School Progress Plan for Continuous School Improvement: Raising the Bar and Closing Gaps Submitted by

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School Progress Plan for Continuous School Improvement:

Raising the Bar and Closing Gaps

Office of Performance Management

“Creating a culture of deliberate excellence for every student, every school, every community.”

School Progress Plan for

Continuous School Improvement:

Raising the Bar and

Closing Gaps

2015–2016

Submitted by

_______________________ ______________________

Signature of Principal

Signature of Assistant Superintendent

______________________

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School Progress Plan for Continuous School Improvement:

School Visioning: Creating a Shared Vision

School visioning is a process that enables schools to create a vision that is feasible and attainable, connected to deeper values and

hopes, creates a compelling picture of what the school can become in the future, and can be translated into action that can and will be

implemented.

For school leadership, knowing where we want the school to be makes it easier to identify the steps needed to get there.

The vision reflects the vision and goals of Baltimore County Public Schools (BCPS)—to graduate globally competitive students—and

is based on a set of core beliefs to which the school community can commit. Goals and key actions identified in the SPP for the next

school year are aligned with the school vision. Having a shared vision for a school is a key to improving its effectiveness.

Our beliefs are about our capacity to ensure that all students learn and

graduate globally competitive

varies depending on our lived

experiences. Establishing a shared vision that’s rooted in equity starts with unpacking our beliefs so that we come to an agreement

about what is possible and within our control. The final vision statement is an amalgamation of what we collectively believe can be

achieved.

School Visioning

School Vision Statement:

Hawthorne Elementary School will provide for every student a high-quality, 21st_{century education that contributes to the development of tomorrow’s leaders in a}

safe, and positive environment. We value-

 Holding high expectations for every student.

 Promoting a positive environment in which to grow leaders.

 Empowering students with the qualities of leadership.

 Developing life-long learners who demonstrate curiosity, creativity, determination, initiative and who collaborate and communicate effectively.

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School Progress Plan for Continuous School Improvement:

Comprehensive Needs Assessment

Data Analysis

Using Resource 1-

Activities for Data Analysis

and Resource 2

- Types of Data for Analysis

analyze the school’s data in order to

uncover and reveal opportunities to close performance gaps for targeted sub-groups and raise the bar for all students.

Identification of Priority Needs

Record priority needs determined in Activity 4 from Resource 1-

Activities for Data Analysis.

Priority Needs

What is the greatest need (school wide, by grade level or subgroup) for the priority area of Reading?

Based on fall to Winter MAP growth scores, 49.5% students met their reading growth target. Gap data reflects that 34. 8% of special education students met their growth target. A gap was also identified in grade 2 with 35.4% students meeting growth target. Based on Grade 1 and 2 Guided Reading Level Assessments, at the end of the 2014-2015 school year, 68% students are on level and 32% students are at risk.

Based on Grade 3-5 Guided Reading Level Assessments, at the end of the 2014-2015 school year, 33% students are on level and 67% students are at risk.

Increase the overall reading achievement as measured by GRLs and MAP. Decrease the gap in growth for incoming grade and special education students.

What is the greatest need (school wide, by grade level or subgroup) for the priority area of Mathematics?

On average, Hawthorne students are 11 points below the nationally normed mean score. Based on Winter MAP growth scores, 51.3% met their math growth target.

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School Progress Plan for Continuous School Improvement:

What is the greatest need (school wide, by grade level or subgroup) for the priority area of Climate?

Based on the Satisfaction Survey, 85% of students give up when they can’t easily solve a problem. All stakeholders need to develop a growth mindset.

Gap data reflects a need to address chronic absenteeism for identified students. 43.5% of students did not meet the 94% BCPS attendance standard.

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School Progress Plan for Continuous School Improvement:

Priority Area I – Reading / English Language Arts

Root Cause Analysis

Reading / English Language Arts

Possible Contributing Factors (STEP 2)

It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:

● The problem may have occurred even if the factor had not been present.

