BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane …



“Creating a culture of deliberate excellence for every student, every school, every community.”Elementary School Progress Planfor Continuous Improvement of School Performance2014-2015Featherbed Lane Elementary School SchoolSubmitted byRenee Johnson _______________________ ______________________ Signature of Principal Signature of Assistant Superintendent _________ 10/10/14_____________ Date Step 1: Comprehensive Data ReviewConsider your school’s performance and instructional metrics from 2013-2014. Use the Comprehensive Data Review Worksheet for Priority Area Identification worksheet to assist your team.Performance and Instructional MetricsAcademic Climate MAP Data,ELA/Math Data,Observation/Evaluation Data(Domains 1-3)Attendance, SuspensionTeacher Perception, Student Perception Parent PerceptionStep 2: Identify Three Priority Areas For Your School. After carefully analyzing your school’s data, identify a reason for continuous improvement in each priority area noted in the chart below.Priority AreaJustificationReading/English Language Arts:47% of the first through fifth grade students are in the “danger” category as measured by MAP.Mathematics:48% of the first through fifth grade students are in the “danger” category as measured by MAP. Climate:There is a need to target students that are in “danger” based on attendance only. Step 3: Root Cause Analysis.For each priority area, perform a root cause analysis. Start by crafting a “why” question that asks why performance in each priority area has not reached expected levels. Drill down on potential contributing factors to discover the root cause. The root cause is the deepest underlying cause/causes of positive or negative symptoms that, if dissolved, would result in the elimination or a substantial reduction of the symptom. The goal of root cause analysis is to seek cause rather than assign blame.Priority Area 1—Reading/English Language Arts1st Why Question: Why are 47% of students in danger on MAP in Reading/English Language Arts?Contributing FactorsBecause schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events.Validity Test QDC(Question, Data, Control)(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedLack of rigor in core curriculum and instruction QuestionYesDataYesControlYesInconsistent monitoring of student achievement data QuestionYesDataYesControlYesTeacher capacity QuestionYesDataYesControlYesForemost FactorValidity Test QDC(Question, Data, Control)Lack of rigor in core curriculum and instructionQuestionYesDataYesControlYes 2nd Set of Whys? Why is there a lack of rigor in the instruction? Contributing FactorsBecause schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events.Validity Test QDC(Question, Data, Control)(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedHigh number of non-tenured teachersQuestionYesDataYesControlNoNeed to build teacher capacityQuestionYes DataYesControlYesRecent change in curriculum expectations QuestionYesDataYesControlNoForemost FactorValidity Test QDC(Question, Data, Control)Building Teacher Capacity QuestionYesDataYesControlYes3rd Set of Whys? Why is there a lack of teacher capacity?Contributing FactorsBecause schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events.Validity Test QDC(Question, Data, Control)(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedInconsistencies with daily reading instructionQuestionYesDataYesControlYesLack of familiarity with new curriculum and the Common Core State StandardsQuestionYesDataYesControlYesInconsistencies with expectations for student work QuestionYesDataYesControlYesForemost Factor and Root CauseValidity Test QDC(Question, Data, Control)Inconsistencies with daily reading instructionQuestionYesDataYes ControlYes Root Cause for Priority Area 1—Reading/English Language Arts:Inconsistences with daily reading instructionCore data associated with this priority area:MAP, DIBELS, Observational data, and BCPS Culminating Events Priority Area 2—Mathematics1st Why Question: Why are 48% of students in danger on MAP in in Mathematics? Contributing FactorsBecause schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events.Validity Test QDC(Question, Data, Control)(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedLack of rigor in core instruction QuestionYesDataYesControlYesInconsistent monitoring of student achievement data QuestionYesDataYesControlYesTeacher capacity QuestionYesDataYesControlYesForemost FactorValidity Test QDC(Question, Data, Control)Lack of rigor in core instruction QuestionYesDataYesControlYes2nd Set of Whys? Why is there a lack of rigor in the core instruction?Contributing FactorsBecause schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events.Validity Test QDC(Question, Data, Control)(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedNeed to use data to inform instructional decisionsQuestionYesDataYesControlYes High number of non-tenured teachersQuestionYes DataYesControlYesNeed to build teacher capacityQuestionYesDataYesControlYes