Rousseau Mc Clellan 91 (5591) · Rousseau Mc Clellan 91 (5591) ... This school improvement plan was...
Transcript of Rousseau Mc Clellan 91 (5591) · Rousseau Mc Clellan 91 (5591) ... This school improvement plan was...
School Improvement Plan - PL221 Version - 2009-2012
May 22, 2009 12:36:24
Rousseau Mc Clellan 91 (5591)
Indianapolis Public Schools
Indianapolis, IN
This plan will be revised annually. Updates may be found each June at http://www.asainstitute.org/publicsip. The plan wasdeveloped with assistance from the:
Indiana Student Achievement Institute931 25th StreetColumbus, IN 47201Phone: 812-669-0009Email: [email protected]: http://www.asainstitute.org
Table of Contents...................... 3School Improvement Plan Introduction........................... 4Reviewer Guide.................... 5Who Wrote this School Improvement Plan?........................... 6Vision Statement........................... 7Academic Goals........................... 9Areas of Concern............................. 11Strategies......................... 13Professional Development............... 23Relationship Report -- Areas of Concern / Strategies / Data Targets.......................... 27Force Field Excerpt............................ 28To-Do List....................... 54Continuous Improvement Timeline
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School Improvement Plan IntroductionRousseau Mc Clellan 91
This school improvement plan was developed using a vision-based and data-driven process called Vision-to-Action that wasdeveloped by the Indiana Student Achievement Institute. In addition to containing the strategies our school and communityidentified as key to raising student achievement and closing achievement gaps in our school, this plan contains strategies that meetthe expectations of:
Indiana Student Achievement InstitutePL221Title I SchoolwideNCA
Participation
The following people were involved in developing this School Improvement Plan
Teachers Students Parent representatives Community representatives
Process
Those involved in developing this School Improvement Plan participated in a series of discussions related to the Vision-to-Action steps:
1. Establish a local culture of high expectations 2. Create a common vision for student success 3. Analyze achievement data and set realistic data targets for each of the next three years 4. Analyze force field data and identify concerns within the following areas.
Academic expectations Curriculum content Instructional practices Classroom assessment
Extra help Student guidance Learning environment
5. Research strategies to address our concerns and select high-leverage strategies to implement 6. Develop a to-do list for each strategy
Using Data for Decision-Marking
The Vision-to-Action process relies heavily on data as a foundation for decision-making.
1. Achievement Data – To what degree are students prepared for success at the next educational level, and ultimately for successin postsecondary education and a global economy?
2. Force Field Data – What conditions in the school and community interfere with high student achievement? 3. Strategy Data – Is the strategy having the desired impact on adults and students?
Implementation Next Year
Our work next year will be guided by the to-do list that we have developed for each strategy. We will also maintain anImplementation Binder for each strategy that contains the following documents:
1. Strategy Plan 2. Evidence that the strategy was implemented 3. Progress reports (containing strategy evaluation data)
Questions about the School Improvement Plan should be directed to the building principal.
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Reviewer GuideIndiana Public Law 221
The following table directs the reviewer to the section of the School Improvement Plan PDF File that contains each componentrequired by Indiana Public Law 221. An expanded copy of the School Improvement Plan containing the actual data used in thecreation of this School Improvement Plan may be found at www.asainstitute.org/publicsip. During the implementation of this plan,the school will be able to present a "School Improvement Implementation" binder including documentation that the strategiesdescribed in this plan were implemented as planned.
PL221 REQUIREMENT Required Location in this Plan
1 Description and location of curriculum Force Field Excerpt *
Titles and descriptions of assessment instruments to be used in additionto ISTEP+
Force Field Excerpt *
2 Statement of mission, vision, or belief (suggested but not required) Vision Statement
3 Summary of data derived from an assessment (implied but not required)
May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip
4 Conclusions about the school curriculum, instructional strategies, andstudent achievement (implied but not required)
May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip
Conclusion - Parent involvement Strategy Summary (Strategy A)
Conclusion - Technology as a learning tool Strategy Summary (Strategy B)
Conclusion - Safe and discipline learning environment Strategy Summary (Strategy C)
Conclusion – Professional development Professional Development
5 Goal – Attendance rate Strategy Summary (Strategy D)
Goals - % meeting ISTEP Standards Academic Goals
Goals - % graduating (high schools only) Academic Goals
6 Specific areas where improvement is needed immediately Academic GoalsAreas of ConcernStrategies
7 Benchmarks for progress Academic Goals
8 Academic Honors Diploma and Core 40 – course offerings Strategy Summary (Strategy E)
Academic Honors Diploma and Core 40 – encouragement Strategy Summary (Strategy F)
9 Proposed interventions / strategies (suggested but not required) Strategy Summary (All strategies)
10 Professional development that a) emphasizes improvement of studentlearning and performance, b) supports research-based, sustainableschool improvement efforts, c) aligns with the core principles ofprofessional development, includes methods to improve culturalcompetency.
Professional Development
11 Statutes and rules to be waived Force Field Excerpt *
12 Three (3) year time line for implementation, review, and revision Continuous Improvement TimelineTo-Do List
13 Exceptional Learners – Gifted ** Strategy Summary (Strategy G1)
14 Exceptional Learners – Special Education ** Strategy Summary (Strategy G2)
* The full Force Field Report may be obtained from the school’s online School Improvement Plan at www.asainstitute.org/publicsip** In 2006 DOE began asking schools to report how they were addressing the needs of exceptional learners on the DOE SchoolImprovement Plan Review and Revise Report. Therefore, InSAI requires schools to create strategies to meet the needs of"exceptional learners." DOE defines exceptional learns as both "gifted" and "special education" students.
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Who Wrote this School Improvement Plan?Many individuals were involved in the creation of this school improvement plan. The Steering Team facilitated discussions involvingall teachers, all students, and community representatives including parents. Once these groups came to consensus on the DataTargets, Areas of Concern, and Strategies, strategy chairs and task forces were established to 1) develop a comprehensiveimplementation plan and 2) ensure that the plan is implemented next year.
Steering TeamChris Davenport - Teacher Kelly Dunn - Parent/Guardian Richard Euliss - Teacher Donna Hendley - School Counselor Margaret Higgs - Administrator James Hopkins - Community Representative (Business) Lee Ann Lord - Teacher
Strategy ChairsVirrither Cooper Richard Euliss Donna Hendley Margaret Higgs Rebecca Pfaffenberger Christine Strattman Kimberly Thaxton Cindy Williams
Community CouncilMarta Anton - professor Stephanie Coleman Don Cooney - Orton Gillingham Tutor Kelly Dunn - part time instructor Kevin Grau - Historian IU Medical School Jo Havens - AYS Director Robert Helfenbein - Professor Leesa Hertz Jim Hopkins David Marvin Maria Montez Erin Patterson - student Larry Resener Meg Reynolds - Psychologist Joe Rivelli Denise White
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Vision StatementThe Vision Statement was developed by all teachers, all students, and members of the community. The foundation of the statementidentifies the core convictions upon which this school improvement plan is built and answers the question, "What do our studentsdeserve in order to be successful learners, responsible citizens, and productive members of a global economy?" The second part ofthe vision statement describes ideal adults who are striving to provide students with the things they deserve. The third part of thevision statement describes the ideal students in a school and community where adults live by their convictions. The last part of thevision statement includes ideal data that represent the community’s dreams. This lofty data serves as the focal point for theremainder of the school improvement plan and requires the school and community to work toward every student succeeding at ahigh level.
We believe all students deserve:
We believe that all students deserve adults who acknowledge their gifts and talents and have high expectations for each individualstudent. We believe that all students deserve to be surrounded by adults who are respectful and take time to get to know eachstudent and who demonstrate a positive, personal connection with each one so that a trusting relationship is established. Webelieve that all students deserve to have adults who recognize differences in learning styles and help students learn in as manydifferent ways as possible. We believe that all students have the right to many opportunities so that they can experience the worldand become productive citizens in the global economy. We believe that all students deserve adults who respect different culturesand who nurture their understanding of their culture. We believe that all students deserve adults who truly listen to them even whenthey donât know how to express what they need. We believe that all students deserve adults who hold the students at the heart andcore of the school and do not make prejudgments about students. We believe that all students who need extra help in order toexperience success deserve to be given the added assistance. We believe that all students deserve adults who see the whole child,not just one small piece. We believe that all students deserve to be taught by adults who demonstrate cultural competency. Webelieve that all students deserve to have adults in their lives who have the courage to do what it takes to see they have the besteducation possible. We believe that all students deserve adults who regularly revisit the key Montessori concepts.
All adults in our community are living by these core convictions daily and as a result, show the following attitudes and actions:
All adults in our community are living by these core convictions daily and as a result show the following attitudes and actions. Allteachers, parents, and community members have high expectations for students and encourage their studentsâ friends and fellowstudents to have high expectations. All adults will provide a safe learning environment at home, at school, and within the community.All adults will serve as role models of healthy behaviors in nutrition, physical activity, and work/school/life balance. All adults willchallenge, encourage and assist students to achieve at their highest level. They will respect students but also demand respect fromstudents. All adults will be sensitive to cultural differences. All adults should have the courage to do what is best for all students. Alladults will demonstrate an attitude of fairness and have time for all students.
