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School Improvement Plan (SIP)
Continuous School Improvement Plan
NELLIE STONE JOHNSON ELEMENTARY
School Year 2012-2013
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District Identification Information
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District Name: Minneapolis Public Schools District Number: Special District #1
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Superintendent: Bernadeia Johnson
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Email: Nicole.Norton@mpls.k12.mn.us
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District Address: 1250 W. Broadway Ave Minneapolis, MN 55411
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School Identification and Contact Information
School Name: NELLIE STONE JOHNSON ELEMENTARY School Number: 288
Principal: Leadriane Roby
Email: Leadriane.Roby@mpls.k12.mn.us
School Address: 807 27th Avenue North Minneapolis, MN 55411
School Contact: Amy Luehmann or Yusuf Abdullah
Title I Status: School wide Title I
School Designation and Ratings
School Demographics: School Year 2012
Grade Configuration: H5-8
Limited English Proficient: 30 %
African American: 57 %
Asian: 5 %
Hispanic: 25 %
Caucasian: 9 %
Description of School and Community:
Nellie Stone Johnson Community School is located in the Hawthorne Neighborhood. The Hawthorne neighborhood has a very diverse population with 60% of the community being African American, 12% Asian, 12% White,and 10% Hispanic. Nellie Stone Johnson serves a diverse group of 760 High-5 through 8th grade students. According to our current demographic data, our school community is 59% African American, 32% Hispanic, 7% Asian, 1% Native American and 1% Caucasian. Nellie Stone Johnson is part of the North Side Initiative. This multi-year effort is part of a plan to revitalize the Minneapolis Public Schools with goals to increase achievement for all students, close the achievement gap, improve attendance and decrease suspensions.
Our school’s focus is on raising student achievement in both reading and math for all students. We provide rigorous instruction and clear expectations for our students and emphasize that “effort creates ability”. Our school provides a safe, positive environment that promotes learning.
Part of our programming includes AVID (Advancement via Individual Determination) in middle school in order to prepare students for college by developing their organizational, note taking and writing skills. All of our teachers participate in PLCs (Professional Learning Communities) to continually increase instructional effectiveness. Students receive core content (reading, math, science, social studies) from their classroom teachers and essential content (physical education, music, media) from specialists. We offer extended day through the Beacons Program which compliments the day school program.
The school also implements Positive Behavior Intervention and Support and ENVoY to encourage positive school climate. There are many opportunities during the school year to develop a connection with families and the community
Organizations within our community that partner with our school are General Mills, The Village, and the YMCA. Volunteers from these organizations provide support to our students through homework help and reading and math tutoring.
Overview of School Improvement Plan (this includes a summary of the goals, strategies and professional development within the plan, as well as how the areas of AYP identification will be addressed):
(Overview of School Improvement Plan Strategies)
As part of a district-wide strategic planning process Nellie Stone Johnson Community School will focus on five school improvement strategies for the next 3-5 years. Embedded in these strategies will be Action Steps that offer support and guidance toward attaining specific school goals. These strategies include the following:
1- Professional Learning Communities (PLCs) that will meet for 90 minutes once a week throughout the school year. The PLCs will focus on examining student work, reviewing student assessment data, and ensuring that instruction is aligned to individual student need. PLCs will effectively measure the fidelity of classroom-level implementation of evidence-based instructional practices. The goal of this strategy is to provide ongoing job-embedded professional development and implement the continuous use of student data to inform instructional practice in the classroom.
2- Focused Instruction in the form of curriculum guides that are directly aligned to MN standards in Kindergarten, 3rd grade, 6th grade, and 9th grade classes. In addition, teachers will be reviewing state standards and writing student-friendly learning targets aligned to MN standards in all other grade levels. The goal of this strategy is to effectively implement a comprehensive, research-based, vertically aligned instructional program for all students. Further, Focused Instruction will begin the process of creating and implementing a comprehensive system of formative and summative data collection to track student progress and results and to drive decision-making.
3- Family Engagement strategies that regularly engage the school community to inform them of progress toward the design and implementation of instruction and interventions to meet student need and to give them an opportunity to provide input. Family engagement strategies will also seek to provide ongoing mechanisms for family and community involvement in school activities, volunteer opportunities, and other forms of community support. Nellie Stone Johnson Community School will engage school staff and the surrounding community to share reform leadership in the planning phase as well as throughout implementation. The goal of this strategy is to provide appropriate social-emotional and community-oriented services and supports for students and families.
