ࡱ>  uwlmnopqrsta jbjbtt \>xxxx$ $l$l$lPtlm 6wu u(u(u,u(z*Rzfz vvvvvvv,yR|vrzy"y@rzrzv}xx(u,uv}}}rzBx(u,uv}Dxxxxrzv}}(7t $l{-7>w06w.@ |}|7} $+KD  KExamples of SMART District Goals and Complete Plan Illustration Student Performance GoalsAnatomy of SMART GoalSpecificMeasurableAttainable and AchievableRealistic and RelevantTimelyBy 2011, all students in grades K-12 will improve performance on the OAT/ OGT and local assessments by ____ % each year in reading.ReadingX % of all students in grades K-12 OAT/OGTImprove performance% determined by baseline performance By 2011By 2011, all students will increase their mathematics and numeracy achievement on the Ohio Achievement Test, Ohio Graduation Test and local assessments by at least 5% each year; and reduce the achievement gap in each subgroup by at least 10% each year.Mathematics and Numeracy5%. 10% OAT/OGTIncrease achievementAll students increase by at least 5%; reduce achievement gap in subgroups by 10% annuallyBy 2011, each year Expectations and Conditions GoalsAnatomy of SMART GoalSpecificMeasurableAttainable and AchievableRealistic and RelevantTimelyBy the end of the 2010-2011 school year, suspensions/office referrals reported for all students in the 4th, 6th, and 9th grade and SWD (Students with disabilities) in all grades will be reduced by 50% from 2006-2007 EMIS data.Suspensions/office referralsAll students in grades 4, 6, 9 and SWD EMISReduce referrals50% reduction over a 5 year period (2006-07 to 2010-2011)By 2010-2011By 2011, the district will provide a working and learning environment that allows each employee to demonstrate leadership and contribute to increasing student learning as measured by 25% eased satisfaction and changes in leadership practice (OLAC Rubric).Changes in working and learning environmentIncreases in satisfaction and improvement on OLAC rubric scoresImproved working conditions, leadership opportunities, hiring and assignment policies25% increased satisfaction, changes in leadership practices, policies and proceduresBy 2011 Tactful Local District Plan with Implementation Details District Plan IRN # 00000 Smart GoalsGoal 1: Student Performance Content Area: Reading Goal 2: Student Performance Content Area __________ Goal 3: Expectations & Conditions _____________ Goal 4: Operational/Cross-content-_________Goal 1: By 2011, all students in grades K-12 will improve performance on the OAT/OGT (Grades 3-8 and 10) and local summative assessments (Grades K-2, 9 and 11) by 8% each year in reading.Strategies, Indicators and Progress MeasuresStrategy 1.a: Implement district identified research-based reading comprehension strategies (note taking, summarizing, and graphic organizers).Baseline Measure Progress MeasureProgress MeasureProgress Measure Progress MeasureAdult Implementation Indicator May 2008Dec. 2008Actual ResultsMarch 2009Actual ResultsMay 2009Actual ResultsDec. 2009Actual Results100% of teachers will consistently implement three research-based reading comprehension strategies: note taking, summarizing, and graphic organizers. 55% K-3 teachers 25% 4-8 teachers 20% 9-12 teachers70% K-3 teachers 45% 4-8 teachers 40% 9-12 teachers80% K-3 teachers 65% 4-8 teachers 60% 9-12 teachers95% K-3 teachers 85% 4-8 teachers 80% 9-12 teachers100% of teachers use strategiesStudent Performance Indicator 100% of students will be at benchmark on district required formative assessments. 65% K-3 students on benchmark No baseline for 4-12, to be established in August. 200810% increase in # of students at bench-mark10% increase in # of students at bench-mark10% increase in # of students at bench-mark100% or 10% increase in # of students at bench-mark  Implementation Details Action StepsMonitoring Evidence/Data Sources Person(s) Responsible/ Group(s)Implementation TimelineResources Needed: Budget/Material/ TechnologySept-Nov.Dec.-Feb.March-MayJune-Aug.1. A.1. Provide embedded professional development for all building leadership teams on note taking and summarizing, reciprocal teaching and graphic organizers.PD Training, Classroom Observation SummariesDistrict Teacher LeadersXXTraining materials for 300 teachers1. A.2. Provide structures (e.g., grade level teams) and schedules (e.g., calendar, transportation) for professional development and collaboration among building teams.Schedules, District ProceduresProfessional Development DirectorXXX1. A.3. Review curriculum documents to ensure that research-based reading strategies are emphasized in multiple disciplines.Curriculum AnalysisCurriculum DirectorX1. A.4. Provide embedded professional development for building leaders on classroom observation and documentation of selected research-based strategies.PD Training, On-site