In this environment where all adults are living by their core convictions, all students:
In this environment where all adults are living by their core convictions, all students live up to the high expectations of the adults intheir lives. They live in a safe learning environment and are challenged to do their best at school. Students are physically andemotionally healthy. They treat adults and peers with respect and encourage this in others. They model positive behavior in thecommunity for others to learn. Students provide community service to others to give back to the community some of what they havereceived in their lives.
As a result of these efforts, our school’s student achievement data is as follows:
% of students who are 6th grade students mastering ISTEP essential skills: 100% % of students who are 7th grade students mastering ISTEP essential skills: 100% % of students who are 8th grade students mastering ISTEP essential skills: 100% % of students who are at or above grade level in reading: 100% % of students who are at or above grade level in math: 100%
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Academic GoalsAfter analyzing longitudinal data that was disaggregated by the student groups identified in No Child Left Behind, teachers,students, parents, and community members identified achievement data targets for the next three years. These targets representacademic areas (subjects) which we wish to improve and specific groups of students we have targeted for improvement (e.g. 6thgraders). Our vision data represents our "dream" for all students. The data targets listed below each school year represent realisticsteps toward that dream.
African American Grade 3 - Passing ISTEP Eng/LA (seat data)
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
58 61 79 81 93 83 84 85 100
African American Grade 3 - Passing ISTEP Math (seat data)
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
55 55 59 66 63 76 67 70 73 100
African American Males Grade 3 - Passing ISTEP Math (seat data)
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
53 40 45 >10 students 50 73 60 65 70 100
Free Lunch Grade 3 - Passing ISTEP Eng/LA (seat data)
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
50 50 60 67 70 86 80 83 86 100
Free Lunch Grade 3 - Passing ISTEP Math (seat data)
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
55 54 58 56 60 69 68 73 76 100
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Special Education Grade 3 - Passing ISTEP Eng/LA (seat data)
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
50 54 >10 students 58 67 62 67 72 100
Special Education Grade 3 - Passing ISTEP Math (seat data)
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
29 35 >10 students 40 42 45 50 55 100
Writing Standard Grade 3 - Passing ISTEP Language Conventions (seat data)
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
65 87 92 81 90 85 86 87 100
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Areas of ConcernTeachers, students, parents, and community members analyzed data in seven areas known to impact student achievement: 1)expectations, 2) curriculum content, 3) instructional practices, 4) classroom assessments, 5) extra help, 6) student guidance, and 7)the learning environment. We identified areas that we must address in order to reach our academic goals. Those areas are listedbelow as "Local Areas of Concern". Organizations outside of our school (e.g. the Indiana General Assembly) have identified areasof concern for all schools and have required schools to address those areas. These are listed below as "Required Areas ofConcern." Each Area of Concern listed below is followed by the condition in our school or community that led us to believe that thisis an Area of Concern.
Local Areas of ConcernConcern: Instructional Feedback
Teachers do not have adequate feedback tools for instructional decision-making purposes.
Required Areas of ConcernA. Parent Involvement
F. Encourage Rigorous Curriculum
I. Focused Academic Area
J. Instruction by Highly Qualified Teachers
K. Attracting Highly Qualified Teachers
L. Early Childhood Transition
M. Parent Notice - Assessment Results
Q. School-Parent Involvement Policy
R1. Parent Right-to-Know Letter - Qualifications
R2. Parent Right-to-Know Letter - Non-Qualified Teacher
S. School-Parent Compact
T. Annual Parent Meeting
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StrategiesAfter identifying areas of concern, teachers, students, parents, and community members researched proven strategies and selectedstrategies that our school and/or community will implement to impact our areas of concern. Local strategies are those identified byour teachers, students, parents, and community to address our areas of concern. Required strategies meet various state and/orfederal regulations.
Local StrategiesAdministrative Walkthroughs —
The administrators will conduct "walk throughs" with each teacher at least once every two weeks during which the administratorwill look for student orientation to work, curriculum decisions, delivery of instruction, read the walls, teacher expectations(TESA), cultural competencies and health/safety issues throughout the school year. The principal will provide mentoring toteachers as needed.
End of Semester Assessment —
Teachers will follow the curriculum maps as they are developed for Math, Science, Social Studies and Language Arts andprovide remediation for students throughout the school year, August â May. End of Semester assessments in Math, LanguageArts, Science and Social Studies will be given at the end of second and fourth grading periods.
Student Graduation Plan —
Parents see education is the key to their childâs future and therefore they need to graduate from high school. To achieve thisthe students must take the time to plan and prepare for life after high school.
Teacher Mentoring —
Teachers will view, discuss and reflect on good teaching practices and incorporate into their daily teaching.
TESA —
Using TESA model, teachers will become sensitized to their expectations of all students and interact with students on a moreequitable basis with an emphasis on involving perceived low and perceived high achievers in the learning process throughoutthe school year.
Required StrategiesA. Parent Involvement: Parent Liaison —
Parent Liaisons provide information, peer support and training for parents in IPS through 1) minimum of 5 home visits permonth 2) phone calls to home 3) workshops throughout the school year, August-May.
F. Encourage Rigorous Curriculum: Curriculum Mapping —
Tier III and Tier IV Leadership teams will present to staff members the consensus/pacing maps and individual maps forLanguage Arts. Teachers will be instructed how to add to the individual maps so that it becomes the teachers’ lesson plans forLanguage Arts throughout each week during the school year, August-May.
I. Focused Academic Area: 5-5-3-3 District Wide Strategies —
Teachers will implement in their daily instructional practices across the curriculum with a focus on Language Arts the 5-5-3-3District-Wide Strategies of Comprehension Strategies, Vocabulary Strategies, Test Taking Strategies, and Writing Strategiesthrough the school year, August-May.
J. Instruction by Highly Qualified Teachers —
Schools will continue to maintain a staff of highly qualified teachers throughout the school year, August-May by communicatingwith the IPS Human Resources Dept. We will only interview and select candidates from a list provided by this department.
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K. Attracting Highly Qualified Teachers —
Schools will use the IPS Human Resources Dept. list of potential highly qualified teachers to interview for positions in ourbuilding throughout the school year, August-May. IPS Human Resources Dept. will promote through recruiting process and giverecommendations to schools for interviews. The SBDM committee will continue to use the current interview process to attracthighly qualified teachers. Highly successful student teachers will be recommended for an interview for future positions.
L. Early Childhood Transition: Teacher Training For Parent Involvement —
Teacher training for building partnerships with families will be offered.
L. Early Childhood Transition: Transition Team —
Throughout the school year, a transition planning team involving school personnel and families will implement a jointlydeveloped plan to help promote a smooth transition to Kindergarten, August-May.
M. Parent Notice - Assessment Results —
Classroom teachers will continue to send home weekly progress reports, midterm grades, and report cards to inform progressreports, midterm grades, and report cards to inform parents of their child’s academic progress. In addition, standardized testscores will be sent home in a timely manner throughout the school year, August-May.
Q. School-Parent Involvement Policy —
Schools will continue to implement the Title I Parent Involvement Policy throughout the school year, August-May.
R1. Parent Right-to-Know Letter - Qualifications —
At the beginning of the school year, the school will verify that the IPS District has sent a Parent Right-to-Know letter aboutteacher qualifications throughout the school year.
R2. Parent Right-to-Know Letter - Non-Qualified Teacher —
The school will send a notice if children are not being taught by a highly qualified teacher throughout the school year (August-May).
S. School-Parent Compact —
School 91 will continue the use of the School-Parent Compact that is discussed and distributed at Open House that all parentsagree to and sign at the beginning of the 2009-2010 school year.
T. Annual Parent Meeting —
School 91 will continue to hold an annual parent meeting during the first month of school to inform parents about the ParentInvolvement Policy, the school Parent Compact and the Title I Program (ie: services available, staff members, schedule, andtypes of activities for students and parents to do at home) and its impact on student achievement throughout the school year, August-May.
U. Focused Student Group: Special Education Student Group —
Montessori instructional strategies, as well as 5-5-3-3 strategies will be taught to special education students by teachers andassistants in small group or individualized settings during the school day and in any tutoring opportunities that are available.
W. Timely Additional Assistance: Remediation Plan —
Staff will schedule 30 minutes intervention/remediation time into their daily instructional time for students whose score indicatesyellow grouping on DIBELS, SRI, and End of Semester Assessments. Staff will schedule an additional 40-60 minutesintervention/remediation time into their daily instructional time for students whose scores indicate red grouping on DIBELS, SRI,and End of Semester Assessments throughout the school year, August-May.
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Professional DevelopmentAlignment with the School Improvement Plan : The Professional Development Plan is directly aligned with strategies found in theSchool Improvement Plan. Professional development activities enhance educator’s knowledge within one or more of the followingareas: a) expectations, b) curriculum content, c) classroom instruction, d) classroom assessment, e) extra help, f) guidance, and g)the learning environment. The amount of funding allocated for each professional development activity and the funding source islisted for each professional development activity.