● The problem may reoccur as the result of the same factor if the cause is dissolved. ● Dissolution of the factor leads to similar events.

Validity Test QDC (STEP 3)

(Question, Data, Control)

(Next to each possible contributing factor, mark an “X” in each column if the factor passes that validity test question)

Q –Question: Does the “contributing factor” address the greatest need?

D –Data: Does data support the “contributing factor”? Refer to available supporting data. C–Control: Is the “contributing factor” within the school’s control?

Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminated

Greatest need for the priority area

of Reading/English Language Arts (STEP 1) Increase the overall reading achievement as measured by GRLs and MAP. Decrease the gap in growth for incoming grade and special education students.

Factor #1

50% of the staff are non-tenured teachers. Inexperienced teachers often

lack a deep understanding of grade level expectations (CCSS).

Question

X

Data

X

Control

Factor #2

Student goal setting was implemented inconsistently.

Question

X

Data

X

Control

X

Factor #3

Teachers lack the knowledge and skills to personalize and individualize

instruction.

Question

X

Data

X

Control

X

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Examine each of the possible factors using “why” questions to determine the root of the problem.

(STEP 4)

Contributing Factor

Why #1: Why are teachers not effectively utilizing formative assessment data to become aware of individual student needs? Answer: Teachers do not have a clear understanding of the learning targets and success criteria.

Why #2: Why do teachers not have a clear understanding of the learning targets and success criteria?

Answer: Teachers need to deepen their understanding of the learning targets (CCSS) and grade level standards. Why #3: Why do teachers need to deepen their understanding of learning targets (CCSS) and grade level standards?

Answer: Teachers need to have an adequate knowledge base in order to provide descriptive and specific feedback to students. Why #4: Why do teachers need to provide descriptive and specific feedback to students?

Answer: Feedback is an essential component of the goal setting process and an effective practice for increasing achievement.

Foremost Factor/Possible Root Cause:

Teachers need to deepen their understanding of the learning targets and grade level standards in order to provide effective feedback to students.

Test the possible root causes against the questions. (STEP 5)

Foremost Factor/Possible

Root Cause

Root Cause Test Questions Yes/No

You’ve run into a dead end asking what caused the proposed root cause. yes

Everyone agrees that this is the root cause. yes

The cause is logical, makes sense, and provides clarity to the problem.

yes

The cause is something the school can influence or control. yes

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School Progress Plan for Continuous School Improvement:

Determine next steps based on the results.

IF:

The answer is “No” to ANY of the questions,

IF:

The answer is “Yes” to ALL of the Questions, THEN:

It is a still a factor, and the analysis needs to continue. . .

THEN:

It is a root cause . . .

NEXT STEPS:

◻

Revisit or redirect the analysis

◻

Consider other valid factors from

STEPS 2 and 3

NEXT STEPS:

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Goal Setting, Strategy and Key Action Selection

Reading / English Language Arts

Given the root cause determined for Reading/English Language Arts, state one goal for the 2015–2016 school year. In BCPS, each

school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in

reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly,

progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout

rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets

should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals

and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder

(i.e. student, parent, and staff/teacher) perception data.

The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior

school year.

Through an equity-based lens, identify strategies, key actions,

and monitoring structures that the school will implement to ensure

success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of

learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM),

and/or the assistant superintendents of schools.

Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions

will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action,

identify:

●

What will be done, specifically (including as much detail as possible)

●

Who will implement it (who is responsible)

●

Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan)

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PRIORITY AREA 1—Reading/English Language Arts

Priority Area 1—Reading/English Language Arts Goal: Increase student growth as measured on MAP from 49.5% to 60%.

Strategy: (Click twice in the box to choose one or more.)

X Implementing the curriculum responsively and with fidelity

X Providing customization

☐Providing safe school environment

☐Engaging parents and stakeholders

Persons Responsible

(persons leading implementation and

monitoring)

Timeline

(specific dates or windows of time for completion)

Monitoring

(Who will be involved? When? What evidence will you collect?)

Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs.

(Title I schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis

results.

Key Action 1: Closing the Gap

Students in grades one through five will receive personalized and individualized instruction in order to reach explicit learning targets within GRLs and grade level CCSS expectations.



Fall and Winter MAP data and Guided Reading level data will be used to identify students

performing below, at, or above grade level.



For students performing below grade level, support staff will be utilized to provide targeted small

1,3,

4,5,

6,7

Title I Components 8 and 9 Administrators Reading Resource Teacher

STAT Teacher

Classroom Teachers _Ongoing

August 2015 - June 2016 Classroom teacher Administrators Reading Resource Teacher STAT Teacher

Growth will be measured for special education students and students in grade one through five using GRL and Fall and Winter MAP data.

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School Progress Plan for Continuous School Improvement:

group instruction in addition to whole and small group instruction provided by the classroom teacher.



Utilize iReady assessment and blended learning opportunities for students with IEPs.

Key Action 2: Closing the Gap

Students will receive specific descriptive feedback from teachers based on the GRL Learning Progressions in order to determine their goals and next steps for learning.



Students are assessed in September, November, January, March, and May. However, students below grade level are progress monitored and assessed monthly.



Students chart progress towards Common Core Learning Progressions by setting and monitoring personalized goals in the areas of CCSS grade level standards.

3,4,

5,6,

7

Title I Components 2, 8, and 9 Administrators Reading Resource Teacher

STAT Teacher Classroom Teachers

Ongoing August 2015 - June 2016

Teachers and students will review and revise GRL goals and growth monthly. Growth will be measured for special education students and students in grades one through five monthly.

Key Action 3: Raising the Bar

Teachers will assist students and parents with assessing their achievement towards mastery of the grade level standards utilizing success criteria.

 Teachers will utilize rubrics, success criteria, and checklists to

3,4,

5,6,

7

Title I Components 2, 8, and 9 Administrators Reading Resource Teacher

Students

Daily self-assessments and monthly goal setting

GRL

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School Progress Plan for Continuous School Improvement:

inform students of grade level expectations.

 Teachers will individually confer and provide descriptive feedback on students’ performance toward mastery of grade level

expectations.

 Utilizing BCPSOne to create formative assessments aligned to CCSS in order to provide immediate feedback to students.

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School Progress Plan for Continuous School Improvement:

Professional Learning Plan

Reading / English Language Arts

Create a high-level professional learning plan to support your key actions for this priority area. Identify outcomes, leadership, learning

communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where

appropriate.

Outcome(s)

(What is the desired result of the professional learning?)

ILO

(Which Outcomes?)

Leadership

(Who are the owners?)

Learning Communities

(Who’s receiving the professional learning? Differentiate groups of

learners as appropriate and necessary.)

Learning Designs

(How will this be delivered?)

Resources

(What human, technological, fiscal,

and time resources are needed?)

Implementation

(When will the professional learning

be implemented? How will feedback be

provided?) Teachers will participate in EOLs

and PREP meetings that include time for unpacking the CCSS and

planning for personalized and individualized instruction.

1,3,4,5,6,7 Administrators, STAT Teacher, and Resource

Teachers

General Education and Special Education Teachers

During the EOL, PREP Collaborative Planning, and Learning Walks. . Resource Teachers, STAT Teacher, Administrators, Classroom Teachers

General and Title I Budget

EOL’s are weekly PREP sessions are 4-6

weeks. Informal and formal

observations

Teachers will collaboratively analyze student work utilizing rubrics and other success criteria

in order to provide meaningful feedback and to plan effectively.

