school improvement plan · learning styles) • use individual student data to plan for...

Identified Goals for Improvement: To raise the achievement scores of our students in identified subgroups per AYP Report. To move students from does not meet and meets categories to the next level on the GCRCT. All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts. All Limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining

proficiency or better in reading/language arts. All students will be taught by highly qualified teachers. All students will be educated in learning environments that are safe, drug free, and conducive to learning. All students will graduate from high school. Improve post-school outcomes for students with disabilities. Improve services for young children (ages 3-5) with disabilities. Improve the provision of a free and appropriate public education to students with disabilities. Improve compliance with state and federal laws and regulations. Improve the provision for a more rigorous, challenging, and/or differentiated program of study for students who exceed the standards of a

given content area. Annual Measurable Objective(s): Students will raise achievement in science in grades 6-8 from 74.5% meeting or exceeding standard at the end of SY2010 to 76% meeting or exceeding standard at the end of SY2011 as measured by the GCRCT with a minimum of 95% participation for all subgroups. Specific Academic Areas within Content (i.e., domains) and Subgroups (i.e., Special Education, LEP, etc) to address (based on analysis of AYP Report and School Student Performance Data over the last three years) Structure of Matter Black Students (66% Meet/Exceed) Evolution Hispanic Students (59% Meet/Exceed) Hydrology and Meteorology Students with Disabilities (30% Meet/Exceed) Economically Disadvantaged (72% Meet/Exceed) Exceeds Rate of All Students (17% Exceed)

School Improvement Plan for Claxton Middle School 2010-2011 Science

Georgia Department of Education Kathy Cox, State Superintendent of Schools

December 19, 2008 ● of 32 All Rights Reserved

Evaluation of Implementation of Strategies and Impact on

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Actions, Strategies, and Interventions Timeline Needed Professional Development/Resources

Estimated Costs,

Funding Sources

Person(s) Responsible

Artifacts Evidence C1.1 C1.3 C3.2 A1.1 A1.3 A2.1 A2.2 A2.3 A2.4 I1.2 I2.2 I2.3 I2.5 I3.1 I3.3 PL1.1

Evaluate student progress through teacher made tests, Nine Week Exam, State Benchmarks, and GCRCT data results to identify students’ strengths, weaknesses, and current performance levels to aid in differentiating instruction.

• Analyze the GCRCT student data at the beginning of the school year to target areas of weakness.

• Administer exams to evaluate progress.

• Nine Week Exam letters of notification will inform the parents of the standards that were not mastered in the particular nine week period.

• All student data is reviewed (grade level teachers, SPED teachers, and administration) at the end of each nine week period to ensure that students needing intervention are identified and provided services

• Students will be provided with direct, differentiated instruction, by a highly qualified instructor.

• Enhance strategies for analysis of formative assessments in order to

Ongoing The peer science teachers will meet twice monthly to discuss the development of effective lessons. State benchmarks Copy paper Professional Learning activities Teachers received training in analyzing work samples in July from the SPED Director. Authentic classroom work samples to analyze for errors and patterns of weakness were discussed as well as the regimented practice of administrating brief probes to monitor their

$1000

Science teachers Instructional Facilitator

Nine Week Exam results Analysis of results and lesson plans to address standards not met Pyramid of Interventions

Increased student achievement on teacher assessments, Nine Week Exams Analyzed nine week exam results

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Needed Professional Costs, Person(s) Actions, Strategies, and Interventions Timeline Development/Resources Funding Responsible Sources Artifacts Evidence

I1.1 I2.1 I2.2 I2.3 I2.5 I2.6 I3.1 I3.3

appropriately and effectively differentiate instruction.

• Culminating projects, more rigorous and authentic and balanced assessments will be implemented in all subject areas. Students will self-assess through the use of rubrics, checklists, exemplars, etc. and use the language of the standard to explain how their work demonstrates understanding of the standard.

Teachers will continue to receive training in the following standards-based classroom components. • Differentiation of instruction is

prevalent (tiered assignments, guided reading groups, flexible grouping, acceleration, choice, learning styles)

• Use individual student data to plan for instructions

• Students use a combination of teacher feedback, peer feedback and self-assessments to progress toward mastery of the standard.