Effective Learning Process : The Professional Development Plan was written by teacher-leaders and includes activities that willhelp teachers develop the knowledge and skills needed to successfully implement the strategies listed in the School ImprovementPlan. The plan includes a variety of formats for professional development. Activities have been embedded in the school day asappropriate. The plan also includes activities designed to provide teachers with feedback over time. Finally, "strategy data" iscollected for comprehensive strategies that identifies the degree to which the strategy has brought about a positive changes in adult practices.
Professional Growth Environment : Each strategy is supported by a "strategy chair." Strategy chairs are responsible for 1) writing(with support from colleagues) a strategy plan including on-going professional development activities, anti-resistance, andevaluation activities, 2) providing on-going mentoring their colleagues in the implementation of the strategy, 3) analyzing theeffectiveness of the strategy, and 4) making a recommendation to the faculty with respect to whether or not the strategy should be sustained.
Administrative Walkthroughs
Professional Development Activity Funding Activity Purpose
Review Walkthroughs Source:none Amount: $0.00
InformationRefinement
Brief Description Intended Participants Activity Format
Administrator will review the walkthrough process with the staff at thebeginning of the school year.
TeachersCounselors
Talk toPresentation/Workshop
End of Semester Assessment
Professional Development Activity Funding Activity Purpose
Using end of semester data to drive instruction Source:none Amount: $0.00
InformationSkill BuildingFeedback/Support
Brief Description Intended Participants Activity Format
During monthly Principalsâ meetings 15-30 minutes will be devoted totalking about and giving suggestions on how to utilize the data to move instruction
Administrators Presentation/Workshop
Student Graduation Plan
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Professional Development Activity Funding Activity Purpose
Introduction to the 6th Grade Graduation Plan Source:none Amount: $0.00
InformationSkill Building
Brief Description Intended Participants Activity Format
Introduce to the Social Worker/Counselors in the school who have 6th gradestudents all the 6th Grade Graduation materials and required activities andtimelines that must be completed by April 2010 with each student.
TeachersCounselors
Talk to
Professional Development Activity Funding Activity Purpose
Graduation Plan Refresher Session Source:none Amount: $0.00
Feedback/Support
Brief Description Intended Participants Activity Format
Review with all the schoolsâ Social Worker/Counselors in the school whohave 7th-12th grade students the Grade level Graduation materials andrequired activities and timeline that must be completed by April 2010 witheach student
TeachersCounselors
Talk to
Teacher Mentoring
Professional Development Activity Funding Activity Purpose
Introduction to the Charlotte Danielsonâs on Line PD program Source:none Amount: $0.00
InformationSkill Building
Brief Description Intended Participants Activity Format
Administrators, directors and Instructional coaches will receive an overviewand training the Charlotte Danielsonâs On-Line PD program which allowsteachers, directors, principals and/or strategy chairs to see what goodinstruction looks like according to the IPS Teacher Evaluation Instrument.
Administrators Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Domain 2 â Classroom Management Source:none Amount: $0.00
InformationSkill Building
Brief Description Intended Participants Activity Format
Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clip entitled âCreating a Climate of Respect andRapportâ in the Educational Impact program with the teachers and afterviewing, discuss, reflect and mentor the teachers using the handoutprovided. ⢠All participants will review how they used these good teachingpractices learned in the previous session. â¢Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clips entitled âOrganizing Physical Spaceâ andâEstablishing A Culture For Learning in the Educational Impact programwith the targeted teachers and after viewing, discuss, reflect and mentor theteachers using the handouts provided.
TeachersCounselorsAdministrators
Presentation/Workshop
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Professional Development Activity Funding Activity Purpose
Domain 2: Classroom Management Source:none Amount: $0.00
Information
Brief Description Intended Participants Activity Format
⢠All participants will review how they incorporated these good teachingpractices learned in the previous session. â¢Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clips entitled âOrganizing Physical Spaceâ andâCreating a Climate of Respect and Rapportââ in the Educational Impactprogram with the teachers and after viewing, discuss, reflect and mentor theteachers using the handouts provided. ⢠All participants will review howthey incorporated these good teaching practices learned in the previoussession. ⢠Principals/Directors/Instructional coaches and /or Strategy Chairwill view the following Video clips entitled Managing Classroom Proceduresâand âManaging Student Behaviorâ in the Educational Impact program withthe teachers and after viewing, discuss, reflect and mentor the teachersusing the handouts provided.
TeachersCounselorsAdministrators
Talk toPresentation/Workshop
Professional Development Activity Funding Activity Purpose
Domain 1 - Planning and Preparation Source:none Amount: $0.00
InformationSkill Building
Brief Description Intended Participants Activity Format
⢠All participants will review how they incorporated these good teachingpractices learned in the previous session. â¢Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clips entitled âDemonstrating Knowledge of Studentsâand âSetting Instructional Outcomesâ in the Educational Impact programwith the teachers and after viewing, discuss, reflect and mentor the teachersusing the handouts provided.
Teachers Talk toPresentation/WorkshopStudy GroupPeer Coaching
Professional Development Activity Funding Activity Purpose
Domain 3: Instruction Source:none Amount: $0.00
Brief Description Intended Participants Activity Format
Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clips entitled âCommunicating With Studentsâ andâDemonstrating Flexibility and Responsivenessâ Classroom Proceduresâ inthe Educational Impact program with the teachers and after viewing,discuss, reflect and mentor the teachers using the handouts provided. Allparticipants will review how they incorporated these good teaching practiceslearned in the previous session. Principals/Directors/Instructional coachesand /or Strategy Chair will view the following Video clip entitled âUsingQuestioning and Discussion Techniquesâ in the Educational Impactprogram with the teachers and have discussion and mentor the teachersusing the handouts provided. All participants will review how theyincorporated these good teaching practices learned in the previous session.Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clip entitled âManaging Student Behaviorsâ in theEducational Impact program with the teachers and afterdssa viewing,discuss, reflect and mentor the teachers using the handouts provided.
Teachers Talk toPresentation/Workshop
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Professional Development Activity Funding Activity Purpose
Domain 4 â Professional Responsibilities Source:none Amount: $0.00
InformationSkill BuildingFeedback/SupportRefinement
Brief Description Intended Participants Activity Format
⢠Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clip entitled âReflecting on Teachingâ in the EducationalImpact program with the teachers and after viewing, discuss, reflect andmentor the teachers using the handouts provided. ⢠All participants willreview how they incorporated these good teaching practices learned in theprevious session. ⢠Principals/Directors/Instructional coaches and /orStrategy Chair will view the following Video clips entitled âParticipating in aProfessional Communityâ and âGrowing and Developing Professionallyâ inthe Educational Impact program with the teachers and after viewing,discuss, reflect and mentor the teachers using the handouts provided. ⢠Allparticipants will review how they incorporated these good teaching practiceslearned in the previous session. ⢠Principals/Directors/Instructionalcoaches and /or Strategy Chair will view the following Video clips entitledâMaintaining Accurate Recordsâ and âShowing Professionalismâ in theEducational Impact program with the teachers and after viewing, discuss,reflect and mentor the teachers using the handouts provided. ⢠Allparticipants will review how they incorporated these good teaching practiceslearned in the previous session. ⢠Principals/Directors/Instructionalcoaches and /or Strategy Chair will view the following Video clips entitledâMaintaining Accurate Recordsâ and âShowing Professionalismâ in theEducational Impact program with the teachers and after viewing, discuss,reflect and mentor the teachers using the handouts provided.
Teachers Talk toPresentation/Workshop
TESA
Professional Development Activity Funding Activity Purpose
Building Level Workshops Source:none Amount: $0.00
Feedback/Support
Brief Description Intended Participants Activity Format
Teacher leader will lead discussion on observations. TeachersCounselorsAdministrators
Talk toPeer Coaching
Professional Development Activity Funding Activity Purpose
TESA Strategy Chair Meetings Source:none Amount: $0.00
InformationSkill BuildingFeedback/Support
Brief Description Intended Participants Activity Format
TESA Strategy Chair Meetings for previously trained schools Teachers Talk toPeer CoachingCollaborative ProblemSolving
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A. Parent Involvement: Parent Liaison
Professional Development Activity Funding Activity Purpose
Training for workshop presentations Source:none Amount: $0.00
InformationSkill BuildingFeedback/SupportRefinement
Brief Description Intended Participants Activity Format
Monthly meeting with the Title 1 Parent Facilitator will provide on-going staffdevelopment for all Parent Liaisons. Title 1 staff at each school will provideParent Liaisons with Materials, ideas and instructions for monthly workpackets they will take to parents during home visits
Other Talk toPresentation/WorkshopStudy GroupProfessional ReadingNetworking/Site Visit
F. Encourage Rigorous Curriculum: Curriculum Mapping
Professional Development Activity Funding Activity Purpose
District Curriculum Mapping Director and Members of Tiers III-IV-Vgroup members for Language Arts
Source:None Amount: $0
InformationSkill BuildingRefinement
Brief Description Intended Participants Activity Format
Language Arts Curriculum Mapping Review Meeting Other Presentation/WorkshopPeer CoachingNetworking/Site Visit
Professional Development Activity Funding Activity Purpose
Principal: Language Arts Mapping and Talking in Grade Levels K-12 Source:None Amount: $0
InformationSkill BuildingRefinement
Brief Description Intended Participants Activity Format
Review the mapping process and how to use Rubicon Atlas software so alltrainers can be trainers for each schools Language Arts teachers and will beable to assist the school staff as we start the mapping process
Administrators Presentation/WorkshopPeer CoachingNetworking/Site Visit
Professional Development Activity Funding Activity Purpose
Group Member: Language Arts Mapping and Talking Grade Levels K-12
Source:None Amount: $0
InformationSkill BuildingRefinement
Brief Description Intended Participants Activity Format
Review with all Language Arts teachers at the schools the Language ArtsPacing/Consensus maps and the individual Skeleton maps and theexpectations for mapping the Language Arts curriculum for daily lesions
Other Presentation/WorkshopPeer CoachingNetworking/Site Visit
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Professional Development Activity Funding Activity Purpose
All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Source:None Amount: $
InformationSkill BuildingRefinement
Brief Description Intended Participants Activity Format
Mapping ALL Language Arts lessons using the Individual Skeleton Maps inthe Rubicon/Atlas software
Teachers Presentation/WorkshopPeer CoachingNetworking/Site Visit
Professional Development Activity Funding Activity Purpose
Teachers: Meet in STPT groups Source:None Amount: $0
InformationSkill BuildingFeedback/SupportRefinement
Brief Description Intended Participants Activity Format
Discuss individual maps created for first unit and make corrections,additions, deletions as needed
Teachers Peer CoachingCollaborative ProblemSolving
Professional Development Activity Funding Activity Purpose
Tiers III, IV and V team members will review with all Language Artsteachers the district Pacing/Con
Source:None Amount: $0
InformationSkill BuildingRefinement
Brief Description Intended Participants Activity Format
Teacher leader will present workshops reviewing curriculum mapping andRubicon Atlas.
