School Improvement Plan Final

Oak Grove Middle School
SCHOOL IMPROVEMENT PLAN

For Implementation In
(2014-2017)
School Improvement Planning Team
Name of Member
Jeffrey Gaylord
Julie Marsh
Katharine Litton
Lee Anne Sulzberger
Position
Principal
Exceptional Educational Coordinator

School Counselor
General Education Coordinator
Submission Date: December 3, 2014
School:
Principal:
Address:
Oak Grove Middle School

Jeffrey Gaylord
10 Oak Grove Drive
District: Oak Grove

School Year: 2014-2017
Phone: (757) 456-7891
Email: owls@oakgrove.va.us
1
SAGE School Improvement Plan Template
TABLE OF CONTENTS
Part I:
Part II:
Part III:
Part IV:
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Vision of Learning
Inquiry Process: Evidence of Development of the SIP (Comprehensive Needs Assessment)
SIP Goals & Measurable Objectives
School Improvement Master Plan (Reform Strategies):
Goal 1: Action Plan & Monitoring Plan
School Climate Data
English/Language Arts Pass and Failure Rates Comparison
Mathematics Pass and Failure Rates Comparison
Sample Matrix to be Established by PBIS Team
Page #
3
3
6
8
13
19
25
28
29
30
31
2
VISION FOR LEARNING

School Vision/Mission Statement
Creative, Innovative, and Optimistic

At Oak Grove Middle School, we are a living Rube Goldberg Machine. We believe in sharing ideas, having autonomy and play in the
learning process, and having protected time to plan that process. We believe our optimism is catching and that leads us to creativity and
innovation in our classrooms using the ordinary to make the extraordinary possible.
PART II: INQUIRY PROCESS

Comprehensive Needs Assessment
Based on a complete analysis of the data, list the key strengths and priority concerns in student performance, instructional and remediation practices, and program
implementation for ALL students in ALL grade levels.
Key Strengths
(to sustain in the school improvement plan)
The school leadership team used the Appreciative Inquiry Process to find our school strengths and foci. Through the lens of creativity,
innovation, and optimism, our school improvement plan focuses on:
Successful acts of collaboration between the faculty, staff, students, and community members
Varied instructional techniques to address the needs for quality instruction, differentiation, and 21st century skills
Planning time for faculty in order to support professional development, collaboration, and innovation
Community involvement and buy-in to support our schools mission and vision
3
Priority Concerns
Oak Grove Middle School has been through several changes over the last few years. Over the last six years, our student population has
grown to include a variety of immigrant students, who are eager to learn. Approximately 26% of our student population is served for
special needs. There has also been a shift in staff at our school, including the addition of a new principal and several new faculty
members.
There has also been a change in the behavioral issues our student population has exhibited over the last few years, which corresponds with
when our student population became more diverse. In addition, we recently had a shift in our testing scores. Over the last two years, our
math and language arts scores have maintained at approximately 50% proficient pass rate, with an average of 7% pass advance. These
scores are reflective of the increased rigor of the math assessments that went in effect in 2013 and were field tested in language arts in
2013. As a district, we have worked to establish a curriculum to help teachers incorporate manipulatives in math instruction to more
effectively reach students cognitively. Central Office staff, along with a group of teachers, also worked together to develop clear
objectives, recommended material and instructional methods for teachers to use to help differentiate instruction for all students. These
strategies should help to also incorporate our English as a Second Language population, which despite their initial enthusiastic approach to
school, have shown a lack of participation recently.
4
INQUIRY PROCESS (continued)
Short Term Problem: Teachers do not trust the new principal or new faculty members (see Appendix A).
Long Term Problem: We are concerned about our accreditation, instructional effectiveness, and school culture and climate (see
Appendices B and C).
Verification of Causes Root Cause Analysis

For each concern, verify the root causes that impact or impede the priority concerns. Identify research-based solutions that address the priority
concerns.
Priority Concerns
Maximize student achievement
Root Causes
Solutions
Insufficient teacher feedback on

instructional practices
Ensure alignment of written/taught/assessed

curriculum with VDOE curriculum frameworks
Professional development offerings not

aligned with instructional program
Delivery of instruction based on student needs as

evidenced by data
Teachers have not been using aligned

lesson plans developed by division
Host inclusive events at school and in the

community to increase relationships with parents,
students, and community members
Build a cohesive school community
Insufficient opportunities for families

and school personnel to interact in
meaningful ways
5
Part III: IMPROVEMENT GOALS AND MEASURABLE OBJECTIVES