Foremost FactorValidity Test QDC(Question, Data, Control)Need to build teacher capacityQuestionYesDataYesControlYes3rd Set of Whys? Why is there a lack of teacher capacity?Contributing FactorsBecause schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events.Validity Test QDC(Question, Data, Control)(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedInconsistencies with daily math instructionQuestionYesDataYes ControlYesLack of familiarity with new curriculum and the Common Core State StandardsQuestionYesDataYesControlYes Inconsistencies with expectations for student work QuestionYes DataYes ControlYes Foremost Factor and Root CauseValidity Test QDC(Question, Data, Control)Inconsistencies with daily math instructionQuestionYes DataYes ControlYes Root Cause for Priority Area 2 – Mathematics:Inconsistencies with daily math instructionCore data associated with this priority area:MAP, Observational data, and BCPS Assessment Resources and Tasks Priority Area 3—Climate1st Why Question: Why have 37% of our students not met the MSDE 94% attendance expectation?Contributing FactorsBecause schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events.Validity Test QDC(Question, Data, Control)(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedLack of parental transportationQuestionYesDataYesControlNoLack of parental understanding of the importance of attendanceQuestionYesDataYesControlYes Need to develop and implement cohesive attendance monitoring system QuestionYes DataYes ControlYes Foremost FactorValidity Test QDC(Question, Data, Control)Need to develop and implement a cohesive attendance monitoring systemQuestionYesDataYesControlYes2nd Set of Whys? Why is there a need to develop and implement a cohesive attendance monitoring system?Contributing FactorsBecause schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events.Validity Test QDC(Question, Data, Control)(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedCurrent attendance rates are not improvingQuestionYes DataYes ControlYes Failure to effectively monitor effectively intervene repeatedly absent students QuestionYesDataYesControlYes Lack of parental and student incentives QuestionYes DataYes ControlYes Foremost FactorValidity Test QDC(Question, Data, Control)Failure to effectively monitor effectively intervene repeatedly absent studentsQuestionYesDataYesControlYes3rd Set of Whys? Why have we failed to effectively monitor and intervene? Contributing FactorsBecause schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events.Validity Test QDC(Question, Data, Control)(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedInconsistencies with personnel QuestionYesDataYes ControlNoUpgrade the current monitoring systemQuestionYesDataYes ControlYesInconsistencies with resources QuestionYesDataYesControlYesForemost Factor and Root CauseValidity Test QDC(Question, Data, Control)Upgrade the current monitoring systemQuestionYesDataYesControlYes Root Cause for Priority Area 3—Climate:Need to develop and implement a cohesive attendance monitoring systemCore data associated with this priority area:STARS attendance reports MAP Data Step 4: Goal Setting, Key Action Selection, and Professional Learning Planning. Given the root cause determined for each priority area above, state one goal for each priority area for the 2014-2015 school year. Through an equity-based lens, for each priority area, identify key actions, persons responsible for leading and monitoring implementation, a timeline for implementation, measures of success, and barriers that should be removed in order to ensure success. Key actions and high-impact strategies will be monitored on a quarterly basis and will form the basis of learning walks and monitoring visits from the superintendent, chief academic officer, and/or the assistant superintendents of schools.In the process of goal setting, your school improvement team should consider the following logic model for think-alouds and discussion, as appropriate:“We believe that ‘X’ is our major challenge in priority area 1/2/3 with ‘A’ as its foremost root cause. We further believe that if we implement ‘Key Action Y’ for all students, over time root cause ‘A’ will be dissolved and we will reach an improved outcome for students.In addition, we recognize that we have students who are at additional risk and need intervention in above and beyond, and in addition to, the implementation of ‘Key Action Y.’We, therefore, intend to implement ‘Key Action Z’ for students whose needs are not sufficiently met by Key Action Y.”PRIORITY AREA 1—Reading/English Language Arts: Priority Area 1—Reading/English Language Arts Target:MAP Reading growth scores will increase from 44% in 2014 to 50% in 2015. Theory of Action(Key Actions/High-Impact Strategies to be implemented. Address by student subgroup. Title I schools must add Title I Components to each Key Action, as appropriate.)Owner(Person(s) Leading Implementation, Monitoring, and Evaluation)Timeline(Indicate specific dates whenever possible)Measures of Success(Formative