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 we ensure that rigorous, differentiated reading instruction is upheld in every classroom, then our proficiency and learning gains will improve in reading.
|
Summative Results
ELA/Reading bottom quartile gains-55%
ELA/ Reading gains-75%
FSA/ELA proficiency -80%
|
1.b
|
Progress Monitoring
Monthly Lexile increase for Achieve 3000
Quarterly increase in I-ready score
School progress tracked on WIG board in main office
|
8
|
G1.B1
|
At this time, there are no funds for a Reading Interventionist nor funding for additional after school programs.
|
|
|
G1.B1.S1
|
Increased access to computer lab for identified students.
|
Effectiveness:
Increased computer (I-ready/Achieve 3000) usage at home and school
Students will meet Accelerated Reading Goal
|
7
|
G1.B1.S1.AS1
|
Encourage teachers to incorporate I-ready and Achieve 3000 into homework assignments.
|
Fidelity:
Usage reports for I-ready and Achieve 3000
Schedule for computer lab
Accelerated Reader reports
|
6
|
G1.B1.S1.AS2
|
Solicit staff volunteers for additional computer lab availability for students.
|
G1.B1.S1.AS3
|
Utilize Accelerated Reader Program school-wide.
|
|
|
G1.B2.
|
Maintain Instructional momentum
|
G1.B2.S2
|
Strategic interventions with small groups
|
Effectiveness:
Increased computer (I-ready/Achieve 3000) usage at home and school
Students will meet Accelerated Reading Goal
|
7
|
G1.B2.S2.AS1
|
Develop a design for common planning allowing teacher's time to collaborate and create small group lesson plans.
|
Fidelity:
Usage reports for I-ready and Achieve 3000
Schedule for computer lab
Accelerated Reader reports
|
6
|
G1.B2.S2.AS2
|
Identify bottom quartile students and "bubble" students during common planning.
|
G1.B2.S2.AS3
|
Create rigorous, differentiated small group lesson plans.
|
G1.B2.S2.AS4
|
|
G2.
|
If we develop great educators and leaders through implementation of The Leader in Me curriculum then we will decrease the amount of discipline incidents.
|
Summative Results:
20 or less student referrals
Implementation of Teacher Leadership Notebook
|
1.b
|
Progress Monitoring:
Quarterly Focus Report-referrals
Student Leader in Action Awards
|
8
|
G2.B1
|
Fidelity of presentation of leadership lessons
|
|
7
|
G2.B1.S1
|
Dedicated time for leadership lessons and professional development.
|
Effectiveness:
Artifacts in teacher and student Leadership Notebooks
Post training survey
|
7
|
G2.B1.S1.AS1
|
Develop a calendar of leadership lessons
|
Fidelity:
Calendar
Leadership Guide distribution
Mentor appointees
Training agendas
|
6
|
G2.B1.S1.AS2
|
Distribute to students Leader in Me guides to support leadership lessons.
|
G2.B1.S1.AS3
|
Establish Leader in Me mentors to ensure retention of highly effective teachers.
|
G2.B2
|
|
|
7
|
G2.B2.S1
|
|
Effectiveness:
|
7
|
G2.B2.S1.AS1
|
|
Fidelity:
|
6
|
G2.B2.S1.AS2
|
|
G2.B2.S1.AS3
|
|
G2.B2.S2
|
|
Effectiveness:
|
7
|
G2.B2.S2.A1
|
|
Fidelity:
|
6
|
G2.B2.S2.A2
|
|
G2.B2.S2.A3
|
|
G2.B2.S3
|
|
Effectiveness:
|
7
|
G2.B2.S3.AS1
|
|
Fidelity:
|
6
|
G2.B2.S3.AS2
|
|
G2.B2.S3.AS3
|
|
G2.B2.S3.AS4
|
|