TeachersCounselorsAdministrators
Talk toPresentation/WorkshopPeer CoachingNetworking/Site Visit
Professional Development Activity Funding Activity Purpose
All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Source:None Amount: $
Feedback/SupportRefinement
Brief Description Intended Participants Activity Format
Language Arts Curriculum Mapping Review Meeting Teachers Peer CoachingNetworking/Site Visit
I. Focused Academic Area: 5-5-3-3 District Wide Strategies
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies (Overview) Source:District Amount: $0
InformationSkill Building
Brief Description Intended Participants Activity Format
Power points are provided to administrators & staff to conduct the initialmeeting of the strategies. All power points and resources will be located onIPS Online under the Curriculum and Instructional Accountability Division.
Teachers Presentation/Workshop
18
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies: Focus onVocabulary Strategies
Source:District Amount: $0
InformationSkill Building
Brief Description Intended Participants Activity Format
ter the initial overview of the 5â5â3â3 District-Wide Strategies, the principalwill conduct a training on List Group Label utilizing resources from IPSOnline. The staff will utilize this strategy the entire month of August withreflections presented during staff meetings.
Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies: Focus onVocabulary Strategies
Source:District Amount: $0
InformationSkill Building
Brief Description Intended Participants Activity Format
The principal will conduct a training on Concept Definition Map utilizingresources from IPS Online. The staff will utilize this strategy the entiremonth of September with reflections presented during staff meetings.
Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies: Focus onVocabulary Strategies
Source:District Amount: $0
InformationSkill Building
Brief Description Intended Participants Activity Format
The principal will conduct a training on Associations utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of Octoberwith reflections presented during staff meetings
Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies: Focus onVocabulary Strategies
Source:District Amount: $0
InformationSkill Building
Brief Description Intended Participants Activity Format
The principal will conduct a training on Quickwrite utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of Novemberwith reflections presented during staff meetings.
Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies: Focus onVocabulary Strategies
Source:District Amount: $0
InformationSkill Building
Brief Description Intended Participants Activity Format
The principal will conduct a training on Enhancing Descriptive Writing Withinthe Content utilizing resources from IPS Online. The staff will utilize thisstrategy the entire month of December with reflections presented duringstaff meetings.
Teachers Presentation/Workshop
19
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies: Focus onComprehension Strategies
Source:District Amount: $0
InformationSkill Building
Brief Description Intended Participants Activity Format
The principal will conduct a training on Making Thinking Visible utilizingresources from IPS Online. The staff will utilize this strategy the entiremonth of January with reflections presented during staff meetings.
Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies: Focus onComprehension Strategies
Source:District Amount: $
InformationSkill Building
Brief Description Intended Participants Activity Format
The principal will conduct a training on Note-Taking and Note-Makingutilizing resources from IPS Online. The staff will utilize this strategy theentire month of February with reflections presented during staff meetings.
Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies: Focus onComprehension Strategies
Source:District Amount: $0
InformationSkill Building
Brief Description Intended Participants Activity Format
The principal will conduct a training on Questioning utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of March withreflections presented during staff meetings.
Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies: Focus onComprehension Strategies
Source:District Amount: $0
InformationSkill Building
Brief Description Intended Participants Activity Format
The principal will conduct a training on Summarizing utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of April withreflections presented during staff meetings.
Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Staff Training on 5â5â3â3 District-Wide Strategies: Focus onComprehension Strategies
Source:District Amount: $0
InformationSkill Building
Brief Description Intended Participants Activity Format
The principal will conduct a training on Discussion utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of May withreflections presented during staff meetings.
Teachers Presentation/Workshop
20
L. Early Childhood Transition: Teacher Training For Parent Involvement
Professional Development Activity Funding Activity Purpose
How Teachers Get Parents Involved Source:none Amount: $0.00
InformationSkill Building
Brief Description Intended Participants Activity Format
Three meetings will focus on educating educators with the assistance ofparents, in the value and utility of contributions of parents and how to reachout to, communicate with, and work with parents as equal partners andbuilding ties between the parent and school.
TeachersOther
Presentation/Workshop
L. Early Childhood Transition: Transition Team
Professional Development Activity Funding Activity Purpose
District Kg. Meetings Source:none Amount: $0.00
InformationSkill Building
Brief Description Intended Participants Activity Format
Kindergarten teachers will participate in the, monthly KTA meetingsconducted by the District Kg. coordinator and implement new ideasdiscussed in their classroom activities.
Teachers Presentation/WorkshopStudy GroupNetworking/Site Visit
U. Focused Student Group: Special Education Student Group
Professional Development Activity Funding Activity Purpose
Workshops Source:none Amount: $0.00
Information
Brief Description Intended Participants Activity Format
Increasing Student Achievement through Differentiated Instruction Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Workshops Source:none Amount: $0.00
InformationSkill BuildingFeedback/SupportRefinement
Brief Description Intended Participants Activity Format
Hear common sense approaches have helped ADD/HD students becomebetter organized and better able to interact with other students. A thoroughreview of the pros and cons of medication versus behavioral modificationare discussed. Disciplining and setting rules for ADD/HD children can bechallenging. Learn how to change undesired behavior by respondingappropriately when incidents occur.
TeachersCounselorsAdministrators
Talk toPresentation/WorkshopStudy GroupNetworking/Site VisitOther
21
W. Timely Additional Assistance: Remediation Plan
Professional Development Activity Funding Activity Purpose
Sharing time Source:none Amount: $0.00
Feedback/Support
Brief Description Intended Participants Activity Format
Staff will share suggestions on how to maximize the additional time studentsreceive remedial instruction.
TeachersCounselorsAdministrators
Talk toStudy Group
Professional Development Activity Funding Activity Purpose
Video Source:none Amount: $0.00
InformationSkill BuildingRefinement
Brief Description Intended Participants Activity Format
Increasing Student Achievement through Differentiated Instruction will be shown.
TeachersCounselors
Presentation/WorkshopOther
22
Relationship Report -- Areas of Concern / Strategies / Data TargetsFormer Areas of Concern Summary
This report shows the relationship between the Areas of Concern, Strategies, and Data Targets. This report shows the following foreach area of concern: 1) the achievement area(s) that are being negatively impacted by the concern and 2) the strategies we willimplement to eliminate the concern. Basically, when we implement the strategies, the areas of concern should disappear. Once theareas of concern are gone, achievement should increase.