and summative data, data analysis, and dialogue to monitor progress, determine results, and make adjustments.)Necessary Shifts to Implement the Key ActionsIdentify and Select Key Actions that address the needs of students, parents and teachers. Key actions must reflect the following:A clear focus on equity and cultural competencies High expectations for staff and studentsHigh impact actions, including timely and effective assistance, leading to progress of all student groups Alignment between targets and key actionsResearch-based instructional strategies Monitoring implementation and analyzing resultsData analysis for decision making Follow-up actions based on data analysis Parent/guardian and community engagement Communication of plans, processes, and results with stakeholders (Use specific dates whenever possible.)(Identify specific data sources, participants, and communication of monitoring results.)(Identify actions that are no longer priorities that can be altered or removed. Identify barriers to success that can be removed.)Key Action 1Ensure all students receive high quality, differentiated instruction with the new ELA curriculum.ILO3Title I ComponentsResearch-based instructional strategies OwnerPrincipal Assistant Principal STAT TeacherResource Teacher Reading Specialist TimelineBi-Weekly MeasuresELA Culminating EventsShift- Increasing consistency of ELA instructionKey Action 2Analyze student work to inform instruction ILO5Title I ComponentsMonitoring implementation and analyzing resultsOwnerPrincipal Assistant Principal STAT TeacherResource Teacher Reading SpecialistELA Teachers of RecordSpecial Educators TimelineMonthlyMeasuresIncreased scores on culminating events Shift- Teacher will increase their proficiency in analyzing student work and making instructional decisions Key Action 3Increase independent reading levels by addressing phonics, fluency and basic comprehension.ILO6Title I ComponentsParent/guardian and community engagement OwnerAll School Stakeholders TimelineDaily intervention during core instruction with opportunities for independent reading at school and at home. MeasuresDIBELS Shift- Increased opportunities intervention for underperforming students Quarterly Review Cycle (Use leading data to monitor key actions on at least a quarterly basis in order to make adjustments)Monitoring and Adjustments(Implementation status and data-based changes resulting from data analysis and dialogue. Identify specific data sources, plan adjustments, and communication strategies, as appropriate).Necessary Shifts to Implement the Key ActionsQuarter 1 ELA Culminating Events, DIBELSQuarter 2Quarter 3Quarter 4Professional Learning Plan for Priority Area 1—Reading/English Language ArtsCreate a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate. Outcome(s)(What is the desired result of the professional learning?)ILO(Which Outcomes?)Leadership(Who are the owners?)Learning Communities(Who’s receiving the professional learning? Differentiate groups of learners as appropriate and necessary.)Learning Designs(How will this be delivered?)Resources(What human, technological, fiscal, and time resources are needed?)Implementation(When will the professional learning be implemented? How will feedback be provided?)Instructional Leadership Team will facilitate-weekly grade level meetings.3Leadership Team Grade Level Teams and Special Educators Small group face to faceLeadership teamTime for planningBi-weeklyformal and informal observational feedbackImplement monthly data analysis meetings.5Leadership Team Grade Level Teams and Special Educators Small group face to faceLeadership team Time for planningBi-weeklyformal and informal observational feedbackTarget underperforming students reading below grade level. 6All stakeholdersPush in support during small group instruction as well as pull out for tier III interventions Small group instruction Support staff Tier III Researched interventions Leveled BooksMid Oct.-June informal observational feedbackPRIORITY AREA 2—Mathematics: Priority Area 2—Mathematics Target:MAP Math growth score will increase from 38% in 2014 to 50% in 2015. Theory of Action(Key Actions/High-Impact Strategies to be implemented. Address by student subgroup. Title I schools must add Title I Components to each Key Action, as appropriate.)Owner(Person(s) Leading Implementation, Monitoring, and Evaluation)Timeline(Indicate specific dates whenever possible)Measures of Success(Formative and summative data, data analysis, and dialogue to monitor progress, determine results, and make adjustments.)Necessary Shifts to Implement the Key ActionsIdentify and Select Key Actions that address the needs of students, parents and teachers. Key actions must reflect the following:A clear focus on equity and cultural competencies High expectations for staff and studentsHigh impact actions, including timely and effective assistance, leading to progress of all student groups Alignment between targets and key actionsResearch-based instructional strategies Monitoring implementation and analyzing resultsData analysis for decision making Follow-up actions based on data analysis Parent/guardian and community engagement Communication of plans, processes, and results with stakeholders (Use specific dates whenever possible.)