in mind.

o What needs are identified by your data? What do you need to do to get to the end (goal) you have identified? Goals should be process goals or goals to change the adult practices/processes within your building.

o Process Goals are goals you need to accomplish to achieve a larger goal. For example, a measurable process goal could be 50% of teachers engage in review of formative assessment data on a monthly basis. Process goals will help you achieve your large scale student learning goals.

All goals should be S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, Time-bound). Each goal should have metrics associated with it. Consider: how will you know you are getting closer to full

implementation of the newly targeted adult behavior/process? You are focusing on adult behaviors with the belief the adult behaviors will impact student achievement in a noticeable way.

o As such, schools should have a plan to monitor teacher implementation of the new behavior/process; ando A plan to examine student achievement metrics to monitor whether the change in teacher practice is impacting

student achievement in ways anticipated. Each process goal requires strategic actions to accomplish the goal. Focus these strategic actions around the

professional development activities needed to support full implementation of the goal. Remember effective professional development includes four components: constructing knowledge, transferring knowledge into practice, to practice teaching, to promote reflection.

The following table illustrates PD activities that fall into each of the four components of effective PD:Page 1 of 18


Constructing Knowledge Transfer Knowledge into Practice To Practice Teaching To Promote Reflection

Workshops, institutes, courses, seminars

Book Studies Classroom Visits to observe

effective implementation

Collaborative planning to develop curriculum integrating new concepts, strategies, or materials

Mentoring to include master teacher coaching, modeling, and supporting

Content Coordinators guiding teachers in the development of performance tasks

Coaching Cycle Administrator or Peer

observation with feedback to guide implementation

Co-teaching with specialist or TOSA

Curriculum implementation conversations (discussion of what worked & what needs revision)

Tuning Protocols Examining Teacher Practice

protocols

Study Groups Student Work examination

protocols Collaborative Scoring of

assessments Action Research Item Analysis/Error analysis

Effective professional development is a long-term process; research says the most effective PD occurs over 6 months or more and engages teachers for 49 hours or more (French, 1997; Yoon et al, 2007). As such, for each goal, you should have strategic actions to support each of the four components of effective professional development.

o When you are thinking about providing professional development, think broadly about all opportunities in which PD can be delivered: All student release days for 16-17 will be school-focused except one day during preplanning, monthly faculty meetings, weekly collaborative planning meetings, summer institutes, preplanning, post planning, substitute enabled sessions, etc.

o All of these meeting times to provide professional development should be denoted within your plan. While this template contains space for multiple goals, it is suggested schools limit their goals to 3 or fewer per year.

Monitoring Plan: CSIP process goals are intended to change an adult practice that is anticipated to in turn yield a change in student

learning. As such, both adult practice and student learning are data points to be monitored as part of the Plan, Do, Check, Act process.

Monitoring of Adult practices should focus on monitoring implementation in the classroom (e.g., walk thrus, examining student work protocols), not just artifacts that suggest implementation might be occurring (e.g., lesson plans).

A process for the monitoring of adult practices should be developed/articulated (e.g., Focus walk thrus conducted by Literacy Focus Team members quarterly).

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Examples of evaluating the effectiveness of PD on changing teacher practices:

self-assessments pre/post assessments of information of the professional

development feedback questionnaires and comments from

participants goals/plans determined for improvement lesson/instructional planning is aligned with new

learning evidence of revision of instructional practices based on

assessment of results student data analysis warrants adjustment in

instructional practices

A plan to monitor the impact of process goal implementation on student learning should be developed including the articulation of the student achievement measure to be used, the school’s current level of performance on that measure (baseline), the goal/target for the measure for the process goal to be deemed effective, and the timeline for when data will be monitored to evaluate the impact of process goal implementation on student learning.

Feedback Loops: To facilitate schools in transitioning to this new process for CSIP, we have embedded into the timeline feedback loops for

XOs to provide feedback to schools/principals on their plans. Draft #1- Due March 31st -to include the process SMART goals your school will included in your 2016-17 CSIP. XOs will

provide feedback not later than April 7th. Draft #2- Due April 29th -to include the strategic actions for one Process/Student Achievement Goal to support the

transition to the PD emphasis of Strategic Actions Section. XOs will provide feedback not later than May 6 th. Draft #3- Due July 1st- completed Final Draft is due to XOs. XOs will provide you with feedback not later than July 13th. CSIP Share- Due Preplanning Week- schools are expected to have CSIPs finalized and shared with school staff during

preplanning to contextualize the focus of your school’s work for the upcoming year. XOs are expected to schedule quarterly visits with schools to participate in the process schools are using to support and

monitor implementation of the school’s goals (e.g., conducting walk thrus, participating in data examination/analysis and needs analysis of next steps, participating in components of PD).