• Flexible and fluid groups are used based on assessments and may

performance. Lisa Ammons, consultant

$500 a day

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change throughout a unit. • Rigor is pervasive with higher

order questioning, thinking skills, and assignments.

• Incorporate more bulletin boards for instructional use

• Tasks are assigned based on students’ ability and interests.

• Instructional feedback is given to guide students towards proficiency of the standards (conferences, commentary on work, peer review)

• Authentic tasks that are rigorous and correlated to the standards

• Revise pre-assessments and assessments to make them more balanced and to provide for more rigor by adding 2 and 3 level questions from Bloom’s wheel and Depth of Knowledge.

• Re-design performance tasks from previous grade levels to make them usable for quick maintenance of skills.

• Continue with making corrections to assessments at each grade level.

Parental meetings will be scheduled to explain how to read and interpret the tests

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given as requested by parents.

PL1.1 PL1.2 PL2.1 L3.2 SC1.5

Mentor new, new to the system, and marginal teachers in the appropriate development of lessons and delivery of content.

Ongoing

TSS Training (RESA) and refresher session (Director of Personnel and Staff Development), Mentor teachers Professional materials and books

$100

Mentor teachers Director of Personnel and Staff Develop-ment Principal

Mentor and protégé evaluation of professional growth throughout the year Observation results Lesson Plans Awareness Walk Data and Next Steps Form Teacher Portfolio

Increase in student achievement

C3.1 C3.2 A2.4 I1.2 I2.1

Allow teacher leaders to assume individual and collective roles in planning goals, interventions, and professional learning.

Ongoing Materials and supplies Teacher Leaders Focus Team

Increase student achievement

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I2.3 I2.5 I2.7 PL1.1-6 PL2.1-7 PL3.2-4 L3.1-2 SC1.5 PL1.1 PL1.2 PL1.4 PL1.5 PL1.6 SC1.1 SC1.5 PL2.1 I1.1 I2.3 I2.4 Pl1.1 PL1.2 PL1.3

Firmly establish Professional Learning Communities incorporating the Eaker Framework and Whole Faculty Study Groups (WFSG) (collaborative teams of teachers meeting and making decisions about instruction, learning, assessment, additional time) (Eaker’s corollary questions) The purpose of professional learning communities is to provide a school culture of collaboration that is conducive to academic achievement for all students. Focused on resources supporting the school improvement initiatives, WFGS provide educational reading material for study groups to help them be informed of

Ongoing Professional books Copy paper

$100 Principal Instructional Facilitator All science teachers (regular and resource)

Posted Corollary Questions WFSG logs and Action Plans

GCRCT Assessment of what has been established Increase student achievement

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PL1.4 PL1.5 PL1.6 L1.1 L1.2 L1.3 L1.4 L2.1 L2.2 L2.3 L3.1 L3.2 L4.1 L4.2 L4.3

best practices. • Students with Disabilities can

make AYP • Keys to Quality

o Implementation Resource Guide

o GAPSS o High Impact Rubrics

• Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement (9 Strategies)

• Working With Parents: Building Relationships for Student Success

• Leader Keys • Understanding Poverty • How to Grade for Learning • Seven Strategies of Assessment for

Learning Current research has emphasized that quality leadership at the school level significantly impacts student achievement. Leaders must be equipped with skills to direct the new work of standard-based learning. Leader Keys define effective, high impact practices that school leaders need to know. Thus the Leader Keys,

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• Serve as both formative and summative instrument to identify a leader’s level of performance on specific standards.

• Organized into ten broad strands o Curriculum o Assessment o Standards-Based

Instruction o Data Analysis o Organizational Culture o Professional Learning and

Development o Performance Management

and Process Improvement o Managing Operations o Leading Change o Relationship Development

Currently the school leader is studying the Leader Keys.

A1.2 A1.3 A1.4 A2.1 A2.2 A2.3 A2.4

Revise science curriculum as reflected by test results to address GPS, facilitate alignment, and pace instruction and effectively select materials.