3,4,5,6,7 Administrators, STAT Teacher, and Resource

Teachers

During grade level EOLS, PREP sessions, school wide PD, and Hawthorne Institute. Resource Teachers, STAT Teacher, Administrators, Classroom Teachers

General and Title I Budget

EOL, PREP, and Hawthorne Institute. Informal and formal

observations Surveys Evaluations Teachers will deepen their

understanding of how to personalize (student choice) and

individualize (differentiation) instruction. 3,4,5,6,7 Administrators, STAT Teacher, and Resource Teachers

During grade level EOLS, PREP sessions, school wide PD, Learning Walks, and Hawthorne Institute. Resource Teachers, STAT Teacher, Administrators, Classroom Teachers

General and Title I Budget Kristen Ziemke

Ongoing Surveys Evaluations

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School Progress Plan for Continuous School Improvement:

Teachers will refine and deepen

their conferring skills and their ability to provide meaningful continuous feedback to students.

Teachers

During grade level EOLS, PREP sessions, school wide PD, Learning Walks and Hawthorne Institute. Resource Teachers, STAT Teacher, Administrators, Teachers General and Title I

Budget

Priority Area 2—Mathematics

Root Cause Analysis

Mathematics

Possible Contributing Factors (STEP 2)

Greatest need for the priority area of Mathematics

(STEP 1)

The gap focus is on increasing the

Factor #1

50% of our staff are non-tenured. Inexperienced teachers often lack a

deep understanding of grade level expectations (CCSS).

Question

X

Data

X

Control

Factor #2

Student goal setting was implemented inconsistently.

Question

X

Data

X

Control

X

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Raising the Bar and Closing Gaps

average mean score for all students.

Factor #3

Teachers lack the knowledge and skills to personalize and individualize

instruction.

Question

X

Data

X

Control

X

Examine each of the possible factors using “why” questions to determine the root of the problem.

(STEP 4)

Contributing Factor

Why #1: Why are teachers not effectively utilizing formative assessment data to become aware of individual student needs? Answer: Teachers do not have a clear understanding of the learning targets and success criteria.

Why #2: Why do teachers not have a clear understanding of the learning targets and success criteria?

Answer: Teachers need to deepen their understanding of the learning targets (CCSS) and grade level standards. Why #3: Why do teachers need to deepen their understanding of learning targets (CCSS) and grade level standards? Answer: Teachers need to have the knowledge base in order to provide descriptive and specific feedback.

Why #4: Why do teachers need to provide descriptive and specific feedback to students? Answer: Feedback is an essential component of the goal setting process.

Foremost Factor/Possible Root Cause:

Teachers need to deepen their understanding of the grade level standards and students’ use and understanding of mathematical practices in order to provide effective feedback to students.

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School Progress Plan for Continuous School Improvement:

Test the possible root causes against the questions. (STEP 5)

Foremost Factor/Possible Root Cause Root Cause Test Questions Yes/No

You’ve run into a dead end asking what caused the proposed root cause.

yes

The cause is logical, makes sense, and provides clarity to the problem. yes The cause is something the school can influence or control. yes If the cause is dissolved, there is a realistic hope that the problem can be reduced

or prevented in the future.

yes

Determine next steps based on the results.

IF:

The answer is “No” to ANY of the questions,

IF:

THEN:

NEXT STEPS:

◻

STEPS 2 and 3

NEXT STEPS:

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Mathematics

Given the root cause determined for Mathematics, state one goal for the 2015–2016 school year. In BCPS, each school is measured

against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the

elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is

measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation

and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on

these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of

Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and

staff/teacher) perception data.

school year.

Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure

and/or the assistant superintendents of schools.

Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions

identify:

●

What will be done, specifically (including as much detail as possible)

●

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Raising the Bar and Closing Gaps

●

How you will monitor task completion (Who will be involved? When? What evidence will you collect?)

PRIORITY AREA 2—Mathematics

Priority Area 2—Mathematics Goal: Increase student growth as measured on MAP from 51.3% to 60%.

Strategy: (Click twice in the box to choose one or more.)

X Implementing the curriculum responsively and with fidelity

☐Engaging parents and stakeholders

monitoring)

Timeline

Monitoring

(Who will be involved? When? What evidence will

you collect?)

Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian

needs. (Title I schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause

analysis results.