Convert the top priority concerns into the goal(s) for improvement and incorporate the identified solutions into the action plan.
Goal 1: To create a safe, respectful, and inclusive learning environment

Measurable Objective 1: To increase positive staff interactions to strengthen school climate as measured by the School Climate Index
(SCI).
Measurable Objective 2: To increase on-task student behavior as measured by a decrease in major and minor discipline referrals
Measurable Objective 3: To increase positive staff/student interactions as measured by Student Climate Survey
Goal 2: To implement a core instructional program aligned with the Standards of Learning Curriculum Frameworks
Measurable Objective 1: To achieve a minimum accreditation mark of 72% or higher for all students in Reading and to reduce the gap
between each Proficiency Gap Group and all students by at least 10 percentage points as measured by the 2014-2015 Standards of
Learning Assessments
Measurable Objective 2: To achieve a minimum accreditation mark of 68% or higher for all students in mathematics and to reduce the
gap between each Proficiency Gap Group and all students by at least 10 percentage points as measured by the 2014-2015 Standards of
between each Proficiency Gap Group and all students by at least 7 percentage points as measured by the 2015-2016 Standards of Learning
Assessments
6
Measurable Objective 5: To achieve a minimum accreditation mark of 78% or higher on Reading Standards of Learning assessments for
all students and all Proficiency Gap Groups as measured by the 2016-2017 Standards of Learning Assessments
Measurable Objective 6: To achieve a minimum accreditation mark of 73% or higher on Mathematics Standards of Learning assessments
for all students and all Proficiency Gap Groups as measured by the 2016-2017 Standards of Learning Assessments
Goal 3: To implement professional development for all faculty and staff that connects teaching practices to student learning outcomes
Measurable Objective 1: To increase teacher involvement in professional development
Measurable Objective 2: To improve 21st century teaching and learning skills
Measurable Objective 3: To implement a professional development book study for all faculty and staff
Goal 4: To improve parent and community engagement in order to have a positive impact on student achievement
Measurable Objective 1: To increase the number of students volunteering and working in the community
Measurable Objective 2: To increase the number of community events that take place at the school
Measurable Objective 3: To increase the number of community members that attend school events
7
Part IV: SCHOOL IMPROVEMENT MASTER PLAN & REFORM STRATEGIES

Action Plan: List the action steps to implement the solutions for each goal, as well as the timeline, resources, and the person(s) responsible.
Monitoring Plan: Identify the data that will be collected to monitor the action steps, as well as the timeline and the person(s) responsible.
Goal 1: To create a safe, respectful, and inclusive learning environment

Measurable Objective 1: To increase positive staff interactions to strengthen school climate as measured by the School Climate Index
(SCI)
Measurable Objective 2: To increase on-task student behavior as measured by a decrease in major and minor discipline referrals
Measurable Objective 3: To increase positive staff/student interactions as measured by Student Climate Survey
ACTION PLAN
MONITORING PLAN
Action Steps
Timeline
Resources
to implement the
solutions/strategies
for implementing action

steps
e.g., money, people,

facilities to be used for
implementation
1.1 Principal will give

a School Climate
Index (SCI) to survey
staff.
Year 1: Beginning
of year
Year 3: End of year
(for follow-up)
Year 1: Beginning
of year
1.2 English teachers

will give all students a
Student Climate
Survey.
Person(s)
Responsible
Monitoring
Measures
Person(s)
Responsible
Who is the person or

group who will
ensure that each
action step is
implemented?
Identify data sources &

timeline for monitoring
the progress of each
action step.
Who is the person or group

who will ensure that the
progress is monitored?
School Climate
Index (FREE)
Principal
School Climate
Index (SCI)
Principal
Student Climate
Survey
English teachers
Student Climate
Survey
English Department
Chair, Administration
Year 3: End of year

(for follow-up)
8
1.3 A Social
Committee will be
chosen to lead
monthly socials for
the staff.
Years 1-3: establish

at beginning of
Quarter 1,
implement year-long
Social Committee
dues
Administration,
Social Committee
Chair
Meeting agenda,
teacher feedback
Administration, Social
Committee Chair
1.4 The Leadership