ObservationsProfessional Development DirectorXTraining materials for 30 building administrators1. A.5. Analyze building level data from monthly classroom observations of use of research-based strategies. Classroom Observation SummariesDistrict Data TeamXXX1. A.6. Provide feedback to BLTs with additional support to buildings that do not meet progress measures including identification of specific mutually agreed upon actions that the BLT must take.Feedback reports BLT actionsDistrict Leadership Team ChairXXXX Strategy 1.B: Use quality benchmark assessments focused on reading comprehension to inform instruction and monitor student progress.Baseline Measure Progress MeasureProgress MeasureProgress Measure Progress MeasureAdult Implementation Indicator May 2008Dec. 2008Actual ResultsMarch 2009Actual ResultsMay 2009Actual ResultsDec. 2009Actual Results100% of teachers will use quality district-adopted formative reading comprehension assessments to inform instruction.65% K-3 teachers 35% 4-8 teachers 10% 9-12 teachers use assessments75% K-3 teachers 50% 4-8 teachers 20% 9-12 teachers85% K-3 teachers 65% 4-8 teachers 40% 9-12 teachers95% K-3 teachers 80% 4-8 teachers 60% 9-12 teachers100% of teachers use assess-mentsStudent Performance Indicator 100% of students will be at benchmark on district required formative assessmentsSee Strategy 1 A Implementation Details Action StepsMonitoring Evidence/Data Sources Person(s) Responsible/ Group(s)Implementation TimelineResources Needed: Budget/Material/ TechnologySept-Nov.Dec.-Feb.March-MayJune-Aug.1. B.1. Communicate the district assessment system so it clearly defines and articulates summative and formative assessment instruments, purposes, uses, scheduling and reporting and monitoring expectations.Written assessment systemAssessment DirectorX1. B.2. Review, and revise as appropriate, current district formative assessments to ensure they meet quality criteria, and coach teacher leaders in using these quality assessments focused on reading comprehension.Evaluation of Assessments & Coaching Log AnalysisAssessment Director/ District Data TeamXContract for consultant to facilitate review and revision process1. B.3. Provide embedded professional development for all building leadership teams on the use of formative district reading comprehension assessments.PD Training, Classroom Observation SummariesDistrict Teacher LeadersXXTraining materials for 300 teachers1. B.4. Provide structures (e.g., data teams) and schedules (calendar, transportation) for professional development and collaboration among building leadership teams.Schedules, District ProceduresProfessional Development DirectorXXX1. B.5. Analyze formative assessment results by building, grade level and subgroups to target resources and school technical assistance.Online assessment resultsDistrict Data TeamXXXLicense, software & hardware for online assessments/ analysis1. B.6. Work with parent and community leaders to understand assessment results and identify district-wide reading efforts that will build comprehension.Meeting Summaries & DecisionsDistrict Leadership TeamXXXXCommunity-parent friendly data reports. Smart GoalsGoal 1: Student Performance Content Area : Goal 2: Student Performance Content Area : Math Goal 3: Expectations & Conditions ____________ _ Goal 4: Operational/Cross-content-____________Goal 2: By the end of the 2010-11 school year, all students in grades 3-12 will improve performance on the OAT/OGT (Grades 3-8 and 10) and local summative assessments (Grades 9 and 11) by 10% each year in mathematics.Strategies, Indicators and Progress Measures (Projected and Actual)Strategy 2.a: Implement the standards-based district curricula in mathematics.Baseline Measure Progress MeasureProgress MeasureProgress Measure Progress MeasureAdult Implementation IndicatorSeptember 2008Feb. 2009ActualMay 2009ActualNov. 2009actualJanuary 2010100% of teachers will consistently implement mathematics power standards and district curriculum guides as measured by classroom observations.55% K-3 teachers 25% 4-5 teachers 60% 6-8 math teachers 50% 9-12 math teachers70% K-3 teachers 45% 4-5 teachers 70% 6-8 teachers 75% 9-12 teachers80% K-3 teachers 65% 4-5 teachers 80% 6-8 teachers 100% math teachers95% K-3 teachers 85% 4-5 teachers 100% 6-8 teachers100% of teachers implement curriculum as designedStudent Performance IndicatorMay 2008Nov. 2008Feb. 2009May 2009February 2010100% of students will be on grade-level as measured by math formative assessments.60% 3rd & 6th grade 50% 4th & 8th grade 38% 5th & 7th grade 65% 9th 11th grade70% 3rd & 6th grade 60% 4th & 8th grade 50% 5th & 7th grade 75% 9th 11th grade80% 3rd & 6th grade 70% 4th & 8th grade 60% 5th & 7th grade 85% 9th 11th grade90% 3rd & 6th grade 80% 4th & 8th grade 75% 5th & 7th grade 90% 9th 11th grade100% of all students Action StepsMonitoring Evidence/Data Sources Person(s) Responsible/ Group(s)Implementation TimelineResources Needed: Budget/Material/ TechnologySept-Nov.Dec.