(Identify specific data sources, participants, and communication of monitoring results.)(Identify actions that are no longer priorities that can be altered or removed. Identify barriers to success that can be removed.)Key Action 1Ensure all students receive high quality, differentiated instruction through consistent implementation of the BCPS math curriculum.ILO3Title I ComponentsResearch-based instructional strategies OwnerPrincipal Assistant Principal STAT TeacherResource Teacher Reading Specialist TimelineBi-Weekly MeasuresGrade Level Mtg. notesCalendar Shift- Increasing consistency of Math instructionKey Action 2Analyze Student Work to inform instruction & provide meaningful feedback to students.ILO5Title I ComponentsMonitoring implementation and analyzing resultsData analysis for decision making OwnerPrincipal Assistant Principal STAT TeacherResource Teacher Reading SpecialistTimelineMonthlyMeasuresStudent performance on BCPS Math Assessment TasksShift/RemoveTeachers will increase their proficiency in analyzing student work and making instructional decisions Key Action 3Provide extended day opportunities to address math skill gapsILO5Title I ComponentsHigh impact actions, including timely and effective assistance, leading to progress of all student groupsCommunication of plans, processes, and results with stakeholders OwnerTeachers, studentsTimelineNovember- December& January- February MeasuresStudent performance on BCPS Math Assessment TasksMAPFASTT MathPre & Post DataShift/RemoveTargeted students will demonstrate greater proficiency with number sense and math concepts. Quarterly Review Cycle (Use leading data to monitor key actions on at least a quarterly basis in order to make adjustments)Monitoring and Adjustments(Implementation status and data-based changes resulting from data analysis and dialogue. Identify specific data sources, plan adjustments, and communication strategies, as appropriate).Necessary Shifts to Implement the Key ActionsQuarter 1 BCPS Math Assessment Tasks, FASST Math Pre& Post DataQuarter 2Quarter 3Quarter 4Professional Learning Plan for Priority Area 2—MathematicsCreate a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate. Outcome(s)(What is the desired result of the professional learning?)ILO(Which Outcomes?)Leadership(Who are the owners?)Learning Communities(Who’s receiving the professional learning? Differentiate groups of learners as appropriate and necessary.)Learning Designs(How will this be delivered?)Resources(What human, technological, fiscal, and time resources are needed?)Implementation(When will the professional learning be implemented? How will feedback be provided?)Effective planning that results in implementation of the core curriculum3Leadership TeamGrade level and special education teachersFace to face and digitally during grade level meetingsLeadership teamTime for planningProfessional learning will take place weekly using informal and formal observation feedback to monitor the effectiveness of the core implementationImplementation of monthly data analysis meetings5Leadership TeamGrade Level and special education teachersMonthly during face to face grade level meetingsLeadership team Time for planningUse data to inform instructionTarget underachieving students 6All stakeholdersPush in support during small group instruction Small group instruction Support staff Math manipulatives for re-teaching and concrete representation of abstract conceptsFASTT Math, Dreambox LearningMid Oct.-June informal observational feedbackPRIORITY AREA 3—Climate: Priority Area 3—Climate Target:The percentage of students not meeting the MSDE attendance standard of 94% will decrease from 37% in 2014 to 30% in 2015.Theory of Action(Key Actions/High-Impact Strategies to be implemented. Address by student subgroup. Title I schools must add Title I Components to each Key Action, as appropriate.)Owner(Person(s) Leading Implementation, Monitoring, and Evaluation)Timeline(Indicate specific dates whenever possible)Measures of Success(Formative and summative data, data analysis, and dialogue to monitor progress, determine results, and make adjustments.)Necessary Shifts to Implement the Key ActionsIdentify and Select Key Actions that address the needs of students, parents and teachers. Key actions must reflect the following:A clear focus on equity and cultural competencies High expectations for staff and studentsHigh impact actions, including timely and effective assistance, leading to progress of all student groups Alignment between targets and key actionsResearch-based instructional strategies Monitoring implementation and analyzing resultsData analysis for decision making Follow-up actions based on data analysis Parent/guardian and community engagement Communication of plans, processes, and results with stakeholders (Use specific dates whenever possible.)