Team will read and
discuss a team
building book.
Strategies will be
implemented within
each department
throughout the year.
Year 1: Quarters 1-4
Books for
Leadership Team
Administration,
Leadership Team
Meeting agenda and

minutes
Principal
1.5 Teachers will

conduct two Peer
Observations during
the year. Teachers
will be assigned the
first peer observation
by the administration
and teachers will
choose their second.
Year 2: Quarters 1
&3
Pre- and postobservation forms;

teacher observation
tools for data
collection
Administration,
Teachers (Selfcheck)
Pre- and postobservation forms

and data collected
Administration
1.6 Teachers will

participate in a ropes
course to build trust.
Year 3: prior to the

first day of school
Entry fee; bus

transportation costs
Administration
Teacher feedback
Administration
Year 3: Quarters 2
&4
9
1.7 Establish a team of

teachers to come up
with a positively
stated group of desired
standards for our
students, thus
generating a Positive
Behavior Intervention
System (PBIS).
Year 1: train team

members in PBIS;
create matrix of
positively stated
group of standards
for our students (see
sample in Appendix
D)
1.8 Use the matrix to

help identify where
the behavioral issues
have been occurring
and provide potential
places to remedy the
situation.
.
Years 1-3: Provide

quick feedback on
discipline issues as
they arise; team
should meet
bimonthly to
analyze major &
minor referrals
based on matrix
components to
provide remediation
to students who;
share data with
teachers at monthly
faculty meetings
Funding from
Central Office to
print behavior
matrix for classroom
during first year and
each year it is
updated.
Administration,
PBIS team
members, school
counselor, school
psychologist,
VDOE Virginia
Tiered Systems of
Supports (VTSS)
Solicit feedback from

teachers about any
changes that need to
be made to the matrix
Administration, PBIS
team leader, PBIS
team members
Purchase database
for collecting
discipline data (can
be Excel
spreadsheet, but
SWIS would be
best)
Administration,
PBIS team
members, school
counselor, school
psychologist
Monitor major and

minor referral data to
track behavioral
patterns and trends
Administration, PBIS
team, school
counselor, school
psychologist
Years 2 and 3:
Adjust matrix to
meet needs of
student population
and to provide
clarity of any of the
standards
10
1.9 Team should

provide support to
staff and students as
issues arise,
intervening early to
help remedy the
problems.
Years 1-3: Team

should analyze data
to identify recurring
issues with students
to provide quick and
early intervention;
staff should also be
provided with
support as needed
for common
behaviors
Years 2-3: Provide
peer observations
and feedback for
teachers who have
issues with
particular students.
1.10 Create a student

rewards system
Years 1-3:
Recognize students
who follow and
exemplify the
standards on a
weekly basis at the
classroom and
school level
Years 2-3: create a
monthly or quarterly
rewards party for
students who have
followed and
exemplified
standards
Funding from
central office to train
teachers on variety
of interventions that
can be used with
students;
administration
should provide
coverage for PBIS
team members to
conduct peer
evaluations
Administration,
PBIS team,
school counselor,
school
psychologist,
VDOE Virginia
Tiered Systems of
Supports (VTSS)
Funding from
Administration,
central office to
school counselor,
purchase rewards for PBIS team
students
Collect data on those

students who are
receiving
interventions to track
their progress with
the interventions;
collect data on
teachers and their
number of referrals
for major and minor
incidents
PBIS team,
administration,
school counselor,
school psychologist
Track the number or

rewards given to
students by different
teachers on a weekly,
quarterly and annual
basis
School counselor,
PBIS data
coordinator
11
1.11 Create a staff

rewards system
Years 1-3: Celebrate

staff for their
accomplishments
both inside and
outside of school.
Funding from
Administration,
central office to
school counselor,
purchase rewards for PBIS team
staff
Track the number or

rewards given to staff
by other staff on a
weekly, as well as
how many teachers
pick up their rewards
School coordinator,
PBIS team lead
12
SCHOOL IMPROVEMENT MASTER PLAN (Continued)
Goal 2: To implement a core instructional program aligned with the Standards of Learning Curriculum Frameworks
between each Proficiency Gap Group and all students by at least 10 percentage points as measured by the 2014-2015 Standards of
between each Proficiency Gap Group and all students by at least 7 percentage points as measured by the 2015-2016 Standards of Learning
Assessments
Measurable Objective 5: To achieve a minimum accreditation mark of 78% or higher on Reading Standards of Learning assessments for
all students and all Proficiency Gap Groups as measured by the 2016-2017 Standards of Learning Assessments
Measurable Objective 6: To achieve a minimum accreditation mark of 73% or higher on Mathematics Standards of Learning assessments
for all students and all Proficiency Gap Groups as measured by the 2016-2017 Standards of Learning Assessments
13
ACTION PLAN
MONITORING PLAN
Action Steps
Timeline
Resources
to implement the

steps

implementation
Person(s)
Responsible
Monitoring
Measures
Person(s)
Responsible

group who will
ensure that each
action step is
implemented?

