Campus Improvement Plan Highlights of the Instructional Focus

Transcription

1 A Framework for Continuous School Improvement Planning Customized by Performance Fact, Inc. for UT University Charter School (Austin, Texas) Campus Improvement Plan Highlights of the Instructional Focus SCHOOL: LAUREL RIDGE DISTRICT: UNIVERSITY OF TEXAS UNIVERSITY CHARTER SCHOOL PRINCIPAL: SALLY ARNOLD ADDRESS: CORPORATE WOODS DRIVE, SAN ANTONIO TX PHONE: (210) FAX: (210) DATE: 9/30/2010 Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 1

2 Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 2

3 Data Sources Reviewed Enrollment Data Attendance Teacher-Student Ratios Course/Class Assignments At-Risk Populations Ethnicity Mobility Rates Preliminary TAKS 2010 data Assessment data MAP, DRA 2, etc Course/class grades AYP data SAT/PSAT/ACT Data Focus Groups Feedback Classroom and School Walkthrough data Parent Conferences, Meetings Facility Personnel Feedback Discipline data (referrals, restraints) Teacher Certification Paraprofessional Qualifications Staff Evaluations Staff Devlepment Plan/sign-in sheets Lesson plans for CSCOPE Teacher Evaluations District Scope and Sequence Demographic data Facility personnel feedback Surrogate parent feedback Parent feedback Leadership Master Schedule Communication Schedule for support services School structure STaR Chart Tech needs by subject District Technology plan Info Source Assessment of Tech Skills Computer Usage Agreement Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 3

4 PLAN SOLUTIONS ACTION SEQUENCE in Steps! Systemic Initiatives Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Improve student achievement for all students, all subjects Student Achievement Priority Areas: Underlying Causes ( root cause ): 1. IMPROVING BASIC ACADEMIC PROGRAM Need: High mobility of student population and gaps in foundational skills and access to robust curriculum coupled with lack of consistency in curriculum and instruction Implement robust curriculum with fidelity Increase methodology to address needs of multi level classrooms/ Identify and use research based interventions to address gaps Use assessments and data to inform instruction Campus support for instruction and planning Support long term sustained staff development Develop systems to support individuals in parenting role. Campus wide action to improve teacher morale, recruitment, and retention Research-based Strategies: 1.1 IMPLEMENT C-SCOPE AS A VIABLE REPEATABLE CURRICULUM 1.2 INTRODUCE AND IMPLEMENT DIFFERENTIATED INSTRUCTION IN THE CLASSROOM 1.3 IMPLEMENT DATA-DRIVEN INSTRUCTIONAL PLANNING 1.4 CREATE AND SUPPORT TEACHER NETWORKS FOR INSTRUCTIONAL SUPPORT AND PLANNING 1.5 PROVIDE LONG-TERM SUSTAINED PROFESSIONAL DEVELOPMENT AS NECESSARY 1.6 CREATE A SYSTEM OF OUTREACH AND SUPPORT FOR THOSE IN THE PARENTING ROLE 1.7 DEVELOP ORGANIZATIONAL ACTION TO IMPROVE TEACHER RECRUITMENT, RETENTION AND MORALE Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 4

5 What Needs to Be Done: Describe What needs to be done for each promising strategy. When? Milestones of Progress: How do we track our 1.1 Continue implementation CSCOPE Curriculum Ongoing Coordinated state and federal funds Lessons posted weekly and monitored by principal and Instructional Leadership team 1.2 Continue with training and implementation of Differentiated Instruction techniques and methods Infuse technology across the curriculum to increase student engagement Use district approved intervention programming to address student gaps as identified by data Inst Coach Ongoing Coordinated state and federal funds Sign- in sheets and reflection notes Daily classroom walkthroughs/observations by principal Personal Graduation Plans 1.3 Participate in district initiative and implement systematic use of data through formative and summative assessment to drive instruction Systematic and frequent meetings to discuss student progress and response to instruction in preparation for ARD meetings Use campus protocol to efficiently assess student capacity and determine appropriate interventions 1.4 Develop professional learning community to investigate differentiated instruction techniques Use release time and common planning for systematic review of instructional focus by subject and six weeks 1.5 Support/reinforce implementation of ongoing district staff development Identify professional development to address needs of individual teachers 1.6 Increase communication with parents and other stakeholders Hold open house Publish campus newsletter Work with Academic Transition Coordinator to identify available resources for students returning to home campuses 1.7 Increase use of team building activities to sustain campus staff rapport Utilize UT system to recruit and hire HQ Inst Coach LSSP/Ed Diagnostician Inst coach ILT ILT ACT ILT Ongoing Biweekly Each 6 weeks Ongoing Ongoing October Each 6 weeks Ongoing Plan Aug Trn Aug Impl Coordinated state, and federal funds Coordinated state, and federal funds Coordinated state and federal funds Coordinated state and federal funds Coordinated state and federal funds Sign in sheets for training Formative assessments/feedback by leadership team Campus wide data talks on student performance ILT data talk with district leadership ARD Checklists Meeting agendas/sign-in sheets/reflections Six weeks overviews Weekly lesson plans Classroom walkthrough/observations Classroom walkthrough/observations Teacher goal setting Teacher evaluations Open house sign-in sheets Newsletter Faculty meeting agendas and sign-in sheets HR management systems Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 5