Ongoing PRISM science teachers Principal Instructional Facilitator Department Chair

Lesson Plans Updated GPS Units Curriculum maps

Students meeting standards on teacher-made tests, quizzes, Nine Week Exams

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C1.2 C3.2

Re-address curriculum maps to give them a unified perspective and focus and to better address the standards that need more attention per student scores, teacher feedback, etc.

ongoing Teachers Principal Instructional Facilitator

Curriculum maps

Student achievement

Incorporate nonfiction reading and writing into instruction. Utilize Lexile measures to select appropriate instructional materials and books.

Ongoing Nonfiction Library books Nonfiction trade books portfolios

$2000 $100

Content Area Teachers

Student Portfolios writing Mock Writing Tests Content Area Writing Exam


PO4.1 PL1.1 PL1.2 PL1.4 PL1.6

Retain and sustain HiQ teachers through the use of effective, differentiated, teacher led, job embedded professional learning.

Ongoing

Professional learning materials (magazines)

$500 Principal, media specialist

Materials checked out to read

Increase in teacher knowledge therefore increase in student achievement

C1.3 I2.2 I2.3 I2.4 I2.7 I3.1 A1.2 A1.3

Monitor the implementation of Georgia Performance Standards/curriculum in science. Fully implement the components of the UbD model (conferencing, posting student work, performance tasks, higher order thinking skills, protocols, standard based classrooms etc.).

Ongoing Professional Learning activities Material to display student work copy paper poster maker paper/ink computers

$500 $5000

Principal, science teachers Instructional Facilitator

Posted standards Student work displayed with commentary

Analysis of GCRCT Weekly Assessments Use of rubrics

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A2.1 A2.2 A2.4 PL1.5 PL2.4 PL2.7 PL3.1 PL3.2 PO3.2

Incorporate manipulatives, visual aids, and technology into direct instruction to support GPS. Expand student use of technology to enhance learning opportunities.

• Class Web Page • Study Island • Learning Village

ink expendable equipment manipulatives and teaching aids materials and supplies Weekly Reader

$500 $300 $800 $500 $150

Lesson Plans and GPS units with the necessary revisions to better meet standards

A2.1 A2.3 A2.4 A3.1 I1.1 I1.3 I2.1 I2.4 I2.7 I3.2 PL2.1

Fully implement essential questions, key questions, summarizers, and openers and closers from Max Thompson’s Learning Focus Schools and GPS Training consistently and pervasively to include but not limited to inquiry and Awareness Walk items (Comprehensive Awareness Walk, Maximizing Instructional Time, Monitoring Progress, Content Knowledge and Development, and Classroom Environment). Use a variety of summarizers, instructional techniques, openers and closers.

Ongoing The principal, the instructional facilitator, and the Focus Team will monitor the use of the strategies used in the classroom. portfolios

science teachers, Principal, Instructional Facilitator Design Team

Lesson plans Awareness Walk data and Next Steps Sheets

The teachers will examine student work samples to document progress; file notes, and examples of student work in student portfolios. The ultimate goal is to show a progression of skills in the samples according to specified guidelines as

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recommended by REAS Consultant.

C1.1 C1.2 C2.1 C2.2

Continue to establish standards-based classrooms throughout the school.

• Standards are utilized as the curriculum in the school, and there is a shared understanding of the standards.

• Standards are accessible to all students.

• Teachers sequence the lesson or their instruction in a logical, predictable manner referencing standards throughout.

• A variety of delivery modes are incorporated into instruction to ensure that all students have access to and meet standards.

• Students are expected to meet the same standards and instruction is differentiated by content, process, and/or product.

• Assessments are aligned to the GPS and used frequently to adjust instruction and provide students with feedback.

ongoing Lisa Ammons, consultant

Principal Instructional Facilitator Teachers

Posted standards Lesson plans Assessments Student work Exemplars


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• Examples of student work are displayed for student use. Benchmarks are provided to gauge progress over time. Exemplars are provided to exemplify the standards.

• Student performance tasks require students to show progress toward meeting the standard(s)/element(s).

• Students receive feedback through written or verbal commentary aligned with the standards that results in revision of work, if needed.