action step.

group who will ensure
that the progress is
monitored?
2.1 Establish a School

Leadership Team that
will be responsible for
guiding school
improvement efforts
in collaboration with
the principal
Years 1-3
Stipends or dutyfree time to meet

monthly
Principal
School
Leadership Team
Annual Work Plan

for School
Leadership Team
Principal
2.2 Review middle

grades Math and
English curriculum
documents to update
alignment with
Standards of Learning
and Curriculum
Framework Essential
Knowledge and Skills
in both content and
cognitive level
Year 1
Stipends for
members of
Curriculum Review
Sub-Group (Math,
English, Special
Education, and ELL
teacher leaders) for
summer review
work.
Curriculum
Review SubGroup
Completed alignment
matrix for Math and
English
Principal
14
2.3 Analyze
standards to
determine what
students need to
know and be able to
do to demonstrate
mastery for each
standard.
Year 1
Funding for
professional
development on
unpacking standards
Unpacking template
Copies of standards
or online access to
standards
Blooms Taxonomy
chart or Webbs
Depth of Knowledge
chart
Content area
PLCs
Teacher lesson plans
2.4 Integrate
instructional
objectives that
include student
behavior, conditions,
and criteria for
success into daily
lesson plans.
Year 1: Provide
initial professional
development and
coaching during
PLCs
Years 2-3: Full
integration of
measurable learning
objectives into daily
lesson plans
Division curriculum Content area

PLCs
coordinator to
facilitate
professional
development
Funding for Math
and English
instructional coaches
to provide ongoing
support
2.5 Design and

deliver student
learning activities
that align with
Standards of
Learning and
Curriculum
Framework Essential
Knowledge and
Skills in both content
and cognitive level
Year 1: Provide
development and
coaching during
PLCs
Years 2-3: Full
integration into daily
lesson plans
Unencumbered
planning time for
lesson plan
development and
coaching sessions
Teachers
Math and English

instructional
coaches
Formal and informal

classroom
observations
School
Administrative Team
Formal and informal

classroom
observations
School
Administrative Team
PLC Team Leaders
School
Administrative Team
15
2.6 Develop an
electronic walkthrough data
collection system
using Google forms
to provide frequent
instructional
feedback to teachers
2.7 Create a data
team that will be
responsible
organizing and
preparing school data
in user-friendly
formats
2.8 Conduct a data
inventory to identify
and summarize all
data available in the
school.
2.9 Examine how
data identified in the
inventory are stored
and shared and
determine if there is a
more efficient and
effective way to
organize the data.
Year 1
Central office
technical support to
create the system or
funding to contract
out
School
Administrative
Team
Monthly review of
data on instructional
practices at PLC
meetings
Principal
Year 2: Create the

team and begin work
Year 3: Team
continues to organize
and prepare data
Stipends or release
time monthly work
sessions for data
team members
School
Administrative
Team
Calendar and minutes

from monthly data
team work sessions.
Principal
Year 2
Stipends or release
time monthly work
sessions for data
team members
Data Team
Data Summary
Report and minutes
from data team
meetings
Principal
Year 2
Central office
technical support to
create the system or
funding to contract
out
Data Team
Recommendation of
data team and
minutes from data
team meetings
Principal
PLC Team
Leaders
16
2.10 Use informal

and formal formative
assessment data to
identify student
learning needs and
adjust student
learning experiences.
Year 2: Provide
development and
coaching during
PLCs
Year 3: Full
integration into daily
lesson plans
Master schedule that

included
unencumbered
planning time for
PLC work sessions
Content PLCs
Math and English

instructional
coaches
Formal and informal

classroom
observations
2.11 Incorporate a
variety of
instructional
resources at students
instructional level
into classroom
instruction
2.12 Integrate
Universal Design for
Learning (UDL) as a
framework for
differentiating
classroom
instruction.
Years 2-3
Leveled novels
(already on-hand)
Math manipulatives
(on-hand)
Content PLCs
Math and English

instructional
coaches
Formal and informal

classroom
observations
Division personnel
to facilitate
professional
development
Math and English
instructional coaches
to provide follow-up
support
Content PLCs
Math and English

instructional
coaches
Formal and informal

classroom
observations
Years 2-3
School
Administrative Team
PLC Team Leaders
School
Administrative Team
School
Administrative Team
17
2.13 Implement a
tiered system of
supports as an
instructional
framework
Year 1: Focus on Tier