Local Areas of Concern
Concern: Instructional Feedback
Data Targets Influenced by This Concern:
African American Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Special Education Grade 3 -- Passing ISTEP Eng/LA (seat data)
Strategies to Impact This Concern:
Administrative Walkthroughs End of Semester Assessment Student Graduation Plan Teacher Mentoring TESA
Required Areas of Concern
A. Parent Involvement (Title I)
Data Targets Influenced by This Concern:
Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data)
Strategies to Impact This Concern:
A. Parent Involvement: Parent Liaison S. School-Parent Compact
F. Encourage Rigorous Curriculum (PL221)
Data Targets Influenced by This Concern:
African American Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Special Education Grade 3 -- Passing ISTEP Eng/LA (seat data) Writing Standard Grade 3 -- Passing ISTEP Language Conventions (seat data)
Strategies to Impact This Concern:
F. Encourage Rigorous Curriculum: Curriculum Mapping
23
I. Focused Academic Area (PL221, Title I)
Data Targets Influenced by This Concern:
African American Grade 3 -- Passing ISTEP Eng/LA (seat data) African American Grade 3 -- Passing ISTEP Math (seat data) African American Males Grade 3 -- Passing ISTEP Math (seat data) Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data) Special Education Grade 3 -- Passing ISTEP Eng/LA (seat data) Special Education Grade 3 -- Passing ISTEP Math (seat data) Writing Standard Grade 3 -- Passing ISTEP Language Conventions (seat data)
Strategies to Impact This Concern:
I. Focused Academic Area: 5-5-3-3 District Wide Strategies
J. Instruction by Highly Qualified Teachers (Title I)
Data Targets Influenced by This Concern:
Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data)
Strategies to Impact This Concern:
J. Instruction by Highly Qualified Teachers
K. Attracting Highly Qualified Teachers (Title I)
Data Targets Influenced by This Concern:
Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data)
Strategies to Impact This Concern:
K. Attracting Highly Qualified Teachers
L. Early Childhood Transition (Title I)
Data Targets Influenced by This Concern:
Special Education Grade 3 -- Passing ISTEP Eng/LA (seat data) Special Education Grade 3 -- Passing ISTEP Math (seat data)
Strategies to Impact This Concern:
L. Early Childhood Transition: Transition Team L. Early Childhood Transition: Teacher Training For Parent Involvement
M. Parent Notice - Assessment Results (Title I)
Data Targets Influenced by This Concern:
African American Grade 3 -- Passing ISTEP Eng/LA (seat data) African American Grade 3 -- Passing ISTEP Math (seat data) African American Males Grade 3 -- Passing ISTEP Math (seat data)
24
Strategies to Impact This Concern:
M. Parent Notice - Assessment Results
Q. School-Parent Involvement Policy (Title I)
Data Targets Influenced by This Concern:
Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data)
Strategies to Impact This Concern:
Q. School-Parent Involvement Policy
R1. Parent Right-to-Know Letter - Qualifications (Title I)
Data Targets Influenced by This Concern:
Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data)
Strategies to Impact This Concern:
R1. Parent Right-to-Know Letter - Qualifications
R2. Parent Right-to-Know Letter - Non-Qualified Teacher (Title I)
Data Targets Influenced by This Concern:
Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data)
Strategies to Impact This Concern:
R2. Parent Right-to-Know Letter - Non-Qualified Teacher
S. School-Parent Compact (Title I)
Data Targets Influenced by This Concern:
Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data)
Strategies to Impact This Concern:
S. School-Parent Compact
T. Annual Parent Meeting (Title I)
Data Targets Influenced by This Concern:
Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data)
Strategies to Impact This Concern:
T. Annual Parent Meeting
25
U. Focused Student Group (PL221, Title I)
Data Targets Influenced by This Concern:
African American Grade 3 -- Passing ISTEP Eng/LA (seat data) African American Grade 3 -- Passing ISTEP Math (seat data) African American Males Grade 3 -- Passing ISTEP Math (seat data) Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data) Special Education Grade 3 -- Passing ISTEP Eng/LA (seat data) Special Education Grade 3 -- Passing ISTEP Math (seat data) Writing Standard Grade 3 -- Passing ISTEP Language Conventions (seat data)
Strategies to Impact This Concern:
U. Focused Student Group: Special Education Student Group
W. Timely Additional Assistance (Title I)
Data Targets Influenced by This Concern:
African American Grade 3 -- Passing ISTEP Eng/LA (seat data) African American Grade 3 -- Passing ISTEP Math (seat data) African American Males Grade 3 -- Passing ISTEP Math (seat data) Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data) Writing Standard Grade 3 -- Passing ISTEP Language Conventions (seat data)
Strategies to Impact This Concern:
W. Timely Additional Assistance: Remediation Plan
26
Force Field ExcerptThe Force Field reports are lengthy reports analyzed by the teachers, students, parents, and community members to help identifythe areas of concern. The Force Field excerpt found below contains information that must be included in the School ImprovementPlan to meet the requirements of Indiana Public Law 221.
Description and locationof curriculum:
Principal’s Office, Classrooms Force FieldReport B:Curriculum AdditionalData #1
Titles and descriptionsof assessmentinstruments to be usedin addition to ISTEP+:
DIBELS - The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set ofprocedures and measures for assessing the acquisition of early literacy skills fromkindergarten through sixth grade. They are designed to be short (one minute) fluencymeasures used to regularly monitor the development of early literacy and early readingskills. EOS - End of semester tests for English/Language Arts and Math Predictor Tests -Tests that indicate progress in learning skills necessary to pass ISTEP
Force FieldReport C:Assessment AdditionalData #1
Statutes and rules to be waived:
none Force FieldReport G: EnvironmentAdditionalData #2
Program Consolidation Plan:
We do not consolidate programs, we coordinate funds. Force FieldReport G: EnvironmentAdditionalData #2
27
To-Do ListThis to-do list includes implementation, professional development, anti-resistance, and evaluation action steps for each strategy andwill serve as a road map as we implement our School Improvement Plan.
Report by strategy. Showing completed and yet-to-be-completed action steps.
Administrative WalkthroughsSep 11, 2006: Questions regarding walkthroughs are asked and fully answered at the staff meeting so that 100% of the staffunderstand their purpose.
Person : Margaret HiggsActivity : Collect baseline data
Aug 31, 2009 : Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs
Sep 1, 2009: Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring
Sep 2, 2009: Discuss walkthroughs at a staff meeting Person : Margaret HiggsActivity : Review Walkthroughs
Sep 2, 2009: Discuss walkthroughs at a staff meeting Person : Margaret HiggsActivity : Review Walkthroughs
Oct 1, 2009 : Administrator will discuss with teachers needing suggestions the purpose of the mentoring Person : Margaret HiggsActivity : Discussion
Oct 1, 2009 : Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring
Oct 5, 2009 : Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs
Nov 1, 2009 : Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring
Nov 2, 2009 : Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs
Nov 30, 2009 : Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs
Dec 1, 2009: Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring
28
Dec 2, 2009: Questions regarding walkthroughs are asked and fully answered at the staff meeting so that 100% of the staffunderstand their purpose.
Person : Margaret HiggsActivity : Collect first semester/trimester follow up data
Jan 1, 2010 : Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring
Jan 4, 2010 : Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs
Feb 1, 2010: Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs
Feb 1, 2010: Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring
Mar 1, 2010: Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs
Mar 1, 2010: Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring
Mar 29, 2010: Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs
Apr 1, 2010 : Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring
May 1, 2010: Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring
May 3, 2010: Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs
May 5, 2010: Staff will discuss walkthroughs and offer suggestions. Person : Margaret HiggsActivity : Collect final semester/trimester follow up data
Early Childhood TransitionMar 10, 2009: Collect and compile workshop evaluation data.