4- Student Engagement strategies that focus on student centered, constructivist approached to learning. The goal of this strategy is to establish schedules and strategies that provide increased learning time for all students.
Nellie Stone Johnson Community school has an ambitious agenda outlined in the School Improvement Plan. Due in part to our performance on the MCA II in both math and reading, we have been identified as a Focus school. Therefore, we have identified specific goals in reading and math based upon MCA performance our district’s strategic plan.
In math, we will go from 28% of American Indian students, 24% of LEP students and 54% F/R Priced Lunch students scoring proficient or above to 50%, 50% and 60% respectively in 2013, 70% for all groups in 2014, and 80% for all groups in 2015. In reading, we will improve from a rate of 28% of American Indian students scoring proficient to 50% in 2012, 70% in 2013, and 80% by 2014. Our ultimate goal is to have 80% or more of all students proficient in reading and math by 2015.
(Specific Components of Strategies)
To accomplish these ambitious goals, we have chosen Action Steps that will support both reading and math in addition to strategies that focus on the specific content areas.
For literacy, we have instituted the Readers and Writers Workshop model. This will allow for our classes to become more differentiated in their approach to reading and writing instruction. This alone will not meet the needs of all learners, and therefore we have also explored providing more intensive support for our struggling readers by providing more time on specific reading skill development. Using various interventions and programs, students are given targeted assistance to address reading deficiencies. This is in addition to their participation in the core literacy program.
In math, we have fully implemented a new mathematics program kindergarten through grade 5, Investigations. We are pleased with the initial results, but know we have a lot of refinements to accomplish the following year. We will be working diligently on using the formative measures to adjust the instruction to meet the needs of all of the learners during the core instructional time. We are using 90 minutes of instruction as the guideline, where 30 minutes of the time needs to be spent on interventions and strategies outside of the core curriculum. K-3 is using AVMR, 4-5 (IS Math), 6-8 is using re-teach methods along with Navigator. We are also extending the learning of the students after school.
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School Leadership Team
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Describe how stakeholders, including staff, parents and community members participate in the process of developing, implementing and evaluating the School Improvement Plan.
Development:
The SIP is developed with the input of the leadership teams and staff task forces. The two leadership teams are the Site Council and Instructional Leadership Team, which includes members from the community, staff and parents. The Site Council reviews the SIP regularly to provide input and feedback. An ongoing agenda item at the Site Council meetings is a report on the state of the school. This includes a review of academic data as well as climate information, a review of the SIP action steps, timeline and progress on school improvement goals. The task forces are created for the purpose of reviewing data and providing input. Each task force meets two times and develops goals and strategies. The task forces are: Reading, Math, Climate and Family Involvement. All staff is invited to serve on a task force. The staff is also surveyed for suggestions on ways to improve student outcomes. The Instructional Leadership Team is responsible for writing and monitoring the School Improvement Plan and reporting directly to the Site Council.
Implementation:
The Instructional Leadership Team is comprised of the Principal, , Assistant Principals, Instructional coaches and a member from each teaching team including ELL and special education. This team is responsible for monitoring data, adjusting staff development to ensure that teachers are using the most effective instructional strategies and materials, and to make sure the SIP is being implemented. School wide data determines the focus of staff development. The entire staff’s activities are aligned to the SIP through Professional Learning Communities.
Evaluation of strategies:
August-September: Review the SIP during staff meeting. Data that requires a change in the SIP is analyzed and discussed and input from the staff at the meeting is obtained. The Instructional Leadership Team is assigned the task of rewriting or amending the SIP.
Parents and community members are apprised of progress on the previous year’s SIP goals through our school newsletter, on the school website, and at our first Site Council meeting as well as our Annual Title 1 meeting in the fall. All input is reviewed and considered. Task force groups are created to represent one of the three goal areas: Math, Reading, Climate, as well as Family Involvement. They review current data throughout the year, assess it against SIP goals, and make recommendations for updates or revisions SIP. The SIP is reviewed on February and May by the Instructional Leadership Team for progress to goals on the SIP.
Describe the Leadership Team’s plan for communicating the goals, strategies and professional development within the School Improvement Plan to staff and community.