-Feb.March-MayJune-Aug.2. A.1. Collect data on and monitor the degree to which standards, curriculum guides and adopted curriculum materials are implemented, focusing on buildings below the 50% cut and grades 4th-8th.Classroom observation summaries, building dataDistrict Data Team & Assessment-Tech. DirectorXXXSite license Common observation protocol2. A.2. Provide job-embedded training and in-building support for all special education and ESL teachers on how to make accommodations so all students have full access to the district core adopted curriculum.PD materials & feedback, ObservationsSpecial Education DirectorTraining materials for 2 ESL and 16 Sp. Ed. Teachers2. A.3. Promote and support the systematic use of the Lesson Plan Template for mathematics (aligned with Ohio mathematics content standards and district curriculum). Classroom observations linked to approved written plansMath Teacher LeadersXXXXDuplication of lesson plan templates2. A.4. Offer peer supported professional development for teachers during the summer (initial) who do not demonstrate implementation of curriculum and/or instructional strategies (followed throughout the year).Attendance records, Classroom observationsCurriculum-PD DirectorXXXXRelease time for peer teacher mentors and mentees, summer stipends, materials & supplies2.A.5 Require full implementation of the district adopted mathematics program at least 60 minutes per day in all K-8 classrooms Principal EvaluationsSupt.XXXX2.A.6 Create classroom and family friendly curriculum materials for students, families and community about standards and curriculum expectations, including strategies for embedding math across the content areasCustomer Satisfaction SurveyCurriculum PD & Technology DirectorsXXRelease time for committees2.A.7 Ensure intervention options offered at each school meets quality criteria and serves students in greatest need Review of intervention designs, participation rates compared to assessment resultsDistrict Data TeamXX Strategy 2.b: Implement two research-based instructional strategies (generating and testing hypotheses and higher level questioning).Baseline Measure Progress MeasureProgress MeasureProgress Measure Progress MeasureAdult Implementation Indicator September 2008Feb. 2009ActualMay 2009ActualNov. 2009ActualJanuary 2010100% of teachers will consistently implement two research-based strategies: generating and testing hypotheses and using higher level questions as measured by classroom observations and student work samples.25% K-3 teachers 10% 4-5 teachers 20% 6-8 teachers 12.5% 9-12 teacher (6-12 math only)70% K-3 teachers 35% 4-5 teachers 40% 6-8 teachers 25% 9-12 teachers80% K-3 teachers 65% 4-5 teachers 60% 6-8 teachers 50% 9-12 teachers95% K-3 teachers 85% 4-5 teachers 80% 6-8 teachers 100% 9-12 teachers100% of teachers consistently use strategiesStudent Performance IndicatorMay 2008Nov. 2008ActualFeb. 2009ActualMay 2009ActualFebruary 2010100% of students will score at a proficient level on protocols/rubrics to assess if students can generate and test hypotheses and use/respond to higher level questions.10% K-3 students 5% 4-5 students 10% 6-8 students 15% 9-12 students (6-12 math only)Increase by 25%Increase by 50%Increase by 75%100% of all students Action StepsMonitoring Evidence/Data Sources Person(s) Responsible/ Group(s)Implementation TimelineResources Needed: Budget/Material/ TechnologySept-Nov.Dec.-Feb.March-MayJune-Aug.2. B.1. Employ student peer mentor program to increase attendance in 6th 12th grade math classes and/or tutor students who are below grade level in mathematics. Unexcused attendance & tutoring data compared to assessment data Pupil Personnel Services DirectorXXXStudent peer mentor incentives2. B.2. Provide job-embedded training for all mathematics teacher leaders on how to implement the instructional strategies of generating and testing hypotheses and higher level questioning using grade appropriate techniques that maximize student engagement.PD materials, observations of math teacher leadersCurriculum PD DirectorXXXXTraining materials, summer stipends2. B.3. Put into full practice protocols/rubrics to assess student work for determining if students can generate and test hypotheses and use/respond to higher level questions. Student work sample and scoring resultsMath Teacher LeadersXXX2. B.4. Support school-based implementation of mathematics standards and