Person : Lisa BurchfieldActivity : Collect baseline data
Mar 10, 2009: Collect contact logs and tabulate the % of parents contacted by teachers Person : Lisa BurchfieldActivity : Collect baseline data
29
Apr 22, 2009 : New Family Night will be held in the Spring of 2010. Person : MPTAActivity : Student Transition to Elementary School
Aug 18, 2009 : An Open House will be held the day before school starts. Person : Margaret HiggsActivity : Student Transition to Elementary School
Aug 29, 2009 : Kg. staff will discuss transitioning students to school and how best to accomplish this. Person : Cindy WilliamsActivity : Discussion
Sep 28, 2009: At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings
Sep 29, 2009: Class Coffee Person : KG. TeachersActivity : Kdg. Parent Workshops
Sep 29, 2009: Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops
Sep 30, 2009: Attend three workshops focusing on Teacher/Parent Partnerships Person : Linda Hogan, Joan HarrellActivity : How Teachers Get Parents Involved
Oct 15, 2009 : Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents
Oct 28, 2009 : At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings
Nov , 2009 : Two Open Houses for the Magnet program will be held. Person : Margaret HiggsActivity : Open House for Perspective Parents
Nov 10, 2009 : Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops
Nov 19, 2009 : Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents
Nov 28, 2009 : At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings
Dec 10, 2009: Collect and compile workshop evaluation data. Person : Cindy WilliamsActivity : Collect first semester/trimester follow up data
Dec 10, 2009: Collect contact logs and tabulate the % of parents contacted by teachers Person : Cindy WilliamsActivity : Collect first semester/trimester follow up data
30
Dec 17, 2009: Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents
Dec 22, 2009: Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops
Dec 28, 2009: At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings
Jan 21, 2010 : Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents
Jan 28, 2010 : At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings
Jan 30, 2010 : Attend three workshops focusing on Teacher/Parent Partnerships Person : Linda Hogan, Joan HarrellActivity : How Teachers Get Parents Involved
Feb 2, 2010: Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops
Feb 18, 2010: Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents
Feb 28, 2010: At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings
Mar 16, 2010: Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops
Mar 18, 2010: Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents
Mar 28, 2010: At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings
Apr 15, 2010 : Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents
Apr 27, 2010 : Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops
Apr 28, 2010 : At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings
31
Apr 30, 2010 : Attend three workshops focusing on Teacher/Parent Partnerships Person : Linda Hogan, Joan HarrellActivity : How Teachers Get Parents Involved
May 10, 2010: Collect and compile workshop evaluation data. Person : Candy HammondActivity : Collect final semester/trimester follow up data
May 16, 2010: Collect contact logs and tabulate the % of parents contacted by teachers Person : Candy HammondActivity : Collect final semester/trimester follow up data
Encourage Rigorous CurriculumMar 15, 2009: Teacher Language Arts Maps
Person : Rebecca PfaffenbergerActivity : Collect baseline data
May 15, 2009: Teacher Language Arts Maps Person : Rebecca PfaffenbergerActivity : Collect final semester/trimester follow up data
Aug 24, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Aug 30, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Aug 30, 2009 : During staff development meeting they will review all the components and expectations of mapping for theschool year
Person : Group MembersActivity : Tiers III, IV and V team members will review with all Language Arts teachers the district Pacing/Con
Aug 31, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Aug 31, 2009 : Attend Review Mapping Training at their schools â Tier III, IV, V members Person : Margaret HiggsActivity : Principal: Language Arts Mapping and Talking in Grade Levels K-12
Sep 1, 2009: ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Sep 2, 2009: Attend Mapping Training â Tier III Group Person : Group MembersActivity : Group Member: Language Arts Mapping and Talking Grade Levels K-12
Sep 6, 2009: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Sep 7, 2009: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
32
Sep 8, 2009: ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Sep 13, 2009: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Sep 14, 2009: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Sep 15, 2009: ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Sep 20, 2009: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Sep 21, 2009: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Sep 22, 2009: ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Sep 27, 2009: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Sep 28, 2009: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Sep 29, 2009: ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Sep 30, 2009: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system
Sep 30, 2009: Principal will speak to teacher to find out why they are not individually mapping the units in Language Arts Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System
Oct 4, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Oct 5, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
33
Oct 6, 2009 : ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Oct 11, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Oct 12, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Oct 13, 2009 : ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Oct 18, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Oct 19, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Oct 20, 2009 : ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Oct 25, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Oct 26, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Oct 27, 2009 : ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Oct 30, 2009 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system
Oct 30, 2009 : Principal will speak to teacher to find out why they are not individually mapping the units in Language Arts Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System
Nov 1, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Nov 2, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
34
Nov 3, 2009 : ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Nov 8, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Nov 9, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Nov 10, 2009 : ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Nov 15, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Nov 16, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Nov 17, 2009 : ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Nov 22, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Nov 23, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Nov 24, 2009 : ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Nov 29, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Nov 30, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Nov 30, 2009 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system
Nov 30, 2009 : Principal will speak to teacher to find out why they are not individually mapping the units in Language Arts Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System
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Dec 1, 2009: First Semester: Teachers will print off one individual map they created during the first semester Person : All TeachersActivity : Teachers will print off one individual map they created
Dec 6, 2009: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Dec 7, 2009: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Dec 13, 2009: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Dec 14, 2009: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Dec 15, 2009: Teacher Language Arts Maps Person : Rebecca PfaffenbergerActivity : Collect first semester/trimester follow up data
Dec 15, 2009: Attend Language Arts Mapping Training â Tier III, IV and V group members to review the process and makerecommendations for revisions and changes that need to be considered and/or done.
Person : Group MembersActivity : District Curriculum Mapping Director and Members of Tiers III-IV-V group members for Language Arts
Dec 20, 2009: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system
Dec 20, 2009: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Dec 21, 2009: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Dec 28, 2009: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Dec 30, 2009: Principal will speak to teacher to find out why they are not individually mapping the units in Language Arts Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System
Jan 3, 2010 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Jan 4, 2010 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Jan 10, 2010 : All Language Arts teachers will follow the Pacing/Consensus maps and individual map units of instruction usingthe individual skeleton maps as the framework
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
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Jan 10, 2010 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Jan 11, 2010 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Jan 17, 2010 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Jan 18, 2010 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Jan 24, 2010 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Jan 25, 2010 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Jan 30, 2010 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system
Jan 30, 2010 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System
Jan 31, 2010 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Feb 1, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Feb 7, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Feb 8, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Feb 10, 2010: All Language Arts teachers will follow the Pacing/Consensus maps and individual map units of instruction usingthe individual skeleton maps as the framework
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Feb 14, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Feb 15, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
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Feb 21, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Feb 22, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Feb 28, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Mar 1, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Mar 2, 2010: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system
Mar 2, 2010: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System
Mar 7, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Mar 8, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Mar 10, 2010: All Language Arts teachers will follow the Pacing/Consensus maps and individual map units of instruction usingthe individual skeleton maps as the framework
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Mar 14, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Mar 15, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Mar 21, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Mar 22, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Mar 28, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Mar 29, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
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Apr 2, 2010 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system
Apr 2, 2010 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System
Apr 5, 2010 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Apr 10, 2010 : All Language Arts teachers will follow the Pacing/Consensus maps and individual map units of instruction usingthe individual skeleton maps as the framework
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
Apr 11, 2010 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Apr 12, 2010 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Apr 18, 2010 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Apr 19, 2010 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
Apr 25, 2010 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
Apr 26, 2010 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
May 1, 2010: Second Semester: Teachers will print off one individual map they created during the second semester Person : All TeachersActivity : Teachers will print off one individual map they created
May 2, 2010: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system
May 2, 2010: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System
May 2, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
May 3, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
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May 9, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
May 10, 2010: All Language Arts teachers will follow the Pacing/Consensus maps and individual map units of instruction usingthe individual skeleton maps as the framework
Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12
May 10, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
May 16, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
May 17, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
May 23, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
May 24, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts
May 30, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups
End of Semester AssessmentJan 29, 2009 : Develop an agenda that addresses academic needs of students based on assessment data.
Person : Activity : Meet in STPT meeting to address concerns
Jan 29, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Jan 29, 2009 : At one of the STPT or PLC meetings each month, staff discuss the data and strategies and develop sponge orbell ringer activities that can be used to drive instruction in the classroom
Person : Margaret HiggsActivity : Using end of semester data to drive instruction
Mar 1, 2009: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Apr 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
May 1, 2009: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
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Jun 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Jul 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Aug 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Sep 1, 2009: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Oct 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Oct 29, 2009 : Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators
Nov 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Nov 29, 2009 : Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators
Dec 1, 2009: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Dec 29, 2009: Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators
Jan 1, 2010 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Jan 29, 2010 : Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators
Jan 29, 2010 : Offer encouragement to share their expertise with others. Person : Activity : Reluctant staff members who will not join colleagues in collaboration to improve student learning.
Jan 29, 2010 : Develop activities and a plan for working with students on intervention activities to address non-masteredindicators.
Person : Activity : Review End of Semester test results
Feb 1, 2010: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
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Mar 1, 2010: Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators
Mar 1, 2010: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Apr 1, 2010 : Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators
Apr 1, 2010 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
May 1, 2010: Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators
May 1, 2010: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns
Focused Academic AreaMar 13, 2008: Training meeting sign-in Walkthroughs
Person : Christine StrattmanActivity : Collect baseline data
Mar 13, 2009: Teacher Evaluations Informal Observations Person : Margaret HiggsActivity : Collect baseline data
Aug 30, 2009 : Staff will discuss needed vocabulary improvement for students. Person : Margaret HiggsActivity : Discussion
Aug 30, 2009 : Utilize Curriculum & Instruction Materials (power point) to review the 5â5â3â3 District-Wide Strategies. Eachmonth, the principal will âfocusâ on one strategy in the Vocabulary and comprehension areas. NOTE: Test Taking Strategiesand Writin
Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies (Overview)
Aug 30, 2009 : Conduct a training focusing on the Vocabulary Strategy: List Group Label Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Vocabulary Strategies
Sep 30, 2009: Conduct a training focusing on the Vocabulary Strategy: Concept Definition Map Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Vocabulary Strategies
Oct 31, 2009 : Conduct a training focusing on the Vocabulary Strategy: Associations Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Vocabulary Strategies
Nov 30, 2009 : Conduct a training focusing on the Vocabulary Strategy: Quickwrite Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Vocabulary Strategies
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Dec 10, 2009: Teacher Evaluations Informal Observations Person : Margaret HiggsActivity : Collect first semester/trimester follow up data
Dec 10, 2009: Training meeting sign-in Walkthroughs Person : Christine StrattmanActivity : Collect first semester/trimester follow up data
Dec 18, 2009: Conduct a training focusing on the Vocabulary Strategy: Enhancing Descriptive Writing Within the Content Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Vocabulary Strategies
Jan 29, 2010 : Conduct a training focusing on the Comprehension Strategy: Making Thinking Visible Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Comprehension Strategies
Feb 28, 2010: Conduct a training focusing on the Comprehension Strategy: Note-Taking and Note-Making Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Comprehension Strategies
Mar 30, 2010: Conduct a training focusing on the Comprehension Strategy: Questioning Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Comprehension Strategies
Apr 30, 2010 : Conduct a training focusing on the Comprehension Strategy: Summarizing Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Comprehension Strategies
May 10, 2010: Training meeting sign-in Walkthroughs Person : Margaret HiggsActivity : Collect final semester/trimester follow up data
May 15, 2010: Teacher Evaluations Informal Observations Person : Christine StrattmanActivity : Collect final semester/trimester follow up data
May 25, 2010: Conduct a training focusing on the Comprehension Strategy: Discussion Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Comprehension Strategies
Focused Student GroupMar 10, 2009: Determine % of teachers who are providing differentiations and extensions in vocabulary to Special Ed studentswith Language needs.
