School Improvement Action Plan II

Tiffany Harris

Sanford College of Education, National University

EDA 653: Curriculum Leadership

Dr. Benjamin Gaines

August 29, 2021

 School Improvement Action Plan II

English Language Arts

School Name: Gateway International School (TK-8)

The 2019 CAASPP results indicate that 42% of GIS students are not meeting the standard in
English Language Arts. From the English Learner subgroup, 66% did not meet standard.
Schoolwide, GIS is 17 points below standard and SPED students are 83 points below standard.

Identify: Assess: Describe:

Characteristics of Desired Current State Expected Outcome
Outcome
Student Indicators: Student Indicators: Student Indicators:

Communication skills: A majority of GIS students 3% increase in the number of

 Exchanging thoughts,
messages and information
effectively through
interaction
 Reading, writing and
using language to gather
and communicate
information
 Read critically and for
comprehension
 Read a variety of sources
for information and for
pleasure
 Make inferences and draw 
conclusions
 Use and interpret a range
of discipline-specific
terms and symbols
 Write and for different
purposes
Guided oral practice
are not reading on grade students meeting or
level. exceeding standards on
CAASPP ELA/Literacy from
 Students have difficulty the 2018-2019 school year,
understanding text schoolwide and 5% increase
 In writing students for EL and SPED subgroups.
struggle with providing
supporting details  Every student reading and
writing at grade level
 Time management and  Achievement gap closed
motivation to think deeply for all subgroups; English
about subject matter learners and students with
seems to be lacking in disabilities
many students  Students can critically
interpret, evaluate, and
 There are varied levels of synthesize information
student work  Students can explore,
define, and solve complex
According to staff, problems
students do not try their  Students can
best on benchmark communicate effectively
assessments for a given purpose
 Students lack motivation
in reading and writing
 Incomplete answers to
questions
  Solves problems with no
 Students practice with support
teacher in
pronouncing new  Incorrect grammar or
vocabulary spelling

 Have difficulty moving

from graphic organizer to
complete sentences

 Require re-explanation
with modeling of
expectations

 Struggling with time

management in
completion of tasks

 Not completely reading

and following directions

Teacher Indicators: Teacher Indicators: Teacher Indicators:

 Teachers have attended  There needs to be more  Provide more training for
GLAD training direct instruction of the teachers on the Common
desired student response Core and ELD standards.
 Teachers are to the prompt (provide an
implementing GLAD exemplar)  Writing training for
strategies teachers (6+ Traits)
 Teachers should break
 Instructional aides are down time in accordance  Project GLAD training
supporting teachers with how to use the for new and elective
graphic organizer teachers
 Learning experiences are  Create more opportunities
impactful and meaningful  Scaffolding for all for individualized
for all students assignments and lesson instruction
experiences
 Teachers effectively  Offer intervention courses
communicate learning  Incentives for good or software programs
expectations behavior and
demonstrating growth  Electives
 Teachers effectively
model mistakes and  Before/After school
successes when  Chunking tasks and tutorials
 addressing problems honoring every
instructional minute  Saturday school
 Implementation of
Double entry journal (text  Many teachers do not use  Improve home and school
review v your POV) ELL strategies relations “ELA Night”

 Leveled reading & DEAR  There no vocabulary  Go 1:1 on student laptops

walls or places to with the option to take
 Read/Recall Roll & Retell reference terms them home
Guided Reading Rotation
 There is no after school  Frequent progress reports
tutoring available from
core teachers  Online portal access

 Students do not have  Google suite access

support if they do not
understand the homework  Share community
outreach information
 ELA teachers do not
allow students to make up
late work or retake exams

