Street School Improvement Plan
Indicator C117: All staff interactions in all meetings (staff, problem solving, committees, planning, conferences, etc.) and in the instructional setting reflect a "Culture of Candor" and a climate of trust, respect and collaboration that is focused on norms and adult social and emotional competencies.
· PLCs in the building will develop norms. Those norms will be reviewed at the start of each meeting and reflection on norms will occur at the end of PLC meetings.
· Develop survey to measure staff satisfaction with PLCs as well as a continuum to assess level of implementation.
· Examine and research articles to share related to norms and staff buy-in regarding norms.
· Administer the PLC continuum during the Fall of 2014 for yearly baseline data.
· Based on the results of the PLC continuum, grade level PLCs will identify a goal area to target for improvement.
· Learning Support Coach will work directly with PLCs on target areas for growth.
· Administer the PLC continuum again to measure progress on goals.
· Teams will determine goals based on March 2015 PLC continuum results.
Indicator CL7: The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning.
· Create T-Chart of classroom compared to office managed behavior.
· Create and implement a system of teaching school-wide behavior expectations with boosters throughout the year for all students with re-teaching for students as needed when behavior infractions occur.
· Create a template for student goal setting.
· Provide staff development in utilizing and displaying data for the purpose of setting and monitoring classroom learning goals.
· Implement data binders with students as consistent effort to increase student ownership of learning.
· Report behavior trends and CheckIn/CheckOut data to staff on an ongoing basis.
· Provide professional development in culturally relevant teaching practices.
· Elicit feedback regarding professional development to guide future opportunities.
Indicator IID08: Instructional Teams review student learning data (academic, physical, social, emotional, behavioral) to assess and make decisions about curriculum and instructional strategies.
· Identify data sources for teachers, prioritize staff development needs and create staff development timeline.
· Work with grade level PLC leaders to provide support, problem-solve and facilitate when needed.
· Provide training and support to staff for the use of data-based decision making.
· Teams complete self-assessment using the PLC continuum.
Indicator IIIA07: All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.
· Survey staff on knowledge/needs of differentiation.
· Train staff on differentiation and formative assessment.
· Develop a STEP 2 survey that clarifies definitions from the first survey.
· Analyze results from staff surveys and create a timeline for staff development.
· Develop exemplars for formative assessment tasks to gain more consistency among staff.
· Design inter-rater reliability training for staff related to formative assessment tasks.
· Provide professional development on common definition of differentiation and what it looks like in the classroom.
· Identify structures for general education and special education staff to coordinate instructional planning, including paraprofessionals.
· Provide opportunities for peer observations with a focus on differentiation.
· Develop an organizational structure to store differentiated plans that can be accessed by all team members.
· Grade levels will select an area to work with a coach to differentiate.
Indicator TL2: All teachers establish in their lesson plans and explicitly define to students’ high and realistic academic, physical, social, emotional, and behavioral expectations for their learning so that they know what is needed for them to achieve at proficient levels.
· Build on last year’s professional development on learning targets by offering webinars and discussion.
· Monitor use of learning targets during classroom observations.
· Share examples of student goal setting and progress monitoring with whole staff.
· Use coaching process to work with individual teachers on incorporating targets in classroom.
· Training for staff on how to use Lucy Calkins rubric and how to use inter-rater reliability.
· 2014-15, teams will choose one content area to create high expectations for students by guiding them to set grade level goals with action plans related to goals and each student’s needs.
· Refresh or continue professional development with learning targets.
· Each grade level needs to identify their area of focus for writing using the Lucy Calkins rubric.