• Students work reflects understanding of GPS.

C3.1 C3.2

In lieu of full implementation of the class keys, Georgia’s teacher performance appraisal process, FDRESA’s GTOI Standards-Based Instruction Rubrics (June 2009) will be studied for future use in evaluating teacher performance. The rubrics lend themselves to the appraisal of teacher performance in standards-based classrooms. The following are topics and concepts found within the rubrics.

ongoing Principal Assistant Principal Teachers

Completed Rubric Addendum To the observation instrument

Standards-based classrooms

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• Task I:Provides Instruction

Dimension A: Instructional Level Uses Data to Differentiate Instruction Ensures Rigor and Academic Growth

Dimension B: Content Development Presents or Explains Content Provides Meaningful Learning Activities Dimension C: Building for Transfer Focuses on Standards Throughout the Lesson • Task II: Assesses and Encourages

student Progress Dimension A: Promoting Engagement Promotes Engagement Dimension B: Monitoring Progress Monitors Progress Through Formative Assessment Dimension C: Responding to Student Performance Responds to Student Performance Dimension D: Supporting Students Encourages and Supports Students • Task III: Manages the Learning

Environment Dimension A: Use of Time

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Maximizes Instructional Time Dimension B: Physical Setting Maximizes Physical Setting Dimension C: Monitoring Behavior Monitors and Supports Appropriate Behavior

To strengthen vocabulary skills,

• Introduce fifteen Latin Roots/Greek Stems are introduced in all content areas each nine weeks.

• During homeroom, introduce 2 words and their definitions weekly. Words will be recorded by students in their planners.

Ongoing Latin Roots/Greek Stems list for each content area Student planners Words generated by ELA Department Chair

All content area teachers Instructional Facilitator

Latin Root Documentation sheets Student planners

Increase in vocabulary usage

Emphasis will be placed on learning vocabulary from context. Instructional strategies will focus on the process of deriving word meaning in contrast to the product of coming up with the right meaning of an unknown word.

Ongoing Content area teachers Instructional Facilitator

Lesson Plans

Increase in vocabulary usage on GCRCT and teacher assessments

PL1.4 PL1.2 PL1.6

The Instructional Facilitator will be working with teachers in training in the area of math, ELA, science and social studies.

Ongoing Professional materials and books

cost reflected in reading plan

Instructional Facilitator

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A1.1 A2.2 C2.1 C23.2 C3.1 C3.2 I1.1 I1.2 I1.3 I2.1 I2.2 I2.7 SC1.4 PL1.1

Conduct collaborative sessions for The development of effective

lesson which include inquiry. The planning of instruction across

grades to support implementation and to solve instructional problems;

The development of higher order thinking skills;

The utilization of Bloom’s wheel to develop and incorporate higher order thinking skills, questioning, and processes into instruction.

Sessions to include regular as well as teachers of SWD.

SPED teachers will complete planning logs for SWD students in each content area.

Planning for the use of student technology applications should be addressed in team meetings.

SPED/ESOL teachers are to collaborate with the REGED teacher in each of five content areas on the two designated collaborative planning days per week.

• SPED/ESOL teachers and Paras are to have their planning logs with them to record the key terms and main

Ongoing Team meeting will occur weekly to discuss student work samples. . Standards in Practice Protocols or comparable protocol Bloom’s Critical Thinking Wheel

Principal Instructional Facilitator Design team SPED Teachers REGED Teachers

Team notebooks with minutes of Protocols used to look at student work. Collaborative Planning Logs SPED Planning Logs

The teachers will examine student work samples monthly at team meetings and document progress; file notes and examples of student work. Increase in student achievement

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points of the content to be taught the next week in each respective content area for the SWD/ELL’s concerned. • A key question in reference to how the disability of the given student impacts the student’s performance in the general education classroom must be answered. • On an as needed basis, the accommodations commensurate with the contents cited in the Individualized Educational Plan (IEP/IAP) in reference to setting, presentation, response, and environment must be listed.

