Peck Full Service Community School Improvement Plan Principal: Justin Cotton Jr.

Transcription

1 Peck Full Service Community School Improvement Plan Principal: Justin Cotton Jr. Theory of Action for Peck school In the spirit of the Theory of Action for the Holyoke Public Schools district, Peck school believes that if the school focuses on improving classroom practice in instructing all students, including ELLs, SWDs, and other subgroups, by providing significant time for teachers to learn from and be developed by highly talented leaders then classroom practices will improve, and the entire school, as well as all subgroups will reduce the gap to 100% proficiency in half by 2017 Critical components of this theory of action: 1. Classroom Practice: commits to a laser like focus on improving classroom practice, with the recognition that effective teacher practice is the single most critical ingredient to raising student achievement. 2. ELLs, SWDs and other subgroups: recognize that instruction in Peck cannot be considered truly effective unless it is designed and delivered to raise the achievement of ELLs, SWDs and other low-performing subgroups. 3. Time: Peck will set aside significant time for teacher learning (i.e. collaboration, PLCs, team meetings, faculty meetings, PD, coach, observation/feedback), with the recognition that practice does not change without sustained practice. 4. Talent: Peck recognizes the critical importance of having highly talented and effective teams of individuals to lead and support teacher learning and development.

2 Leadership Capacity Faculty will use data in order to accelerate student performance in every subgroup and meet PPI on the MCAS. Faculty will engage students in student to student, and student to staff discourse. Faculty will explicitly teach vocabulary in conjunction with engaging students in discourse. Faculty will use data in order to increase time on learning. Outcomes 80% of general education students will increase 1 or more grade levels when writing in response to literature in all content areas. 80% of ELL s will increase 1 or more levels on the WIDA access. Reduction in suspensions by 25%. 80% of ELL s at each grade level will produce a writing sample that demonstrates growth of at least one level as determined by WIDA can do descriptors by January. 80% of ELL s at each grade level will produce a writing sample that demonstrates growth of at least two levels as determined by WIDA can do descriptors by June. 80% of SWD s at each grade level will produce a writing sample that demonstrates 1 or more grade levels when writing in response to literature in all content areas. Principal, AP's, ILS s Leader Actions Facilitation of grade level team meetings Setting school wide targets Setting grade level targets Coaching staff through the protocols for analyzing data and goal setting Preparing staff for shared learning walks (know what we are looking for) Debrief with staff after shared learning walks Sharing data related to shared learning walks of each grade level team during grade level team time Facilitation of lesson study Demystifying the connection between daily work and the educator evaluator standards Principal will make spend at least 2 hours each day visiting classrooms and/or leading team meetings, Assistant Principals will spend at least ½ hour each day visiting classrooms and/or leading team meetings. All teachers creating SWIRLing environments with targeted focus on text and conversation (student engagement, accelerated student performance) All teachers making sure students SOAR in the hallway All teachers making sure that students are STARs in the classroom All teachers have a way to gauge if students met the objective and use this information to plan subsequent lessons Teacher Outputs Teachers will use strategies such as cold calling and random calling in order to engage all students in discourse. Teachers will pre-teach vocabulary and incorporate the new vocabulary through student discourse in the classroom. Teachers will make sure that students SOAR in the hallway, are STARS in the classroom and have opportunities to SWIRL (with targeted focus on text and conversation) in every classroom.

3 Teachers will have a way to gauge if students met the objective and use this information to plan subsequent lessons. Teachers will have an exit ticket or another way to formatively assess students progress towards standards and use this data to plan subsequent lessons. Student Outputs Students will read, write, speak, interact and listen in all facets of all classes. Students will show increases in engagement in class by SWIRLing and being STARs in the classroom and participating in discourse which in turn will result in higher performance on exit tickets, writing in response to literature, quizzes, Chapter tests, Unit assessments, MAP and MCAS. Students will meet faculty expectations of behavior and in turn reduce external suspensions by 20% Students will score 70% or greater on standards addressed on chapter assessments and district unit assessments. ELL students will increase at least 1 level on the WIDA ACCESS. Monthly district attendance and data report Staff, student and parent surveys. Teacher surveys (at the end of every faculty meeting). Walkthrough and Observation data Shared Learning walk data Focus on ELL s 95% of ELLs will increase their performance on the WIDA ACCESS by at least one overall level. Principal, APs, ELL specialists Actions Facilitation of grade level team meetings Setting school wide and grade level targets for ELLs and building staff capacity around data analysis. Embed strategies within building based PD, that encourage high levels of student discourse that incorporates new vocabulary through explicit instruction Ritualizing a learning cycle using shared learning walks as a vehicle for improvement in teacher practice. Participation in Lesson Study Demystifying the connection between daily work and the educator evaluator standards with a focus on ELLs Identification of teachers with demonstrated success raising ELL achievement, and incorporate these leaders into the ILT. Creation of daily intervention block at each grade level which will be strategically used to address ELL needs. Reorganization of ELL teachers into a case load model, with ELL teacher responsible for each grade level. Establish grade level team time embedded in the school day in order to identify ELL's at each grade level set targets for each ELL, make sure each team member owns these targets and is clear about how they will help each student reach their goal(best practices).