Key Action 1: Closing the Gap

Students in grades one through five will receive personalized and individualized instruction in order to reach explicit learning targets within the CCSS.



Fall and Winter MAP data and Math Unit Assessments will be used to identify students performing below, at, or above grade level.

3,4,5,

6,7

Title I Components 8 and 9 Administrators Math Resource Teacher

STAT Teacher Classroom Teachers Ongoing August 2015 - June 2016 Classroom teacher Administrators Math Resource Teacher

STAT Teacher

Fall and Winter MAP data and Unit Assessments

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School Progress Plan for Continuous School Improvement:



For students performing below grade level, support staff will be utilized to provide targeted small group instruction in addition to whole and small group instruction provided by the classroom teacher.



Utilize DreamBox and blended learning opportunities for all students.

Key Action 2: Closing the Gap

Students will receive specific descriptive feedback within each unit of instruction in order to determine their goals and next steps for learning.



Students chart progress towards Common Core Learning Progressions by setting and monitoring personalized goals in the areas of CCSS grade level standards.

3,4,5,

6,7

Title I Components 2, 8, and 9 Administrators Math Resource Teacher

STAT Teacher

Classroom Teachers _Ongoing

August 2015 - June 2016 Unit Assessments

Key Action 3: Raising the Bar

Teachers will assist students and parents with assessing their achievement towards mastery of the grade level standards utilizing success criteria.

 Teachers will utilize rubrics, success criteria, and checklists to inform students of grade level expectations.

 Teachers will individually confer and provide descriptive

3,4,5,

6,7

Title I Components 2, 8, and 9 Administrators Math Resource Teacher

Students Daily self-assessments and

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School Progress Plan for Continuous School Improvement:

feedback on students’

performance toward mastery of grade level expectations.

 Utilizing BCPSOne to create formative assessments aligned to CCSS in order to provide immediate feedback to students.

(20)

Raising the Bar and Closing Gaps

Professional Learning Plan for Priority Area 2

Mathematics

Create a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning

appropriate.

Outcome(s)

(What is the desired result of the professional learning?)

ILO

Leadership

(Who’s receiving the professional learning? Differentiate groups of learners as appropriate

and necessary.)

Resources

(What human, technological, fiscal, and time

resources are needed?)

Implementation

(When will the professional

learning be implemented? How

will feedback be provided?) Teachers will participate in

EOLs and PREP meetings that include time for unpacking the

CCSS and planning for personalized and individualized instruction. 1,3,4,5,6,7 Administrators, STAT Teacher, and Resource Teachers

General Education and Special Education

Teachers

During the EOL, PREP Collaborative Planning, and Learning Walks. . Resource teachers, STAT teacher, administrators, teachers General and Title I

Budget

EOL’s are weekly PREP sessions are

4-6 weeks. Informal and formal observations

Teachers will collaboratively analyze student work utilizing

rubrics and other success criteria.

Teachers

During grade level EOLS, PREP sessions, school wide PD, and Hawthorne Institute. Resource teachers, STAT teacher, administrators, teachers General and Title I

Budget

EOL, PREP, and Hawthorne Institute. Informal and formal observations Surveys Evaluations

(21)

School Progress Plan for Continuous School Improvement:

Teachers will deepen their

understanding of how to personalize (student choice)

and individualize (differentiation) instruction. 3,4,5,6,7 Administrators, STAT Teacher, and Resource Teachers

Teachers

During grade level EOLS, PREP sessions, school wide PD, Learning Walks, and Hawthorne Institute. Resource teachers, STAT teacher, Administrators, teachers General and Title I

Budget John Staley Problem Solving Course Ongoing Surveys Evaluations

Teachers will refine and deepen their conferring skills

and their ability to provide meaningful continuous feedback to students. 3,4,5,6,7 Administrators, STAT Teacher, and Resource Teachers

General education and special education teachers

During grade level EOLS, PREP

sessions, schoolwide PD, Learning Walks and Hawthorne Institute.