The ultimate goals of the SPED/ESOL planning log are:

• To make certain that preplanning has been done in regards to how each SWD/ELL student in the general education setting will have full access to the on grade level content in the general education classroom. • To make certain the SPED/ESOL teacher has studied the content ahead of time, and is prepared to accommodate each given SPED/ELL student in order for there to be mastery

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of the on grade level standard being taught. To forge the path toward the ideal co-teaching situation so as to have SPED/ELL and REGED students master the on grade level standards in each content area.

I1.1 I2.2 I2.4 PL2.1

Increase teacher effectiveness by incorporating to a greater degree Robert Marzano’s “Categories of Instructional Strategies that Affect Student Achievement,” and WIDA Can Do Descriptors.

Ongoing RESA Consultants

RESA Consultants All content area teachers Instructional Facilitator Principal

Lesson Plans updated units

GCRCT Student achievement on assessments in the classroom

PL2.1 Continue to hold SWD/ELL/MIG and economically disadvantaged to the same standards that all students must reach. SWD/ELL must have access to the same curriculum and be taught by highly qualified teachers. One means to reach this goal is by the use of the co-teaching model (inclusion).

Ongoing All content area teachers and SPED teachers Instructional Facilitator Principal

Awareness Walk Data Lesson Plans

Increase student achievement on teacher made tests, quizzes, performance tasks, etc. rubrics GCRCT

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I1.1 I2.1 I2.2 I2.3 I2.5 A2.1 A2.2 A2.3 A2.4 PL2.1 SC1.4

Ensure that SWD/ELL/MIG and economically disadvantaged have adequate opportunities to acquire the prescribed curriculum by standards as appropriate into IEPs/IAPs; using on grade level standards to plan instruction; providing focused daily instruction using standards; using adopted texts in SPED/ESOL classes to the degree appropriate; incorporating the inclusion model (collaboration or co-teaching) to the degree appropriate. SPED/ESOL teachers and Paras will complete SPED/ESOL planning logs for SWD/ELL students in each content area.

Ongoing

Each SPED/ESOL teacher will review her caseload of students’ IEPs/IAPs to determine if objectives are written to contain on grade level standards to the degree possible (objectives commensurate with student’s ability) Training on differentiation

Special Education Teachers Special Education Lead Teacher Special Education Curriculum Director Instructional Facilitator ESOL Teacher Migrant Family Intervention Specialist

IEPs/IAPs Lesson plans Pyramid of Interventions SPED Planning Logs ESOL Program Monitoring (Modification Sheet)

The SPED Director, SPED teacher, principal, assistant principal, and SPED teachers will evaluate the IEPs; the principal and instructional facilitator will evaluate the lesson plans

I1.1 I2.2 I2.4 PL2.1

Increase teacher effectiveness in teaching SWD, SST, ELL, MIG, economically disadvantaged, and slow learners science (regular and resource classrooms) through daily use of scaffolding strategies and materials, small group, or differentiated instruction/assignments, lesson/activities and techniques for promoting/maintaining engagement.

Ongoing

Training on differentiation

Principal Instructional Facilitator Teacher Leaders

Reflection sheets on review of tapes Lesson Plans with DI identified in red

SWD, SST, ELL, MIG and slow learners will become more successful in the learning environment (tests, quizzes, etc.) Increase

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student achievement on teacher made tests, quizzes, performance tasks, etc. rubrics

SC1.1 Ensure the successful transition of all students from middle school to high school by providing a comprehensive prevention and intervention program for at-risk middle school students and to help prepare all students for their high school and post secondary career by:

• Utilizing the component of a profile of characteristics of potential dropouts to identify middle school students with a high probability of not graduating.

• Develop school-wide support and interventions.

• Develop and implement individual, small group, and whole school intervention and prevention strategies to increase the

Ongoing Training by the GADOE Materials and supplies

Amount reflected on reading and math

Principal Academic Intervention Specialist counselor

List of identified students Description of interventions

GCRCT

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likelihood that students will stay in school and graduate.

• Work with students to develop an education and career plan to include the best program of study to meet academic, graduation, and post-secondary goals.

• Incorporate a personal/social skills program for at –risk students.

• Develop action steps to improve individual student and subgroup transition success rate.

