2014-2015 Action Plan Development Timeline



169545180975Action Plan Development GuideA step-by-step guide for developing an action plan to drive instruction within the school00Action Plan Development GuideA step-by-step guide for developing an action plan to drive instruction within the school5693410180975 2014-201500 2014-2015Table of ContentsIntroduction3-4Overview of Action Planning Process5Action Plan Elements6Action Plan Development Timeline7-8Process to be used with Goal Development9Goal I: Core Instruction10-11Description10Guiding Questions10Key Stakeholders10Data Sources10-11Appendices12-33Appendix A: Agenda 112-14Appendix B: Agenda 215-16Appendix C: Agenda 317-18Appendix D: Agenda 419Appendix E: Sample Completed Action Plan20-23Appendix F: Protocols24-25Appendix G: SIP Completion for Goals 2, 3 & 426-30Appendix H: 8-Step Planning and Problem-Solving Process Chart31IntroductionThe Action Plan Development Guide (APDG) is a tool to be utilized by schools in creating a meaningful and effective action plan through strategic problem solving and collaboration amongst all key stakeholders. The APDG provides schools with structures and step-by-step processes that may be used in to the development of a customized action plan. The key priority in strategic planning is the process. Processes should be followed for the development, implementation, monitoring, evaluation, and revisions (as needed) to the Action Plan. The APDG provides step-by-step processes which will lead schools from the pre-planning stage to the completion of the plan. These processes involve identifying problems and establishing a goal, analyzing data to determine the root causes of undesirable outcomes, identifying barriers and resources in addressing the goal, developing strategies that address, reduce, or eliminate a targeted barrier and developing specific action steps. Each school’s Action Plan will be developed initially at the opening of schools; however, through the use of structured, data-driven, and problem solving processes, revisions to the strategies and/or action steps will be made throughout the course of the school year. The school will prioritize the strategies and action steps and monitor for progress in alignment with the Interim assessment windows, when current, meaningful data becomes available.The Action Plan is a living document that will drive instruction and professional learning at each school site. Schools may build upon the comprehensive knowledge base gained through the Synergy Summer Institute as a catalyst for developing their Action Plan. The planning team, however, should be a representation of all stakeholders who will be impacted by its decisions. This increases ownership and accountability of all stakeholders and encourages equitable contributions. The development of the Action Plan will enable schools to meet District and State requirements for the 2014-15 School Improvement Plan (SIP) Part I, Needs Assessment and Part III, the 8-Step Planning and Problem Solving Process.The intent of this document is to help schools move away from the old way of thinking to a strategic problem solving focus that leads to continuous improvement. The following represents the major shifts in the 2014-15 SIP and how it relates to the Action Plan.Action Plan2014/2015 SIP Collaborative development with district support………………………………………………………..Developed through school planning team and EESACReflection at regular intervals ……………………Mid-year reflectionAction Plan focuses on Core Instruction……………………………………………………SIP focuses on school-wide continuous improvement1 Goal (Core Instruction) ……………………………4 Goals (Core Instruction, EWS,STEM/CTE, Parental Involvement)4-8 Strategies……………………………………….…….10-15 strategiesAction steps developed for a specific implementation period...……………………….…..Action steps developed for the school year1312545-177800Overview of Action Planning Process020000Overview of Action Planning Process-550545127000GETTING STARTEDCollect all required materials and notify all stakeholders.Action Plan Development Guide (APDG)Student data reports2013-2014 End of Year WorksheetAll staff and EESAC members that will be participating in the action planning process00GETTING STARTEDCollect all required materials and notify all stakeholders.Action Plan Development Guide (APDG)Student data reports2013-2014 End of Year WorksheetAll staff and EESAC members that will be participating in the action planning process463867575565STEP 3: Resources and Barriers(Step 2 of 8-Step Planning and Problem Solving)See Agenda 2, Identifying Barriers and Resources (APDG p. 00STEP 3: Resources and Barriers(Step 2 of 8-Step Planning and Problem Solving)See Agenda 2, Identifying Barriers and Resources (APDG p. 242887575565STEP 2: Goal Development(Step 