Action Plan: Part I
Karissa Otte
Student-Learning Goal: By May 2016, students will improve their narrative writing performance in milestones ELA portion and achievement gaps between White, African American, and Students With Disabilities will narrow evidence by:
Students will show a 10% increase in writing narrative test scores on the milestones in grades 3-5.
An overall increase of 10 percentage points in students meeting or exceeding standards on the ELA Georgia Milestones exam
A 9% increase in the number of points earned when creating narrative responses on the Reading GA Milestones.
A narrowing of the achievement gap between White and African-American students by 5 percentage points in the percentage of students who are proficient or advanced on the ELA Georgia Milestones exam
An increase in the percentage of African-American students meeting or exceeding standards by 7 percentage points on the ELA Georgia Milestones exam
Research-based
Strategies Actions Person
Responsible/By When
Resources/
Budget
Expected Outcomes
Monitoring Tools/
Assessments:
Short-Term Medium-Term
Long-Term
Person(s) Responsible for
Monitoring/
By When Strategy 1:
Provide Lucy Calkins writing program across the curriculum.
a. Provide staff training on Lucy Calkins.
b. Professional development on how to
incorporate writing into other subject areas.
c. Teachers collaborate to
Lucy Calkins Cobb
Representative to train during pre- planning
(August)
Professional learning from the county monthly after school on Tuesday.
(Monthly)
Printed materials for training $50 (school based professional learning budget)
Books for teacher guidance
$500
(School based professional learning)
Resources for
Teacher will be able to
incorporate the Lucy Calkins model of writing into daily writing lessons and other curricular areas.
Teachers will be able to diagnose student
misunderstanding of the writing process and
Short Term Daily assignments
Common
assessments with writing
component
Student
explanations of the writing process Classroom
Classroom teachers will evaluate daily assignments, student explanations, common assessments, — ongoing
throughout the year
Teachers will work with students to self-
incorporate the program into an upcoming writing unit and design a common assessment and rubric
d. Teachers provide opportunities for students to work together complete the writing process.
e. Teachers incorporate writing in independent work
assignments, online simulations, and across the curriculum to reinforce writing.
f. Teachers provide opportunities for students to decipher
Teachers plan during common planning time on Mondays
(weekly)
Teachers to provide opportunities (daily, weekly)
Weekly
Weekly
classroom use
$50
(team budget)
Printing for common assessment--
$50—
(instructional budget for grade level)
modify instruction to increase
student
understandings of the writing process.
Teachers will be able to design differentiated assignments to help students increase their writing abilities
Students will be able to explain the steps in the
writing process
Students will be able to utilize writing strategies to correctly decipher how to answer narrative prompts.
Students will accurately self- assess their ability to answer writing prompts.
observations of instruction in writing
Teacher feedback (perceptual survey)
Medium Term Grade level writing exam practice
Review of teacher lesson plans
Review of student exemplars
Review of student written explanations narrative writing prompts
Long Term Georgia
Milestones ELA (overall and by domain)
SLO Pre and Post Assessments
assess and peer assess—ongoing through the year
Administrators will conduct classroom observations, administer surveys, and review lesson plans quarterly
Classroom teachers will administer Georgia
Milestones, SLOs and will review and post results for student in their classrooms annually or semi- annually
Teachers will review student writing
exemplars and will gather feedback from students quarterly
correct narrative responses to prompts.
Student feedback
Strategy 2:
Implement the data team process at the grade level to modify instruction to meet student needs in ELA
a)Train teachers in the data team process
b) Establish the roles, responsibilities, and decision making authority of the team
c)Develop common planning schedule for the school year
d)Determine meeting schedule for the year
e)Develop protocol for data team to use
f)Create technology structures to support electronic data
collection for common assessments
g) Teachers design and administer common pre-test to students h)Team scores pretest,
Academic coach will train in August
Principal will create master schedule to accommodate common planning and staff
development (ready for pre- planning)
Team to determine
meeting schedule (during pre- planning)
Principal and instructional lead teacher to
develop data team protocol (ready for August training)
Printed materials for training ($50) from picture money
Printing costs for data team
protocols ($150)
Teachers will be able to implement data teams with commitment to the process
Teachers will be able to design pre and post common assessments in a variety of formats
Teachers will identify student needs based on data and plan tiered instruction
Teachers will be able to identify and implement best practices for ELA
Teachers will increase
collaboration and will become more aligned with
Short term Data team logs and protocols
Pre and post test results for students
Observation of ELA teaching strategies in classrooms
Medium term Observation of team meetings focused on effectiveness indicators
Results of district benchmarks
Individual teacher assessments about data team work and implementation
Administrators will review team logs and
protocols monthly
Teachers and administrators will review results of post- test to determine growth
Administrators will observe teachers using the TKES method 6 times a year.