(Identify specific data sources, participants, and communication of monitoring results.)(Identify actions that are no longer priorities that can be altered or removed. Identify barriers to success that can be removed.)Key Action 1Identify students with chronic absenteeism to develop an action plan for improvementILO1,8Title I ComponentsHigh expectations for staff and studentsCommunication of plans, processes, and results with stakeholders OwnerGuidance, Social Worker, Nurse, PPW and Administrative TeamTimelineMonthly from October through JuneMeasuresSTARS, PPW reports, MAPShift/RemoveParents and students will understand the importance of attending school.Key Action 2Continue to communicate to parents the importance of attendance and its impact on student achievement and high school graduation.ILO8Title I ComponentsCommunication of plans, processes, and results with stakeholders OwnerGuidance, Social Worker, Nurse, PPW and Administrative TeamTimelineAt least monthly, all year longMeasuresSTARS, PPW reports, MAPShift/RemoveParents will understand the importance of children attending school.Key Action 3Recognize and celebrate students that meet the attendance requirements. ILO2, 8Title I ComponentCommunication of plans, processes, and results with stakeholdersA clear focus on equity and cultural competencies OwnerGuidance, Social Worker, Nurse, PPW and Administrative TeamTimelineQuarterly All year longMeasuresSTARS, PPW reports, MAPShift/RemoveStudents will understand the importance of attending school. Quarterly Review Cycle (Use leading data to monitor key actions on at least a quarterly basis in order to make adjustments)Monitoring and Adjustments(Implementation status and data-based changes resulting from data analysis and dialogue. Identify specific data sources, plan adjustments, and communication strategies, as appropriate).Necessary Shifts to Implement the Key ActionsQuarter 1 STARS, PPW reports, MAPQuarter 2Quarter 3Quarter 4Professional Learning Plan for Priority Area 3—ClimateCreate a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate. Outcome(s)(What is the desired result of the professional learning?)ILO(Which Outcomes?)Leadership(Who are the owners?)Learning Communities(Who’s receiving the professional learning? Differentiate groups of learners as appropriate and necessary.)Learning Designs(How will this be delivered?)Resources(What human, technological, fiscal, and time resources are needed?)Implementation(When will the professional learning be implemented? How will feedback be provided?)Targeted students will demonstrate understanding of the impact of attendance in learning. 2School Counselor PPWSocial Worker Small groups of students in the targeted groupsSmall group instruction with the School Counselor, Social Worker and PPWHuman resources, lunch bunch and tangible incentives October- JuneMonthly meetingsQuarterly Celebrations Targeted parents will demonstrate understanding of the impact of attendance in learning. 2School Counselor PPWSocial WorkerSchool AdministratorsParent Service Coordinator Targeted parent groups RPC with targeted parentsParent Training meetingsHuman resourcesIncentivesOctober- JuneMonthly meetingsQuarterly CelebrationsStaff will understand how they can make a positive impact on student attendance. School Counselor PPWSocial WorkerSchool AdministratorsAll staff Faculty Meetings Human resourcesIncentivesOctober- JuneMonthly meetingsQuarterly CelebrationsTitle I Requirements (As Applicable)For Title I Schools OnlyTitle IComponents(See component numbers below.)Key Actions to Implement Strategies(Address by student group.)Person(s) Leading Implementation, Monitoring, and EvaluationTimeline (Indicate specific dates whenever possible)Measures and Monitoring(Formative and summative data, data analysis, and dialogue to monitor progress, determine results, and make adjustments.) Status and Modifications(Implementation status and data-based changes resulting from data analysis and dialogue.)The green-shaded actions below apply to all Title I schools and should appear in school-progress plans as they are written.3Dissemination of Right to Know Letter informing parents of their right to request information about teacher credentials)PrincipalSeptemberCurrent Staffing ReportOctober 2, 2014 3Dissemination of Four Week Notice Letter informing parents of instruction provided by non-HQ teacher for 4 consecutive weeks or longer, as appropriate PrincipalOngoingCurrent Staffing Report5Implement strategies to attract high-quality highly qualified teachers to high need schools PrincipalOngoingOngoing conferencing with HR Staff 7Plan for assisting preschool children in the transition to elementary school programs (Gradual Entrance) Principal/Leadership TeamFallEnrollment completionSchool Improvement Team MembershipNameTitleSignature of StakeholderPrincipalAssistant PrincipalAssistant PrincipalS.T.A.T. TeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherParentParent ................
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