1 of 8-Step Planning and Problem Solving)See Agenda 1, Setting the Goal, Part A & B (APDG, p. 00STEP 2: Goal Development(Step 1 of 8-Step Planning and Problem Solving)See Agenda 1, Setting the Goal, Part A & B (APDG, p. -4667251270STEP 6: Action Plan Development(Steps 5-8 of 8-Step Planning and Problem Solving)See Agenda 4 & Action Planning Worksheet (APDG p. 00STEP 6: Action Plan Development(Steps 5-8 of 8-Step Planning and Problem Solving)See Agenda 4 & Action Planning Worksheet (APDG p. 1438275163195STEP 5: Strategy Development(Step 4 of 8-Step Planning and Problem Solving)See Agenda 3, Strategy Development (APDG p. 00STEP 5: Strategy Development(Step 4 of 8-Step Planning and Problem Solving)See Agenda 3, Strategy Development (APDG p. 4019550163195STEP 4: Prioritizing Barriers and Resources(Step 3 of 8-Step Planning and Problem Solving)See Agenda 2, Identifying Barriers and Resources (APDG, p. 00STEP 4: Prioritizing Barriers and Resources(Step 3 of 8-Step Planning and Problem Solving)See Agenda 2, Identifying Barriers and Resources (APDG, p. -465455121285NEXT STEPSInput all of the information into the online Action Plan templateGoal 1 must be completed by September 26, 2014Review action plan with EESAC committee before posting on the website below.Using Appendix H, complete Goals 2,3,and 4 for the SIP and enter on 00NEXT STEPSInput all of the information into the online Action Plan templateGoal 1 must be completed by September 26, 2014Review action plan with EESAC committee before posting on the website below.Using Appendix H, complete Goals 2,3,and 4 for the SIP and enter on 469265055880You have successfully completed your Action Plan and Part III of the SIP.Please be prepared to review/update after the first Interim Assessment period.00You have successfully completed your Action Plan and Part III of the SIP.Please be prepared to review/update after the first Interim Assessment period.Action Plan ElementsIn the table below, you will find a list of the elements to be included in your school’s action plan: The required strategies and action steps for the Core Instruction goal, and the implementation timelines. GOALSSTRATEGIESACTION STEPSIMPLEMENTATION PERIODThe Core Instruction Goal will be one overarching goal encompassing all content areas, including Literacy, Writing, Mathematics, Science, and Social Science.Goal 1: Core Instruction: Our goal is to increase student achievement by improving core instruction in all content areas.Schools will be required to have a minimum of one strategy for each area listed below:ElementaryELA Reading (integration of Social Science)ELA WritingMathematicsScienceMiddle/K-8ELA ReadingELA WritingMathematics (Core inclusive of EOCs)Science (Core inclusive of EOCs)Social Science (Core inclusive of EOCs)High ELA ReadingELA WritingMathematics (Core inclusive of EOCs)Science (Core inclusive of EOCs)Social Science (Core inclusive of EOCs)Action Steps specify the Who, What and When in order to fully implement the strategy.Develop, prioritize, and align action steps with each strategy.It is important that action steps for writing be included across all content areas.Action steps that infuse technology should be included throughout.Action steps should be differentiated according to the course type and level.Action Steps will be implemented during the designated timeframes. During the reflection/realignment period, schools will revisit action steps to adjust and modify as needed.Implementation09/18/2014 -11/26/201412/1/2014 - 02/27/201503/02/2015 - 06/05/2015Reflection/Realignment11/17/2014 - 11/26/20142/17/15 - 02/27/2015ACTION PLAN/SIP DEVELOPMENT TIMELINE2014-2015DATEACTIVITYLEADERPARTICIPANTSSEPTEMBER 2- 8, 2014Principal/AP Training: Action Plan/SIP Development ProcessOSIRegion Principals, APsSEPTEMBER 9- 26, 2014Action Plan/SIP DevelopmentDeployed Support Tier 3, Released, Tier 2 schools will have Instructional Reviews to support the development of the Action Plan.Tier 1 schools will have a full day of assistance from a CSS to support the development of the Action Plan.Tier 3 ETOReleased – DATier 2 –DASTier 1 -DASPlanning TeamSEPTEMBER 29- OCTOBER 3, 2014Regional Action Plan PresentationsTier 2 and 1 School will participate in Regional Action Plan Presentations. Released and Tier 3 will participate in the Superintendent’s DATACOM (TBA). RegionPrincipal, TeamOCTOBER 6- 9, 2014Action Plan/ SIP Technical SupportPaul Bell Middle SchoolAdditional support provided to all schools from 8:00am -4:30pm. Focus of support will be on completing the online SIP. OSIAll SchoolsOCTOBER 9, 2014EESAC meeting An EESAC meeting must be held on or before October 9, 2014 to review and approve the 2014-2015 SIP and minutes must be postedEESAC ChairAll SchoolsOCTOBER 10, 2014 SIP posted