Communication is the essential element that the Instructional Leadership Team uses to build and maintain support for the implementation of the School Improvement Plan. The Instructional Leadership Team and the staff hold several meetings to re- affirm the vision for the school, increase teaming and to facilitate camaraderie. The four task forces provide support for the improvement goals of the school, as well as family involvement and report to the Leadership Team. Professional Learning Communities (PLCs) revisit school wide goals monthly to ensure PLC goals are aligned to the school wide goals. Updates are provided at staff meetings periodically. The Site Council which consists of parents, staff, community members and principal meet one time a month. All building data is shared with this team for their review and input. Each month this team reviews the action steps, timeline and progress on the school improvement goals. Information is shared with parents.
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School Leadership Team, cont.
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This School Improvement Plan has been developed with the involvement of the community to be served and individuals who will carry out the plan. The planning process is used to align all major programs at your site to improve teaching and learning. The planning team assumes responsibility for planning and implementing the School Improvement plan. It should represent the diversity of the school population and include all stakeholder groups (principals, teachers, other staff, students, family and community).
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Teacher Name and Grade/Subject
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Michael Hensley - Vocal Music
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Teacher Name and Grade/Subject
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Kathy Peterson- First Grade
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Technical Assistance Provider
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Technical Assistance Provider
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Date SIP is approved and signed by Team: ___________________
Goals for Improvement
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B. Improvement Components
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Comprehensive Needs Assessment: Student Achievement Data
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Minnesota Comprehensive Asessments - MCA Proficiency
The MCA tests are aligned with the current academic standards. Hence, the major purpose of the MCA-II tests is to measure students’ progress towards the state academic standards in reading and mathematics. The MCA-II (including MTELL for math) results here are analyzed by grade level percent proficient and identify which grades performed above or below the district and state or above the district, but below the state.
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Math
Strengths:
• The percent of students meeting or exceeding the standards equal or above the state average occurred in year(s):
n/a
Needs:
• The percent of students meeting or exceeding the standards below the district and the state average occurred in year(s):
n/a
• The percent of students meeting or exceeding the standards above the district but below the state average occurred in year(s):
n/a Reading
Strengths:
• The percent of students meeting or exceeding the standards equal or above the state average occurred in year(s):
n/a
Needs:
• The percent of students meeting or exceeding the standards below the district and the state average occurred in year(s):
n/a
• The percent of students meeting or exceeding the standards above the district but below the state average occurred in year(s):
n/a
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Comprehensive Needs Assessment: Student Achievement Data
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NWEA By Group
NWEA CALT and MAP are state-aligned computerized adaptive reading and math tests that reflect the instructional level of each student and measure growth over time. The results are analyzed by identifying continuous improvement in percent of students meeting the target growth for the last three years and by identifying students’ making a year or more growth or less than a year’s growth. The results are then disaggregated by ethnicity, programs and grade levels.
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• Improvement in the percent of students meeting the target growth for the last three years was noted for groups
n/a
• Groups in where at least 60% of the students made one year’s growth (fall to fall or fall to spring)
All Students, Asian, Caucasian, Free/Reduced Lunch, Hispanic, Limited English Proficient, Native American
OR the highest subgroup in the 50-59% growth range
n/a
• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups:
African American
• Groups in School Year where less than 50% of the students made one year’s growth were
n/a
and the group with the smallest percentage was
n/a
OR group in School Year in the 50-59% growth range with the least amount of growth was
African American
Reading Strengths:
Needs:
• Improvement in the percent of students meeting the target growth for the last three years was noted for groups :
n/a
• Groups in School Year where at least 60% of the students made one year’s growth (fall to fall or fall to spring)
African American, All Students, Free/Reduced Lunch, Hispanic, Limited English Proficient
OR the highest subgroup in the 50-59% growth range
n/a
• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups
n/a
• Groups in school year where less than 50% of students made one year’s growth were
Asian, Special Education
and the group with the smallest percentage was
n/a
OR the group in school year in the 50-59% growth range with the least amount of growth was
n/a
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• Improvement in the percent of students meeting the target growth for the last three years was noted for groups
2nd