1 instruction
Years 2-3: Focus on
Tiers 2 and 3
Virginia Tiered
System of Supports
(VTSS) online
resources
Purchase of
universal screening
materials in math
and reading
comprehension
Purchase of
TOSCRF-2: Test of
Silent Contextual
Reading Fluency
Second Edition as a
second literacy
screening tool
Access to Algebra
Readiness
Diagnostic Test
(ARDT)--Free
Professional
development in the
administration and
analysis of the
universal screening
tools, the TOSCRF2, and the ARDT.
Professional
development for
select faculty
members to serve
interventionists
Principal, School
Leadership Team
Annual Work Plan

for School
Leadership Team
Principal
18
Goal 3: To implement a professional development plan for all faculty and staff that connects teaching to student learning outcomes
Measurable Objective 1: To increase teacher involvement in professional development
Measurable Objective 2: To improve 21st century teaching and learning skills
Measurable Objective 3: To implement a professional development book study for all faculty and staff
ACTION PLAN
MONITORING PLAN
Action Steps
Timeline
Resources
to implement the

steps

implementation
3.1 Implement
Professional
Learning
Communities (PLCs)
organized by gradelevel content areas
Year 1: Organize
PLCs
Teachers,
administrative
support
Years 2-3: Continue

to use PLCs
Person(s)
Responsible
Monitoring
Measures
Person(s)
Responsible

group who will
ensure that each
action step is
implemented?

action step.

that the progress is
monitored?
Teachers
Notes from PLC

meetings
Principal
PLC Team Leaders
Year 3: Connect
PLCs to other
networks within
school district and
beyond
19
3.2 Design and

implement
unconference-style
PD sessions
Year 1: During
teacher week in
August and once
during Quarter 3
Year 2: During
teacher work week in
August, once a month
throughout year
Money from Central

Office,
administration,
teacher volunteers,
volunteers from
school district
Administration,
faculty, staff
Teacher feedback,
district-wide
feedback (in Year 3)
School
Administrative Team,
faculty, staff
Funding from
Central Office for
books,
Administration,
teachers
Formal and informal

classroom
observations
School
Administrative Team,
Teachers
Year 3: Open to the

rest of the school
district during
Quarter 3
3.3 Implement a
school-wide book
study focused on
improving student
achievement
Year 1: Faculty and

staff read Visible
Learning for
Teachers (John
Hattie)
Year 2: PLCs choose
the book team
members will read
based on unique
content needs
Time in master
schedule to apply
learning to teaching
practices
Year 3: PLCs choose

the book team
members will read on
the topic of teaching
diverse students
20
3.4 Train PBIS team

(see Action Step
1.7)
Year 1: Train team

members in strategies
to develop positive
behavior statements
and meaningful
rewards
Money from
Central Office for
training,
substitutes, and
transportation,
Administration,
Years 2-3: Train team PBIS team
members in strategies members, school
counselor, school
to provide
psychologist
remediation to
Administration,
PBIS team
members, school
counselor, school
psychologist
Years 1-3 -Track the

number of rewards
staff issues to students
each quarter
Administration
Years 1-3 - Teachers

should prepare lesson
plans to differentiate
instruction
Years 2-3 - Monitor

student interventions
to track student
growth in areas of
concern.
PBIS data analyst,

PBIS team,
administration, school
counselor, school
psychologist
students (15-20% of
population) who
struggle with
displaying
appropriate behaviors
3.5 Create annual
Diversity Day to
help staff become
more familiar with
different populations
of students
Years 1-3: Have

guest speakers
present strategies to
teachers in order to
incorporate
instructional
differentiation to
address the diversity
within the student
population
Funding from
central office for
guest speakers and
materials,
teachers,
administration
Administration
21
3.6 Provide
professional
development and
coaching to PLCs on
unpacking standards
Year 1: pre-school
week for initial PD.
Alignment matrix
developed by
Curriculum
Review SubGroup
Funding for PD
provider
Math and English
instructional
coaches
PLC Team
Leaders
Notes from PLC

meetings
School Administrative
Team
School Leadership
Team
Lesson Plans
School Leadership
Team
3.7 Professional
Year 1
development on
electronic collection
and recording of
informal
walkthrough data for
administrative team
Electronic system
Central office
personnel
experienced with
walkthrough
collections
Principal
3.8 Provide
professional
development to Data
Team on roles and
responsibilities of
the team
Purchase the book Data Team

