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.


·         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.


·         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.


·         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.