practices, e.g., study groups, grade level cluster meetings, based on SIPs through highly skilled math teacher leaders.Math Teacher Leader LogsCurriculum - PD DirectorXXXXSalaries & fringe benefits for math teacher leaders, training materials for math teacher leaders2. B.5. Collect data on and monitor the degree to which instructional strategies are implemented in all classrooms.Classroom observation summaries, student work samplesDistrict Data TeamXXXCommon observation protocol Note: The DLT will analyze data on a quarterly basis and adjustments as necessary to the district actions, timelines and/or persons responsible. Tactful Local District Communication Approach What (will be communicated) To WhomWhenBy WhomHow (Means of Communication)Print MediaInternet - IntranetTV & RadioPrint MaterialTelephoneWritten ReportsPresentationsMeetingsCD, DVD, Simulcast, WebinaireDescribe plan goals, strategies, actionsFamilies (English & SpanishSept.Tech. Dir.XXXXReport student performance & classroom practice changes across the district and by buildingMayAsst. Supt.XXXXRevise district answering message to describe plan goalsAugustTech. Dir.XSolicit feedback on plan goals, strategies, indicatorsCommunity Members, Organizations & PartnersMayAsst. Supt.XXXXReport plan progress (goal and strategy indicators)Jan. & JuneTech. Dir.XXWork with organizations/partners to understand importance and use of assessments and assessment resultsFeb. -- MayAsst. Supt.XXXXXXXCreate collaboratively supported community wide reading efforts consistent with district goals and strategies Oct. Jan.Lit. CoordinatorXReport student performance & classroom practice changes across the district and by building All District EmployeesSept., Dec., March, MayAsst. Supt.XExplain changes to curriculum & benchmark assessments and expectations/requirements for use consistently in all classroomsDec.Curriculum Dir.XXXXDescribe professional development schedule, content, process to allow maximum participationMonthlyPD Dir.XXSolicit feedback on district capacity to implement planJan., AprilAsst. Supt.XXWork to coordinate professional development to ensure focus, consistency and balanceBuilding Leadership TeamsAug., Jan.PD Dir.XXCollect monthly observation & formative assessment resultsMonthlyCurriculum Dir.XReview analysis of building level data on performance and implementation indicators, e.g. use of strategiesNov., Feb., AprilData TeamXXReport plan progress (goal and strategy indicators)Board of EducationNov., Jan., Mar., JuneSupt.XXSolicit approval for changes in policy and/or procedures necessary to implement planJune (or as needed)Supt.XAdopt plan (and mid-course corrections as appropriate) for district implementationJune (or as needed)Supt.XTactfuL Local District Plan Evaluation Process Purpose(s): The overall purpose of the district plan evaluation is to determine if implementation of the strategies, actions and associated resources result in increased student achievement as specified in the district goals (i.e., improved performance on the OAT/OGT and local assessments by 8% is a summative assessment used to understand whether the goal has been met). The evaluation or summative assessment documents achievement of district goals. Audiences: The evaluation results will be shared with the Board of Education in detail at a designated board meeting and a summary of the evaluation with parents, community members, organizations, partners, and all district employees using the internet and intranet. Responsibility: The Director of Assessment and Director of Professional Development will share responsibility for the implementation of the evaluation, including the organization and scheduling of building level observations. The District Leadership Team will assume responsibility for the analysis of the evaluation data. The Superintendent will assume responsibility for reporting evaluation findings. Timeline: The analysis for the summative evaluation will occur from early August mid-September with final reporting occurring in October. Resources: There are no anticipated budget costs. Two teachers working on their doctorate will assist with collecting, coding and summarizing data at no cost to the district. Questions: The evaluation of the district plan will provide answers to the following: How do planned results compare to actual outcomes in student performance? What is the impact of professional development on teacher practice and student achievement? Has our district plan been implemented with integrity, on-time and within budget? What lessons has the district learned as a result of implementing this plan (and how will they be applied to the next plan)? What should the district do to