Title 1 Schools Additional Requirement:Page 3 of 18

Reflections with learning community Classroom observations grade level planning, agenda, and minutes examining teacher-made

tasks/assignments/activities examining student work protocols assessment results sustainability of support adjustments to professional learning based on

teacher responses, evaluation data, and instructional impact

Communication between teacher and PD provider


Title 1 schools will also need to complete a School-Wide or Targeted Assistance Plan. Title 1 schools should view the purpose of the Title 1 plan to articulate how the school will utilize their Title 1 funds to

support students in academic achievement and support implementation of the CSIP goals/adult practices targeted for change or revision.

As such, it is best to view the Title 1 plan as not an additional plan but rather a plan to articulate how Title 1 funds will be used to address student needs and help strengthen teacher processes/practices using research based practices.

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Cotton Indian Elementary School Improvement Planning Process Team Members

Member Name Department/PositionLisa Travis Principal

Kayla Holmes Assistant Principal

Laura Turpin Kindergarten

Laurie Bachelor First Grade

Salecia Akins Second Grade

Gloria Richardson Third Grade

Pearl Blitch Fourth Grade

Latricia Wade Fifth Grade

Bonita Adams TAG

Sondra Wright Counselor

Jennifer Inmon Media Specialist

Danny Greene Exceptional Student

Cheryl Settle PIP

Patti Paris LILT

Josh Nelson MILT

Barbara Pierce EIP

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Process Goal # 1 (Identify S.M.A.R.T. goal here): Cotton Indian Elementary staff will increase our progress in becoming a Lighthouse School from 13% to 51% by May 2017 as evidenced by our Lighthouse Status/Evidence Binder.

Strategic Action PD Component Person Responsible Resources Needed Date PD will occur:

Staff will participate in a 7 Habits of Highly Effective People Book Study to further enhance our knowledge of the Leader in Me process.

Construct Knowledge

Transfer to Teaching

Practice Teaching

Promote Reflection

Cotton Indian Elementary Staff

Administration

Book

Computer access

Directions for completing entries in the book blog

June-August 2016

The Leader in Me coach (Franklin Covey Representative) will visit our school and classrooms to observe and discuss current data on Leader in Me.

Construct Knowledge


Practice Teaching

Promote Reflection

Leader in Me Coach

The Lighthouse Team

Leader in Me Coach

Leader in Me data

December 2016

Cotton Indian Elementary staff will participate in Action Teams related to the Leader in Me process. These action teams will meet at designated dates/times to fulfill their specific duties

Construct Knowledge


Practice Teaching

Promote Reflection

Cotton IndianElementary SchoolStaffLeader in Me Coach

Leader in Me Coach

Leader in Me Website

Steve Cash

CIE Staff

July – May 2017 (ongoing)

Representatives from the Lighthouse Team will participate in Community Coaching Days (Franklin Covey Representative). This information will be relayed to teachers.

Construct Knowledge


Practice Teaching

Promote Reflection

The Lighthouse Team (2-3 members)

Leader in Me Coach

Franklin Covey Representative

Action Team list and list of their responsibilities

July 2016 – May 2017

Administration will participate in training to further our understanding of the Leader in Me process.

Construct Knowledge


Practice Teaching

Administration Franklin Covey Representative

June – July 2016

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Promote Reflection

Process Monitoring of Goal #1

How will you monitor change in adult practice? How will you know if your staff is at full implementation?

Measure you will use/develop to monitor changes in adult practices: Locally developed Leadership Notebooks for staff and a focused rubric will be developed that is aligned to TKES standards.

Process you will use to monitor changes in teacher practices:Teacher Knowledge: Administration will develop a pre, formative, summative survey to ascertain changes in practice. Staff will participate in a book blog, monitored by administration.

Teacher Implementation: Action teams will develop a Gant Chart/Meeting Minutes/Action Team Scoreboard. Each staff member and student will have Leadership Notebook detailing the Leader in Me process and student and teacher data. Cadence of Accountability Partners will be used to develop changes.

