Action Plan for Improvement



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Duval – Atlantic Coast High School – 2017-18 SIP

Problem Solving Quick Report



Action Plan for Improvement

Problem Solving Key

G = Goal B = Barrier S = Strategy AS = Action Step

STRATEGIC PLAN

PERFORMANCE MANAGEMENT

Step (1-5)

Description

Measurable

Step (1.b, 6-8)

G1.

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:


Summative Results
2016-2017 Teacher Retention – 84% (87%)

Effective and Highly Effective Teachers - (will add when data with VAM becomes available)




1.b

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




8

G1.B1

Teachers do not see Professional Development (PD) as relevant to their practice and are not invested as a result







G1.B1.S1

Incorporate teacher interest/need when planning PD calendar

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

7

G1.B1.S1.AS1

Survey faculty and staff for areas of focus

Fidelity:

-Observational data, faculty/staff surveys and feedback

-Student work that shows evidence of teacher PD


6

G1.B1.S1.AS2

Leadership team examines data from survey to determine area(s) of focus

G1.B1.S1.AS3

Schedule PD sessions at appropriate times for school year

G1.B1.S1.AS4

Administrators follow up with faculty after sessions for implementation

G1.B1.S1.AS5

Leadership identifies teachers who are strong in areas of focus identified through survey to lead PD

G1.B1.S2

Effectively support novice teachers

Effectiveness:

Completion of induction requirements and retention of novice teachers at the end of the school year



7

G1.B1.S2.AS1

PDF ensures all novice teachers are assigned a mentor within one week of starting at school

Fidelity:

Monthly support meetings, observation cycles, feedback from mentors and novice teachers




6

G1.B1.S2.AS2

Mentor observation cycles (at least 2)

G1.B1.S2.AS3

Administrators prioritize support of novice teachers through frequent walk-throughs and formative feedback

G1.B1.S2.AS4




G2.

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:


Summative Results:

ELA/Reading Proficiency –48%

Math Proficiency – 54%

Biology Proficiency – 37%

US History Proficiency – 71%


1.b

Progress Monitoring:

Tardy tracking

Level I referrals resulting in student missing instruction

Achieve 3000

iReady


8

G2.B1

Getting to class on time is not a priority for students




7

G2.B1.S1

Plan to decrease tardies: consistent plan with buy in from faculty and tardy sweep plan through Shared Decision Making

Effectiveness:

Decrease in tardies based on data collected first 2 weeks of school



7

G2.B1.S1.AS1

Administrators and all Stakeholders develop policy for tardy sweeps, tracking, and communication of policy and expectations

Fidelity:

Communication at grade-level assemblies

Weekly progress monitoring – Admin

Feedback from faculty and staff




6

G2.B1.S1.AS2

SDMC discusses policy, makes suggestions, and approves policy

G2.B1.S1.AS3

Expectations are clear to faculty, staff and students

G2.B1.S2

Tracking system: accurate, effective, and usable live data that is easily pulled to ensure consistent monitoring is taking place


Effectiveness:
Dean/Admin Team see consistent data when pulled from Focus, with a decrease as consequences are implemented

7

G2.B1.S2.AS1

Provide teachers with specific, thorough instructions on inputting tardies to ensure that one message is sent and accurate data is pulled

Fidelity:
Weekly progress monitoring

Emails to teachers




6

G2.B1.S2.AS2

Monitor that teachers are marking attendance daily and send follow up emails to those who are not

G2.B1.S2.AS3

Dean will pull data weekly to call parents and provide students will consequences.

G2.B2

52% of Atlantic Coast are reading below grade level, thus affecting their performance in high accountability content areas.







G2.B2.S1

Create a culture that promotes literacy throughout the building




G2.B2.S1.AS1

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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