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Support Plan

Focus Area # 2: Curriculum, Instruction and Assessment Context: Brief statement why the school is prioritizing this focus area. Major Goals: Civitas is focusing on these goals to improve our API and AYP scores. Goal 1: English Language Learners will improve one CELDT level per year. Previous CELDT scores AR Star Test Writing sample Goal 2: All Students will improve in their CST scores. EL students will be provided with intense CELDT workshops before test administration. Include CELDT strategies in ELA content AR reading scores 2nd Writing Samples Previous CST scores Unit Pre-Assessments Current year periodic Assessments In ELA, AR scores and Writing Samples All students will practice test-taking strategies during content classes. Pre-Mid-Post Unit Assessments in content classes. CST Incentives On-going Independent reading assessments PA #2 for all Content area AR scores for ELA Goal 3: Teachers will implement school-wide practices that result in higher level of student engagement. All staff will be trained and provided with the necessary resources to implement school-wide practices. Equity & Access Training Review common strategies during PD Provide feedback on common strategies during observations

Baseline Data (if applicable) What is the first point of data that you will use to measure changes or progress? Strategies for Attainment What major activities and strategies were implemented? List tasks that have been completed and tasks remaining.

Interim Assessments and Measures: How did you track progress towards meeting your goal? Identify leading indicators used to see the direction of your efforts. Did it provide opportunities for corrective Focus Area # 2 Page 1 of 11

Teachers will conduct a Self-Assessment at the end of fall semester Teachers will practice critical friends protocol Observation on the use of school-wide practices. Teachers will conduct self-

Support Plan
action? evaluations of lessons observed and notes will be compared with observer. Improved scores in AR Writing scores will increase compared to base line sample. Improved CELDT scores Improved scores on Periodic Assessments Improved scores on Unit Assessments Improved AR Scores in ELA Last year, the History Department created cumulative unit assessments and the result was higher CST scores. This year, other departments were given time to create similar unit assessment to mirror the History Departments success. Student Evaluations Student Survey Aligned Teacher selfevaluation and observers evaluation. School wide practices will be evident in all classrooms.

Performance Indicators How do you know if you have achieved this goal? Identify any lagging indicators that were used. Significant Results Include key outcomes or other achievements. Describe any problems that were faced, how they were overcome, and other areas that will need support.

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Focus Area #3: __Professional Development and Improvement Goals_________________ Context: Brief statement why
the school is prioritizing this focus area.

Major Goals:

Goal 1: Supporting new teachers

Baseline Data (if applicable)

What is the first point of data that you will use to measure changes or progress?

Teacher will pair up with a mentor and create an action plan

Goal 2: PDs will be monitored for implementation and improvement of student achievement Identify areas of needs based on data from CST scores, periodic assessments, Accelerated Reader and connect to PDs to create strategies

Goal 3: _Observations will take place to provide additional support for underperforming teachers Teachers will complete a selfassessment and will take student evaluations into account. Administration will complete a teacher evaluation of the classroom environment

Strategies for Attainment


What major activities and strategies were implemented? List tasks that have been completed and tasks remaining.

Individualized plan for new teachers based on needs and will work on goals such as HOM Gateway ID Unit and create plans and goals for each one. New teacher uses student work as evidence from high, middle, and low performing students

Connect needs to PDs on


Differentiation, SDAIE, Equity and Access Inclusion model

Connect missing pieces and vertical plan with content areas: Beginning writing assessment Midyear assessment Vertical plan with content

Frequent administrator/peer observations. Feedback/debrief from observations will be used to set goals Teachers will complete self-evaluations of lessons observed and notes will be compared with observer.

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Support Plan
Interim Assessments and Observations and Measures: How did you track reflections submitted to
progress towards meeting your goal? Identify leading indicators used to see the direction of your efforts. Did it provide opportunities for corrective action?

Performance Indicators

How do you know if you have achieved this goal? Identify any lagging indicators that were used.

Significant Results

Include key outcomes or other achievements. Describe any problems that were faced, how they were overcome, and other areas that will need support.

Develop a PD evaluation/feedback form for strategies mentor and through growth binder at the end Feedback form for of the year strategies Formal weekly bulletin PD topics Reflections written The use of strategies will be measured by by new teachers observations meeting with (administrator/peer) to mentor to review determine the use of the reflections strategies covered Classroom during PD. observations Reflection Meeting to review observations and reflections and plan for new topics to be covered. New teacher is able to Student achievement master the topics will be evident in planned for and may be different areas (see able to mentor other baseline data) teachers in those topics

1. Self-assessment will be used to set goals. 2. Observation 3. Debrief with feedback and selfevaluation 4. New goals will be set and cycle will repeat Observable and measureable improvement will take place. For example at least one Project per semester will take place in every classroom to ensure the PBL is being implemented. Teachers will use equity and Access strategies. Improvement in teacher performance and student achievement in periodic assessments and AR.

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Support Plan
Focus Area #5: Student Support Context: Brief statement why
the school is prioritizing this focus area.