6 What Needs to Be Done: Describe What needs to be done for each promising strategy. When? Milestones of Progress: How do we track our certified personnel in timely fashion Ongoing Define and address issues of morale Examine possible systems for campus based recognition Staff surveys STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required) 1.5 Campus and District CSCOPE for new staff Support continued training on differentiated instruction Data driven planning for instructions (including formative assessment) Technology integration training Capturing Kids Hearts training for new staff Capturing Kids Hearts ongoing training Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 6

7 PLAN SOLUTIONS ACTION SEQUENCE in Steps! Subject: Math Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Student Achievement Improvement Target for Math - All Students: Student Achievement Targets for specific Math subgroups: Student Achievement Priority Areas: 2. SHOW ACADEMIC GROWTH IN MATHEMATICS Based on campus comprehensive needs assessment, math has been identified as a high-need, priority area. Needs: Increase rigor and develop mathematical thinking skills; Increase math pedagogy and use of differentiated instruction Increase use of data to inform instruction Address gaps in students foundational math skills 2.1 IMPLEMENT CSCOPE AS A VIABLE REPEATABLE CURRICULUM 2.2 IMPLEMENT DIFFERENTIATED INSTRUCTION N THE CLASSROOM 2.3 IMPLEMENT DATA-DRIVEN INSTRUCTIONAL PLANNING 2.4 IMPLEMENT SYSTEMATIC INTERVENTION PROGRAMMING What needs to be done? BY 2.1 Continue use of CSCOPE curriculum: Review lesson plans, use classroom observations, and review curriculum based assessments to document use of CSCOPE Support CSCOPE training for teachers Provide release time each 6 weeks and as necessary for teachers to plan with Instructional Coach 2.2 Implement differentiated instruction in the classroom to support diverse learners: Inst Coach When? Ongoing Lesson plans, walkthrough observations Sign in sheets, coach reflections Annual evaluations Ongoing Lesson plans, walkthrough observations Annual evaluations Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 7

8 What needs to be done? Increase use of technology to engage learners Connect academic learning to real life and other practical applications Use supplemental and manipulative materials to develop skills BY When? 2.3 Consistently use data to drive instruction: Support district training on using data and formative assessments Refine and implement protocol for initial, ongoing and authentic assessment of student performance to drive instruction Use data talks and other routine review processes to monitor student progress Use pertinent data to develop IEPS Develop Personal Graduation Plans/Grade Placement Plans as necessary Inst Coach LSSP/ Campus Coord.. Parents Each six weeks; Scheduled ARDS Protocol sheets; PGPS; Grade Placement Plans, IEPS Sign-in sheets 2.4 Implement systematic intervention programming to address foundational gaps in student learning: Managed class sizes through careful scheduling Increase use of instructional aide support in the classroom to increase assistance to students Use strategic math classes to extend instructional time Establish Saturday Math Camps to extend instructional time Research and implement feasible plans to incorporate homework to extend individual practice. Facility staff August Ongoing October October Class schedules Staff schedules Tutoring logs Homework protocol Lesson plans PLAN SOLUTIONS ACTION SEQUENCE in Steps! Subject: Science Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 8