Resource teachers, STAT teacher, administrators,

teachers General and Title I

Budget

(22)

School Progress Plan for Continuous School Improvement:

Priority Area 3—Climate

Root Cause Analysis

Climate

Possible Contributing Factors (STEP 2)

Greatest need for the priority area of Climate

(STEP 1)

All stakeholders need to develop a growth mindset.

Factor #1

Students frequently miss time from school and fall behind in

their school work.

Question

X

Data

X

Control

X

Factor #2

The vast majority (85%) of students feel that students in our

school give up when faced with a challenge.

Question

X

Data

X

Control

X

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Contributing Factor

Examine each of the possible factors using “why” questions to determine to root of the problem.

(STEP 4)

Why #1: Why do students not come to school? Answer: School is challenging for students. Why #2: Why is school challenging?

Answer: Students feel that they will never be successful. Why #3: Why do students feel that they will never be successful? Answer: Students lack a growth mindset.

Why #4: Why do students lack a growth mindset?

Answer: Failure in school and/or poor grades make students feel like they cannot achieve.

Why #5: Why does failure in school and/or poor grades make students feel like they cannot achieve? Answer: Students and teachers need to consider the value of feedback in order to grow.

Foremost Factor/Possible Root Cause:

Students and teachers need to consider the value of feedback in order to grow.

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School Progress Plan for Continuous School Improvement:

Foremost Factor/Possible Root Cause Root Cause Test Questions Yes/No

You’ve run into a dead end asking what caused the proposed root cause. yes

The cause is logical, makes sense, and provides clarity to the problem. yes The cause is something the school can influence or control. yes If the cause is dissolved, there is a realistic hope that the problem can be reduced or prevented in the future.

yes

Determine next steps based on the results.

IF:

The answer is “No” to ANY of the questions,

IF:

THEN:

NEXT STEPS:

◻

STEPS 2 and 3

NEXT STEPS:

(25)

Climate

Given the root cause determined for Climate, state one goal for the 2015–2016 school year. In BCPS, each school is measured against

its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the

elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is

measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation

and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on

these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of

Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and

staff/teacher) perception data.

school year.

Through an equity-based lens, identify strategies, key actions,

and monitoring structures that the school will implement to ensure

and/or the assistant superintendents of schools.

Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions

identify:

●

What will be done, specifically (including as much detail as possible)

●

Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan)

(26)

BALTIMORE COUNTY PUBLIC SCHOOLS

PRIORITY AREA 3—Climate

Priority Area 3—Climate Goal: We will decrease the percentage of students from 85% to 50% that give up when faced with a challenge as documented

on the Satisfaction Survey by developing growth mindsets in both teachers and students.

Strategy: (Click twice in the box to choose one or more.)

☐Implementing the curriculum responsively and with fidelity

X Engaging parents and stakeholders

monitoring)

Timeline

Monitoring

(Who will be involved? When? What evidence will

you collect?)

Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I

schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results.

Key Action 1: Closing the Gap

Teachers will implement “catch up” strategies when students are absent more than 2 consecutive days.

 A variety of strategies including: work folders, classroom buddy, screen casted direct instruction, and lunch bunch.

1, 2, 7 2 and 9

Administrators Reading and Math Resource

Teachers STAT Teacher

Classroom Teachers _Ongoing

August 2015- June 2016

Classroom Teachers, PPW, Attendance Committee,

Administrators

Quarterly Monitoring of grade level attendance data

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School Progress Plan for Continuous School Improvement:

Key Action 2: Raising the Bar

Teachers and students will increase their use of strategies and language that facilitate growth mindsets.

 Teachers will engage in a book study to build a repertoire of strategies to promote a growth mindset in the classroom.

 Second Step lessons, restorative circles, social skills groups.

1,2, 8

Teachers Administrators Resource Staff

Ongoing

August 2015- June 2016 Self-assessment survey

Key Action 3: Raising the Bar

Students will establish growth mindset goals (persistence, tenacity, determination, empathy, optimism, flexibility, and resilience.)