• Grades in 2012 where at least 60% of the students made one year’s growth (fall to fall or fall to spring)
2nd, 3rd, 4th, 5th, 7th, All Grades
OR the highest grade in the 50-59% growth range
n/a
• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups:
n/a
• Grades in 2012 where less than 50% of the students made one year’s growth were
6th, 8th
and the grade with the smallest percentage was
8th
OR the grade in 2012 in the 50-59% growth range with the least amount of growth was
n/a
Reading Strengths:
Needs:
• Improvement in the percent of students meeting the target growth for the last three years was noted for groups :
n/a
• Grades in 2012 where at least 60% of the students made one year’s growth (fall to fall or fall to spring)
3rd, 5th, All Grades
OR the highest grade in the 50-59% growth range
n/a
• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups
n/a
• Grades in 2012 where less than 50% of students made one year’s growth were
8th
and the grade with the smallest percentage was
8th
OR the grade in 2012 in the 50-59% growth range with the least amount of growth was
n/a
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Comprehensive Needs Assessment: Student Achievement Data
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Kindergarten
All Kindergarten students are assessed in early literacy and numeracy skills. Phonemic awareness, the alphabetic principle, and language domains are assessed in the fall and spring. In addition, passage reading is assessed at the end of kindergarten. Numeracy is assessed by asking students to count forward and backward orally, identify and order numbers, and say a number that comes before or after a target number. Benchmarks have been established for both numeracy and literacy. The results are analyzed by identifying continuous improvement in percent of students meeting the benchmarks for the last three years and by identifying groups performing at, above or below the district average.
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Numeracy Strengths:
• Continuous improvement in Numeracy for the last 3 years was noted for groups
n/a
• Groups performing at or above the district average on Numeracy in 2012 were
n/a
and the highest performing among these groups was
n/a Numeracy Needs:
• No improvement in Numeracy for the last three years was noted for groups
n/a
• Groups performing below the district average on Numeracy in 2012 were
n/a
and the lowest performing among these groups was
n/a
Early Literacy Strengths:
• Continuous improvement in Phonemic Awareness for the last 3 years was noted for groups
Limited English Proficient
• Groups performing at or above the district average on Phonemic Awareness in 2012 were
n/a
and the highest performing among these groups was
n/a
• Continuous improvement in Alphabetic Principle for the last 3 years was noted for groups
n/a
• Groups performing at or above the district average on Alphabetic Principle in 2012 were
n/a
and the highest performing among these groups was
n/a Early Literacy Needs:
• No improvement in Phonemic Awareness for the last three years was noted for groups
n/a
• Groups performing below the district average on Phonemic Awareness in 2012 were
n/a
and the lowest performing among these groups was
n/a
• No improvement in Alphabetic Principle for the last three years was noted for groups
n/a
• Groups performing below the district average on Alphabetic Principle in 2012 were
n/a
and the lowest performing among these groups was
n/a
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Grade One
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All students in first grade are assessed with the district-developed Grade One Assessment. In reading, students receive scores on each of three reading dimensions: words read per minute, reading expression, and reading comprehension. In math, students are asked to identify numbers and quantities, count sets of objects, add and subtract numbers orally, and add single digit numbers. Benchmarks have been established for reading. The results are analyzed by identifying continuous improvement in percent of students meeting the benchmark in reading for the last three years. In math, the results are analyzed by identifying the percent of students performing at, above or below the district average.
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Math Strengths:
• Continuous improvement for the last three years was noted for groups
n/a
• Groups performing at or above the district average in 2012 were
African American, Hispanic, Caucasian, Limited English Proficient, Free/Reduced Lunch
and the highest performing among these groups was
African American
Needs:
• No improvement for the last three years was noted for groups
Hispanic, Limited English Proficient
• Groups performing below the district average in 2012 were
Special Education
and the lowest performing among these groups was
Special Education Reading
Strengths:
• Continuous improvement for the last three years was noted for groups
Limited English Proficient, Free/Reduced Lunch
• Groups performing at or above the district average in 2012 were
African American
and the highest performing among these groups was
African American
Needs:
• No improvement for the last three years was noted for groups
n/a
• Groups performing below the district average in 2012 were
Hispanic, Caucasian, Limited English Proficient, Special Education, Free/Reduced Lunch
and the lowest performing among these groups was
Special Education
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Comprehensive Needs Assessment: Climate Data
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95% or Higher Attendance
Minneapolis Public Schools recognizes that daily attendance is critical to academic achievement and therefore expects every student to attend school and class on time every day. Ninety-five percent attendance has been set as the minimum standard, as stated in the MPS school board policy. The statements reflect the continuous improvement in percent of students in each group who attended 95% of the time for the last two years, as well as any groups that have eighty percent or more of students attending 95% of the time.