A1.1

Ensure grading procedures are in place, implemented consistently school-wide and are aligned to effective practices.

ongoing Principal All teachers

Grade books/Power School Report cardsGrading Procedures

I2.3 I2.4 I2.6 C3.1 C3.2

Students who demonstrate a high degree of intellectual and/or creative ability(ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who need special instruction and/or special ancillary services to achieve at a level commensurate with his/her abilities will be place appropriately in the gifted classes.

Ongoing

Resource materials are a grade above their present grade level

Principal Gifted teachers SPED Director Lead Teacher

Lesson Plans Gifted teachers completed a Gifted Education Evaluation and Monitoring

Results on teacher made tests, state tests. GCRCT results in the exceeds category

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Protocol to show and support state and federal guidelines for the gifted education program. The information will be on file for 3 years.

Ensure that the 25 book standard across the curriculum is met per CMS guidelines.


25 book standard guidelines

Student achievement

I2.7 Incorporate manipulatives, visual aids, and technology into direct instruction to support GPS. Expand student use of technology to enhance learning opportunities.

• Accelerated Reader • Class Web Page • Study Island • Learning Village


Lesson plans Data Reports

Student achievement

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C1.3 I2.1 I3.1

Incorporate more Language of the Standard (LOTS) in delivery/instruction, setting high expectations for all learners. Require students to incorporate LOTS in their answering of questions, discussions, etc. on a daily basis.

ongoing Teacher Students

Awareness walk data

Increase in student achievement

A1.1 A1.2 A1.4

Aligns appropriate assessment with purposeful instruction for all students through the use of Pyramid of Interventions.

• Based on the general education classroom where teachers routinely implement a strong and rigorous standards-based learning environment.

• A tiered approach to provide layers of intervention for all students needing support.

• Designed to provide support matched to student need

• Evidence-based interventions utilized with increasing levels of intensity based on progress monitoring.

• Use of a variety of ongoing assessments data to determine which students are not meeting success academically and/or


Pyramids assessments

Student achievement Fewer discipline referrals

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behaviorally

I2.7 Incorporate the use of Study Island to help students master the content specified in the Georgia Performance Standards.

• Allows students to move through the program step-by-step.

• Provides pre-tests and post tests. • Topics cover each of the GPS. • Topics consist of questions,

answers, explanations, and lessons that address the specific skill(s) required to master GPS and GCRCT.

• Benchmark tests are built specifically of GPS.

• Comprehensive reporting: reports broken down by reporting categories similar to the real GCRCT.

ongoing Subscription to Study Island

$ ? Teachers Media Specialist

Reports generated by program

Student achievement

C3.1 C3.2 A1.2 A3.1 I1.1 I2.6

Ensure that teachers are cognizant on a daily basis of the needs of his/her students by completing the following at the beginning of each school year:

• Targeted Lists o Lists consist of students


Current CRCT Data Data Notebook with

Student achievement

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scoring 810 or below on GCRCT.

o Identify students in more than one subgroup/high impact students (ethnicity, SWD, economically disadvantaged)

o Review school-wide assessments to identify students who barely met or miss the minimum score.

o Look at the current programs in the school to see if they will meet the needs of the students identified and/or what action needs to be taken to ensure their success.

o Target list should be in a spot where the teacher can readily see it on a daily basis.

o Identify the areas of weakness that appears across the blocks. Address the area on a daily basis in the classroom.

• Domains of Weakness o Identify the domains of

Targeted Lists, Domains of Weakness, goal sheets, gain and Loss sheets Student list from current intervention programs

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weakness in content area meetings by grades.

o Write goals for the domain(s) identified.

o Write a strategy or strategies for the domain(s) of weakness identified.

• Student Goal Setting o Students are given GCRCT

score per content area. o Teacher discusses setting

goals and the importance of reaching them.

o Students set their goal and teachers conference with them individually.

o At the end of the year, students are given new scores to see if they achieved their goal.

• Gain and Loss Sheets o Shows comparison from

one year to the next. o Completed in content area

meetings.

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Incorporate the use of Study Island to help students master the content specified in the Georgia Performance Standards.

