Lonoke School District School Impr ovement Plan LPS · Paras will attend a one da y Phonics First...

7/30/2018 Lonoke School District School Improvement Plan LPS

https://docs.google.com/forms/d/1rgI7iRb4enW-X5hoIOAAmgYAOjs1hivYzrONA0ZhCQg/edit?ts=5b59cf51#response=ACYDBNiVsx0AxjSUQiMirrVd… 1/22

Lonoke School District School Improvement Plan LPS

http://bit.ly/OIEStrategicPlanPDF

All schools must submit School Improvement Plans by August 1, 2018(every year thereafter must be submitted by May 1 for school boardapproval). The Lonoke School District School Improvement Plan modelis based on the O�ce of Innovation for Education's (OIE) Coaching andRe�ection model which has been collaboratively developed by OIE andArkansas Department of Education.

Improvement Goals

LEARNER DRIVEN: Represents deep and engaging learning and is at the heart of personalized learning and teaching. Educators facilitate opportunities for students to bring unique life experiences, while allowing them to make meaning through purposeful and meaningful academic experiences. We believe that student-focused learning systems prepare students to meet or exceed readiness benchmarks along pathways to graduate prepared for college, career, and community engagement.

PROFESSIONAL COMPETENCIES: Those attributes that all professional staff within a learning community need to know and be able to do in order for planning, facilitation, instruction, and deeper learning to occur.

TRANSFORMATIONAL LEADERSHIP: Creates a shared vision and commitment to student focused learning. Leaders take on challenges by being willing to question, experiment and re�ect, focusing on the needs of learners. Leaders model a collaborative inquiry process with a mindset of curiosity and exploration.Everyone learns from successes and failures and continues to grow personally while inspiring others to do the same.

School Name *Lonoke Primary School

Improvement Goal *All actions/interventions must be aligned with one or more of the goals listed. ***Learner Driven MUST be includedannually in school improvement plan.

Learner Driven

https://www.google.com/url?q=http://bit.ly/OIEStrategicPlanPDF&sa=D&ust=1532996541911000&usg=AFQjCNFNJGaBoUdupFbYo1quG7q4HyQu7Q



Learner Driven

ENVIRONMENT What are some ways your school, classroom, and community environment support learners toward more self directedness? • All learners self-advocate, self-direct, and co-design their educational plan • School, district, family, and community co-create learning environments as and with learners

LEARNING EXPERIENCES What are some ways the school, district, family, and community support, engage, and co-design meaningful, purposeful, and deeper learning experiences for all? • Students partner with school, district, and community to design authentic learning experiences and performance based assessments • Students engage in inquiry with school, district, and community in ongoing rapid feedback cycles for improvement

PERSONALIZED What might learning look like if students had more ownership in: how, what, and the pace of what they learn, how they are supported, how they demonstrate learning, and how they work with school, family, and community to learn? • Students co-create personalized paths and goals • Students are agents of their learning and redesign learning to achieve personal goals

EQUITY What strategies need to be in place to serve ALL learners, to create a community of learning that leads to high levels of mastery along learning progressions? • All students have ownership of their education and the skills to pursue learning at any point in their lives • The school is actively interrupting inequitable practices, examining biases, and creating an inclusive and multicultural environment

Environment

Learning Experiences

Personalized

Equity (**Required Selection)

Improvement Categories



Implement Phonics First curriculum and multi-sensory strategies across all grade bands including early work in PK. Supplement phonemic awareness with the Heggerty lessons. Teachers will implement the Writing by Design curriculum to provide a common language across grade bands, ensure writing standards are taught , and students' writing needs are being met. Utilize paraprofessionals to compliment and support the learning in the classroom through Phonics First Curriculum and other literacy initiatives including the use of Scholastic readers for KG to connect to real world experiences. Teachers will pose number talks daily and incorporate counting collections into their centers/math activities. CGI problems will be posed on a regular basis set by leadership team. Utilize web based platforms to enhance reading and math instruction. Actions include Istation, Accelerated Reader, and Reading A to Z. Early intervention in pre-k and intervention through RTI will support students' learning. Use anchor texts to provide a rich experience for students to write about as they draw inferences, make connections, and recall details in their writing about text. Increased literacy focus in centers utilizing phonics �rst strategies. Provide summer intervention using Phonics First to help reduce the summer dip for students in danger of retention or right below/barely above grade level. Provide a smaller classroom size for students that need a reduction in class size due to lack of success in a larger classroom setting. (Title IIA)

Professional Competencies

Intervention/Action



SOCIAL AND EMOTIONAL LEARNING In what ways do you facilitate the interpersonal and intrapersonal skills and the self-worth of the learner? • All learners self-advocate and integrate their personal competencies goals with their educational plan • Authentic relationships exist between adults and student learners

DEEPER LEARNING EXPERIENCES In what ways does your school provide rich, meaningful learning experiences geared to learner interests? • Authentic learning deepens through powerful community-based projects • Learning tasks demand inquiry, questioning, and critical thinking through problem solving and authentic learning experiences

INSTRUCTIONAL DESIGN In what ways does your instructional design provide rich, meaningful learning experiences geared to learner interests? • Adult and student learners partner with business and community to access and design authentic learning experiences • Real world, authentic connections build across all content areas