to SchoolsOCTOBER 27- NOVEMBER 14, 2014Fall Interim Assessment (FIA)All SchoolsNOVEMBER 17- 26, 2014Action Plan RevisionPlanning TeamEESAC and StakeholdersDECEMBER 1- 12, 2014(tentative)Regional DATACOMRegion, OSIPrincipal, TeamDA = Division of AcademicsDAS = Division of Academics and SupportETO = Educational Transformation OfficeProcess to be used with the Core Instruction GoalI. Goal Development: Goals should support targets and should cross content areas. The entire instructional staff should contribute in the brainstorming process in developing. [Agenda 1 – Goal Development, Appendix A]II. Identification of Resources and Barriers: This work should take place in content area groups. Barriers are root causes of the current outcome that may inhibit achieving the goal.Resources are anything that can be used reduce or eliminate the barrier in order to achieve the goal. They may include tangibles such as personnel, professional skills, budgets, and supplies, or intangibles such as attitudes and cultural climates.[Agenda 2 - Resources and Barriers, Appendix B]III. Strategy Development: Strategies are actions taken to reduce or eliminate a priority barrier. They are evidence–based practices.[Agenda 3 – Strategy Development, Appendix C]IV. Action Steps Development: Action steps specifies What will be done, specifically (including as much detail as possible); Who will implement it (who is responsible); When and for how long will this step be implemented (schedule, dates; remember this is a one-year plan); and how you will monitor task completion (what evidence will you collect).*Indicate for each Action Step opportunity for integration of technology[Agenda 4 - Action Steps Development, Appendix D; Action Step Development Worksheet, Appendix E]An example of a final product (Action Plan) is available for review [Appendix F].Goal 1: Core InstructionTo be completed by September 26, 2014 using the online Action Plan Template.Description: The Core instructional Goal is a strategic goal that covers several content areas. It is an action goal that leads to continuous improvement. Goals should support targets and should cross content areas.Goals are measurable but may not be numeric.Goals are rigorous but attainable within the timeframe allotted Guiding QuestionsWhat can be done to increase the effectiveness of core instruction?How can the available resources be utilized and instructional time maximized, to increase student achievement?How are teachers supported in the delivery of effective instruction?Key Stakeholders:Leadership TeamContent area teachersEESAC membersSynergy Participants (if applicable)Data Sources (links provided)Literacy: Year-at-a-glance FAIR [when available] (S(y0dbutfkeuwbtosd2d22pbaf))/Signin.aspx?ReturnUrl=%2fPMRNWeb%2fPMRN%2f&AspxAutoDetectCookieSupport=1 Student Data: : Year-at-a-glance 2014 EOC Algebra and Geometry resultsStudent Data: : Year-at-a-glance Student Data: Science: 2014 EOC result- Year-at-a-glance Data: AAgenda 1: To be used during Goal DevelopmentAgenda 1: Setting the Goal, Part AAudience: All StakeholdersFacilitators: Planning TeamResources: Brainstorming Protocols (Chalk-Talk), Action Plan development Guide (APDG)Materials: Chart paper, Post-it Notes, MarkersGuiding Questions:What is the vision for improving the quality of instruction in all content areas during the 2014-15 school year?What can be done to increase learning and achievement for all students?What do teachers need to improve student mastery of the Florida Standards? See additional Guiding questions listed for each goal*Goals, barriers and/or strategies must specifically address any subgroup not meeting its AMO targets for the 2013-14 school year. The special needs of subgroups not addressed in the AMO report (e.g., migrant, homeless, neglected and delinquent) must also be considered during this process.What?So What?Now What?Opening MovesDevelop Norms/Shared AgreementsReview of Agenda & Framing of SessionDescribing your Current Reality:What organizational shifts must occur at your school site in order to effectively implement the Florida Standards? Conduct a Chalk-Talk: Have participants brainstorm and write each response on a sticky note. Have them add the sticky notes to the poster.Identify commonalities and create themes.Group the sticky notes according to themeDebrief – discussion or shoulder chatDid you see suggested shifts you did not think of? Do you see some shifts that you would be willing to work on? The norms or shared agreements decided on at the beginning of the year will remain in effect until the group changes or adds to them.Capture responses to be used in planning team meetingAgenda 1: Setting the Goal, Part BWhat?So WhatNow WhatAudience: Planning TeamFacilitators: Planning Team