institutionalize successes and eliminate unsuccessful practices? Methods, Instrumentation and Sampling: The following procedures will be applied: Data other than student achievement will be recorded and collected using district developed reporting instruments, e.g., observation recording logs, data reporting format. A comparison of building and district sponsored/supported professional development participation (attendance records, coaching logs - services to individual teachers, and district administration observation reports) to classroom student performance results will be made. Formative assessment results will be recorded on a summary form provided by the district. Where possible, formative assessment results will be compared to summative results, i.e., OAT/OGT results by grade, building, subgroup, content and sub-skill areas (per plan). DLT members will observe each building on a quarterly basis, randomly selecting classrooms, using a consistent recording form. The DLT will analyze the building level data on use of strategies and formative assessments, comparing the results to their observations. All Building and District Leadership Teams will re-administer the Leadership Practices assessment (comparison of baseline and end-of-year). The DLT will complete a mini-Decision Framework (essential questions directly related to the district goals, strategies, and actions). All data will be summarized and organized by evaluation question for DLT analysis. DLT will analyze data in order to answer the five evaluation questions during a special meeting of the DLT called by the Superintendent. Tactful Local C Elementary School Improvement Plan with Implementation Details District Goals/Strategies/Indicators District name/IRN# School Name Smart GoalsGoal 1: Student Performance Content Area : Reading Goal 2: Student Performance Content Area __________ Goal 3: Expectations & Conditions _____________ Goal 4: Operational/Cross-content-_________Goal 1: By 2011, all students in grades K-12 will improve performance on the OAT/OGT (Grades 3-8 and 10) and local summative assessments (Grades K-2, 9 and 11) by 8% each year in reading. Strategies, Indicators and Progress MeasuresStrategy 1.a: Implement district identified research-based reading comprehension strategies (note taking, summarizing, and graphic organizers).Baseline Measure Progress MeasureProgress MeasureProgress Measure Progress MeasureMay 2008Dec. 2008Actual DataMarch 2009Actual DataMay 2009Actual DataDec. 2009Actual DataAdult Implementation Indicator DistrictSchoolDist.Sch.Dist.Sch.Dist.Sch.Dist.Sch.100% of teachers will consistently implement three research-based reading comprehension strategies: note taking, summarizing, and graphic organizers. 55% K-3 25% 4-56 of 11 K-3 teachers 1 of 4 4-5 teachers70% K-3, 45% 4-5K-3: 8 of 11 4-5: 2 of 4 80% K-3, 65% 4-5 K-3: 9 of 11 4-5: 3 of 4 95% K-3, 85% 4-5100% of teachers100%Student Performance Indicator 100% of students will be at benchmark on district required formative assessments. 65% K-3 students on benchmark, No baseline for 4-5, to be established in August. 200845% of K-3 students No baseline for 4-5, to be established in August 200810% increase in # of students at bench-mark60% of K-3 students; TBD for 4-510% increase in # of students at bench-mark75% of K-3 students; TBD for 4-510% increase in # of students at bench-mark90% of K-3 students; TBD for 4-5100% or 10% increase in # of students at bench-mark100% of K-3 students, TBD for 4-5 Implementation Details Action StepsMonitoring Evidence/Data Sources Person(s) Responsible/ Group(s)Implementation TimelineResources Needed: Budget/Material/ TechnologyAugustSept.OctoberNov.Dec.JanuaryFeb.MarchAprilMayJune July1. A.1. Provide job-embedded professional development for all teachers on note taking and summarizing and graphic organizers including the use of instructional technology to support them and one grade-level research based comprehension strategy.Coaching logLiteracy CoachXXXXXXXXXTechnology hardware & software1. A.2. Implement note taking and summarizing and graphic organizers weekly in every classroom.Classroom observationsPrincipal & Assistant PrincipalXXXXXXXXClassroom materials and supplies1. A.3. Provide training to parents and families on techniques for reinforcing the reading comprehension.PD agenda, materials, evaluation resultsParent LiaisonXXXXPD materials and supplies1. A.4. Conduct home visits and/or conferences for all students who are not proficient in reading comprehension to provide ideas to parents, set-up simple at-home techniques for the parents.Schedule & decisions (submitted to principal)Parent Liaison & Appropriate TeacherXXXXXMileage reimbursement Parent