School Improvement Plan

  • Meadow Glens

    Indicator ID10: The school’s Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.

    Tasks:

    • Organize and maintain student data in an accessible document.
    • Design and implement professional learning about formative assessments.
    • Data is shared across decision making groups, with scheduled meetings to identify needs.
    • Create schedules to provide time for decision making groups to plan, monitor, and articulate
    • Determine problem of practice based on student data and observation in order to conduce Learning Walks.
    • Building Leadership Team (BLT) uses Universal data to identify trends and communicate information to staff.
    • Problem Solving Team (PST) uses teacher provided data through the Problem Solving Referral Form to identify student needs and possible intervention strategies.
    • Child Service Team (CST) uses qualitative and quantitative data to plan for and respond to the needs of specific students with IEPs.
    • Professional Learning Communities (PLC) and Grade Level Teams use summative and formative data to plan for differentiated instruction.
    • Co-teaching partnerships use formative and summative data to plan for differentiated instruction.
    • Strengthen the capacity of teacher teams through Professional Learning Communities to lead effective meetings focused on student learning data and student work.

    Indicator IIC01: Units of instruction include specific learning activities aligned to objectives.

    Tasks:

    • Read and discuss the book, Learning Targets.
    • Explore online resource to understand examples, skills, common misconceptions, and instructional strategies around standards.
    • Participate in Learning Walks to build upon best practice, especially around learning targets and differentiation.
    • Utilize the Collaborative Inquiry Framework to plan grade level instruction that is culturally responsive.
    • Use exemplars in the classroom to provide and receive feedback regarding implementing learning targets.
    • Develop strategies to support students as they monitor their own progress through the learning targets.
    • Explore sources to understand prerequisite skills, common misconceptions, instructional strategies and what it looks like when students meet standards.
    • Use CCSS, district provided maps, and the Four Question Guide to plan for instruction.

    Indicator IIIA07: All teachers will differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.

    Tasks:

    • Effectively utilize instructional assistants to differentiate and maximize student learning for all.
    • Utilize progressions (CCSS, WIDA Can Do Descriptors, Writing Pathways) and rubrics to analyze assessments and student work in order to differentiate process, product, and content.
    • Utilize the district curriculum maps and the Planning Tool (Four Questions) in concert with new resources to plan and differentiate for all students.
    • Explore various structures and new resources related to word study and vocabulary acquisitions in order to differentiate for student learning.
    • Continue professional learning around Culturally Responsive Instruction (What is CRP? Why should we examine CRP? and What does CRP instruction look like?).
    • Among staff, develop a common understanding of the 4 non-negotiable principles of differentiation (respectful tasks, flexible grouping, on-going assessment, and high-quality curriculum).
    • Survey staff regarding needs for professional development/knowledge of workshop model. Based on survey results, design and provide professional development.