Naperville North High School
School Continuous Improvement Plan
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.
an application that would allow evaluators to compile data on domain component
evaluation score trends across the building.
evaluators on how to use data gathering form referenced in above task.
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.
possible within the evaluation instrument, analyze domain and/or component
rating trends at the end of each year to guide ongoing professional development needs.
will be trained on current Danielson model.
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
and Instructional Coordinators will communicate the purposes of evaluative and
non-evaluative opportunities to staff and will schedule peer-to-peer
will be provided opportunities for peer-to-peer observational pairings based on
strengths and areas for development, core teams, or other characteristics based
end of 2014-15 cycle, School Improvement Team will review observations data to
guide professional development planning for the 2015-16 school year.
key elements of evaluation documents, expectations, and data with all staff
IID08: Instructional Teams review
student learning data (academic, physical, social, emotional, behavioral) to
assess and make decisions about curriculum and instructional strategies.
common protocol and expectations for the functioning of Instructional Teams.
an evidence-based decision making process to be utilized by all Instructional Teams.
Teams course standards will be aligned with Common Core, National, and/or SEL
a group of teachers to model and share their experiences utilizing
evidence-based decision making.
access to and training for staff on Mastery Manager and Pinnacle Insight.
will be developed to measure student progress on CCSS, National, and/or SEL
effective/efficient instructional strategies are identified, professional
development opportunities will be offered to promote the use of these
strategies across disciplines.
and Instructional Teams will review assessment data to improve curriculums,
instructional strategies, or assessments.
Teams meet twice monthly for 45 minutes each to plan and review data; an agenda
will be made and minutes kept.
training and support for the use of the data-based decision making process.
will be carefully organized in a central data warehouse for ease of access and
efficiency of Instructional Team review.
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.
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
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.
will conduct Equity Walks with a checklist to analyze culturally responsive
practices at the school.
of Equity Walks will be shared with staff and guide additional staff
development or building initiatives.
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
- 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
- Assess use of staff resources to
better support student safety and learning needs, e.g. hall monitors, study hall teachers, SRO, campus