materials1. A.5. Meet bi-weekly to review strategies, assessment results and make revisions as necessary.Grade Level Reports (to principal)Grade Level LeadersXXXXXXXXXX1. A.6. Evaluate the impact of the reading comprehension action steps school wide in terms of adult implementation and student results and report modifications and next steps to the DLT. Overall progress reportBuilding Leadership TeamXXXX Strategies, Indicators and Progress MeasuresStrategy 1.B: Use quality benchmark assessments focused on reading comprehension to inform instruction and monitor student progress.Baseline Measure Progress MeasureProgress MeasureProgress Measure Progress MeasureMay 2008Dec. 2008Actual DataMarch 2009Actual DataMay 2009Actual DataDec. 2009Actual DataAdult Implementation Indicator DistrictSchoolDist.Sch.Dist.Sch.Dist.Sch.Dist.Sch.100% of teachers will use quality district-adopted formative reading comprehension assessments to inform instruction.65% K-3 teachers 35% 4-5 teachers 6 of 11 K-3 1 of 4 4-5 70% K-3, 45% 4-5K-3: 8 of 11 4-5: 2 of 4 80% K-3, 65% 4-5 K-3: 9 of 11 4-5: 3 of 4 95% K-3, 85% 4-5100% of teachers100%Student Performance Indicator 100% of students will be at benchmark on district required formative assessments. See 1.A.  Implementation Details Action StepsMonitoring Evidence/Data Sources Person(s) Responsible/ Group(s)Implementation TimelineResources Needed: Budget/Material/ TechnologyAugustSept.OctoberNov.Dec.JanuaryFeb.MarchAprilMayJune July1. B.1. Create common planning time for all teachers to learn how to appropriately administer and use district formative assessments to guide instruction.ScheduleBuilding Leadership TeamX1. B.2. Prepare a cross grade level team to collect and analyze building assessment results and methods for coaching grade level teams.PD agenda, materials, evaluation resultsAssistant PrincipalXXXXStipends and subs, PD materials1. B.3. Provide technical assistance to grade level teams in administering and using formative assessment data.Schedule & reportsBuilding Leadership TeamXXXXXXXX1. B.4. Conduct quarterly grade level meetings (each grade level to determine the most appropriate method) to explain to all parents/families what his/her child will be expected to know and be able to do, how learning will be assessed, and where the child is in relation to the expectations.Agenda, meeting summary Grade Level LeadersXXXXPaper and supplies Copy machine/ink cartridges 1. B.5. Meet bi-weekly to review strategies, assessment results and make revisions as necessary.Grade Level Reports (to principal)Grade Level LeadersXXXXXXXXXX1. B.6. Monitor the effectiveness of grade level teams and the use of common formative assessments by all teachers to inform their instruction, reporting results to the DLT. Overall progress reportBuilding Leadership TeamXXXX Smart GoalsGoal 1: Student Performance Content Area : Goal 2: Student Performance Content Area : Math Goal 3: Expectations & Conditions ____________ _ Goal 4: Operational/Cross-content-____________Goal 2: By the end of the 2010-11 school year, all students in grades 3-12 will improve performance on the OAT/OGT (Grades 3-8 and 10) and local summative assessments (Grades 9 and 11) by 10% each year in mathematics.Strategies, Indicators and Progress Measures (Projected and Actual)Strategy 2a: Implement the standards-based district curricula in mathematics.Baseline Measure Progress MeasureProgress MeasureProgress Measure Progress MeasureSeptember 2008Feb. 2009Actual DataMay 2009Actual DataNovember 2009Actual DataJanuary 2010Actual DataAdult Implementation Indicator DistrictSchoolDist.Sch.Dist.Sch.Dist.Sch.Dist.Sch.100% of teachers will consistently implement math priority standards and district curriculum guides as measured by classroom observations.55% K-3 teachers 25% 4-5 teachers 6 of 11 K-3 teachers 1 of 4 4-5 teachers70% K-3 45% 4-5 8 of 11 2 of 4 80% K-3 65% 4-5 9 of 11 3 of 4 95% K-3 85% 4-5 11 of 11 4 of 4 100% 100%Student Performance Indicator May 2008Nov. 2008Feb. 2009May 2009Feb. 2009100% of students will be on grade-level as measured by math formative assessments.60% 3rd 50% 4th 38% 5th 65% 3rd 45% 4th 42% 5th70% 3rd 60% 4th 50% 5th 70% 3rd 70% 4th 50% 5th  80% 3rd 70% 4th 60% 5th 80% 3rd 80% 4th 60% 5th90% 3rd 80% 4th 75% 5th 90% 3rd 80% 4th 75% 5th100%100% Implementation Details Action StepsMonitoring Evidence/Data Sources Person(s) Responsible/ Group(s)Implementation TimelineResources Needed: Budget/Material/ TechnologyAugustSept.OctoberNov.Dec.JanuaryFeb.MarchAprilMayJune July2. A.1 Collect data on and monitor the degree to which standards, curriculum guides and adopted curriculum materials are implemented in all classrooms.Monthly observation