4 Teacher Outputs All teachers and paras will incorporate rituals and routines that allow students the opportunity to SWIRL, in response to text and oral statements, while using cold calling, think, pair, share and turn and talk. Teachers will ensure that all students are STARs in the classroom Teachers will identify ELL students for tier 2 and tier 3 interventions both in the class and during scheduled intensive intervention blocks. Teachers will explicitly teach vocabulary and embed opportunities for students to engage in discourse in response to oral and written prompts. Teachers will communicate targets to students. Student Outputs Students will show increases in engagement in class by SWIRLing and being STARs in the classroom and participating in discourse which in turn will result in higher performance on exit tickets, writing in response to literature, quizzes, Chapter tests, Unit assessments, MAP and MCAS. Students will use new vocabulary and incorporate the new vocabulary into classroom discourse. Outcomes ELL's improve writing, speaking, listening and reading by 1 level based on WIDA can do descriptors (by January), 2 levels by the end of the school year. Student s levels 2 5 score 70% or greater on standards addressed in class. Classroom walkthrough feedback and data (specifically focused on observations of students speaking, writing, listening and reading). ACCESS MAP F and P benchmark Writing samples Classroom samples Focus on SWD s Students with disabilities will meet PPI goals set at each grade level. Principal, AP s, grade level team leaders, special education teachers, SETL. Actions Administrators and SETL facilitate grade level team meeting focused on SWD s Facilitation of grade level team meetings Coaching staff through the protocols for analyzing data and set school wide and grade level targets for SWDs Ritualize a cycle of inquiry around shared learning walks. Co-planning model lesson plans with each teacher (during the grade level team time) with a focus on SWDs Demystifying the connection between daily work and the educator evaluator standards 8 observations/walkthroughs per week focused on classrooms including SWD s focused on

5 All teachers creating SWIRLing environments with targeted focus students responding orally and in writing to text and oral prompts All teachers making sure students SOAR in the hallway and are STARs in the classroom All teachers have a way to gauge if students met the objective and use this information to plan subsequent lessons Development of accommodations binder in the "think tank" to communicate each student s accommodations and ways these accommodations are being delivered in each classroom. Schedule consistent schedule (master schedule) in which inclusion teachers pull out students for focused work aligned with classroom instruction. Teacher Outputs Students will show increases in engagement in class by SWIRLing and being STARs in the classroom and participating in discourse which in turn will result in higher performance on exit tickets, writing in response to literature, quizzes, Chapter tests, Unit assessments, MAP and MCAS. Teachers will establish, practice and support each other to provide students accommodations and monitor students progress and communicate with SPED specialists. SPED teacher schedule posted in the teacher lounge. SPED specialists will modify lesson plans/unit plans to meet the diverse needs of students on their case load. Lesson plans clearly identify SWD s in each class that a teacher teaches, ways that the lesson will be scaffolded for SWD s (if those students have accommodations in those subjects) Teachers will ensure that students receive all accommodations noted on IEP and communicate with SPED teachers and SETL when progress is being made and not being made in order to ensure that the IEP is a document that provides a road map for students. Teachers will communicate targets to students. Student Outputs Students will show increases in engagement in class by SWIRLing and being STARs in the classroom and participating in discourse which in turn will result in higher performance on exit tickets, writing in response to literature, quizzes, Chapter tests, Unit assessments, MAP and MCAS. Students will use new vocabulary and incorporate the new vocabulary into classroom discourse. Student Outcomes SWD s will meet at least 20% of their goals in each quarter in Middle school. SWD s will meet 27.6% of their goals in each trimester in elementary school. If a student does not meet their goal in a quarter the difference between the goals will be added to the next quarter s goal. Classroom walkthrough/observation feedback and data (specifically focused on observations of students speaking, writing, listening and reading.) SWD's will meet at least 20% of their yearly goals each quarter in Middle School and 27.6% of their goals in each trimester in elementary school. SWD's will be able to identify what their accommodations are and how they receive these accommodations in each classroom. SWD s will meet PPI at each grade level on the MCAS SWD s will score at least 70% on each standard on classroom assessments [if the subject or task is not significantly identified as a disability on the students IEP] Formative assessments