9 Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Student Achievement Improvement Target for Science All Students: Student Achievement Targets for specific Science subgroups: Student Achievement Priority Areas: 3. SHOW ACADEMIC GROWTH IN SCIENCE Underlying Causes ( root cause ): Gaps in student learning due to mobility of population and variances in curriculum from state to state Needs: Increase rigor and develop scientific thinking skills; Increase use of differentiated instruction Increase use of data to inform instruction Address gaps in students foundational science skills Research-based Strategies: 3.1 IMPLEMENT CSCOPE AS A VIABLE REPEATABLE CURRICULUM 3.2 IMPLEMENT DIFFERENTIATED INSTRUCTION N THE CLASSROOM 3.3 IMPLEMENT DATA-DRIVEN INSTRUCTIONAL PLANNING 3.4 IMPLEMENT SYSTEMATIC INTERVENTION PROGRAMMING 3.1 Continue use of CSCOPE curriculum: Review lesson plans, use classroom observations, and review curriculum based assessments to document use of CSCOPE Support CSCOPE/SPARC training for teachers Provide release time each 6 weeks and as necessary for teachers to plan with Instructional Coach 3.2 Implement differentiated instruction in the classroom to support diverse learners: Increase use of technology to engage learners Connect academic learning to real life and other practical applications Use supplemental materials to develop skills Continue use of laboratory and other hands-on activities Increase library resources to support science topics Increase lab resources to support instruction Inst Coach District Curric. Specialist Curriculum and instructtional coach Ongoing Each six weeks Ongoing Lesson plans, walkthrough observations Sign in sheets, coach reflections Annual evaluations Lesson plans, walkthrough observations Annual evaluations Library catalogues Material invoices Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 9

10 3.1 Continue use of CSCOPE curriculum: Review lesson plans, use classroom observations, and review curriculum based assessments to document use of CSCOPE Support CSCOPE/SPARC training for teachers Provide release time each 6 weeks and as necessary for teachers to plan with Instructional Coach Inst Coach District Curric. Specialist Ongoing Each six weeks Lesson plans, walkthrough observations Sign in sheets, coach reflections Annual evaluations 3.3 Consistently use data to drive instruction: Support district training on using data and formative assessments Use data talks and other routine review processes to monitor student progress Implement use of DORA assessment Use pertinent data to develop IEPS Inst Coach LSSP/ Campus Coord.. Parents Each six weeks; Scheduled ARDS Protocol sheets; PGPS, IEPS Sign-in sheets 3.4 Implement systematic intervention programming to address foundational gaps in student learning: Managed class sizes through careful scheduling Increase use of instructional aide to provide support in the classroom to increase assistance to students Inst Aide Class schedules Staff schedules Lesson plans 3.1 CSCOPE/SPARC training 3.2 Differentiated instruction training 3.3 Data driven planning for instruction STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required) Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 10

11 PLAN SOLUTIONS ACTION SEQUENCE in Steps! Subject: Reading Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Student Achievement Improvement Target for Reading All Students: Student Achievement Improvement Target for specific subgroups: Student Achievement Priority Areas: 4 SHOW ACADEMIC GROWTH IN READING Underlying Causes ( root cause ): Gaps in student learning due to mobility of population and variances in curriculum from state to state Needs: Increase rigor and develop critical thinking skills; Increase reading pedagogy and use of differentiated instruction Increase use of data to inform instruction Address gaps in students foundational reading and fluency skills Research-based Strategies: 4.1 IMPLEMENT CSCOPE AS A VIABLE REPEATABLE CURRICULUM 4.2 IMPLEMENT DIFFERENTIATED INSTRUCTION N THE CLASSROOM 4.3 IMPLEMENT DATA-DRIVEN INSTRUCTIONAL PLANNING 4.4 IMPLEMENT SYSTEMATIC INTERVENTION PROGRAMMING What Needs to Be Done: Describe What needs to be done for each promising strategy. When? Milestones of Progress: How do we track our Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 11

12 4.1 Continue use of CSCOPE curriculum: Review lesson plans, use classroom observations, and review curriculum based assessments to document use of CSCOPE Support CSCOPE/SPARC training for teachers Provide release time each 6 weeks and as necessary for teachers to plan with Instructional Coach Support curriculum with needed supplies, materials and books 4.2 Implement differentiated instruction in the classroom to support diverse learners: Increase use of technology to engage learners Connect academic learning to real life and other practical applications Use supplemental materials to develop skills 4.3 Consistently use data to drive instruction: Support district training on using data and formative assessments Use data talks and other routine review processes to monitor student progress Implement use of DRA2 for K-8 and DORA 9-12 assessments Use pertinent data to develop IEPS 4.4 Implement systematic intervention programming to address foundational gaps in student learning: Managed class sizes through careful scheduling Increase use of instructional aide to provide support in the classroom to increase assistance to students Establish leveled reading groups Inst Coach Curric coach Inst Coach Inst Coach Inst Coach Inst Aides Lesson plans, walk-through observations Coach reflections Sign-in sheets Lesson plans, walk-through observations Coach reflections Protocol sheets; Lesson plans, walk-through observations Coach reflections Sign-in sheets Class schedules Staff schedules Lesson plans 4.1 CSCOPE Training for new staff 4.2 Differentiated instruction training 4.3 Technology training 4.4 Data driven planning for instruction STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required) Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 12