LEARNING PROGRESSIONS How might the instructors’ depth of knowledge in the subject matter at different ages and levels promote successful learning? • Learning is aligned to competencies based on the school’s “pro�le of a graduate” • Learning progressions allow adult and student learners to design and assess key competencies across content areas

Social and Emotional Learning

Deeper Learning Experiences

Instructional Design

Learning Progessions

Transformational Leadership


Intervention/Action



VISION & MISSION In what ways does your Vision and Mission guide your transformation in student focused learning? • A system of collective inquiry is in place to address barriers that interfere with learning and successes that support learning for all • Meaningful engagement and communication with a broadbase of stakeholders and all learners is the norm

COLLABORATIVE PROCESSES How might involving all stakeholders in meaningful and purposeful conversations impact student learning? • Learning groups drive their own learning through inquiry • Groups continuously align collaborative work with school vision and mission

CULTURE As you consider culture within your school and community, how are respect and trust evident? • Develop democratic processes where the decision-making and responsibility is shared, opinions are valued, and a sense of belonging is developed • Trust and an atmosphere of inclusiveness for all learners permeates learning environments

SYSTEMS What are some systems you have in place to support your innovative goals? • System shift from teacher-centered to learner-centered is evident • Systems thinking is incorporated in the classroom, school, and community as a problem-solving approach

Vision and Mission

Collaborative Process

Culture

Systems

Required Components


Intervention/Action



Our staff was trained during the summer of 2018 for Phonics First. Amber Bass- Co Op literacy specialist Orton Gillingham Teachers will work collaboratively in PLCs Paras will attend a one day Phonics First training from a trained LPS teacher Use of Early Mathematics text (used as a book study in 17-18 SY). Continued CGI training for those still needing years 2 and 3. Counselor and Coach Campbell will provide Istation training. Writing by Design Planning/Curriculum mapping days Rage to Reason behavioral training

Classroom observation Common assessments Lesson plans Intervention notes (both by teachers and interventionists) Student data including dra/running records, phonics �rst assessments, and istation data. PLC minutes Istation reports, AR reports LEAP team minutes PK classroom observations summer school data on students

Professional Development *

How will you monitor quarterly? *



Phonics First assessments Istation data DRA (BOY to EOY) Classroom observational data BOY to EOY writing samples Common assessments Standards based report card Student tier reports in Istation, and growth in AR

Implementation Cost

221625

6501 2210 030 000 00 6756 ???? 030 000 00 (Title IIA Salary) 6501 1592 030 000 00 2223 2213 030 000 00

How will you evaluate annually? *

Cost ($)

Budget String(s)



Submission

Please add email address, separated by a comma, to whom you would like to see this report sent to.

[email protected], [email protected], [email protected]

This form was created inside of Lonoke Public Schools.

Email Address(es) *

Forms

https://www.google.com/forms/about/?utm_source=product&utm_medium=forms_logo&utm_campaign=forms






Improvement Goals







https://www.google.com/url?q=http://bit.ly/OIEStrategicPlanPDF&sa=D&ust=1532996541928000&usg=AFQjCNEPAmAw36vl9uilfLyd7q4OthYH-w


https://docs.google.com/forms/d/1rgI7iRb4enW-X5hoIOAAmgYAOjs1hivYzrONA0ZhCQg/edit?ts=5b59cf51#response=ACYDBNiVsx0AxjSUQiMirrV… 10/22

Learner Driven





Environment


Personalized










Intervention/Action







Close achievement gap among subpopulations with targeted focus among our African American students. Interventions include but are not limited to increased focus on family involvement, focus on creating environment of successful (nonathletic/entertainer) African Americans, and focus on student data in RTI/LEAP meetings. Include parents and other stakeholders to support endeavors.






Intervention/Action




Vision and Mission


Culture

Systems

Required Components

Ron Clark Academy

LEAP team minutes Observations


Intervention/Action





LEAP team minutes Subpopulation data Observation

Implementation Cost

2500

6501 2170 030 000 00

Submission



Cost ($)

Budget String(s)



[email protected], [email protected], [email protected]


Email Address(es) *

Forms







Improvement Goals







https://www.google.com/url?q=http://bit.ly/OIEStrategicPlanPDF&sa=D&ust=1532996541945000&usg=AFQjCNFexJ8ZDxbdVIAPQsG9cvYgMDZQSg



Learner Driven





Environment


Personalized










Intervention/Action



Vision and Mission


Culture

Systems

Utilize the school leadership team to distribute leadership among team members, collaboratively make decisions that keeps core beliefs at the center of all decisions, and provide professional guidance to team members.

Required Components

ALA Teacher Institute, PLC resources from Solution Tree

PLC re�ections/surveys


Intervention/Action





BOY and EOY PLC surveys

Implementation Cost

3000

2223 2213 030 000 00

Submission


john.tackett@l;onokeschools.org, [email protected], [email protected]


Cost ($)

Budget String(s)

Email Address(es) *




Forms


Lonoke School District School Impr ovement Plan LPS · Paras will attend a one da y Phonics First...

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