• Allows students to move through the program step-by-step.

• Provides pre-tests and post tests. • Topics cover each of the GPS. • Topics consist of questions,

answers, explanations, and lessons that address the specific skill(s) required to master GPS and GCRCT.

• Benchmark tests are aligned specifically to GPS.

• Comprehensive reporting: reports broken down by reporting categories similar to the real GCRCT.

ongoing Subscription to Study Island

$ ? Teachers Media Specialist

Reports generated by program

Student achievement

Conduct End of Nine Weeks meetings to 1)ensure that all students are learning, 2) know what students have learned, 3) understand how we respond to students who don’t learn, and 4) understand how we respond to students who do learn.

• Ensure all students that have a need are placed in an intervention

• Questions to think about o What will you do next? o Who will you focus on?

ongoing Principal Assistant Principal Academic Intervention Coordinator Teachers

Nine week Exams and result sheets Teacher Effectiveness Rubric Grade books Posters with student names and Levels


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o Who needs more interventions?

o What are you (the teacher) going to do to ensure ALL students succeed?

• Nine Week Exams o Find out student mastery of

skills o Drive instruction o Provide data for tiers in

Pyramid of Interventions o Provide practice for taking the

GCRCT o Provides consistent

expectations for student performance.

• Teacher Effectiveness Rubric o Accurate and complete lesson

plans o Grade distribution per nine

weeks o Nine Week Exam Results o 8th Grade Writing Assessment

Data o Current GCRCT Data o Attendance o Discipline Referrals o Awareness Walk Data o Participation in Professional

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Learning o Student Portfolios completed

to Specifications o Framework Analysis of Nine

Week Exams (1st, 2nd, 3rd) o End of the Year GCRCT Data

breakdown by teacher o GCRCT Data Analysis o End-of-year Grade

Distribution o Standards-Based Classroom

Rubric

Implement components of Positive Interventions and Supports (PBIS). Prior to implementing, a school-wide discipline plan was in place. The purpose in employing this program is to allow us, as a school, to accentuate positive behaviors while reducing negative behaviors among the student body. PBIS is:

• Framework for systems to identify needs, develop strategies, and evaluate practice towards success

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• Focuses on prevention before reaction

• Individualized • Grounded in “teaching “ • Goal setting and monitoring of all

students PBIS Team

• Works to improve the behavior support systems

• Share school-wide data with faculty on a regular basis

• Monitors goals and objectives • Has a scheduled meeting time

– Weekly? Monthly? Quarterly?

• Has an efficient internal process – Agenda – Minutes

• Care about the culture of the school

Tiger Traits: Students will be asked to meet the school-wide expectations of respect, responsibility, readiness, and reliability, which the school has identified as “Tiger Traits.”

• Tiger Trait Paw displayed in all classrooms and halls

• Centered around the 4 Rs

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Respect Readiness Responsibility Reliability

• Students receive a trait ticket when “caught” displaying one of the 4 Rs.

Trait ticket posted on board by office

Given by all faculty and staff Drawings each nine weeks 9 Week rewards

Movie -1st & 3rd 9 weeks

Game Day -2nd & 4th 9 weeks

Semester Rewards 1st –Winter dance 2nd –Semi-Formal

Dance Start with clean slate each 9

weeks. Students going above and beyond in exemplifying these traits may be recognized by their teacher by being nominated as student of the month or by having their name read aloud during morning announcements.

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Consequently, students who receive multiple detentions and/or a green form will be required to attend behavioral analysis and modification sessions on Mondays after school until 4 pm. The purpose of these sessions will be to guide students in analyzing their own behavior choices and assist them in creating a behavior plan that will allow them to monitor their behavior.

• Teachers teach a lesson on Tiger Traits at the beginning of the year.

• Set Score: The Systems-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide positive behavior supports across each academic year. The information necessary for this assessment tool is generated through multiple sources including review of permanent products, observations, and staff and student interviews or surveys. Research demonstrated that effective schools have an

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overall score of 80%, which is Claxton Middle School’s goal.

Revised October 29, 2010

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school improvement plan · learning styles) • use individual student data to plan for...

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