Person : Richard EulissActivity : Collect baseline data
Aug 29, 2009 : Teachers will discuss special education students and their needs. Person : Richard EulissActivity : Discussion
Sep 29, 2009: Teachers will attend workshops on vocabulary extensions. Person : Richard EulissActivity : Workshops
Oct 29, 2009 : Teachers will watch videos that will assist in the differentiation of special ed students’ plans Person : Mary WhiteActivity : Workshops
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Dec 10, 2009: Determine % of teachers who are providing differentiations and extensions in vocabulary to Special Ed studentswith Language needs.
Person : Richard EulissActivity : Collect first semester/trimester follow up data
Dec 31, 2009: Teachers will watch videos that will assist in the differentiation of special ed students’ plans Person : Mary WhiteActivity : Workshops
Mar 4, 2010: Teachers will watch videos that will assist in the differentiation of special ed students’ plans Person : Mary WhiteActivity : Workshops
May 6, 2010: Teachers will watch videos that will assist in the differentiation of special ed students’ plans Person : Mary WhiteActivity : Workshops
May 10, 2010: Determine % of teachers who are providing differentiations and extensions in vocabulary to Special Ed studentswith Language needs.
Person : Richard EulissActivity : Collect final semester/trimester follow up data
Parent InvolvementMar 10, 2009: Collect the data from this year’s home visits by the parent liaison.
Person : Maurice WoodsonActivity : Collect baseline data
Mar 10, 2009: Collect the data from this year’s phone calls by the parent liaison. Person : Maurice WoodsonActivity : Collect baseline data
May 20, 2009: Collect data on home visits Person : Maurice WoodsonActivity : Collect final semester/trimester follow up data
May 20, 2009: Collect data on phone calls Person : Maurice WoodsonActivity : Collect final semester/trimester follow up data
Aug 20, 2009 : Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings
Aug 29, 2009 : Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations
Aug 29, 2009 : Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations
Aug 30, 2009 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings
Sep 20, 2009: Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings
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Sep 29, 2009: Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations
Sep 29, 2009: Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations
Sep 29, 2009: Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.
Sep 30, 2009: Develop an interest survey for parents regarding workshop topics. Person : Maurice WoodsonActivity : Parent Meetings
Sep 30, 2009: Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings
Sep 30, 2009: Provide workshops of interest to parents following a survey. Person : Maurice WoodsonActivity : Parent Meetings
Oct 20, 2009 : Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings
Oct 29, 2009 : Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations
Oct 29, 2009 : Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations
Oct 29, 2009 : Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.
Oct 30, 2009 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings
Nov 20, 2009 : Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings
Nov 29, 2009 : Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations
Nov 29, 2009 : Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations
Nov 29, 2009 : Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.
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Nov 30, 2009 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings
Dec 10, 2009: Collect data on home visits Person : Maurice WoodsonActivity : Collect first semester/trimester follow up data
Dec 10, 2009: Collect data on phone calls Person : Maurice WoodsonActivity : Collect first semester/trimester follow up data
Dec 20, 2009: Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings
Dec 29, 2009: Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations
Dec 29, 2009: Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations
Dec 29, 2009: Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.
Dec 30, 2009: Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings
Jan 20, 2010 : Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings
Jan 29, 2010 : Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations
Jan 29, 2010 : Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations
Jan 29, 2010 : Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.
Jan 30, 2010 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings
Feb 20, 2010: Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings
Mar 1, 2010: Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations
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Mar 1, 2010: Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations
Mar 1, 2010: Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.
Mar 2, 2010: Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings
Mar 20, 2010: Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings
Apr 1, 2010 : Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations
Apr 1, 2010 : Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations
Apr 1, 2010 : Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.
Apr 2, 2010 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings
Apr 20, 2010 : Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings
May 1, 2010: Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations
May 1, 2010: Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations
May 1, 2010: Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.
May 2, 2010: Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings
May 20, 2010: Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings
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Student Graduation PlanSep , 2009: Principal, Media Specialist and Social Worker/Counselor of school with sixth grade students will meet and reviewthe 6th grade graduation materials and resources.
Person : Margaret HiggsActivity : Review and discuss the 6th grade graduation plan materials and resources
Sep 29, 2009: Introduction to the 6th Grade Graduation Plan Person : Joan Harrell, Ginger ArvinActivity : Introduction to the 6th Grade Graduation Plan
Oct 29, 2009 : Attend Refresher Session on Graduation Plans Person : Joan Harrell, Ginger ArvinActivity : Graduation Plan Refresher Session
Oct 29, 2009 : Principal and/or Social Worker/Counselor will meet with the sixth grade students in a group and introduce tothem the graduation plan and explain the steps that will take place through the school year to complete this plan
Person : Donna HendleyActivity : Introduce to students the 6th grade graduation plan and its purpose
Nov 29, 2009 : Media Specialist, principal or teacher will help students complete either electronically or by paper and pencil alearning styles inventory found on the Learn More Indiana website
Person : Donna HendleyActivity : Complete a learning styles Inventory
Dec 20, 2009: Collect a checklist which indicates each studentâs name listed and the activities they have completed as ofDecember
Person : Christine StrattmanActivity : Collect first semester/trimester follow up data
Dec 22, 2009: Principal and/or Social Worker/Counselor will lead a Parent/Student meeting where they learn the basics of thethree different Core 40 diploma options and parent and student pick one as a goal. Parents are to sign this plan
Person : Christine Strattman, Adele MurphyActivity : 6th grade graduation plan Parent / Student meeting
Dec 29, 2009: Media specialist or Social Worker/Counselor or Teacher will help students to complete either electronically or bypaper and pencil a career interest inventory found on the Learn More Indiana website
Person : Susan OkeyActivity : Complete a career interest inventory
Jan 29, 2010 : Social Worker/Counselor will work with parents and students in grades 6th, 7th, & 8th to submit and applicationfor the Twenty-first Century Scholars Gear Up Program
Person : Donna HendleyActivity : Apply for Twenty-First Century Scholars Gear Up Program Grant
Feb 28, 2010: Students lead by the teacher and/or Social Worker/Counselor will go over and discuss the activities in the OnTrack mini magazine
Person : Christine Strattman, Adele MurphyActivity : Read the On Track mini magazine and complete the activities
May 15, 2010: Collect a verification form which has the Teachers or Social Worker/Counselors signature which indicated thateach student has an updated graduation plan on file for the current school year
Person : Adele MurphyActivity : Collect final semester/trimester follow up data
May 15, 2010: Include in the documentation a sample of a completed graduation plan form for each grade level. Person : Adele MurphyActivity : Collect final semester/trimester follow up data
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Teacher MentoringApr 30, 2009 : Attend Professional Development session on Domain 4 â Professional Responsibilities
Person : Administrator, Director, Instructional CoachesActivity : Domain 4 â Professional Responsibilities
May 10, 2009: Determine % of targeted teachers who participate Person : Margaret HiggsActivity : Collect baseline data
May 14, 2009: Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator, Director, Instructional CoachesActivity : Domain 4 â Professional Responsibilities
May 28, 2009: Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator, Director, Instructional Coaches, InSAI team leaderActivity : Domain 4 â Professional Responsibilities
Aug 29, 2009 : Staff will discuss teacher mentoring. Person : Margaret HiggsActivity : Discussion
Sep 29, 2009: Attend training for Introduction to the Charlotte Danielsonâs On-Line PD program. Person : District Strategy Chair personActivity : Introduction to the Charlotte Danielsonâs on Line PD program
Oct 1, 2009 : Teachers needing help with Classroom Management (Domain 2) will be identified during administrator anddirector walkthroughs.