Data Wise: A
Step-by-step Guide
to Using
Assessment
Results to Improve
Teaching And
Learning for data
team and
administrators
Ongoing coaching in
PLCs
Year 2
Informal and formal

walkthroughs
Data from collections
Team
Minutes from data

team meetings
Principal
Central office
supervisors
Data reports shared

with PLCs
22
3.9 Provide
professional
development and
coaching to PLCs on
the use of formative
assessment to adjust
instruction
Year 2: Initial PD
and coaching
3.10 Provide
professional
development and
coaching to PLCs on
Universal Design for
Learning (UDL) as a
framework for
differentiating
classroom
instruction.
Year 2: Initial PD
and coaching
3.11 Provide
professional
development on
tiered system of
supports as an
instructional
framework
Year 1: School
Leadership TeamIntroduction to
conceptual
framework; PLCs-Focus on Tier 1
instruction per Goals
2.2-2.6
Year 3: Regular use

in classroom
instruction
Year 3: Regular use

in classroom
instruction
Math and English

instructional
coaches
Content PLCs
Math and English

instructional
coaches
Formal and informal

classroom
observations
Division personnel
to facilitate
professional
development
Math and English
instructional
coaches to provide
follow-up support
Content PLCs
Math and English

instructional
coaches
Formal and informal

classroom
observations
Virginia Tiered
System of
Supports (VTSS)
online resources
Principal
School Leadership
Team
Annual Work Plan for

School Leadership
Team
Team
PLC Team Leaders
Team
Principal
Years 2-3: Focus on

Tiers 2 and 3
23
3.12 Professional
development in the
administration and
analysis of the
universal screening
tools, the TOSCRF2, and the ARDT.
Year 2: Identify and

train teachers who
will administer
universal screeners.
Train SpeechLanguage Pathologist
to administer
TOSCRF-2 as a
second screening tool
Access to PD
support from
testing companies
and central office
(for ARDT)
Principal
School Leadership
Team

School Leadership
Team
Principal
Professional
development
providers from
central office
Principal
School Leadership
Team

School Leadership
Team
Principal
Year 3: Integrate
universal screening
into school practices
3.13 Professional
development for
select faculty
members to serve as
interventionists
Year 2: Identify staff

members with a skill
and interest in
providing researchbased interventions
and provide training
and coaching followup
Years 2-3: Deliver
appropriate
interventions to
students needing Tier
2 and Tier 3 support
based on data
24
Goal 4: To improve parent and community engagement in order to have a positive impact on student achievement
Measurable Objective 1: To increase the number of students volunteering and working in the community
Measurable Objective 2: To increase the number of community events that take place at the school
Measurable Objective 3: To increase the number of community members that attend school events
ACTION PLAN
MONITORING PLAN
Action Steps
Timeline
Resources
to implement the

steps

implementation
Person(s)
Responsible
Monitoring
Measures
Person(s)
Responsible

that each action step is
implemented?

timeline for monitoring the
progress of each action
step.
Who is the person or group

who will ensure that the
progress is monitored?
4.1 Call parents of

all students to
welcome them and
ask for their support
4.2 Schedule a
parent workshop on
how to support
student learning in
specific subject
areas.
4.3 Schedule an ESL
Parent workshop on
how to support ESL
students
Years 1-3:
Beginning of each
year
Updated database
of phone numbers
Administration
and Department
Chairs
Teacher parent phone

call log
Administration
Years 1-3: Quarter 1
Administration,
Administration
teacher volunteers
from each grade
level, school
counselors, parents
Parent feedback;
student achievement
data
Administration
Administration,
school counselors,
ESL specialist,
parents
Parent feedback; ESL

student achievement
data
Administration
Administration
25
4.4 Encourage
parent involvement
as co-sponsors of
school
clubs/activities,
guest speakers, and
chaperone field
trips.
Administration
and teachers;
parent interest
survey for
potential
involvement
Administration
and Department
Chairs
Parent interest survey

results; parent
involvement data
Administration
4.5 Develop a
school newsletter to
be emailed weekly
to parents about
school news, events,
announcements
Years 1-3: Weekly
Administration
and Main Office
Staff
Administration
Parent feedback,
parent involvement
data
Administration
4.6 Create a student

community service
club that volunteers
in the community
Year 1
Teacher sponsor of Teacher sponsor

club, stipend for
sponsor, students,
volunteer
opportunities
number of students
volunteering in the
community and the
hours they have
completed, feedback
from community
Teacher sponsor,
Administration
4.7 Host a Student