13 PLAN SOLUTIONS ACTION SEQUENCE in Steps! Subject: Writing Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Student Achievement Improvement Target for Writing All Students: Student Achievement Targets for specific Writing subgroups: Student Achievement Priority Areas: 5. SHOW ACADEMIC GROWTH IN WRITING Underlying Causes ( root cause ): Gaps in student learning due to mobility of population and variances in curriculum from state to state Needs: Increase rigor and develop composition skills Increase sriting pedagogy and use of differentiated instruction Increase use of data to inform instruction Address gaps in students foundational writing skills Research-based Strategies: 5.1IMPLEMENT CSCOPE AS A VIABLE REPEATABLE CURRICULUM 5.2 IMPLEMENT DIFFERENTIATED INSTRUCTION N THE CLASSROOM 5.3 IMPLEMENT DATA-DRIVEN INSTRUCTIONAL PLANNING 5.4 IMPLEMENT SYSTEMATIC INTERVENTION PROGRAMMING What Needs to Be Done: Describe What needs to be done for each promising strategy. 5.1 Continue use of CSCOPE curriculum: Review lesson plans, use classroom observations, and review curriculum based assessments to document use of CSCOPE Support CSCOPE/SPARC training for teachers Provide release time each 6 weeks and as necessary for teachers to plan with Instructional Coach Support curriculum with needed supplies, materials and books When? Milestones of Progress: How do we track our Lesson plans, walk-through observations Coach reflections Sign-in sheets 5.2 Implement differentiated instruction in the Lesson plans, walk-through observations Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 13

14 What Needs to Be Done: Describe What needs to be done for each promising strategy. classroom to support diverse learners: Increase use of technology to engage learners Connect academic learning to real life and other practical applications Use supplemental materials to develop skills When? Milestones of Progress: How do we track our Coach reflections 5.3 Consistently use data to drive instruction: Support district training on using data and formative assessments Use data talks and other routine review processes to monitor student progress Implement use of portfolios to demonstrate progress Use pertinent data to develop IEPS 5.4 Implement systematic intervention programming to address foundational gaps in student learning: Managed class sizes through careful scheduling Increase use of instructional aide to provide support in the classroom to increase assistance to students Lesson plans, walk-through observations Coach reflections Lesson plans, walk-through observations Coach reflections 5.1 CSCOPE Training for new staff 5.2 Differentiated instruction training 5.3 Technology training 4.4 Data driven planning for instruction STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required) Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 14

15 Plan Solutions ACTION SEQUENCE in Steps! Subject: Social Studies Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Student Achievement Improvement Target for Social Studies All Students: Student Achievement Targets for specific Social Studies subgroups: Student Achievement Priority Areas: 6. SHOW ACADEMIC GROWTH IN THE AREA OF SOCIAL STUDIES Underlying Causes ( root cause ): Gaps in student learning due to mobility of population and variances in curriculum from state to state Needs: Increase rigor and develop critical thinking skills; Increase reading pedagogy and use of differentiated instruction Increase use of data to inform instruction Address gaps in students foundational reading and fluency skills Research-based Strategies: 6.1 IMPLEMENT CSCOPE AS A VIABLE REPEATABLE CURRICULUM 6.2 IMPLEMENT DIFFERENTIATED INSTRUCTION N THE CLASSROOM 6.3 IMPLEMENT DATA-DRIVEN INSTRUCTIONAL PLANNING 6.4 IMPLEMENT SYSTEMATIC INTERVENTION PROGRAMMING What Needs to Be Done: Describe What needs to be done for each promising strategy. 6.1 Continue use of CSCOPE curriculum: Review lesson plans, use classroom observations, and review curriculum based assessments to document use of CSCOPE Support CSCOPE/SPARC training for teachers Provide release time each 6 weeks and as necessary for teachers to plan with Instructional Coach Support curriculum with needed supplies, materials When? Milestones of Progress: How do we track our Lesson plans, walk-through observations Coach reflections Sign-in sheets Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 15

