Strategic Implementation Plan. Student Growth

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2 Student Growth OVERARCHING GOAL: Support teaching and learning to meet both the academic and social/emotional growth of students in District 39 MEASURES DELIVERABLES Goal 1: Student Achievement in Mathematics Provide and facilitate opportunities for collaboration and professional development to support teaching and learning, identify intervention needs for highly abled students and students who require RtI services, and understand the systems of assessment practices in relation to student achievement and growth District Assessments Third Grade District 39 Math Fluency (Multiplication) Common Assessment dependent on their fall score from fall to spring. Fourth Grade District 39 Math Rich Task Common Assessment dependent on their fall score from fall to spring. Fifth Grade District 39 Math Fluency Common Assessment dependent on their fall score from fall to spring Sixth Grade D istrict 39 Math Fluency Common Assessment dependent on their fall score from fall to spring Seventh Grade Mathematical Practice(s) common Assessments By the end of the school year, 80% of seventh graders will accurately explain how the application of specific Mathematical Practice(s) helped them to solve a complex problem. 1. Grade Level Meetings DSTs will have math instruction as a standing agenda item for grade level collaboration meetings to discuss and reflect on: Implementation of revised D39 Mathematics Curriculum Effective use of the new math curriculum materials Enrichment and extension activities to support learning for highly-abled students Interrater reliability in using the rubric for the Rich Task Assessment LBSs will meet with grade level teams to discuss research-based practices, D39 RtI programs, and teaching strategies that can be used for supporting students who require math RtI. 2. Professional Development EC-4 classroom teachers, 5-8 math teachers, DST, and LBSs will attend grade level trainings for the implementation of the revised math curriculum. Building leaders and LBSs will seek professional development opportunities in math for paraprofessionals. EC-4 classroom teachers, 5-8 math teachers, DSTs, and LBSs, on the formal evaluation cycle, will be encouraged to include a math lesson for a formal or informal observation. 3. Assessment Data Certified staff will use Performance Series expected gains to track student growth and inform instructional decision-making. Certified staff will review PARCC results and collect baseline data. Building leaders will work with teachers to identify common learning objectives for targeted instruction by using Performance Series data. Staff will create IPFs for students in the target groups who do not have an IEP with a targeted goal in math. Certified staff will use the information from curriculum summative assessments to determine if review lessons are needed - should connect to classroom application. Eighth Grade Mathematical Practice(s) common Assessments By the end of the school year, 80% of eighth graders will accurately explain how the application of specific 1

3 Mathematical Practice(s) helped them to solve a complex problem. Fall 2015 Performance Series: MATH Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade Goal 2: Teacher Evaluation Use action research to practice student growth models that may be utilized in the teacher evaluation process Using a pre- and post-survey, 75% of teachers designated as action researchers will indicate an increase in their understanding and usage of student growth goals to guide their instruction (spring 2016) 1. A teacher orientation meeting will be held before school in September for all certified staff. 2. Administration will inservice staff on using student growth and assessment to guide instruction. 3. Staff will receive articles, websites, and have access to books that discuss the new student growth model. 4. Administrators will provide opportunities for and encourage all certified teachers to engage in intentional assessment creation, refinement and reflection of student growth goals. 5. Staff volunteers will be identified as Action Researchers to receive professional development by Ann Cummins-Bogan. 2

