Jeff Davis District Improvement Plan 2014-16



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|School Leader & Teacher Learning Targets AdvancED Standard: Governance and Leadership |

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|Data collection: Compass Information System (SLTs) |

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|Strategy: Align school goals to identified school needs; align assessments to standards; set ambitious, attainable SLTs |

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|Objective: 100% of School Leader/Teacher SLTs will be aligned to student achievement |

|Action |Person(s) Responsible |Resources |

| |School Administration, Teachers, Credeur | |

|Review 2013-14 SLTs to determine consistency in implementation. | | |

| |Compton, Guillory |Title I/II |

|Schools review student performance data to determine needs (June 2014) |School Administration | |

| |Curriculum Supervisors |GF |

|Discuss new state SLT template with teachers during summer PD (July 2014) | | |

| |Curriculum Supervisors | |

|Review assessments used to determine SLTs making sure they are aligned to standards. (September 2 PD) | | |

| |School Administration | |

|Share student performance data with teachers to inform SLTs at school level (August 2014) | | |

| |School Administration- school teams | |

|Complete School Improvement Plans (August 2014) | | |

| |Credeur | |

|Set timelines for SLTs – due in CIS (September 30, 2014), Mid- year progress check (January 2015), Final evaluation (May 2015) | | |

|Assessment/Curriculum AdvancED Standard: Teaching and Assessing for Learning |

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|Data collection: Principal/Supervisor Walk-through/RTI evaluation checklist |

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|Strategy: Utilize recognized instructional techniques to intellectually engage students in rigorous tasks and collaborative learning |

|Objective 1: Literacy/Numeracy strategies will be observed at least 50% of the time as evidenced by Principal/Supervisor Walk-through |

|Action |Person(s) Responsible |Resources |

|Lessons will incorporate instructional shifts in literacy/numeracy: |Teachers, School Administration, Supervisors |GF, Title I |

|Students read and understand complex text in nonfiction selections. | | |

| |Teachers, School Administration, Supervisors |GF, Title I |

|Students answer text dependent questions verbally and through writing selections. | | |

| |Teachers, School Administration, Supervisors |GF, Title I |

|Students write argumentative essays and support opinions with research by constructing viable arguments and critiquing the reasoning of | | |

|others. | | |

| |Teachers, School Administration, Supervisors |GF, Title I |

|Students will learn common vocabulary (words that are used throughout the subject area and their lives.) | | |

| |Teachers, School Administration, Supervisors |GF, Title I |

|Students will pursue conceptual understanding, procedural skill and fluency, applying these skills to real life situations. | | |

| |Teachers, School Administration, Supervisors |GF, Title I |

|Students make sense of problems and persevere in solving them. | | |

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| Objective 2: Implementation of effective remedial and challenging learning activities will be measured at the “routine level” or higher on the |

|district RTI evaluation checklist. |

|Action |Person(s) Responsible |Resources |

|Students are provided multiple opportunities to master standards. |Teachers, School Administration |GF, Title I, REAP |

| Schools provide targeted remedial content that allows faster on grade level practice. |Teachers, School Administration |GF, Title I, REAP |

|District site support for school level RTI process/practices |Guillory, Bech |Title I/II |

A. Assessment/Curriculum AdvancED Standard: Teaching and Assessing for Learning

Data collection: Principal/Supervisor Walk-through; Study Island mastery percent

Strategy: Utilize recognized instructional techniques to intellectually engage students in rigorous tasks and collaborative learning

| Objective 3: Student mastery of standards will be indicated by a final proficient Benchmark level in Study Island of 70% or higher |

|Action |Person(s) Responsible |Resources |

|Transition from EAGLE Common Assessments to district Study Island Benchmark Assessments. Each grade will take Benchmarks three times during |Curriculum Supervisors |REAP |

|the year. | |Title I/II |

|Checkpoint 1 ELA/Math grades K-12 - August 11-22; | |IDEA |

|Science/Social Studies grades 3-12- August 18-29; | | |

|Checkpoint 2- January 13-17 | | |

|Checkpoint 3- April 20- May 15 | | |

| Objective 4: Appropriate use of tools/technology will be observed at least 50% of the time as evidenced by Principal/Supervisor Walk-through |

|Action |Person(s) Responsible |Resources |

|Students will use appropriate classroom tools strategically and attend to precision during use. |Teachers, School Administration, Supervisors |GF, Title I |

|Students use technology collaboratively in the classroom to conduct research, solve problems and create original work. |Teachers, School Administration, Supervisors |GF, Title I |

|Install VDI labs in all schools to support student work. |Teachers, School Administration |EEF |

|School and Teacher Collaboration AdvancED Standard: Purpose and Direction |

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|Data collection: PLC evaluation checklist |