Strengths:
• There was an increase in the percentage of students attending school 95% of the time from 2011 to 2012 noted for group (s):
Asian
• In 2012, 95% attendance was noted for eighty percent or more of students in group(s):
Asian Needs:
• There was no increase noted in the percentage of students attending school 95% of the time from 2011 to 2012 for group (s):
Native American, African American, Hispanic, Caucasian, Limited English Proficient, Special Education, Free/Reduced Lunch, All Students
Suspension
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Suspensions reflect loss of instructional time resulting from in-school suspensions, out-of-school suspensions and removals. Total suspensions are displayed as the combined total of all actual suspensions. The statements reflect a reduction or no reduction in total suspensions across two years for each of the subgroups.
Strengths in the area of removal from instruction due to behavior:
• There was a reduction in the total number of suspensions from 2011 to 2012 noted for group(s):
African American, Asian, All Students
Needs in the area of removal from instruction due to behavior:
• No reduction in the number of total suspensions for the last two years was noted for groups:
Hispanic, Caucasian, Limited English Proficient, Special Education, Free/Reduced Lunch
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Comprehensive Needs Assessment: Quality Review
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Comprehensive Needs Assessment: Summary Analysis
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The Data Summary Analysis synthesizes the findings from the Comprehensive Needs Assessments and identifies how students are performing across multiple data sources. It enables schools to identify common strengths and needs, and to determine priority focus areas for improvement.
Summary Analysis/ Relevant Findings
What are some common strengths and common areas of need from the multiple data sources? Describe the relationships between the above data sources. Be sure to address the educationally disadvantaged and typically underserved student populations.
As we examine our math data in grades k, 1 and 2 the groups performing at or above the district average in 2012 were African American, Hispanic, Caucasian, Limited English Proficient, Free/Reduced Lunch and the highest performing among these groups was African American. There was no improvement for Hispanic, Limited English Proficient. The group that performed the lowest was the special ed. students.
On the MCA, in Math all grades were below the state and district proficiency. 3rd and 8th grade were the highest proficient in the school at 34 and 25 percent. 6th and 7th grade were the lowest proficient at 7 and 8 percent. 4th grade had the largest gap between the school and the state percent of students meeting or exceeding the standards.
In reading, all grades were below the state and district average. 3rd and 6th grade performed the highest proficient in the school at 48 and 43 percent proficient. The largest gap between the state and percent of students meeting or exceeding the standards were 5th grade.
As we examine our MAP data from spring of 2012 we see that 60% of our 11-12 students made a year’s growth in reading and 62% made a year’s growth in math. In math, the group with the least amount of growth was African American. 6th and 8th grade were less than 50% of students making a year’s growth with the smallest percentage being 8th grade. In reading the group that at least 60% of the students that made one year’s growth were African American, Free/Reduce lunch, Hispanic, and Limited English Proficient. Asian and Special Education were the two groups less than 50% of the students made year’s growth.
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Based on the data analysis/synthesis of the above measures, the priority needs/focus areas for our school are:
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Area Priority Needs/Where We Need to Focus – Up to 3 priorities per area
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Continue to work towards closing the achievement gap between students of color, students who receive free or reduced priced lunches and students who are LEP, and special education students.
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Increase reading proficiency across all grade levels.
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Increase math proficiency across all grade levels.
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Decrease number of suspension and referrals for our African American Students.
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Provide PD to teachers regarding responsive classroom to increase positive student engagement.
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Continue to implement Envoy strategies based upon student needs
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Implement PD to support new school data team.
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4/5 MPS Math Specialist and MS Math Specialist will bring back district Math Professional
Development for all K-8
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Support new PLC protocols through PD using the Doug Reeves model
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School Improvement Goals
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Based on the priority needs for our school, the goals are:
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Reading Smart Goal(s):
1. The percent of All Students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on
the Reading MCA-II at NELLIE STONE JOHNSON ELEMENTARY School will increase from 36 % in 2012 to 46 % in 2013 and to 56 % in 2014
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Professional Development Strategies to Support Reading Goal (s)
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Success Criteria to Evaluate Effectiveness of Professional Development Strategies
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Family Involvement Strategies to Support Reading Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies
We will be having numerous Family Fun and Learning nights throughout the year planned by our family liaison. One of these nights will be specifically a family reading night where children get to interact with their parents and the school provides information on how to best work with their children regarding reading. Additionally, we have created Individual student goal plans in reading that are shared with parents during their fall conferences. This improves communication and provides parents with a benchmark on where their child currently is and strategies are shared on how to help them improve. We will also provide parents with frequent and thorough progress checks through the year to ensure parents are aware of their child's success.