Define: Implement:
Strategies and Steps Strategies and Steps Monitor Monitor
for Teachers: for Students: Implementation for Implementation for
Outcomes – Teacher Outcomes – Student
 Continue  30 min. of Practice Achievement
providing Universal Access
engaging and scheduled daily  Principal walk  iReady
effective into lesson plans throughs Assessments for
instruction for TK-5th benchmarks
grades and for  Teacher schedules
 Provide before and below grade  Summative tasks
after school level students in  Lesson plans for IB learning
tutorials in ELA 6th-8th,  Unit plans
including writing  CAASPP Test
coherence.  Formal and
 Instructional informal  Intervention
strategies guide  Targeted in class observations
that includes support for  Individualized
GLAD and SPED and EL  Peer observations instruction
inquiry students
strategies-  Team  Student led
provided at  Pull out and/or conferences
 collaborative
trainings push in support planning days  Formative
 Review and for SPED and assessments
update PYP Unit ELL students  Ongoing feedback
Planners to  Sentence  IB Learner ATL
include ELA and pattern charts  Cycles of Inquiry Reflection
ELD standards Students learn
 Offer Ed new vocabulary  Curriculum Coach  Learning
Subscriptions: and identify meetings experiences
ELA
Mystery Science components  Teacher  Monitor student
Flocabulary  Expert groups- evaluations of grades and
NewsELA Students are in modules support
TCI groups, have schedules
PBIS Rewards specific roles to (progress
 PLCs and meet
master then consistently to reports)
 Join PLCs and teach One build an
meet consistently student goes to instructional Routines & Systems
to build an teacher group framework  Do now, exit
instructional while others  Objectives
framework work on tasks  Coherence team clearly stated
 Learning  Graphic meetings to review with agenda
Outcomes with organizers- the student samples  Behavior
evidence of teachers management
student learning empower  Establish RTI
 Action steps students to use
(Student and graphics and Define entrance
teacher) sentences to Define exit
Support form Define school/parent
Resources paragraphs contact
 Chants and Data collection by
 Come together in songs-students student
departments and use songs, raps Create intervention
identify problems that incorporate norms
of practice vocabulary
 Interdisciplinary  Cooperative Organize students
studies and unit strip Identify content
collaboration paragraphs- Set up stations with
 Identify each Students work student binders for
student’s together to tracking
performance levels write Track data
and build a data paragraphs
wall or crate  Inquiry charts-
 Create protocol for what do
Analyzing Student students know
Work and what do
 you want to
Areas of focus know?
Strengths  Cognitive
Growth Areas content
Recommendations dictionary-
Team Commitments Students
identify new
 Data wall to reflect words and
mastery of each predict what it
strand means
 Data crate to allow  Observation
students to practice chart- Images
for mastery posted allow
 Establish quiz and students to ask
assessment retake questions
process before learning
 Literacy Awards- new things
Reward positive
behavior
 Give students
literacy notes
related to lesson to
use on quiz
 Narrative input
chart-The teacher
reads a short story
while it is
illustrated
 Pictorial input
chart- teacher
draws the picture
as he/she teaches
new content
 Comparative input
chart- Students
learn new
vocabulary as the
teacher shares new
information

Professional Learning for Principal:

The Principal Should Set Goals

 Collaboratively set and review performance and development goal
 The Principal Should Observe & Analyze
 Observe teachers at least once every other week (and once per week for new teachers).
 Analyze the collected evidence for impact, content mastery, competency and goal-
alignment.
 Analyze every lesson both in terms of planning and execution.

Training:

Guided language acquisition

Inquiry practices
Trauma informed practices
6+ Traits of Writing

Reading:
Teach Like a Champion
Change the ay you Lead Change
5 Dysfunctions of a Team
Teach Writing Well
How Children Succeed

Data Analysis:

School Name: Gateway International School (TK-8)

GIS has a large population of socioeconomically disadvantaged students, making up 77% of its
enrollment. English Learners make up 62.5% of the community while other significant
populations include students with disabilities and Hispanic students.

The 2019 CAASPP results indicate that 42% of GIS students are not meeting the standard in
English Language Arts. From the English Learner subgroup, 66% did not meet standard.
Schoolwide, GIS is 17 points below standard and SPED students are 83 points below standard.