Person : Administrator, Director, Instructional CoachesActivity : Domain 2 - Principal Walkthrough Focus â Classroom Management
Oct 9, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator, Director, Instructional CoachesActivity : Domain 2 â Classroom Management
Oct 16, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator, Director, Instructional CoachesActivity : Domain 2 â Classroom Management
Oct 22, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator, Director, Instructional CoachesActivity : Domain 2: Classroom Management
Oct 29, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator, Director, Instructional CoachesActivity : Domain 2: Classroom Management
Nov 1, 2009 : Teachers needing help with Instruction (Domain 3) will be identified during principal and director walkthroughs. Person : Administrator and DirectorActivity : Domain 3: Instruction
Nov 13, 2009 : Attend Professional Development session on Domain 3 - Instruction Person : Administrator, Director, Instructional CoachesActivity : Domain 3: Instruction
Nov 18, 2009 : Teachers needing help with Instruction (Domain 3) will be identified during principal and director walkthroughs. Person : Administrator and/or DirectorActivity : Domain 3 - Principal Walkthrough Focus - Instruction
Nov 23, 2009 : Attend Professional Development session on Domain 3 - Instruction Person : Administrator, Director, Instructional Coaches, InSAI team leaderActivity : Domain 3: Instruction
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Dec 10, 2009: Determine % of targeted teachers who participate
Person : Margaret HiggsActivity : Collect first semester/trimester follow up data
Dec 11, 2009: Attend Professional Development session on Domain 3 - Instruction Person : Administrator, Director, Instructional CoachesActivity : Domain 3: Instruction
Jan 22, 2010 : Teachers needing help with Planning and Preparation (Domain 1) will be identified during principal and directorwalkthroughs
Person : Administrator and/or DirectorActivity : Domain 1 Principal/Director Walkthrough â Planning and Preparation
Feb 5, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator, Director, InSAI chair, coachesActivity : Domain 1 Principal/Director Walkthrough â Planning and Preparation
Feb 26, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator, Director, Instructional CoachesActivity : Domain 1 Principal/Director Walkthrough â Planning and Preparation
Feb 26, 2010: All participants will review how they incorporated these good teaching practices learned in the previous session. Person : Administrator, Director, Instructional CoachesActivity : Domain 1 - Planning and Preparation
Feb 26, 2010: Principals/Directors/Instructional coaches and /or Strategy Chair will view the following Video clips entitledâDemonstrating Knowledge of Studentsâ and âSetting Instructional Outcomesâ in the Educational Impact program with theteachers and after
Person : Administrator, Director, Instructional CoachesActivity : Domain 1 - Planning and Preparation
Mar 12, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator, Director, Instructional CoachesActivity : Domain 1 Principal/Director Walkthrough â Planning and Preparation
Mar 12, 2010: All participants will review how they incorporated these good teaching practices learned in the previous session. Person : Administrator, Director, Instructional Coaches, InSAI team leaderActivity : Domain 1 - Planning and Preparation
Mar 12, 2010: Principals/Directors/Instructional coaches and /or Strategy Chair will view the following Video clips entitledâDemonstrating Knowledge of Studentsâ and âSetting Instructional Outcomesâ in the Educational Impact program with theteachers and a
Person : Administrator, Director, Instructional CoachesActivity : Domain 1 - Planning and Preparation
Mar 26, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator, Director, Instructional Coaches, InSAI chairActivity : Domain 1 Principal/Director Walkthrough â Planning and Preparation
Mar 26, 2010: All participants will review how they incorporated these good teaching practices learned in the previous session. Person : Administrator, Director, Instructional CoachesActivity : Domain 1 - Planning and Preparation
Mar 26, 2010: Principals/Directors/Instructional coaches and /or Strategy Chair will view the following Video clips entitledâDemonstrating Knowledge of Studentsâ and âSetting Instructional Outcomesâ in the Educational Impact program with theteachers and a
Person : Administrator, Director, Instructional Coaches, InSAI team leaderActivity : Domain 1 - Planning and Preparation
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Apr 16, 2010 : Teachers needing help with Professional Person : Administrator / DirectorActivity : Domain 4 - Principal / Director Walkthroughs Professional Responsibilities
Apr 16, 2010 : Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator, Director, Instructional CoachesActivity : Domain 4 â Professional Responsibilities
May 14, 2010: Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator, Director, Instructional CoachesActivity : Domain 4 â Professional Responsibilities
May 15, 2010: Determine % of targeted teachers who participate Person : Margaret HiggsActivity : Collect final semester/trimester follow up data
May 28, 2010: Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator, Director, Instructional Coaches, InSAI team leaderActivity : Domain 4 â Professional Responsibilities
Jan 20, 2011 : Attend Professional Development session on Domain 3 - Instruction Person : Administrator, Director, Instructional CoachesActivity : Domain 3: Instruction
TESAMar 10, 2009: Collect observations sheets and tabulate for positive marks.
Person : Kim ThaxtonActivity : Collect baseline data
May 6, 2009: Staff will discuss the purpose of TESA at a staff meeting. Person : Kim ThaxtonActivity : Discussion
Aug 30, 2009 : Conduct Building Level TESA Awareness Session Person : Kim ThaxtonActivity : Building Level Workshops
Aug 30, 2009 : Staff will discuss TESA at a staff meeting. Person : Margaret HiggsActivity : Discussion
Sep 30, 2009: Teacher leader will present workshops to staff following the presentations she attends. Person : Kim ThaxtonActivity : Building Level Workshops
Oct 1, 2009 : Attend TESA Strategy Chair Meeting Person : Kim ThaxtonActivity : TESA Strategy Chair Meetings
Oct 30, 2009 : Teacher leader will present workshops to staff following the presentations she attends. Person : Kim ThaxtonActivity : Building Level Workshops
Nov 30, 2009 : Teacher leader will present workshops to staff following the presentations she attends. Person : Kim ThaxtonActivity : Building Level Workshops
Dec 15, 2009: Collect observations sheets and tabulate for positive marks. Person : Kim ThaxtonActivity : Collect first semester/trimester follow up data
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Dec 20, 2009: Teacher leader will present workshops to staff following the presentations she attends.
Person : Kim ThaxtonActivity : Building Level Workshops
Jan 30, 2010 : Teacher leader will present workshops to staff following the presentations she attends Person : Kim ThaxtonActivity : Building Level Workshops
Feb 1, 2010: Attend TESA Strategy Chair Meeting Person : Kim ThaxtonActivity : TESA Strategy Chair Meetings
Feb 28, 2010: Teacher leader will present workshops to staff following the presentations she attends. Person : Kim ThaxtonActivity : Building Level Workshops
Mar 30, 2010: Teacher leader will present workshops to staff following the presentations she attends Person : Kim ThaxtonActivity : Building Level Workshops
Apr 30, 2010 : Teacher leader will present workshops to staff following the presentations she attends Person : Kim ThaxtonActivity : Building Level Workshops
May 25, 2010: Collect observations sheets and tabulate for positive marks. Person : Kim ThaxtonActivity : Collect final semester/trimester follow up data
May 30, 2010: Teacher leader will present workshops to staff following the presentations she attends Person : Kim ThaxtonActivity : Building Level Workshops
Timely Additional AssistanceMar 10, 2009: Calculate the % of teachers providing remediation activities
Person : Virrither CooerActivity : Collect baseline data
Aug 30, 2009 : Staff will discuss the need for remediation and how best we can serve the students Person : Margaret HiggsActivity : Discussion
Sep 15, 2009: Teachers will share ideas on how to utilize additional time to its maximum . Person : Virrither CooperActivity : Sharing time
Oct 1, 2009 : Staff will schedule after school clubs with an academic focus, such as German Club, Chess Club Person : Alice VoorheesActivity : Academic Clubs
Oct 1, 2009 : Staff will schedule after school tutoring for students needing remediation Person : Virrither CooperActivity : After School Tutoring
Dec 15, 2009: Calculate the % of teachers providing remediation activities Person : Virrither CooperActivity : Collect first semester/trimester follow up data
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Dec 20, 2009: View increasing Student Achievement through Differentiated Instruction Person : Margaret HiggsActivity : Video
May 25, 2010: Calculate the % of teachers providing remediation activities Person : Virrither CooperActivity : Collect final semester/trimester follow up data
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Indiana Student Achievement Institute
Continuous Improvement Timeline
First Year Schools Second Year Schools Third Year and Beyond
Schools
Oct Session 1:Getting Started
Local Mtgs: Rationale for Change
New Steering Team Member (optional)
Session 1:Improvement Plan Implementation
New Steering Team Member (optional)
Session 1: Kick-Off / Monitoring / Mentoring
Nov Session 2 Visioning
Tech Training 1 (two people per school)
Local Mtgs: Visioning
Tech Training 1 (optional)
Local Mtgs – SIP ImplementationRoles & Responsibilities
Tech Training 1 (optional)
Local Mtgs – SIP ImplementationRoles & Responsibilities
Dec Session 3:Achievement Data Analysis
Local Mtgs: Achievement Data Targets
Session 2:SIP Evaluation & Revision
Local Mtgs: Sch. Imp. Plan Revision
Jan Session 4:Areas of Concern & Research Assignments
Local Mtgs: Areas of Concern
Session 2:SIP Review & Revision
Local Mtgs: Sch. Imp. Plan Revision
Session 5:
Feb 3 Session 6:InSAI Conference on Learning
Strategy Research Group Meetings:Local Mtgs – Strategy Selection
InSAI Conference on Learning (optional)
InSAI Conference on Learning (optional)
Feb / Mar
Session 7: (strategy chairs only)Strategy Plans
Tech Training 2 (two people per school)
Strategy Task Force Mtg – Strategy Plans
Session 3 (strategy chairs only):Writing Strategy Plans
Tech Training 2 (optional)
Strategy Committees – Strategy Plans
Session 3: (strategy chairs only):Writing Strategy Plans
Tech Training 2 (optional)
Strategy Committees – Strategy Plans
Apr 1st Fri. in April: All submissions due online
1st Fri. in April: All submissions due online
1st Fri. in April: All submissions due online
Session 7:Strategy Plan Review:One hour individual appointment
Session 4:Strategy Plan Review:One hour individual appointment
Session 4:Strategy Plan Review:One hour individual appointment
May 1st Fri in May: Revisions due online
3rd Fri in May: Schools mail hardcopies(after status of all submissions is“meets criteria”)
1st Fri in May: Revisions due online
3rd Fri in May: Schools mail hardcopies(after status of all submissions is“meets criteria”)
1st Fri in May: Revisions due online
3rd Fri in May: Schools mail hardcopies(after status of all submissions is“meets criteria”)
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