LeaderResources: Brainstorming Protocols, APDG, Student DataMaterials: Results of stakeholder brainstorming session – poster with sticky notesGuiding Questions:Which shifts will increase the learning and achievement for all students in our school?What are the possible challenges and fears in implementing these organizational changes at our school? Which shifts are within our realm of influence? Opening Moves: Review the responses from the Faculty brainstorming session using the guiding questions.Draw a line down the center of the chart and move the post it notes to the right or left depending on how much influence the school exerts over the change being suggested. Proximal and Distal Which shifts are most under your direct influence?Lead a discussion of what a strategic goal is and what it should do Strategic Goal:? Goals should support targets and should cross content areas.? Goals are measurable but may not be numeric.? Goals are rigorous but attainable within the timeframe allottedConduct meaningful data disaggregation to identify areas of need.Using only proximal shifts identify the goal which will result in the largest increase in achievement school-wide. Write the goal and be sure it meets the requirements of a strategic goal so that, if the school meets the goal, the targets will be reached and student achievement will increase. Share the goal with all stakeholdersAPPENDIX BAgenda 2: To be used during identification and prioritization of Resources and BarriersAgenda 2: Identifying Barriers and ResourcesSo WhatNow WhatAudience: Planning Team, with input from stakeholdersFacilitators: Planning Team LeaderResources: Brainstorming Protocols, APDGMaterials: goal written on chart paper Guiding Questions:What resources do we currently have to help us reach the identified goal?How can we repurpose resources that we have to help us reach the goal? What barriers could prevent us from reaching the goal?Which barriers can be eliminated or reduced to allow us to reach the goal? Resources are anything that can be used to achieve the goal. They may include tangibles such as personnel, professional skills, budgets, and supplies, or intangibles such as attitudes and cultural climates (Affinity Mapping can be used for Resources).Barriers are root causes of the current outcome that may inhibit achieving the goal. Opening Moves: Clarifying: Have each team member read the goal and state what he or she feels it means in order to identify and clarify any misconceptionsUtilize one of the following brainstorming protocol to identify barriers that could prevent achieving the goal: HYPERLINK \l "Appendix_G" Wagon Wheel, PaseoChart all possible barriers. Distinguish between barriers that are symptoms and root causes; focus on the root causes.Categorize, and Prioritize barriers Group Barriers into “Buckets” and select one barrier bucket of alterable elements [curriculum, instruction, environment, and organizational systems]Keeping the bucket in mind, brainstorm resources you currently have that will help reduce or eliminate the barrier or that will help you reach the goal. Align resources to barriersCapture all the barriers for inclusion in the plan as they may be needed later. You will only work with the prioritized barrier(s) to begin.Closing MovesDebrief journal in the “So What” and “Now What” columns APPENDIX CAgenda 3: To be used during the development of StrategiesAgenda 3: Selecting StrategiesWhat?So What?Now What?Audience: StakeholdersFacilitator: Planning Team MembersResources: Brainstorming Protocols-Wagon Wheel, APDG, Strategy bankMaterials: Goal statements, priority barriers, resourcesGuiding Questions Is this an evidence-based practice?To what extent will it impact or remove the priority barrier?Is it doable with current resource restraints?Opening Moves: Use prepared chart to review identified goal, barriers and resources. Ensure alignment.Utilize one of the following brainstorming protocol to identify strategies that will eliminate the priority barrier and will assist in achieving the goal:Wagon Wheel or Paseo, Select strategies from the Strategy bank.Categorize, and Prioritize strategiesCapture all strategies identified by the group. Select one or two strategies as the top priority for the first quarter.Closing Moves: As a group, review the identified strategies seeking consensus and clarity. What are the next steps to be taken so that the strategies can be implemented in a timely manner? Capture responsesAPPENDIX DAgenda 4: To be used during the development of Action StepsAgenda 4: Developing Action Steps What? So What?Now What?Audience: Planning Team with input from StakeholdersFacilitator: Planning Team LeaderResources: Appropriate dataMaterials: Strategies from previous planning session(s)Guiding