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Perry, NELA #11

DLP # 4 Assignment
Cohort V
February 2017

Assignment 4.2 NC The PDSA in Action:

Part I: Review my schools School Improvement Plan

1. Enfield Middle School, Halifax County

Part II: Visit Maryland Department of Education SIP section

Part III: Questions

1. What data do you use at your school to monitor student learning?
End of Grade/Course, MAP, EVAAS, and CFAs
Report cards, benchmarks, attendance, suspensions, etc.
Edmentum, Study Island, Reading Eggs, SchoolNet.

2. What processes and procedures do you have in place at your school to

analyze the student learning data?
Display data results on data wall; conference with students; discuss in
Conduct data retreats after each round of MAP assessments.
Develop template for content area data analysis
Implement teacher-led data analysis sessions
Develop one lesson plan template to be used by all staff

3. Formative assessment is ongoing with informal and formal approaches such

as using observation, survey, interviews, learning journals, conferencing,
student learning logs, etc. What do your teachers do with their formative
assessment information and how do they use it to improve student learning?
Utilize Staff meetings for team led professional development including
interventions and supports needed based on CFA data
Implement teacher-led data analysis sessions
Conduct weekly Professional Learning Communities (PLC) meetings to
analyze data and plan instructional strategies to meet students needs
Hold weekly team meetings to plan cross-curricular lessons.
Hold monthly department meetings to help vertically align content
Discussions with students and parents

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Dakisha Perry, NELA #11

4. How do your teachers measure student accomplishments and how are these
accomplishments recorded? Do teachers use rubrics?
Currently, student accomplishments are measured by formative and
summative assessments. Formative assessments are compared within the
school and to other schools in the district and summative assessments are
compared to the district and state expectations.
Some teachers use rubrics on a regular basis; others only use rubrics
during project based learning. The goal is for rubric usage to seamlessly
be incorporated in all that my teachers and students do.

5. Do you expect teachers to collaboratively plan and if not, why not?

Yes, it is the expectation. Opportunities for collaboration are available
through Department PLCs, PLTs, staff meetings, and data retreats. Other
opportunities include committees, after school functions, non-instructional
duties, etc.

6. As the instructional leader, what 2-3 goals would you have for your school
regarding student learning? Which would be your top priority? How will
you communicate these expectations especially for the high priority goal?
Goal 1: By the end of the school year, each student should grow at least 5-
10 points on each taken EOG.
Goal 2: By the end of the school year, we will exceed growth and have at
least a 5-10 % gain in proficiency (composite score) on EOG tests as
measured by my district (and compared to the state).

7. How will you ensure this information to make the kinds of instructional
decisions that would result in achieving your priority goal?
High Expectations
100% of staff trained on the evaluation tool
100% staff completion of Professional Development Plans using SMART
Conduct observations and conferences as required

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Dakisha Perry, NELA #11

Assignment 4.3 A PDSA SIP Process:

Part I: Visit the Irerdell-Statesville home page, select three schools, and review their SIP.

Cloverleaf Elementary School:

Cool Spring Elementary Math:
Cool Spring Elementary Reading:
Brawley Middle School:

Part II:
Describe the strengths of the Irerdell-Statesville PDSA SIP.
The following strengths were noted while reviewing the Irerdell-Statesville PDSA SIPs:

District template which allows for consistency, documentation uniformity

Separate for each subject/ department
Easy read
Very direct and clear
Working document
Follows a cycle to provide 360 feedback
Data collection (inserted from EVASS)

Identify any weaknesses.

At this time, I am unable to identify weaknesses of the districts PDSA SIP
I noticed that schools in low-priority status utilize NCSTAR (Indistar) format
Question: Do all subject goals have to be separate or could there be
opportunities for cross-curricular goals?

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Dakisha Perry, NELA #11

As an instructional leader of a school, do you see the value in a hyper focused

SIP? Why or why not?
As an instructional leader of a school the value I see in a hyper focused SIP is that it will
serve for a blueprint or a guide as to where we want the school to go- continuous school
improvement; it provides the big picture and all the pieces to the puzzle. One concern I
foresee is getting consumed with every goal and task and/or concern due to lack of
alignment. It is similar to testing in my mind: there is a need for testing but the results of
testing should not be the main focus/goal- teaching should. There is a need for continuous
improvement in schools but it is important to not just focus on improvement of the school
and lose sight of building relationships and capacities of the persons we educate and work
with to get the continuous school improvement.

Why do you think Irerdell-Statesville chose this design for their School
Improvement Plans? What does that tell you about the districts strategic leadership
and instructional Leadership? Finally, how might a system like the PDSA SIP assist
you as a new principal to a school?

I believe Irerdell-Statesville chose this design because they understand that education is
very fluid and implementing a user-friendly, PDSA SIP template such as they did can
serve as the guide to creating an effective SIP to include the voice of and show the
accountability of students, staff, community, school, and the district while noting areas of
continuous improvement. This decision lets me know that this district thinks about the
betterment of their individual schools and receiving input from all stakeholders within the
district thus having a concern for meeting the needs its students. As a new principal this
document can serve as a guide to simplify the SIP process and increase the effectiveness
of my facilitation of creating a SIT and SIP with the team I will serve. It will assist with
building relationships within the community I serve and the stakeholders of the school.

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