What student achievement measure will you use to monitor the impact of this process?

How will you know if this process goal is impacting student learning (formative & summative)?

Measure you will use to monitor impact on student achievement:Staff will utilize Leadership Notebooks to track impact on student achievement. Staff will also utilize scoreboards, Student Led Conference data (WIGs) to monitor impact on student achievement.

What is your current baseline on this measure:Our current baseline was created using the Current Lighthouse Status/Evidence Binder.Students will also complete a pre and post survey to use as a baseline.What is your goal/target on this measure:Our target for Lighthouse status is 51% or higher complete.

Timeline for monitoring student performance via this measure:August – May 2017

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Process Goal # 2 (Identify S.M.A.R.T. goal here): 100% of teachers will use explicit vocabulary instruction strategies in all content areas.


Teachers will be provided research on the effects of vocabulary development on student learning. School expectations will be given to teachers. Focused Walk-Throughs will be completed to ensure accountability. Vocabulary instruction will be added to the lesson plan template.

Construct Knowledge


Practice Teaching

Promote Reflection

MILT/LILT

Administration

Research articles

Bringing Words to Life

Expectations

Lesson Plan Template

Walk-through form

Preplanning 2016

Each nine week grading period

Teachers will be given professional development in Content Specific Vocabulary within Writing instruction across all subject areas. Focused walk-throughs will be conducted to ensure accountability.

Construct Knowledge


Practice Teaching

Promote Reflection

MILT/LILTTOSAs (Whitney

Pasch, Tony Disario, Sara Marshall, Science TBD)

Administration

Marzano’s Strategies

LILT/MILT

Walk-through form


A School-wide Vocabulary Word of the Week program will be introduced to teachers. Strategies will be given for classroom instruction. Teachers will be required to turn in student work related to the vocabulary words.

Construct Knowledge


Practice Teaching

Promote Reflection

LILT/MILT Vocabulary List (supplied to teachers in August 2016)

Weekly DatesExpectations

Weekly during the 2016-2017 school year

Teachers will be provided Tier 2 and Tier 3 words by content area for 1st nine week period. Grade levels will utilize common planning time to identify the 2nd, 3rd, and 4th nine-week word lists. Teachers will be given strategies for initial implementation.

Construct Knowledge


Practice Teaching

Promote Reflection

Administration

LILT/MILT

CIE Staff

Standards

Math Glossaries


Staff will conduct peer to peer walk-throughs to observe Construct Knowledge CIE Staff Peer observation form Weekly at Coaches

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vocabulary instruction/practices using a school based observation form.

Instructional coaches will facilitate collaborative discussion to promote reflection during grade level meetings


Practice Teaching

Promote Reflection

Collaborative discussion form

meetings


Page 9 of 18




Measure you will use/develop to monitor changes in adult practices:Locally developed vocabulary focused walk-through form aligned to TKES standards.

Process you will use to monitor changes in teacher practices:Teachers Knowledge: Administration will develop a pre, formative, and summative survey to ascertain Teacher Knowledge regarding best practice in vocabulary instruction.

Teacher Implementation: Grade levels will meet with instructional coaches to schedule modeling lessons/monitor progress/answer questions. Administrators will conduct focused walk-throughs to monitor the use of Content Specific Vocabulary in each classroom each nine week period to monitor the % of teachers at full implementation. Grade levels will meet with coaches once a month to monitor progress/answer questions. Professional Development Meeting Minutes/Peer to peer observations data will be collected and utilized in monthly data talks.



Measure you will use to monitor impact on student achievement:Nine week Benchmark assessments and teacher created vocabulary assessments.

What is your current baseline on this measure:Cotton Indian Elementary staff will administer the nine-week benchmark assessments in August 2016 for baseline data.Grades 3-5 will also use 2016 Georgia Milestones results.

What is your goal/target on this measure:Goal is for 80% or above of students scoring in the developing or above range on the Georgia Milestones/Nine-week Benchmark Assessments.

Timeline for monitoring student performance via this measure:August 2016 – May 2017

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Process Goal # 3 (Identify S.M.A.R.T. goal here): 100% of staff and students will be engaged in data analysis during regularly schedule data talks, meetings, and conferences from August 2016-May 2017.


Cotton Indian Elementary staff will receive Professional Development from the Assessment and Data Response Facilitator on data collection, analysis, and application. This PD will be ongoing throughout the school year. Pre/Post surveys will be administered by the administration.