Questions:Which actions that can be completed during one quarter or one semester? What will be done?Who will be responsible for the implementation?When and for how long will each step be implemented?What evidence will be collected for monitoring?Opening Moves: Use prepared charts to review identified goal, barriers and resources and strategies identified during previous session. Ensure alignment.Use a brainstorming protocol to complete the detailed Action Steps. Ensure that all steps that need to be taken in order to implement the selected strategies are clearly identified.Session Reflection:Review Action Steps and identify protocol for review of Action Plan by staff and EESACShare the completed action plan with all stakeholdersAPPENDIX ESample Action Plan: An example of a product as a result of following the strategic planning processes.Action Plan for iWidgets, Inc.The OverviewThe employees at iWidgets, Inc. were concerned that the company was not growing at the rate they had envisioned and the quality of customer service had declined. The customer service representatives recognized that if the quality and efficiency of customer service did not improve, they would likely continue to lose customers to competitors. The customer service representatives took their concerns to the corporate headquarters. As a result the management team was asked to develop an action plan to address the needs and concerns. Specifically, they needed to develop a goal that would lead to action and to identify a target that was reachable within the course of a year. The employees used a team approach to develop an action plan. The company selected a planning team that included representatives from all stakeholders: managers who could make decisions for changes, employee leaders who could lead the change, and customer service representatives who worked directly with customers and could provide quality and timely feedback. A customer service survey was conducted to identify what the customers thought about the quality of the customer service provided at iWidgets. Following this survey, the company adopted the 8 -Step Planning and Problem Solving Process for Continuous Improvement (included below) and utilized a step-by-step approach to create their action plan. The Eight Step Planning and Problem Solving Process is an implementation model for instituting a continuous quality improvement system within an organization. The main steps within this model include identifying goals and barriers to goals, developing strategies to achieve goals, using these strategies in creating a detailed action plan, monitoring and evaluating the action plan, assessing overall results of the plan, and modifying future plan(s) based on empirical data and qualitative feedback.The following Action Plan provides a snapshot of how iWidgets addressed concerns within their organization. Before you begin to develop your school’s Action plan, review iWidgets’ Action Plan in order to gain insight into the process involved in developing a strategic action plan.APPENDIX FProtocolsChalk TalkChalk Talk can be used as a silent brainstorming activity where everyone has equal contribution to the group thinking.Pose the question (this may be with regard to needs of the school, greatest barriers, resources, etc.).Each person has an opportunity to write down their responses individually (this is done silently with time allotted for quiet reflection).Each person silently posts his/her response to a large paper posted in the room.Once everyone has posted, the group collaborates by shifting the responses according to similarities and commonalities and forms groups or “themes”.As an extension, the group can begin the Proximal/Distal activity. The facilitator will label the left side of the paper Proximal and the right side Distal. The group will begin discussing the themes they have created and will decide to what degree they have influence (NOT control) over the issue. They will place the themes on the continuum in accordance with the degree of influence they have over. The closer to Proximal, the more influence they have. The closer to Distal, the less influence they have. In conclusion, the group can agree to focus primarily on the themes that are closer to Proximal.PaseoThe Paseo is a brainstorming and communication activity where the group has an opportunity to share ideas and build upon each other’s knowledge.The teams form an inner and outer circle whereby each member is facing another individual.The facilitator poses a question (this may be regarding resources, barriers, strategies to address a barrier, etc) and the participants each have one minute to respond to the person across from them, taking notes as they wish.The facilitator asks the participants in the