We will use information generated by family surveys to gauge effectiveness of our outreach efforts. We will also gauge our progress on a basis of improved student achievement. Our family/community liaison will follow our effectiveness through of Family Involvement Plan including number of families who attend Family Fun and Learning Nights, parent/teacher conferences and volunteer opportunities parents work.
Extended Learning Opportunities that Support Reading Goal(s)
The After School Program (Beacon’s) will be begin on September 26, 2011. Licensed teachers from Nellie Stone Johnson will teach in the After School Program to connect the regular day to extended learning opportunities. Programming will be offered Monday through Thursday for kindergarten through 8th grade students. Offerings will include reading, writing and math support, ELL support as well as enrichment classes such as STEM, debate and service learning projects.
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Success Criteria to Evaluate Effectiveness of Extended Learning Opportunities
The After School Beacon's program will be evaluated during and at the end of each session (September-December, January- March, April-June). Success criteria will include the number of students attending, number of licensed teachers from Nellie Stone Johnson who are teaching as well as multiple assessments including, MAP in both reading and math, as well as Fountas and Pinnell leveling. This will serve as baseline data. We will then re- administer these test throughout the year to measure progress.
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Math SMART Goal(s):
1. The percent of All Students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Math MCA-II at NELLIE STONE JOHNSON ELEMENTARY School will increase from 21 % in 2012 to 34 % in 2013 and to 46 % in 2014
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Professional Development Strategies to Support Math Goal(s)
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Success Criteria to Evaluate Effectiveness of Professional Development Strategies
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Family Involvement Strategies to Support Math Goal(s)
We will be having numerous Family Fun and Learning nights throughout the year planned bu our Family Liaison. One of these nights will be specifically a family math night where children get to interact with their parents and the school provides information on how to best work with their children regarding mathematics. Additionally, we have created Individual student goal plans in math that are shared with parents during their fall conferences. This improves communication and provides parents with a benchmark on where their child currently is and strategies are shared on how to help them improve. We will also provide parents with frequent and thorough progress checks through the year to ensure parents are aware of their child's success.
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Success Criteria to Evaluate Effectiveness of Family Involvement Strategies
We will use information generated by family surveys to gauge effectiveness of our outreach efforts. We will also gauge our progress on a basis of improved student achievement. Our family/community liaison will follow our effectiveness through of Family Involvement Plan including number of families who attend Family Fun and Learning Nights, parent/teacher conferences and volunteer opportunities parents work.
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Extended Learning Opportunities that Support Math Goal(s)
The After School Program (Beacon’s) will be begin on September 28, 2009. Licensed teachers from Nellie Stone Johnson will teach in the After School Program to connect the regular day to extended learning opportunities. Programming will be offered Monday through Thursday for kindergarten through 8th grade students. Offerings will include reading, writing and math support, ELL support as well as enrichment classes such as STEM, debate and service learning projects.
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Success Criteria to Evaluate Effectiveness of Extended Learning Opportunities
The After School Beacon's program will be evaluated during and at the end of each session (September-December, January- March, April-June). Success criteria will include the number of students attending, number of licensed teachers from Nellie Stone Johnson who are teaching as well as multiple assessments including, MAP in both reading and math, as well as Fountas and Pinnell leveling. This will serve as baseline data. We will then re- administer these test throughout the year to measure progress.
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Draft Printed On: 2/20/2013 NELLIE STONE JOHNSON ELEMENTARY - Page 13 of 29 DRAFT
1. The number of All Students who are suspended at NELLIE STONE JOHNSON ELEMENTARY School will decrease from 290 in 2012 by 10 % in 2013 and 10 % in 2014
2. The number of African American who are suspended at NELLIE STONE JOHNSON ELEMENTARY School will decrease from 244 in 2012 by 10 % in 2013 and 10 % in 2014
Additional Climate Goal(s):
The number of ALL students who attend 95% or more will increase from 62% in 2012 by 8% in 2013 and 9% in 2014.