Construct Knowledge


Practice Teaching

Promote Reflection

Dr. Adams

Franklin Covey Representative

Administration

Surveys

Current Data

August 2016-May 2017

(ongoing)

Teachers will create and administer common formative assessments on a regular basis. Instructional coaches will assist teachers in creating valid formative assessments.

Construct Knowledge


Practice Teaching

Promote Reflection

CIE Staff

LILT/MILT

Technology

Pacing Guides/Standards/

Scope and Sequence

August 206 - May 2017 (ongoing)

Administration will meet monthly with each grade level to discuss current data (Data Talks). Administration will conduct ongoing Professional Development with teachers on the collection, analysis, and application of data.

Construct Knowledge


Practice Teaching

Promote Reflection

Administration


Data

Assessments

Pacing Guides/Standards/

Scope and Sequence

Monthly at Data Talks

Students and teachers will use Leadership Notebooks detailing classroom as well as personal data. Expectations for notebooks will be given to teachers in August 2016. Administrators will conduct walk-throughs and Data Talks to ascertain the effectiveness of the notebooks.

Construct Knowledge


Practice Teaching

Promote Reflection

CIE Staff

CIE Students

Administration

DataNotebooksThe Leader in Me Website


Staff will develop school-wide, grade level, and classroom WIGs (to include scoreboards). The Lighthouse Team will assist grade levels in developing these goals.

Construct Knowledge


Cotton Indian Elementary Staff & Students

Administration

Scoreboards

The Leader in Me Website

Lighthouse Team

August 2016 – May 2017 (ongoing)

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Practice Teaching

Promote Reflection

Staff will conduct peer to peer walk-throughs to observe data collection using a school based observation form. Instructional coaches will facilitate collaborative discussion to promote reflection.

Construct Knowledge


Practice Teaching

Promote Reflection


Peer observation form

Collaborative discussion form


Weekly at Coaches meeting

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Measure you will use/develop to monitor changes in adult practices:Administration/LILT/MILT will conduct Focused walk-throughs using a form aligned to TKES

Process you will use to monitor changes in teacher practices:Teacher Knowledge: Administrators will develop pre, formative, and summative surveys to ascertain Teacher Knowledge of data use in the classroom.

Teacher Implementation: Administration will conduct Focused walk through on all teachers to monitor student and teacher engagement in data usage. Administration will review lesson plans to include whole group as well as small group. LILT/MILT/Administration will utilize computer based technology (POINT) to monitor assessment outcomes. Data Talks meeting minutes, Peer Observation forms and data forms will be utilized to monitor changes in practice.



Measure you will use to monitor impact on student achievement:Georgia Milestones data and Nine week benchmark data will be used to monitor impact on student achievement.

What is your current baseline on this measure:Cotton Indian Elementary teachers will administer a Nine week benchmark to use as a baseline on this measure in August 2016.

What is your goal/target on this measure:100% of our students will show growth on benchmarks, SLO’s, and Georgia Milestones.

Timeline for monitoring student performance via this measure:August 2016 – May 2017

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Process Goal # 4 (Identify S.M.A.R.T. goal here):


Construct Knowledge


Practice Teaching

Promote Reflection

Construct Knowledge


Practice Teaching

Promote Reflection

Construct Knowledge


Practice Teaching

Promote Reflection

Construct Knowledge


Practice Teaching

Promote Reflection

Construct Knowledge


Practice Teaching

Promote Reflection

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Measure you will use/develop to monitor changes in adult practices:

Process you will use to monitor changes in teacher practices:



Measure you will use to monitor impact on student achievement:

What is your current baseline on this measure:

What is your goal/target on this measure:

Timeline for monitoring student performance via this measure:

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Process Goal # 5 (Identify S.M.A.R.T. goal here):


Construct Knowledge


Practice Teaching

Promote Reflection

Construct Knowledge


Practice Teaching

Promote Reflection

Construct Knowledge


Practice Teaching

Promote Reflection

Construct Knowledge


Practice Teaching

Promote Reflection

Construct Knowledge


Practice Teaching

Promote Reflection

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Measure you will use/develop to monitor changes in adult practices:

Process you will use to monitor changes in teacher practices:



Measure you will use to monitor impact on student achievement:

What is your current baseline on this measure:

What is your goal/target on this measure:

Timeline for monitoring student performance via this measure:

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