 Teachers will work with students and parents to provide feedback on observed behaviors and evidence of growth in a digital portfolio.

1, 2, 8

2 and 9

Administrators Parent Service Coordinator

Teachers

Ongoing

(28)

School Progress Plan for Continuous School Improvement:

Professional Learning Plan for Priority Area 3

Climate

Create a high-level professional learning plan to support your key actions for this priority area. Identify outcomes, leadership, learning

appropriate.

Outcome(s)

(What is the desired result of the professional learning?)

ILO

Leadership

(Who’s receiving the professional learning? Differentiate groups of

learners as appropriate and necessary.)

Resources

(What human, technological, fiscal, and time

resources are needed?)

Implementation

(When will the professional learning

be implemented? How will feedback be

provided?) Teachers will participate in book

studies such as, Mindset the New Psychology of Success by Carol Dweck in order to increase and use of strategies that promote a growth mindset in students.

1,2,7,8 Administrators, STAT Teacher, and Resource Teachers

All teachers and staff

ELOs Workshop Hawthorne Institute 40 copies of the Mindset book; Title I funding; Back to School Workshop evaluations, informal and formal observations, anecdotal notes, photographs, displays Teachers will provide instruction to

students to promote executive functioning skills and strategies. (7 Habits of Happy Kids by S. Covey).

1,2,7,8 Administrators, STAT Teacher, and Resource Teachers

All classroom teachers and staff Classroom meetings 7 Habits of Happy Kids Informal, formal observations, and anecdotal notes Teachers will provide instruction to

students through the use books such as: What Do You Do with an Idea?, The Dot, Ish, The MostMagnificent Thing, and Extra Yarn in order to promote and support growth mindsets in children and teachers.

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School Progress Plan for Continuous School Improvement:

Parents will be provided information

and resources to support a growth mindset with their children.

1,2,7,8 Parent Service Coordinator,

Parents, parent service coordinator After school workshops, lunch bunches, evening events Books, games, articles evaluations

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School Progress Plan for Continuous School Improvement:

Title I Requirements (As Applicable)

For Title I Schools Only

Title I Components (See component numbers below.) Key Actions to Implement Strategies

(Address by student group.)

Person(s) Leading Implementation, Monitoring, and

Evaluation

Timeline

(Indicate specific dates whenever possible)

Measures and Monitoring

(Formative and summative data, data analysis, and dialogue to monitor progress, determine results, and make

adjustments.)

Status and Modifications

(Implementation status and data-based changes resulting from data analysis and dialogue.) The green-shaded actions below apply to all Title I schools and should appear in school-progress plans as they are written.

3

● Dissemination of Right to Know

Letter informing parents of their right to request information

about teacher credentials)

Principal September Current Staffing Report

September 2015

3

● Dissemination of Four Week

Notice Letter informing parents of instruction provided by non-HQ teacher for 4 consecutive weeks or longer, as appropriate

Principal Ongoing Current Staffing Report

As needed

5

● Implement strategies to attract

high-quality highly qualified teachers to high need schools

Principal Ongoing

Ongoing

7

● Plan for assisting preschool

children in the transition to elementary school programs (Gradual Entrance)

Principal/Leadership Team Fall Enrollment completion

August/September

(31)

School Progress Team Membership

Name

Title

Signature of Stakeholder

Yvonne Barhight

Principal

Kate Miller

Assistant Principal

Kristi Enriquez

Assistant Principal

Courtney Warlick

S.T.A.T. Teacher

Debbie McClintock

Resource Teacher

Jen De Roso

Resource Teacher

Veronica Rider

Teacher

Julie Krause

Teacher

Jenny Evans

Teacher

Amanda Buckingham

Teacher

Katherine Todd

Teacher

(32)

Amy Bess

Teacher

Rachael Varnell

Resource Teacher

Jessica Ross

Teacher

Melissa DeRuchie

Teacher

Pat Butler

Parent

Kristen Garrett

Parent

April Johnson

Parent