How will we address our challenges?
In order to address these challenges, the following strategies may be utilized:
• Continue the use of a comprehensive assessment system to measure student performance.
• Monitoring the assessments student receive is of vital importance to track and monitor student progress.
• Professional Development Sessions that incorporate high quality standards will be lead by the PDSCC.
• Continue to administer assessments that are of high quality and are aligned with state standards.
• Volunteers for in-school tutoring will be utilized more effectively.
• Additional paraprofessionals will be budgeted into the Title I budget to support the programs at Rozelle.
• Updating current technology and purchasing new technology will be budgeted through Title I.
3.4.a: Organizational Practices
Current Organization al Practices
School’s Beliefs, Mission, and
Shared Purpose
Organizational Process Increase Opportunity for Success
Organizational Practices and
Processes Promote Effective
Time-On Task
School Provides Continual Professional Development
School is Organized
to be Proactive in Issues
School is Organized to
Support a Diverse Learning Community
School is Organized to
Engage Parents and
Community
Evidence of Practice (State in definitive/tangible terms)
• Rozelle has maintained a high
commitment level by all of the
stakeholders that share the purpose of the school.
• The school mission is collaborativel y developed and shared by all
stakeholders
• School pride and purpose due to optional school status
• The
organizationa l process increases opportunities for success
• Rozelle’s community of learners is nurtured through:
PLTs and PLCs; Peer Coaching;
Raising the Bar
Mentoring;
and grade level common planning time
• SPIs are posted in each classroom
• Literacy and Math blocks are set aside each day to ensure adequate instruction
• Responsive Classroom strategies are implemented daily
• Learning Centers are incorporated into the day to enhance learning
• Intervention schedules are in place on a school-wide level
• All faculty and staff participate in professional development through job-embedded practices-book studies and peer evaluations
• PLT and PLC Meetings on a weekly basis
• Minutes, Agendas, and Sign In Sheets from meetings
• Rozelle actively addresse s
concerns that may interfere with the learning process
• Peaceabl e Schools Concepts are used school wide and in each classroom
• Multi-Hazard Emergenc designed so that all students participate in grades K-5
• Differentiated instruction guides the implementati on of all instruction for all students
• The arts creates an environment that explores the needs of the diverse learning community in a creative manner
• After-school and
Saturday tutoring program offers students an extended learning time daily
• Parent NCLB Meetings allows parents to understand the
organizatio nal
practices of the school
• Support Team Meetings
• IEP Meetings
entry and video surveillan ce at entrances
Is the current practice
research-based?
• Yes • Yes • Yes • Yes • Yes • Yes • Yes
Is it a principle &
practice of high-performing schools?
• Yes • Yes • Yes • Yes • Yes • Yes • Yes
Has the current practice been effective or ineffective?
Effective Effective Effective Effective Effective Effective Effective
What data source(s) do you have that support your answer?
(identify all applicable sources)
• NCLB Parent Meetings
• Leadership Council Meetings
• PTA Meetings
• Administrativ e Team Meetings
• School Climate Survey
• Support Class Schedule
• PLT/PLC Meeting Minutes
• Teacher Resource Books
• Mentoring Logs
• Intervention Schedule
• Morning Meetings
• Learning Environments
• Thinking Map integration
• Lesson Plans
• Classroom Observations
• Behavior Data
• Assessment Data
• PLT/PLC Meeting Minutes, Agendas, and Sign In Sheets
• Teacher Resource Notebooks
• PD Logs
• Parent/
Student Handbook
• Multi-Hazard Plan
• Safety Drill Schedule
• Peaceabl e Schools Meetings
• Monitoring Forms
• Data Resource Notebooks
• School Report Card
• TCAP Data
• Parent Evaluations of Meetings
• School Climate Survey
• Attendance Report
• Pre/Post Tests in Tutoring
• IEPs
• STAR Folders
Evidence of effectiveness or ineffectiveness (State in terms of
• Increased student enrollment
• Increased planning time and
• Cohesiveness of the faculty
• Increased
• Increase in performance data
• Decrease in
referrals
• An increase of the number of students
• Progress make in pre/psot
quantifiable improvement)
due to optional status
• Public
knowledge of school mission and vision
• Increased community support due to adopters
professional development
• Increased best practice support
Proficiency Rate
• Lesson plans target SPIs and correlate with the assessment
• Decrease in behavior problems
• Increase of teacher and faculty knowledge of best practices
to the office
• Status of
“safe school”
and “no violent crimes”
scoring proficient in subgroups
tests
• Increase and parental involvement and
awareness
Evidence of equitable school support for this practice
• Met AYP Goals set by NCLB
• Met NCLB Compliance Standards
• All teachers are supported in the
organizationa l process through Professional Development in PLC/PLT Meetings
• School-wide literacy and math blocks are scheduled
• PD supports the school on a school-wide program
• All staff members are involved in on-site professional development
• Shared responsibility is distributed among staff for
presentations
• Safety issues are consistent ly being addresse d in order to
practice drills to be prepared
• Procedur es for safety are distribute d to all parents and stakehold ers in handbook
• All subgroups are included in all
programs and practices
• All subgroups are
represented in data analysis
• School Report Card reflects all subgroups
• All school programs are publicized through the school newsletter, monthly calendar, website, and flyers
• All students receive intervention and
differentiate d instruction
Next Step (changes or continuations)
• Continue to share the vision and purpose of the school with all stakeholders
• Consistently evaluate school focus
• Continue to lead
PLTs/PLCs during common planning time
• Continue to use peer evaluations
• Continue to implement best practices that increase time on task
• Continue to plan PD that supports the school focus
• Continue to review crisis plan in order to be
prepared for crisis situations
• Continue professional development that
emphasizes data analysis for individual student performance
• Continue to offer
extended learning opportunitie s to
students and
community
• Offer tutoring for K-2
students