Expo Night to
include a display of
student work,
student
presentations, and
musical and drama
performances.
Year 1: Quarter 3
Information
pamphlets,
advertising,
teachers and
students to
participate,
community
members to
participate,
custodial staff
Community
participation and
attendance;
community feedback
Administration, PTA
president
Years 2 and 3:
Quarters 2 and 4
Administration,
teachers, PTA
president
26
4.8 Host a MultiYears 2 and 3:

cultural Celebration Quarter 3
Night. Students will
present cultural
performances and
provide ethnic food
samples. This will
be an extension of
Diversity Day
training for staff (see
Action Step 3.5).
PTA, food,
advertising,
teachers and
students to
participate,
community
members to
participate,
custodial staff
Administration,
teachers, PTA
president
Community
participation and
attendance;
community feedback
Administration, PTA
president
4.9 Host an Oak

Grove Spirit Night
at a local restaurant
(10% of sales
donated to school)
Administration,
teachers, PTA,
advertising, local
business owners
and managers
Administration;
PTA president
Receipt of funds
received from the
local business
Administration
Years 1-3: during

Quarters 2 and 4
27
APPENDIX A
School Climate Data
28
APPENDIX B
English/Language Arts Pass and Failure Rates Comparison
ELA Pass and Failure Rates of 2012 compared to

2013
100
90
80
70
60
50
40
30
20
10
0
2012 Fail
2012 Total Pass
2013 Fail
2013 Total Pass
29
APPENDIX C
Mathematics Pass and Failure Rates Comparison
Math Pass and Failure Rates of 2012 compared to

2013
100
90
80
70
60
50
40
30
20
10
0
2012 Fail
2012 total Pass
2013 Fail
2013 total pass
30
APPENDIX D
Sample Matrix to be Established by PBIS Team
31

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School Improvement Plan Final

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Oak Grove Middle School

SCHOOL IMPROVEMENT PLAN

Exceptional Educational Coordinator

Submission Date: December 3, 2014

Oak Grove Middle School

District: Oak Grove

SAGE School Improvement Plan Template

VISION FOR LEARNING

Creative, Innovative, and Optimistic

PART II: INQUIRY PROCESS

INQUIRY PROCESS (continued)

Verification of Causes Root Cause Analysis

Insufficient teacher feedback on

Ensure alignment of written/taught/assessed

Professional development offerings not

Delivery of instruction based on student needs as

Teachers have not been using aligned

Host inclusive events at school and in the

Build a cohesive school community

Insufficient opportunities for families

Part III: IMPROVEMENT GOALS AND MEASURABLE OBJECTIVES

Goal 1: To create a safe, respectful, and inclusive learning environment

Part IV: SCHOOL IMPROVEMENT MASTER PLAN & REFORM STRATEGIES

Goal 1: To create a safe, respectful, and inclusive learning environment

for implementing action

e.g., money, people,

1.1 Principal will give

1.2 English teachers

Who is the person or

Identify data sources &

Who is the person or group

Year 3: End of year

SAGE School Improvement Plan Template

Years 1-3: establish

1.4 The Leadership

Year 1: Quarters 1-4

Meeting agenda and

1.5 Teachers will

Pre- and postobservation forms;

Pre- and postobservation forms

1.6 Teachers will

Year 3: prior to the

Entry fee; bus

1.7 Establish a team of

Year 1: train team

1.8 Use the matrix to

Years 1-3: Provide

Solicit feedback from

Monitor major and

1.9 Team should

Years 1-3: Team

1.10 Create a student

Collect data on those

Track the number or

1.11 Create a staff

Years 1-3: Celebrate

Track the number or

SCHOOL IMPROVEMENT MASTER PLAN (Continued)

for implementing action

e.g., money, people,

Who is the person or

Identify data sources &

Who is the person or