2014/2015 ACADEMIC IMPROVEMENT PLAN TEMPLATE. 1) List report card areas where your school received D or F grades.

Transcription

1 School Date Completed 2014/2015 ACADEMIC IMPROVEMENT PLAN TEMPLATE 1) List report card areas where your school received D or F grades. 2) What are your target Goals, Strategies and current achievement Levels, and Interim Targets for each failing grade? Use SMART Goals to address Report Card Areas (see page 2) corrections determined? 7) Will random observations (CWT) confirm what is stated above? See examples on pages 2-3 for ERCO Academic Improvement Plan. See examples on pages 4-5 for ERCO New School Academic Plan. 1

2 School Sample Academy (For schools with Report Card Grades) Date September 6, 2014 Completed by Names of Team Members 2014/2015 ERCO ACADEMIC IMPROVEMENT PLAN EXAMPLE TEMPLATE 1) List report card areas where your school received D or F grades. (F) Indicators (D) 4 Year Graduation Rate (D) Overall Value Added (F) Value Added SWD (D) Lower 20% 2) What are your target Goals, Strategies and current achievement Levels, and Interim Targets for each failing grade? Use SMART Goals to address Report Card Areas Goal (INDICATORS, OVERALL VALUE ADDED, SWD AND LOWEST 20%) By June 2015, increase number of indicators met from 1 to 5. Strategies a) Improve instruction in middle school indicators in math (6-8), science (8) and in reading (5); b) Align interim assessments to gap areas and common core content c) Provide differentiated instruction and target intervention for lowest 20% and SWD. Current Levels- Math 6 64%, Math 7-71%, Math 8 69%, Science 8 70%, Reading 5 74%, Overall VA (-1.5), SWD- (-1.3) Low 20- (-2.2) Interim Targets For each indicator increased the percent proficient students on interim assessments to: Oct % proficient Jan % proficient Apr % proficient Aug % proficient SWD increase in % proficient each assessment Low 20% - increase in % proficient each assessment 2

3 This year we are providing targeted intervention to identified students in Reading 5-6, and Science 8-9. We examined our middle school math program for curriculum and instructional alignment. As a result, we moved several teachers and added a stronger pre-algebra focus. Classroom Walk Through data indicates that instruction is aligned to the standard, Schedules indicated that students are receiving targeted intervention; Student work samples and teacher lesson plans are aligned in 90% of the classes. Quarterly assessment data indicated no significant change in middle school math results second quarter, but shows growth in science and reading. corrections determined? TBT meets every two weeks to review CWT and student assessment data. Correction for middle school math lessons include: daily problem of the day and use of CCCS exemplary lessons. Math coaching for new teachers is provided by HS math lead teacher in pre-algebra concepts. 7) Will random Observations (CWT) confirm what is stated above? CWT will show attention to SWD and lowest 20%. All lessons will be standards-based and teachers will use student data to modify instruction. Impact of coaching may not be obvious, because coach is only able to coteach once a week. 3

4 School NEW Academy (For schools without Report Card Grades) Date September 6, 2014 Completed by Names of Team Members 2014/2015 ERCO NEW SCHOOL ACADEMIC PLAN EXAMPLE TEMPLATE 1) For each report card COMPONENT, what are your Goals, Strategies and current achievement Levels, and Interim Targets? Use SMART Goals to address Report Card Areas ACHIEVEMENT, GAP CLOSING, PROGRESS Goal (INDICATORS, PERFORMANCE INDEX, OVERALL VALUE ADDED and SUBGROUPS) By October 2015, collect baseline data in all assessed areas. By June 2015, increase achievement in assessed areas to receive C grades or higher on the local report card, Aug GRADUATION RATE Goal (4 YEAR AND 5 YEAR GRADUATION RATE) - By June 2015, graduate at least 85% of the cohort. Strategies a) Provide high quality instruction and CCCS based curriculum in all grades and content areas; b) Implement interim assessments and an instructional management system to track progress and address achievement gaps c) Provide differentiated instruction and target intervention for lowest 20% and SWD. Current Levels- [Supply your baseline data from prior year OAA/OAT and/or first quarter interim assessment results.] Interim Targets For each indicator increased the percent of proficient students on interim assessments to: Oct % proficient Jan % proficient Apr % proficient Aug % proficient interim and OAA/OAT SWD increase in % proficient for each assessment Low 20% - increase in % proficient for each assessment 4

5 We know that many of our students are coming from home environments that lack resources. We provide extended hours to assist with homework, re-teaching and enrichment. We have also adopted a data management and assessment system to better create aligned assessments and to track student progress. Parent surveys and prior year data were used. Classroom Walk Through data indicates that instruction is aligned to the standard, Schedules indicated that students are receiving targeted interventions; Student work samples and teacher lesson plans are aligned in 90% of the classes. Quarterly assessment data indicated no significant change in from baseline to first second quarter data for 4-8. However student work samples at the lower grades and DIBELS results show on track growth in k-3 reading. corrections determined? TBT meets every two weeks to review CWT and student assessment data. Correction for middle school math lessons include: daily problem of the day and use of CCCS exemplary lessons. Math coaching for a new teacher is provided by HS math lead teacher in pre-algebra concepts. 7) Will random Observations (CWT) confirm what is stated above? CWT will show differentiated attention to SWD and lowest 20%. All lessons will be standards-based and teachers will use student data to modify instruction. Impact of coaching may not be obvious, because coach is only able to co-teach once a week. 5