16 What Needs to Be Done: Describe What needs to be done for each promising strategy. and books 6.2 Implement differentiated instruction in the classroom to support diverse learners: Increase use of technology to engage learners Connect academic learning to real life and other practical applications Use supplemental materials to develop skills 6.3 Consistently use data to drive instruction: Support district training on using data and formative assessments Use data talks and other routine review processes to monitor student progress Implement use of portfolios to demonstrate progress Use pertinent data to develop IEPS 6.4 Implement systematic intervention programming to address foundational gaps in student learning: Managed class sizes through careful scheduling Increase use of instructional aide to provide support in the classroom to increase assistance to students Establish leveled reading groups When? Milestones of Progress: How do we track our Lesson plans, walk-through observations Coach reflections Protocol sheets Lesson plans, walk-through observations Coach reflections Tutoring logs Class schedules Staff schedules STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required) Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 16

17 Plan Solutions ACTION SEQUENCE in Steps! Completion and Graduation rate Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Student Achievement Improvement Target for Completion and Graduation rate All Students: Student Achievement Targets for specific Completion and Graduation rate subgroups: Student Achievement Priority Areas: Underlying Causes ( root cause ): Research-based Strategies: What Needs to Be Done: Describe What needs to be done for each promising strategy. When? Milestones of Progress: How do we track our STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required) Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 17

18 ACTION SEQUENCE in Steps! Student Transition Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Student Achievement Improvement Target for Student Transition: Student Achievement Priority Areas: Underlying Causes ( root cause ): Research-based Strategies: What Needs to Be Done: Describe What needs to be done for each promising strategy. When? Milestones of Progress: How do we track our STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required) Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 18

19 Plan Solutions ACTION SEQUENCE in Steps! Subject: Parent Involvement Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Student Achievement Improvement Target for Parent Involvement: Student Achievement Priority Areas: Underlying Causes ( root cause ): Research-based Strategies: What Needs to Be Done: Describe What needs to be done for each promising strategy. When? Milestones of Progress: How do we track our STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required) Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 19

20 PLAN SOLUTIONS Subject: HQ, Recruitment and Retention ACTION SEQUENCE in Steps! Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Student Achievement Improvement Target for Teacher Recruitment and Retention: Student Achievement Priority Areas: Underlying Causes ( root cause ): Research-based Strategies: What Needs to Be Done: Describe What needs to be done for each promising strategy. When? Milestones of Progress: How do we track our STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required) Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 20

21 PLAN SOLUTIONS ACTION SEQUENCE in Steps! Subject: School Safety, Violence reduction and discipline management Step 1: Data Where are we now? Step 2: Design Where do we want to go next? Step 3: Delivery How are we going to get there? Step 4: Development of People What additional skills/training/ capacity building do we need? Step 5: Documentation How do we track our progress? Student Achievement Improvement Target for Teacher Recruitment and Retention: Student Achievement Priority Areas: Underlying Causes ( root cause ): Research-based Strategies: What Needs to Be Done: Describe What needs to be done for each promising strategy. When? Milestones of Progress: How do we track our STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required) Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 21

22 Composite School-Wide Professional Development and Collaboration Plan What you need to do: Compile the professional development priorities needed to successfully carry out the tasks, as outlined in Step 4 of your Action Sequence in Steps! (i.e. for Reading, Math, Science, etc.) Align the focus of your professional development to the needs identified in your plan. Set aside and calendar the sacred time reserved explicitly for staff collaboration and evidence-based reflection on teaching practices and student learning. Topic/Focus/Purpose What? /Why? Date/Time When? Participants For whom? Facilitator/Provider whom? Delivery Format How? Funding Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 22

23 ADDITIONAL FACTORS & CONDITIONS THAT IMPACT TEACHING-&-LEARNING Based on the student achievement Areas of Strength and Areas of Concern, assess the extent to which each of these factors and conditions currently impact the quality and effectiveness of teaching-&-learning. Then, outline the improvement opportunities or areas of focus for this school year. (Note: Most of these factors and conditions address NCLB or Region 20 expectations. Add other factors and conditions, as needed, to meet your needs). Current State of the Factor/Condition (What is working well? What needs improvement) Improvement Opportunities (What We Will Do This Year) Performance Fact, Inc. (2006) GETTING RESULTS! - Gen 3 Page 23