Action Plan for Improvement
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Problem Solving Key
G = Goal B = Barrier S = Strategy AS = Action Step
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STRATEGIC PLAN
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PERFORMANCE MANAGEMENT
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Step (1-5)
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Description
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Measurable
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Step (1.b, 6-8)
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G1.
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If ongoing, relevant, and differentiated professional development is provided regularly to all teachers with support for implementation, then teachers will increase classroom pedagogy, develop confidence in instructional decision making, and will be empowered to foster a culture of professional learning and teacher retention will increase in the following target:
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Summative Results
2016-2017 Teacher Retention – 84% (87%)
Effective and Highly Effective Teachers - (will add when data with VAM becomes available)
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1.b
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Progress Monitoring
-Walk-throughs
-CAST Informal Observations
-CAST Formal Observations
-PLC Participation (Attendance) with administrators, coaches and teachers
-Year Long Professional Development Calendar
-Peer Visits with administrative team
-Curriculum guide sessions to unpack standards
-Sessions with DAT team to promote data driven instruction
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8
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G1.B1
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Teachers do not see Professional Development (PD) as relevant to their practice and are not invested as a result
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G1.B1.S1
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Incorporate teacher interest/need when planning PD calendar
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Effectiveness:
Administrators follow up with faculty after sessions for implementation. Use of Qualtrics to get feedback on teacher needs and follow up.
Monitoring of implementation from Admin Team and Coachses
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7
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G1.B1.S1.AS1
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Survey faculty and staff for areas of focus
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Fidelity:
-Observational data, faculty/staff surveys and feedback
-Student work that shows evidence of teacher PD
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6
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G1.B1.S1.AS2
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Leadership team examines data from survey to determine area(s) of focus
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G1.B1.S1.AS3
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Schedule PD sessions at appropriate times for school year
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G1.B1.S1.AS4
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Administrators follow up with faculty after sessions for implementation
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G1.B1.S1.AS5
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Leadership identifies teachers who are strong in areas of focus identified through survey to lead PD
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G1.B1.S2
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Effectively support novice teachers
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Effectiveness:
Completion of induction requirements and retention of novice teachers at the end of the school year
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7
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G1.B1.S2.AS1
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PDF ensures all novice teachers are assigned a mentor within one week of starting at school
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Fidelity:
Monthly support meetings, observation cycles, feedback from mentors and novice teachers
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6
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G1.B1.S2.AS2
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Mentor observation cycles (at least 2)
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G1.B1.S2.AS3
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Administrators prioritize support of novice teachers through frequent walk-throughs and formative feedback
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G1.B1.S2.AS4
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G2.
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If instructional time in classrooms is maximized and school culture is focused on the urgency of learning, then student achievement will increase in the following targets, par:
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Summative Results:
ELA/Reading Proficiency –48%
Math Proficiency – 54%
Biology Proficiency – 37%
US History Proficiency – 71%
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1.b
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Progress Monitoring:
Tardy tracking
Level I referrals resulting in student missing instruction
Achieve 3000
iReady
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8
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G2.B1
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Getting to class on time is not a priority for students
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7
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G2.B1.S1
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Plan to decrease tardies: consistent plan with buy in from faculty and tardy sweep plan through Shared Decision Making
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Effectiveness:
Decrease in tardies based on data collected first 2 weeks of school
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7
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G2.B1.S1.AS1
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Administrators and all Stakeholders develop policy for tardy sweeps, tracking, and communication of policy and expectations
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Fidelity:
Communication at grade-level assemblies
Weekly progress monitoring – Admin
Feedback from faculty and staff
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6
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G2.B1.S1.AS2
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SDMC discusses policy, makes suggestions, and approves policy
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G2.B1.S1.AS3
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Expectations are clear to faculty, staff and students
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G2.B1.S2
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Tracking system: accurate, effective, and usable live data that is easily pulled to ensure consistent monitoring is taking place
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Effectiveness:
Dean/Admin Team see consistent data when pulled from Focus, with a decrease as consequences are implemented
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7
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G2.B1.S2.AS1
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Provide teachers with specific, thorough instructions on inputting tardies to ensure that one message is sent and accurate data is pulled
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Fidelity:
Weekly progress monitoring
Emails to teachers
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6
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G2.B1.S2.AS2
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Monitor that teachers are marking attendance daily and send follow up emails to those who are not
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G2.B1.S2.AS3
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Dean will pull data weekly to call parents and provide students will consequences.
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G2.B2
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52% of Atlantic Coast are reading below grade level, thus affecting their performance in high accountability content areas.
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G2.B2.S1
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Create a culture that promotes literacy throughout the building
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G2.B2.S1.AS1
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Ensuring that sense of urgency is created within the classroom upon entering the room for bell to bell instruction. Teachers provide purposeful instruction and students are held accountable to activities
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