School Improvement Plan
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
· 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.