Mathematics
School Name: Gateway International School (TK-8)
The 2019 CAASPP results indicate that 53% of students in grades 3-8 did not meet the standard
for Mathematics. The rate of growth for math proficiency is slower than for ELA. The EL
subgroup dropped by one percentage point. Schoolwide GIS is 25 points below standard and
SPED students are 111 points below standard.

Identify: Assess: Describe:

Characteristics of Desired Current State Expected Outcome
Outcome
Student Indicators: Student Indicators: Student Indicators:

 Lower progression A majority of GIS students 3% increase in the number of

rate for schoolwide are not reading on grade students meeting or
Math proficiency level. exceeding standards on
compared to ELA CAASPP Mathematics from
 Time management and the 2018-2019 school year,
 Achievement gap for motivation to think deeply schoolwide and 5% increase
English learners and about subject matter for EL and SPED subgroups.
students with seems to be lacking in
disabilities many students  Communicate effectively
for a given purpose
 Critically interpret,  There are varied levels of
evaluate, and student work  Advocate for ideas,
synthesize causes, and actions.
information  According to staff,
students do not try their  Collaborate with others to
 Make sense of best on benchmark produce a unified work
problems and assessments and/or heightened
persevere in solving understanding
them  Students lack motivation
 Every student reading and
 Reason abstractly and  Incomplete answers to writing at grade level
quantitatively questions
 Achievement gap closed
 Construct viable  Solves problems with no for all subgroups; English
arguments and support learners and students with
critique the reasoning disabilities
of others  Require re-explanation  Students can critically
with modeling of interpret, evaluate, and
 Model with expectations synthesize information
mathematics  Students can explore,
 Struggling with time define, and solve complex
 Use appropriate tools management in problems
strategically completion of tasks  Students can
communicate effectively
  Attend to precision
 Look for and make
use of structure
 Look for and express
regularity in repeated
reasoning
Teacher Indicators:
 Adoption of new Math
curriculum and
identification of essential
standards
 Teachers have attended
GLAD training
 Teachers are
implementing GLAD
strategies
 Instructional aides are
supporting teachers
 Learning experiences are
impactful and meaningful
for all students
 Teachers effectively
communicate learning
expectations and
outcomes
 Teachers effectively
model mistakes and
successes when
addressing math problems
and equations
 Not completely reading for a given purpose
and following directions
Teacher Indicators: Teacher Indicators:
 Continue to provide  Provide training for
training and coaching for teachers on the Common
effective math instruction Core Mathematics
that supports math standards.
conversations.
 PD for teachers to review
 Beginning to discuss and analyze grade level
cycles of inquiry for math standards
for each math unit taught
 One math PD training per
 Focusing on writing to grade level each year
justify answers and solve
word problems through  Conduct Number Talks
coherence work. and Struggle Problems
 One writing cycle focused  Peer observations through
on math writing for Coherence
collaborative discussion
 Start math lessons with
 Data Discussions with the word problem,
Admin-on going during including numberless
meetings and check-ins word problems.
 Grade-level and teacher-  Modeling and assigning
team-based discussions performance tasks.
weekly
 Use CAASPP released
questions
 Use GLAD strategies for
math lessons.
 Consistently use math
 assessments.