outer circle to shift in order to find a new partner to speak with. As each participant has a new partner, they garner ideas and build on each other’s knowledge.After 4 to 5 rotations, all members can regroup and share the information they discussed in order to identify similarities.Wagon WheelThe Wagon Wheel stimulates lots of generative thinking in a very short amount of time. It can create a “vivid image bank” of a new idea in action to inform the planning process and it can help develop a sense of team with a common purpose.Teams set up four chairs back to back at the “hub of the wheel” and four chairs on the outer circle facing the chairs at the hub.Participants each have paper and pen to record their own thoughts and the ideas of others.The facilitator poses the question (this may be about a goal, barriers, strategies, action steps, etc) and each participant has a minute to respond silently on their paper.The facilitator then gives 2 minute rounds for each person to share out what they wrote with their partner sitting across from them, looking for a common understanding and then brainstorming what it might look like in action.The team rotates with 2 minute rounds until they are back in their original seats.The team then turns to face one another and shares out their major findings as a group. The 5 Why’sThe 5 Why’s can help planning team members get at the foundational root of his/her question and to uncover multiple perspectives of the question. This can be valuable when identifying the goal as well as the priority barrier in the Action Plan.The speaker describes his/her goal statement which can include, why you chose this goal, why it is so important, how it relates to your work, etc. The planning team has a round of clarifying questions (specific questions that can be answered in brief statements).The group decides upon the first “why question”. The group asks a maximum of 5 why questions until the presenter and group feel satisfied that they have reached a clearer understanding of the underlying cause of the issues (which will help group members distinguish a goal from strategies) Affinity MappingAffinity mapping allows the planning team to brainstorm in increments; first defining the what (resources), then extending the thinking into the How (how are we utilizing the resources currently or how can we use the resources we have in the future to address our goal).The planning team works independently to identify every resource they have in the building, both tangible and intangible (computers, reading coach, PD knowledge, etc) and writes each on a sticky note to be posted.The resources are posted on chart paper and grouped according to commonalities by the planning team.Drawing a line down the center of the chart paper, the facilitator writes Fully Utilized on the left side of the paper and Not Utilized on the right side of the paper. The planning team places the resources on a continuum according to how well they currently utilize the resources identified.Once the group has placed all the resources on the continuum, they focus on the resources they are not utilizing to the full potential and brainstorm new ways to utilize that resource (drawing and writing directly on the chart paper). Lastly the team discusses if there are new or innovative ways to utilize the resources they are fully utilizing.APPENDIX GSIP Completion for Goals 2, 3, and 4In order to complete the 2014-2015 School Improvement Plan, Goals 2, 3, and 4 must be developed. Use the descriptions below and on pages 30 to 32 to develop your goals and enter them into Part III of the online template at . A guide for Part I can be found at along with instructions for navigating the CIMS website. Part II is satisfied by using this guide to develop your goals. Parts IV, V and VI will self-populate from the action plans. Goal 2: Early Warning Systems (EWS)To be completed by October 10, 2014 using the SIP OnlineDescriptionThe Early Warning System goal is based on extensive research that has been conducted in identifying key indicators that are highly predictive of potential student failure, especially in terms of students “dropping” out of school. The EWS goal will focus on providing interventions and strategies in order to address specific elements in the areas of student attendance, academic performance, and behavior that will hopefully lead to greater student success. Each school’s EWS goal should be focused on improving student learning by identifying, addressing, and monitoring the needs of at-risk students.Goals should be measureable and aimed at improving student success by:Increasing student attendanceIncreasing appropriate student behavior and decreasing inappropriate student behaviorIncreasing overall student academic