Major Goals:

Goal 1: Implement Online Discipline Referral System


The number of teachers who are using the system. Number of students in the system. Consequences students are receiving based on ODR submitted by teachers. Teachers were using paper referrals. Teachers need to be trained on how to use and implement ODR; standards need to be set.

Goal 2: EL Strategies and Differentiation


CELDT scores Peer observations

Goal 3: School-wide Expected Behaviors & Positive Behavior Plan


The baseline data is the lack of a consistent school-wide behavior plan.

Baseline Data (if applicable)

What is the first point of data that you will use to measure changes or progress?

Strategies for Attainment


What major activities and strategies were implemented? List tasks that have been completed and tasks remaining.

Interim Assessments and Measures: How did you track


progress towards meeting your goal? Identify leading indicators used to see the direction of your efforts. Did it provide opportunities for corrective action?

Monthly report with referrals data given to advisory teachers. Monthly staff discussion on discipline procedures, which will provide opportunities for corrective action.

After-school language classes. After school tutoring schedule posted. All teachers have a Word Wall, school Habits of Mind, and Core Values. Classroom environments are assessed monthly. Teacher professional development on EL and differentiation strategies. Reclassification Tutoring log per teacher submitted weekly to administrator. Rock on Education after school program.

Honors assemblies School spirit assemblies Create and post consistent behavioral expectations in every classroom. School-wide rewards incentives

Increasing number of students receiving positive rewards. Fewer referrals reported.

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Support Plan
Performance Indicators
Track repeated offenders. How do you know if you have achieved this goal? Identify any lagging indicators that were used. Tutoring logs Advisors tracking student improvement every report card. Regular student attendance Teacher consistency to stay after school and to submit logs to administration. Students not reclassifying Fewer referrals reported. Increased attendance. Increased student participation in school wide activities.

Significant Results

Include key outcomes or other achievements. Describe any problems that were faced, how they were overcome, and other areas that will need support.

Teacher over-referring students. Reasons why students are being referred.

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Focus Area #7: Student Outcomes Context: Brief statement why
the school is prioritizing this focus area.

Increase data-driven instruction, in order to create a student-centered learning environment where progress can be measured and used to implement interventions. Goal 1: Increase instructional rigor through the use of rubrics and criteria charts, based upon academic content standards and Civitas Habits of Mind. Conduct an anonymous teacher and student survey about the use of rubrics and criteria charts within classroom instruction, as well as providing feedback on students work (preassessment). Hold professional development on the creation of criteria charts based upon content standards. Establish continuity and consistency amongst staff using Habits of Mind Rubrics in culminating assignments/projects. Implementation of schoolwide vocabulary for assessment. Goal 2: Create and administer department periodic assessments. Goal 3: Implement school-wide protocols for discussing student data and how it will impact differentiated instruction and intervention. We will use our periodic assessment results to drive our instruction and intervention.

Major Goals:

Baseline Data (if applicable)


What is the first point of data that you will use to measure changes or progress?

Our baseline data will consist of CST/CAHSEE scores, the Accelerated Reader Diagnostic Test, the Math Preassessment Test, and CELDT data for EL students. Develop department-wide periodic assessments, around key content standards (completed). Create common protocols for evaluating periodic assessments (completed).

Strategies for Attainment


What major activities and strategies were implemented? List tasks that have been completed and tasks remaining.

Offer Advanced Placement classes for students performing at advanced levels. Create intervention opportunities, including before and after-school tutoring (available for all students), targeting students not performing on grade level. Implementation of effective SDAIE strategies as in-class interventions to specifically

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target our EL population. Implement Equity and Access strategies to improve instruction and assessment. Conduct peer-classroom observations of teachers within departments or grade levels, providing feedback on instruction and assessment strategies.

Interim Assessments and Measures: How did you track


progress towards meeting your goal? Identify leading indicators used to see the direction of your efforts. Did it provide opportunities for corrective action?

Performance Indicators
How do you know if you have achieved this goal? Identify any lagging indicators that were used.

Assess criteria charts and rubric implementation through classroom observations. Within departments, use critical friends protocols for reviewing student work and assessment methods. Conduct a post-assessment, surveying teachers and students, to see if teachers have improved in using criteria charts, rubrics and providing meaningful feedback on student work.

Significant Results
Include key outcomes or other achievements. Describe any problems that were faced, how they were overcome, and other areas that will need support.

By conducting pre- and post-assessments, we will be able to measure instructional growth in the use of criteria charts, rubrics and providing meaningful feedback on student work.

Develop a calendar of dates for implementation of periodic assessments (completed). Through school-wide assemblies, recognize students for Proficient and Advanced results. Share and evaluate common periodic assessment student work within departments. Track the number of students that have been recognized publicly through school-wide assemblies. By implementing common department assessments, we will be able to provide feedback to colleagues regarding instruction (action-research method).

Continually evaluate periodic assessments, in order to accurately measure student growth. Annually evaluate CST, CAHSEE and CELDT data to insure our methods are successful. By creating consistent protocols for analyzing student data, student scores should increase on the CST, CAHSEE and CELDT.

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