6 STEM and Literacy Meet PPI target of 50 in ELA, Math and Science for all subgroups on the MCAS. Teachers will provide all students the opportunity to Speak, Write, Interact, Read and Listen in each class every day with appropriate challenging complexity. Principal, AP's, ILS s. Actions PD around using data driven instruction, text based questions and student discourse/writing. Share best practices that lead to student engagement and accelerated student performance. Administrators and team leaders, facilitate grade level team meeting focused on SWD s and ELLs Coaching staff through the protocols for analyzing data and set school wide and grade level targets with a targeted focus on SWDs and ELLs Participation in lesson study at least 4 times per year. Create classrooms rich with all forms of discourse. All teachers have a way to gauge if students met the objective and use this information to plan subsequent lessons Develop intervention block for tier 2, tier 3 and enrichment. Students will have access to smaller teacher/tutor to student ratio in these blocks. Align curriculum with standards, model best practices, and ID areas of PD for staff. Teacher Outputs Lesson plans clearly identify SWD s and ELLs in each classroom and planned modification/scaffolding that will help the students engage in appropriately Teachers will ensure that students receive all accommodations noted on IEP and communicate with SPED teachers and SETL when progress is being made and not being made in order to ensure that the IEP is a document that provides a road map for students. Teachers will identify students for intervention blocks and recommend students for assignment. Teachers will plan interventions targeted to accelerate student learning, based on various forms of assessment. Teachers will analyze assessment data to identify gaps in student learning, using student writing samples and classroom assessments, making sure to separate knowledge and language gaps. Teachers will plan lessons that engage all students in discourse (SWIRL) using strategies that include cold calling, think pair share, turn and talk Teachers will communicate targets to students. Teachers will present student opportunities to respond to text based questions. Student Outputs Students will show increases in engagement in class by SWIRLing (speaking, writing, interacting, reading and listening) and being STARs (sitting up, tracking the speaker, asking and answer questions, and showing respect) in the classroom and participating in discourse. Students will SWIRL in response to academic content. Student Outcomes Student writing samples will increase and average of 1.5 points on open response prompts (during interim assessments).

7 Students will score a percentage on district assessments that correlate to their target MCAS scores. Students will meet their target PPI goal on the MCAS. WIDA Access MCAS (goal of 50 PPI points) Writing samples Teacher tests District Assessments Formative assessments Subject 4th 5th 6th 7 th 8th Total ELA Math Climate and Culture (PBIS and Related) Increase time on learning for all students. Increase student engagement in all classrooms. Increase student and faculty morale. Principal, AP's, Director of Pupil services, guidance/adjustment counselors, Family Access and engagement coordinator, Full Service Community School Project manager, members of UPR workgroup and behavior management work group members. Actions Establish a positive behavior reward system (in coordination with PBIS) and implement the system with fidelity. Uniform expectations in common areas and non negotiable classroom expectations (3 to 5 per grade level). Revision of administrative consequence ladders. Protocol for common area and transitions. Establishment of Student Support Teams at each grade level meeting once per week at each grade level. Change entry routines for students. Restructuring set up of main office. Restructuring assignment of custodians. Training and maintaining of Peck school SWIRLing, being STARs and SOARing.

8 Outputs Teachers will offer students rewards for meeting behavioral expectations and "catching them doing the right thing". Teachers will walk students to all classrooms. Outcomes 100% of classrooms will be using form 1's to document student behavior/action taken by teachers 100% of classrooms will be quietly escorted by the teacher during transitions. 100% of classrooms will be escorted by teachers during transitions 50% decrease in external suspensions per data cycle. 2% increase in attendance per data cycle. Peck Pride data Discipline data Attendance data Student Support team data teacher detention assigned/attended data office detention assigned/attended data