4 Goal 3: Non-Cognitive Skills - TWO YEAR GOAL Cultivate growth-minded, resilient students, capable of persisting and coping with all of the demands that go into a 21st century education The data from a pre & post parent post survey will show that respondents indicate D39 communication efforts about CSLs/non cognitive factors have significantly increased or increased their understanding of the development of these dispositions in children (spring 2017) Implement consistent homework practices ( ) Re survey parents about impact of homework practices ( ) Develop a plan of activities to increase garden visits by staff members & students (spring 2016) Increase classroom use of school gardens (spring 2017) Expand implementation of CSLs, including non-cognitive factors: 1. Expand and further implement the CSL framework to include non cognitive factors: Develop a CSL scope & sequence (with Department of Curriculum & Instruction) Clarify developmental/cognitive appropriateness of specific non-cognitive skills (psychologists, social workers, & Early Childhood teachers) Identify desired student outcomes of CSL/non-cognitive skills instruction Realign CSLs to ensure age and developmental appropriateness For grades K-4, identify indicators that might be more appropriate for older students ( District grade level meetings) 2. Review implementation of Second Step program, Social Thinking & Zones of Regulation Conduct a gap analysis between Second Step & CSLs Develop a map of Second Step, Social Thinking, & Zones of Regulation lessons, delineating the grade level of instruction for non-cognitive skills & clarifying resources of Tier 1, 2, & 3 programming (Department/Grade level meetings) Develop a pacing calendar for implementation or check in with teachers on the evaluation cycle 3. Provide opportunities for applying the 8 Mathematical Practices (grades 5 8) Teachers will provide weekly opportunities for students to explain problem solutions using the Mathematical Practices Teachers will collaborate during department meetings to ensure instructional integrity in presenting opportunities for practice Build parent awareness about CSLs/non-cognitive factors 1. Staff will build parent awareness about CSLs/non cognitive factors by: Including a link to CSL descriptors as clarification for report card Providing student CSL self-reflection opportunities to share at conferences and IEP meetings Using communication tools to share information with parents about CSLs and other non-cognitive factors Provide student CSL self-reflection opportunities 2. Use communication tools to share information with parents about CSLs & other non cognitive factors Include link to CSL descriptors as clarification for report card Highlight CSL information in GLAd notes (HMS & WJHS) Continue to promote FAN programming on related topics Consider parent presentations about executive functioning expectations &/or parental resources for identifying appropriate developmental benchmarks (i.e., PTA/O meetings, PASS 39, online resources) 3

5 Demonstrate the Schoology organizational system (calendar, notability, discussion) to grade 4 students & their parents as part of the transition to the 1:1 learning environment in grade 5 (HMS administrators. technology teachers, teachers) Develop a learning opportunity for parents centered on CSL (podcast, recommended reading list, book talk, parent coffee) Build awareness about emerging best practices to cope with academic stress & anxiety 1. Staff will build parent and staff awareness about emerging best practices to cope with academic stress & anxiety by: Providing information about early warning signs of stress and anxiety in young children Providing professional development about mindfulness strategies and consider related instruction in classrooms Using Curriculum Night, orientation events, and other parent communications venues to communicate information about school expectations and possible causes of stress and anxiety 2. Special education leadership in each building will train staff on resources for Tier 1, 2, and 3 programming, including Social Thinking and Zones of Regulation. 3.. Staff will re evaluate and monitor homework practices: Administrators will use district grade level and faculty meetings for discussion that ensures consistent messaging to parents about their role in assisting students with homework completion Classroom teachers will include homework expectations as part of Curriculum Night presentations Fourth grade staff will use homework transition strategies for exiting 4th graders in preparation for middle school Staff will increase environmental literacy practices by: Conducting a review of garden lessons linked to curriculum maps at Grade Level and Department meetings Including Sustainability Tips in District and Grade Level Meeting agendas Promoting and training students on identified practices that reduce lunch waste and increase compostable materials Developing composting practices with all students that demonstrate the benefits of composting 4

6 5-8 Specific Initiatives OVERARCHING GOAL: Develop long-term planning to address technology infusion MEASURES DELIVERABLES Goal: Plan & facilitate ongoing rollout of the 1:1 Learning Environment Full implementation of the 1:1 environment in grade 5 (Spring/Summer 2016) 1. Plan & facilitate 5th grade roll out of the 1:1 initiative Continue professional development to teaching staff on software & tools that help facilitate instruction Provide in-depth professional development to teaching staff who support 5th grade Provide support to all staff on how to use the ipad for productivity & simple troubleshooting Convene a school-based committee to plan the specific rollout procedures based on past school year feedback 2. Create ipad deployment plan for 5th graders to include parent & student orientation to the ipad s Update FDC on insurance, fees & other financials involving the program to make adjustments as needed Host a parent evening for 5th grade parents for training & questions Tech Teachers will provide student training through use of the igurus (student leaders) Provide professional development for 5th grade teachers to strengthen their technology knowledge OVERARCHING GOAL: Review 5-8 Schedule and identify options for improvement MEASURES DELIVERABLES Goal : Propose scheduling configurations in spring 2016 to support the 5-8 campus model Recommend structure/schedules for grades 5 8 (spring ) 1. Clarify the focus & goals for the Scheduling Committee Explore core instructional time allotments in relation to curricular goals 2. Develop process for creating grade 5 8 schedule recommendations Evaluate Grade 5 pilots for student achievement, increased collaboration opportunities, and improved transition experiences Identify best practices in scheduling as it relates to 5-8 student achievement Identify recommended model for restructuring schedules 5