Indicator ID10: The school’s Leadership Team will regularly look at school performance data and aggregated classroom observation data and use that data to make decisions about school improvement and professional development needs.
· Institute professional development to assist staff in understanding all types of data, especially in Math and/or Literacy.
· Design a professional development plan to assist staff in understanding all types of data.
· Embed data and data conversations in all coaching and expand to include pertinent support staff.
· Problem-solving team will develop templates to promote the use of data-based decision-making and provide support.
· Research best practice, including what other schools are doing with the use of data to inform instruction.
· Support and educate teachers through coaching and professional development in using data throughout the referral/problem solving process.
· Continue to consult other schools to learn what they are doing with use of data to inform instruction and align with best practice and the school’s needs.
· Continue to gather feedback from all stakeholders to determine effectiveness of changes related to the tasks and continually refine the processes (e.g. PLC meetings, Rising Star, etc.)
Indicator IIIA07: All teachers will differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.
· The Learning Support Coach will work with every grade level team to support math instruction for all learners. Learning Conversations will begin with student data to determine student needs and appropriate methods for delivering instruction.
· Teachers will communicate with colleagues to research how they are differentiating in the area of math.
· Develop an understanding of best practice in differentiated instruction on reading and discussing current research.
· Collect and review evidence of differentiation in the area of math.
· Through the PLC process all grade level teams will differentiate in Math and/or Literacy instruction for all learners. Learning conversations will begin with student data to determine student needs and appropriate methods for delivering instruction.
· Specialists will work with teams seeking support in differentiation in Math and/or Literacy.
· Consider Master Schedule to determine Literacy blocks that can include support from additional personnel.
· PLC and Problem Solving Team members will review agendas and notes, collect and review evidence of differentiation in Math and Literacy by looking at student data, then considering additional next steps for individual students.
· Continue to embed opportunities for teachers to discuss strategies and resources for differentiation through professional conversations and professional development events.
· Consult with colleagues within the district to identify tools and methods for differentiation for all learners.
Indicator IVA03: The school’s Compact will outline the responsibilities/expectations of teachers, primary caregivers, and students.
· Research compacts that have been created in other school districts to create questions that are written in a way to access input from students, staff, and primary caregivers.
· Design tools to gather feedback from staff, primary caregivers, and students.
· Synthesize feedback and create compact.
· Finalize compact and prepare for printing and translation.
· Distribute in August 2014 and gather signatures from all stakeholders.
· Evaluate the effectiveness of the compact by creating a survey for all stakeholders and reviewing all appropriate available data.
· Consult with colleagues within the district to identify tools and methods for differentiation for all learners (culturally responsive practices, special needs).
· Utilize the compact as a tool to facilitate communication and to guide actions of all stakeholders.
· Communicate an understanding of the compact to ALL staff members.
· Incorporate language and ideas into professional development and committee meetings.
· Research how other schools utilize a compact in order to align to Steeple Run’s needs.
· Teachers will review compact with students.