dataPrincipal XXXXXXXXXDistrict observation protocol2. A.2 Collaboratively develop weekly mathematics lessons using the district Lesson Plan Template and meet quarterly in grade level groups to look at the data and discuss the use of strategies. Weekly reviewed lesson plansGrade Level Teacher Leaders & PrincipalXXXXXXXXX2.A.3 Require full implementation of the district adopted mathematics program at least 60 minutes per day in all classrooms for every studentBuilding and class schedules Teacher evaluationsPrincipalXXXXXXXXXX2.A.4 Offer district approved Saturday Academy for students in grades 3-5 who are one or more performance levels below grade level on the district formative assessment, focusing on standards and curriculum associated with numbers-number sense, measurement and geometry Formative assessment results for participating studentsIntermediate Grade Level Teacher LeadersXXXXXXXXTeacher stipends, supplies2. A.5 Pair student mentor with individual students with disabilities who are below grade level in mathematics to provide tutoring after school. Formative assessment resultsSpecial Education TeacherXXXXXXXXXIncentives for student mentors Strategy 2.b: Implement two research-based instructional strategies (generating and testing hypotheses and higher level questioning).Baseline Measure Progress MeasureProgress MeasureProgress Measure Progress MeasureSeptember 2008Feb. 2009Actual DataMay 2009Actual DataNov. 2009Actual DataJanuary 2010Actual DataAdult Implementation Indicator DistrictSchoolDist.Sch.Dist.Sch.Dist.Sch.Dist.Sch.100% of teachers will consistently implement two research-based strategies: generating and testing hypotheses and using higher level questions as measured by classroom observations and student work samples.25% K-3 teachers 10% 4-5 teachers 3 of 11 K-3 teachers 1 of 4 4-5 teachers70% K-3 45% 4-5 8 of 11 2 of 4 80% K-3 65% 4-5 9 of 11 3 of 4 95% K-3 85% 4-5 100%100% Student Performance Indicator May 2008Nov. 2008Feb. 2009May 2009Feb. 2010100% of students will score at a proficient level on protocols/rubrics to assess if students can generate and test hypotheses and use/respond to higher level questions.10% K-3 students 5% 4-5 students20% K-3 15% 4-5In-crease by 25%25% K-3 19% 4-5In-crease by 50%38% K-3 29% 4-5In-crease by 75%67% K-3 51% 4-5100% 100% Implementation Details Action StepsMonitoring Evidence/Data Sources Person(s) Responsible/ Group(s)Implementation TimelineResources Needed: Budget/Material/ TechnologyAugustSept.OctoberNov.Dec.JanuaryFeb.MarchAprilMayJune July2. B.1. Provide professional development from selected lessons in Powerful Practices in Mathematics on numbers- number sense and geometry that reinforce the instructional strategies of generating and testing hypotheses once every other month during grade level meetings. Observations of lessons & strategiesMath Teacher LeaderXXXXXXXXX2. B.2. Assess student work with district developed protocols/rubrics to determine if students use/respond to higher level questions through bi-monthly study groups facilitated by the math teacher leader. Student work samples results by classroomGrade Level Teacher LeadersXXXXXDistrict developed protocols/rubrics2. B.3. Teach students to assess their own work using the district developed rubric.Student work samples Grade Level Teacher LeadersXXX2. B.4. Support students to develop self-assessment skills and their ability to regulate their learning by adjusting strategies to include questions that prompt students to reflect on their own learning and assist students to develop internal monitoring systems.Student work samplesGrade Level Teacher LeadersXXX2. B.5. Analyze and report to the principal and the BLT at the end of each quarter the student work sample results.Quarterly resultsBuilding Data TeamXXX2. B.6. Conduct fall, winter and spring Family Math Night and Saturdays where families learn techniques to support math achievement at home, e.g., family math games, and discuss progress of children to include supplying grade level packets for use at home.Satisfaction Survey ResultsMath teacher leader with grade level leadersXXXCalculators for parents District developed materials2. B.7. Collect data on and monitor the degree to which instructional strategies is implemented in all classrooms consistent with knowledge/skills learned during professional development (application-impact of PD).Monthly observation dataPrincipal XXXXXXXXXDistrict observation protocol Tactful Local C Elementary School Communication Approach What (will be communicated) To WhomWhenBy WhomHow (Means of Communication)Print MediaInternet - IntranetTV & RadioPrint MaterialTelephoneWritten ReportsPresentationsMeetingsReport student performance & classroom practice changes by grade levels on hotline and emailStudents & Families (English & SpanishJan. & MayPrincipalXXXSolicit feedback and support for plan actionsSeptemberBLT ChairXXPublicize school calendar to include important dates, events, tips on supporting comprehension at homeMonthlySecretaryXXXInform parents of schedule changes, grade level expectations and rationale for collaborative planning time Oct., Jan., March, MayGrade level team leadersXXExplain importance of creating positive learning environment at home, especially during assessment weekQuarterlyCounselorXXPrint district goals, strategies and building actions on Piggy Wiggly grocery bags and Emilys Restaurant place matsCommunity & Business PartnersOctoberCounselorXSpeak to the wider community about standards, expectations for learning, student, parent and community responsibilities for increasing student learningSchedule with local radio stationStudent CouncilXConvey plan contents and progress at PTSA, Chamber of Commerce, Lions Club and Tactful Community Bank (business partner) meetingsSchedule with organizationsBLT MembersXReport student performance & classroom practice changes during staff meetings All Building EmployeesQuarterlyBLT MembersXExplain changes to curriculum & benchmark assessments and expectations/requirements for use consistently in all classroomsAugust OrientationBLT MembersXDescribe professional development schedule, content, process to allow maximum participationSeptemberPrincipalXXSolicit feedback on school capacity to implement planJan., MayBLT XXWork to coordinate professional development to ensure focus, consistency and balanceDistrict Leadership TeamAug., Jan.BLTXXSubmit monthly observation & formative assessment resultsMonthlyPrincipalXX Tactful Local C Elementary School Evaluation Process Purpose(s): The overall purpose of the school plan evaluation is to determine if implementation of the actions and associated resources result in increased student achievement as specified in the district goals (i.e., improved performance on the OAT/OGT and local assessments by 8%) and indicators. Audiences: The evaluation results will be shared by the BLT with the Superintendent in detail and a summary with parents, partner organizations, and all building employees. Questions: The evaluation of the school plan will provide answers to the following: How do planned results compare to actual outcomes in student performance? What is the impact of professional development on teacher practice and student achievement? Has our school plan been implemented with integrity, on-time and within budget? What lessons has the school learned as a result of implementing this plan (and how will they be applied to the next plan)? What should the building do to institutionalize successes and eliminate unsuccessful practices? Method/ProcedureInstrumentationSampleResponsibilityTimelineCollect data other than student achievement and record using district developed reporting instruments. Schedule mutually developed. Coaching log Observation formatAll classrooms Literacy Coach PrincipalMonthlyCompare professional development participation (attendance records, coaching logs - services to individual teachers, and building administration observation reports) to classroom student performance results.Observation and coaching logs PD participation records Formative assessmentsAll teachers School PD All studentsAssistant PrincipalQuarterlyRecord formative assessment results on a summary form provided by the district.Formative assessment resultsAll students Grade level leadersEvery 6 weeksAnalyze classroom level data on use of strategies and formative assessments, comparing results to observations. Feedback will be provided to individual teachers/grade level groups. Teachers that do not meet progress measures will be provided additional support from the coach. Reporting and feedback formatsBLTQuarterlyMake adjustments as necessary to the building actions, timelines and/or persons responsible based on a review of the quarterly analysis.BLTAs neededRe-administer the Leadership Practices assessment.Leadership Practices On-line Assessment BLT (baseline and end-of-year)BLTAprilComplete a mini-Decision Framework (essential questions directly related to the building strategies and actions).KRAL, OAT results (multiple years) Decision FrameworkAll students Entire BLTPrincipalAprilSummarize and organize data by evaluation question for BLT analysis and interpretation.BLT Co-ChairsMayAnswer the five evaluation questions during a special BLT meeting after receiving the current years OAT/OGT results.BLTEarly Aug.-mid Sept.      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