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|Strategy: Support administrators, teachers, and paraprofessionals through effective professional development at the school/district level to increase learning for all students. |

|Objective 1: Implementation of professional development for administrators, teachers and paraprofessionals will be measured at the “routine level” or higher on the district PLC evaluation checklist. |

|Action |Person(s) Responsible |Resources |

|Teachers in all grades/subjects have access to guaranteed and viable curriculum with scope/sequence, curriculum timeline and appropriate |School Administration | |

|teaching resources. |Curriculum Supervisors | |

|Content leadership teams will develop and disseminate curriculum resources (timelines, unit plans, instructional tasks, etc. ) |Teachers |GF |

| |Curriculum Supervisors |Title I/II |

|Plan time for content teachers to meet (July district PD day), September 2 (state PD day), October 2 (afternoon), February 18 (afternoon) |School Administration |GF |

| |Curriculum Supervisors |Title I/II |

|Monthly District PLC reorganized to include a more active role by Curriculum Supervisors in planning and presentation. School principals |Curriculum Supervisors | |

|will attend District PLC along with Teacher Leaders, alternating Math/ELA topics. RTI coaches and counselors may also attend District PLC | | |

|meetings. | | |

|Principals will meet the third Tuesday of each month for updates and discussion. |LeJeune, Credeur | |

|Assistant principals will meet the third Thursday of each month for principal meeting review, District PLC review and discussion. |Credeur | |

|Access Network 3 Principal Support resources as needed |LeJeune, Credeur | |

|Transition focus of Title II funds from Classroom Size Reduction teachers to provide funds for school level professional development |Guillory, Bech |Title II |

|Provide paraprofessionals in-service opportunities |School Administration | |

|Outline Teacher Leader roles in district to include leading professional development, member of school leadership team and PLC leaders. Time|Curriculum Supervisors |GF |

|will be provided one day per month for Teacher Leaders to plan/collaborate/team/mentor. | | |

|District site support for school level PLC processes |Guillory, Bech |Title I/II |

|Observation and Feedback AdvancED Standard: Using Results for Continuous Improvement |

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|Data collection: Compass Observation data |

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|Strategy: To maintain a respectful, collaborative culture for learning by all stakeholders |

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|Objective 1: Student engagement/collaboration will be indicated by a 95% or higher rating of Proficient Effective on all district teacher Compass observations. |

|Action |Person(s) Responsible |Resources |

|Students respect each other and their property. |Teachers | |

|Students are involved in their own learning by the use of self- assessment, accepting challenge and learning to work collaboratively |Teachers | |

|Students interact with one another during genuine discussion. |Teachers | |

|Classrooms have a mix of different types of student grouping for learning. |Teachers | |

|Teachers use multiple formative assessment techniques to identify student gaps and provide feedback to fill gaps. |Teachers | |

|Review observation data to develop individualized plans to support struggling teachers. |School Administration | |

|Provide new teachers information during Induction Program and assign mentors during the school year. |Compton | |

|Establish a calendar for observations and final evaluations |Credeur | |

|Provide opportunities for School Board members to evaluate and plan |LeJeune | |

|Pathways to College and Career AdvancED Standard: Purpose and Direction |

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|Data collection: CLASS observations/TS Gold checkpoints; expenditures for SCA/CDF funds |

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|Strategy: To establish structure for students as they prepare for the dual diploma pathway opportunities |

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|Objective 1: 100% of the district PreK teachers will be observed using CLASS; 90% of SCA and CDF funds will be expended for Advanced Placement, Dual Enrollment and Jump Start courses |

|Action |Person(s) Responsible |Resources |

| |Bard | |

|Create an Early Childhood Network | | |

| |Bard | |

|Organize CLASS observations for 2014-15 | | |

|Teachers implement TS Gold online assessment for student observation. |Bard | |

| |Miller | |

|Review pupil progression plan to fit transition parameters | | |

| |Sherrill |Supplemental Course |

|Outline plan for Advanced Placement and dual enrollment courses | |Allocation funds (SCA),|

| | |GF |

| |Compton, Bech |College Development |

|Outline plan for Jump Start | |Fund (CDF), GF |

| |Compton, Counselors | |

|Outline plan for parent, student discussions about diploma pathways and their implications | | |

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