Administrators will sit in on team meetings once per quarter and review results of district benchmarks
analyzes results, and groups students into 3 categories based on a common rubric
i)Team plans instructional modifications to address identified needs and determines effectiveness indicators
j)Teachers implement agreed upon actions in their classrooms and instruct students
k)Post test administered by teachers
l)Team evaluates post test results and
determines growth of students using simple calculations, evaluates effectiveness of the actions/instructional modifications, and determines remedial interventions for students still not meeting standards
m)Team shares results with administration
TTIS will work on data collection and prepare for teacher training (ready for pre- planning)
Teachers implement and evaluate on a unit by unit basis throughout the year (steps g-n)
instruction in ELA
Students will receive instruction targeted to their specific
instructional need
Students will accelerate their learning in ELA
Students needing additional support will be identified early and
provided with additional interventions
of instructional practices
Review of lesson plans for
differentiation
Long Term Results of Georgia
Milestones and SLO exams (overall and by domain)
Teachers
complete yearly self-evaluation and meet with evaluating administrator
Teachers will review test scores for each
classroom to determine if one classroom is meeting
expectations at a higher rate to determine more effective
strategies.
Administrators will review lesson plans quarterly and provide feedback to teachers about differentiation of instruction for students
Team will review common
assessment and benchmark
along with plan to remediate students
n) Team implements remedial plan for underperforming students
o)Team repeats the cycle (steps g-n)
p)Team evaluates the effectiveness of the data team process for meeting student needs and makes
recommendations for continued
implementation
results for students participating in extended instruction opportunities to determine effectiveness of interventions
Teachers and administrators will review results of Milestones and SLOs
Parent &
Community Involvement:
Describe how you will communicate the action plan to parents and the larger community.
Include how you might involve them in its
implementation.
During Sneak a peek, a meeting will be held to discuss our future plans and to ask input about the program. Once input is received, the leaders will review and change the plan as needed. Next the final plan will be posted on the website and sent out to parents in a link. A blog for extra support in ELA will be provided and maintained by grade level teams. Conferences will include current student writing samples and ELA benchmarks to show parents how their student is achieving in ELA.
Lastly, the plan will be presented by the principal to school council and financial partners to gain support.
Field Experience Log/Reflection
Educational Leadership Department
Candidate:
Karissa Otte
Mentor/Title:
Mrs. Thomas/Principal
School/District:
Kemp Elementary School/Cobb County
Assignment:
Action Plan Part 1
Course:
ITEC 7305
Professor/Semester:
Dr. Jones/fall 2015
Date(s) Activity/Time PSC Standard, Element
&
BOR Strand, Element
&
NETS-A Standard, Element SAMPLE
12/2/15
Composed a school action plan SAMPLE
PSC 1.3, 2.2, 2.8; BOR 2, 4, 5 NETS-A 1,5
12/1/15 Reviewed current school data PSC 1.3, 2.2, 2.8; BOR 2, 4, 5
NETS-A 1,5 Total Hours: [5.5 hours ]
DIVERSITY
(Place an X in the box representing the ethnic population(s) involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
K-2 3-5 6-8 9-12 K-2 3-5 6-8 9-12
Race/Ethnicity:
Asian X X X X
Black X X X X
Hispanic X X X X
Native American/Alaskan Native X X X X
White X X X X
Multiracial X X X X
Subgroups:
Students with Disabilities X X
Limited English Proficiency X X
Eligible for Free/Reduced Meals X x
CANDIDATE REFLECTIONS:
What did you learn about leadership from completing this field experience? How did this learning relate to the knowledge, skills and dispositions required of an educational leader?
How did it enhance your ability to lead?
I learned through this experience that leading involves time and dedication to solving problems. A leader has to be willing to face problems head on and develop plans to help achieve that goal. I learned that I must know how to read data. A skill that I must have is the ability to effectively communicate my plan and have a clear program for teachers to follow. Also I must have a positive and excited disposition on the action plan to gain staff buy-in. This task forced me to sit down and think about our school’s needs, therefor I got more insight into what a leadership position actually entails.
Did (or could) this field experience impact student learning? If so, how?
Yes if the plan is carried out properly, teachers would begin to close the achievement gaps and raise test scores. Students will be taught new techniques for ELA and will learn how to apply them in a testing scenario. Overall student scores will rise if teachers embrace the plan.
How could this field experience be modified to make it more meaningful and relevant to aspiring educational leaders?
Provide more examples for strategies. I felt like the second strategy on the example was perfect, but feel bad for using some of it. With more guidance I feel like I could have developed another strategy on my own for my school.
