Running Head: School Improvement Goal and Action Steps 1

School Improvement:
Goal and Action Steps
Sarita Shaw
North Carolina State University
 Running Head: School Improvement Goal and Action Steps 2

School Improvement Goal and Action Steps

Olds Elementary School has an overall B performance grade with a 72 score. Growth was

not met in Math during the 2017-2018 school year determined by an overall score of 70. Three

years of subgroup data reveals an even greater need in

Math as growth has not been met for three consecutive

years. The school data demonstrates the Black and

Hispanic subgroups as the lowest performing groups,

and all subgroups decreased since the 2015-2016

school year. The goal to increase Math scores in order to meet growth, states:

By the end of the 2019-2020 school year, Olds Elementary School will increase End of Grade Math

subgroup scores by 5% with an overall increase from 56% to 61% proficiency through the development of high

performing teams, Math professional development, book study, and analysis of current intervention programs.

The first action item is to develop high performing Professional Learning Communities.

The administration team will facilitate professional development to lead the staff in determining

team structures for PLCs using Ketzenbach and Smith’s research highlights on six distinguishing

characteristics. The professional development will conclude with the keys to self-managing

teams (Boleman, 2017).

The second action step is content-based, Math Professional Development. The National

Counselors of Teachers of Mathematics will cost of $1,946 for premium membership of all Math

teachers. The team may cut costs by partnering with Math Coaches from Wake County Public

School Systems to facilitate. This P.D. will start with determining the teacher needs, assessment

results, observations, and math culture walk-throughs (Bambrick-Santoyo, 2012).

 Running Head: School Improvement Goal and Action Steps 3

The next action step is a staff book study of Learning in the Fast Lane by Suzy Pepper

Rollins. Each teacher will receive their own copy for a grand total of $272.16 plus tax and

shipping. Teachers will implement each section progressively throughout the year as they study

each chapter.

The final action step is an analysis of current intervention programs using the Strategic

Abandonment Tool (Hess, 2013). The School Improvement Team will be responsible for

completing the analysis of all math programs, intervention programs, and computer programs,

K-5, before the school year begins. All teachers will collaboratively determine which programs

may need to be cut.

School Improvement Goal: By the end of the 2019-2020 school year, Olds Elementary School will increase End of Grade
Math subgroup scores by 5% with an overall increase from 56% to 61% proficiency through the development of high
performing teams, Math professional development, book study, and analysis of current intervention programs.
Action Step Tools Completion Date and Responsible Parties
1. Develop high-performing Reframing August 20, 2019 – Administration Team
Professional Learning Organizations
Communities
2. Math Professional Development The National June 1, 2020 – Math Teachers, Instructional
Counselors of Facilitator
Teachers of
Mathematics
3. Book Study Learning in June 1, 2020 – Math Teachers, Instructional
the Fast Lane Facilitator
4. Analysis of Math Programs Cage-Busting August 20, 2019- School Improvement Team
Leadership
Running Head: School Improvement Goal and Action Steps 4

Reference

Bambrick-Santoyo, Paul, 1972-. (2012). Leverage leadership : a practical guide to building

exceptional schools. San Francisco :Jossey-Bass,

Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and
leadership (4th ed.). San Francisco: Jossey-Bass.

Hess, F. M. (2013). Cage-busting leadership. Cambridge, Mass: Harvard Education Press.