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    Naperville North High School
    School Continuous Improvement Plan

    Indicator IF08: Professional development for the whole faculty includes assessment of strengths and areas in need of improvement from classroom observations of indicators of effective teaching.


    Tasks
    :

    • Investigate an application that would allow evaluators to compile data on domain component evaluation score trends across the building.
    • Train evaluators on how to use data gathering form referenced in above task.
    • At the end of the 13-14 evaluation cycle, the School Improvement Team will identify 5-10 key skill sets in Danielson model and will gather observational trends on current practices related to these skill sets.
    • If possible within the evaluation instrument, analyze domain and/or component rating trends at the end of each year to guide ongoing professional development needs.
    • Evaluators will be trained on current Danielson model.
    • Administrators and Instructional Coordinators will distribute Handbook of Standards for Professional Practice with evaluation rubrics for all staff.  Staff will also participate in workshops focused on evaluation, per 203 Evaluation Committee, including focus on critical attributes.
    • Administrators and Instructional Coordinators will communicate the purposes of evaluative and non-evaluative opportunities to staff and will schedule peer-to-peer observations.
    • Teachers will be provided opportunities for peer-to-peer observational pairings based on strengths and areas for development, core teams, or other characteristics based on need.
    • At end of 2014-15 cycle, School Improvement Team will review observations data to guide professional development planning for the 2015-16 school year.
    • Review key elements of evaluation documents, expectations, and data with all staff annually.


    Indicator IID08: Instructional Teams review student learning data (academic, physical, social, emotional, behavioral) to assess and make decisions about curriculum and instructional strategies.


    Tasks:

    • Establish common protocol and expectations for the functioning of Instructional Teams.
    • Develop an evidence-based decision making process to be utilized by all Instructional Teams.
    • Instructional Teams course standards will be aligned with Common Core, National, and/or SEL standards.
    • Organize a group of teachers to model and share their experiences utilizing evidence-based decision making.
    • Provide access to and training for staff on Mastery Manager and Pinnacle Insight.
    • Assessments will be developed to measure student progress on CCSS, National, and/or SEL standards.
    • As effective/efficient instructional strategies are identified, professional development opportunities will be offered to promote the use of these strategies across disciplines.
    • Departments and Instructional Teams will review assessment data to improve curriculums, instructional strategies, or assessments.
    • Instructional Teams meet twice monthly for 45 minutes each to plan and review data; an agenda will be made and minutes kept.
    • Provide training and support for the use of the data-based decision making process.
    • Data will be carefully organized in a central data warehouse for ease of access and efficiency of Instructional Team review.
    • Teachers in Instructional Teams will use data to determine which instructional strategies are most efficient/effective to reach learning targets.


    Indicator CL7:
    The environment of the school will be safe, welcoming, and conducive to learning.

    Tasks:

    • Review High School and incoming 8th grade discipline data, articulation notes, and exit survey results to identify needs.  These results will be used for Task 5 to identify Social Emotional Learning (SEL) needs for the school.  Repeat this process annually or more frequently needed.
    • Continue to review, revise, and evaluate goals and purposes for academic supports, including program norms and expectations of teachers, entrance and exit criteria for student participation, and standards for measurement of student growth, with annual review.
    • Administration will conduct Equity Walks with a checklist to analyze culturally responsive practices at the school.
    • Results of Equity Walks will be shared with staff and guide additional staff development or building initiatives.
    • Create SEL umbrella to understand, organize, and coordinate SEL efforts and emphasis areas in various student intervention groups.
    • Groups responsible for helping students transition into and through high school will review and revise processes to gather relevant student information and to guide experiences.
    • Implement plan to improve access, including but not limited to transportation, for student to participate in academic supports and/or athletics and/or student activities.
    • Involve parent organizations to evaluate current practices for greater family participation.
    • Reconsider/prioritize the way planning and scheduling is created by ICs to ensure more consistency or flexibility with teacher assignments.
    • Involve students in course selection process, including four-year process that explores interests, electives, post-secondary planning and short/long term goal setting.
    • Provide professional development that supports growth-oriented learning, such as differentiation to meet learner needs, use of alternative assignment/assessment strategies, etc.
    • Address accessibility and classroom features such as room numbering, room naming, signage and call buttons to ensure safety and ease of use.
    • Assess use of staff resources to better support student safety and learning needs, e.g. hall  monitors, study hall teachers, SRO, campus supervisors, etc. 


    ISBE “Rising Star” Program School Improvement Plan Goals

    NNHS Closing the Gaps Committee Report and Strategic Plan

    Graphic Illustration of School Improvement Plans at NNHS