performanceGuiding QuestionsWhat data should be collected, analyzed, and reviewed for each EWS indicator? How often should the data be reviewed?How can a flexible and effective plan be developed to meet the needs of at-risk student, and what specific elements does it need to include? How can the available school resources be maximally utilized in order to provide effective strategic interventions to at-risk students?What specific research-based strategies can be utilized with identified students to help them become more successful?Key Stakeholders In addressing the EWS Goal, key stakeholders should include instructional leaders at the school site who work directly with attendance, behavior and student progress. Student Services should play a major role in this process along with ongoing extensive input from highly skilled members of the Special Education Department. Administrator(s)Student ServicesSPED faculty/staffFaculty and Staff with relationship building skillsData SourcesDaily attendance reportsStudent Case Management System Student progress reportsGradebookFeedback from faculty and staffDistrict reportsSchool developed formsGoal 3: Science, Technology, Engineering, and Mathematics(STEM) & Career Technical Education (CTE)To be completed by October 9, 2014 using the SIP OnlineDescription The school’s STEM/CTE goal is a strategic goal to prepare students to be college and career ready through STEM and/or CTE initiatives and programs. All schools will develop strategies for STEM. Schools with current or future planned CTE programs will also include strategies for CTE.Guiding QuestionsWhat opportunities do we provide for students to increase awareness of and interest in Science, Technology, Engineering and Math? What resources are provided by the district to engage students in STEM related activities?How do STEM and CTE strategies strengthen our current instructional programs?How can our CTE program be strengthened or expanded to increase student success?What experiential learning opportunities do we provide students?Is there a plan in place for students in grades 6, 7 or 8 to meet the CAPE Digital Tool Certificate requirement? Key Stakeholders To address the STEM/CTE Goal, key stakeholders should be:instructional leaders at the school representing STEM and CTE Representation of science, math, technology, and career instructional staff is imperativeCounselors who schedule students and CTE Career Academy Advisory Board Members should have inputThose teachers who attended the Synergy Summer Institute may be key members facilitating the process by which goals, strategies, and action steps are developedData Sources who participated in STEM-related opportunities CTE Program “Data in Your Hands” Enrollment Report (M-DCPS Intranet Application)Registered CAPE Academy EnrollmentIndustry Certification AchievementNational Academy Foundation (NAF) Academy Assessment ToolNAF Student Certification Assessment System (SCAS)Student Membership in Career & Technical Student Organization (CTSO) ? Student Membership in Academic Club & Other STEM Contests (SECME, etc.) Dual Enrollment for CTE and/or STEM (college or technical center courses ex: MDC, Baker Aviation, etc.)Projected number of 6th, 7th or 8th grade students achieving CAPE Digital Tool CertificateGoal 4: Parental InvolvementTo be completed by October 9, 2014 using the SIP OnlineDescriptionTo build strong, continuing family and community involvement in all aspects of school programs and activities in support of measurable improvement in student achievement.*Title 1 schools will complete the Parental Involvement Plan (PIP)Guiding QuestionsHow can we build and sustain community partnerships to secure resources that assist parents in supporting student achievement, and foster a positive attitude towards school and learning?How can the available technological resources be used, to ensure parents take an active part in school activities? How can parental support be increased to ensure a solid foundation is set for meeting each student’s achievement?How can parental support be targeted to create a multi-dimensional program that meets the need of the “whole” child? Key Stakeholders In addressing the Parental Involvement Goal, key stakeholders should beCommunity Liaison Instructional and community leaders Community leaders Key members should facilitate the process by which goals, strategies, and action steps are developed. They must ensure that they are flexible and creative in planning accommodations for parents and students.Data SourcesLiteracyMathematicsScienceSocial ScienceParental professional development logs/Participation logAPPENDIX H8-Step Planning and Problem-Solving Process504825666750 ................
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