o Envision Math
Curriculum
o Digits
curriculum

 Create more opportunities

for individualized
instruction

 Offer intervention courses

or software programs

Define: Implement:
Strategies and Steps for Strategies and Monitor Monitor
Teachers: Steps for Implementation for Implementation for
Students: Outcomes – Outcomes – Student
 Continue providing Teacher Practice Achievement
engaging and effective Problem Solving
instruction in real world  Principal walk  iReady
 Focus Lessons moments. throughs Assessments for
 Guided Instruction benchmarks
 Collaborative  Student Task  Teacher
Learning  Guiding schedules  Summative
 Independent Learning Questions tasks for IB
 Formative  Lesson plans learning
Practice math fact fluency; Feedback  Unit plans
teacher models how to use  Literacy  Student led
graphic organizers Strategies  Formal and conferences
 Engagement informal
Teachers model how to break Strategies observations  Formative
down word problems be  Targeted assessments
removing the numbers and Student  Peer
how to justify the correct Support observations  IB Learner ATL
solution Reflection
 Choral or  Team
collaborative  Learning
 Provide before and after Echo Read- planning days experiences
school tutorials in
Using No
mathematics  Ongoing  Monitor student
numbers or
feedback grades and
 Instructional strategies operations,
support
 students talk schedules
guide that includes about the  Cycles of (progress
GLAD and inquiry problem. Inquiry reports)
strategies-provided at
trainings  Curriculum Routines & Systems
 Review and update PYP  Targeted in Coach  Do now, exit
Unit Planners to include class support meetings  Objectives
math standards for SPED and clearly
 Offer Ed Subscriptions: EL students  Teacher stated with
o Quizlet evaluations of agenda
o Khan  Pull out modules  Behavior
Academy and/or push management
o MathWhizz in support  PLCs and meet
o Youcubed for SPED consistently to
o Struggle and ELL build an
Challenge students instructional
o Cross-  Chants and framework
Number songs-
puzzles students use  Coherence
o Prodigy songs, raps team meetings
that to review
o Happy
incorporate student
numbers.co
math samples
m
vocabulary
o ST Math
 Inquiry  Establish RTI
o PBIS
charts- what
Rewards do students Define entrance
know and Define exit
what do you Define
 Join PLCs and meet
want to school/parent
consistently to build an
know? contact
instructional framework
 Build Data collection by
 Learning Outcomes with
students’ student
evidence of student
computer Create intervention
learning
literacy norms
 Action steps (Student and skills.
teacher)
Organize students
Support Identify content
Resources Set up stations
with student
binders for
 Come together in
tracking
departments and identify
Track data
problems of practice
 Interdisciplinary studies
and unit collaboration
 Identify each student’s
performance levels and
build a data wall or crate
 Create protocol for
Analyzing Student Work

Areas of focus
Strengths
Growth Areas
Recommendations
Team Commitments

 Data wall to reflect

mastery of each strand
 Data crate to allow
students to practice for
mastery
 Establish quiz and
assessment retake process

Professional Learning for Principal:

The Principal Should Set Goals

 Collaboratively set and review performance and development goal
 Identify campus protocol tool for mathematics
 Collect writing samples in math and establish math writing rubrics
 Work with the math department to define common math language to be used with
students

The Principal Should Observe & Analyze

 Observe teachers at least once every other week (and once per week for new teachers).
 Analyze the collected evidence for impact, content mastery, competency and goal-
alignment.
 Analyze every lesson both in terms of planning and execution.

Training:

Guided language acquisition

Math Matters Strategies
Prodigy
Coherence-ConnectED

Suggested Reading:
 Principles to Action
Learning to Love Mathematics
Mathematical Mindsets

Data Analysis:

School Name: Gateway International School (TK-8)

GIS has a large population of socioeconomically disadvantaged students, making up 77% of its
enrollment. English Learners make up 62.5% of the community while other significant
populations include students with disabilities and Hispanic students.

The 2019 CAASPP results indicate that 53% of students in grades 3-8 did not meet the standard
for Mathematics. The rate of growth for math proficiency is slower than for ELA. The EL
subgroup dropped by one percentage point. Schoolwide GIS is 25 points below standard and
SPED students are 111 points below standard.

References

Framework to build capacity. InnovateEd. (n.d.). https://innovateed.com/building-capacity/.

OCDE - Project GLAD®. Orange County Department of Education. (2021).

 https://ocde.us/NTCProjectGLAD/Pages/default.aspx.

Ten books that are growing my math teaching practice. How We Teach is the Message. (2020,

June 21). https://howweteach.com/10-books-growing-my-math-teaching-practice/.