Professional Development Strategies to Support Climate Goal(s)
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Success Criteria to Evaluate Effectiveness of Professional Development Strategies
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Family Involvement Strategies to Support Climate Goal(s)
Information on ENVoY will go out to families in our Fall Newsletter. On our website, we have information on how we implement positive incentives such, Jaguar Pride and Student of the Month. Parents and their children new to the building will receive an orientation with an administrator or member of the SAT Team regarding school-wide behavior expectations. A parent letter will be sent home with all families explaining PBIS and “Student of the Month” celebrations. The main entry TV monitor will highlight expectations and the social skills focus for the month. There will also be pictures of “Student of the Month Assemblies” and other PBIS programs.
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Success Criteria to Evaluate Effectiveness of Family Involvement Strategies
Our family liaison will use information generated by family surveys and other feedback to gauge effectiveness of our outreach efforts. We will also gauge our progress on a basis of improved data regarding student behavior.
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Schoolwide Reform Strategies: Action Plan
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Schoolwide reform strategies are selected to strengthen the core academic program, increase the amount and quality of learning time, address the needs of historically underserved populations and provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement. The action plans describe in detail how the school plans to implement and monitor the effectiveness of the reform strategies.
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Strategy
Teachers will participate in professional learning communities that improve instructional practices through action planning, collaboration, and professional development that is based on student achievement data.
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Research and Rationale
Research on schools that improve student achievement levels reveals that students learn more in schools where teachers are engaged in professional learning communities and work collaboratively to address student needs that have been identified through data analysis.Based on the National Staff Development Council, "The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving." The NSDC standard states: Staff development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district. http://www.nsdc.org/standards/learningcommunities.cfm
Phillips, J.(2003,Spring).Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision, 18(3), 240-258.
Weiss, I. R. and Pasley J. D. (2006). Scaling up instructional improvement through teacher professional development: Insights from the local systemic change initiative. Philadelphia, PA: Consortium for Policy Research in Education (CPRE) Policy Briefs.
Read at http://www.cpre.org/Publications/rb44.pdf
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This strategy supports:
Reading Goal(s): X Math Goal(s): X Climate Goal(s): X
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Start Date: Action Step
8/6/2012 PLAN: Develop and communicate a clearly articulated weekly 90 minute PLC structure that includes a schedule with objectives based upon data. The data review cycle (Doug Reeves Data Teams, DuFour Action/Inquiry, etc.) will be utilized during PLC time. Establish roles and responsibilities for PLCs.
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Interim 1
-PLC schedule established – ILT integrates data review cycle into ILT meetings - ILT establishes expectation for roles and responsibilities within PLC structure (PLC Leads, etc.) –ILTs discuss PLC log structure for reporting – ILT analyzes data and discusses school-wide objectives
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Interim 2
- PLC calendar created - PLC expectations and protocols are established for data review cycle - PLC leads, roles and responsibilities are defined and identified - Create or refine PLC log structure for reporting - School-wide PLC objectives are established
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End Point
- Finalized PLC calendar communicated and documented to staff - PLC expectations and protocols are documented and communicated for data review cycle - PLC Leads are assigned and communicated - PLC recording tools are communicated and are accessible to staff -School- wide PLC objectives are documented and communicated
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Personnel
Lead: Instructional Specialist at K, 3, 6, Instructional Leader at 1,2,4,5,7,8 Monitor: Instructional Specialist, Instructional Leader, School Improvement Specialist, Instructional Leadership Team, Title 1 Coordinator, Associate Superintendent
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Required Resources
Time: - Allocated for Instructional Leadership Team to meet - PD for Doug Reeves Data Teams cycle - Meet with whole staff, in teams, and individually to communicate leadership opportunities in PLCs - Communicate PLC expectations and structures Financial: - Extended time for staff Resources: - Doug Reeves PD materials - Rick DuFour PD materials
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Implementation Notes
Plan for all grade levels to incorporate common formative and summative assessments, data meetings every six weeks to inform classroom instruction, pre and post assessment of PLCs administered to determine PD needs.
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Start Date: Action Step
8/27/2012 DO: Implement a clearly articulated weekly 90 minute PLC structure that includes a schedule with objectives based upon data. The data review cycle will be utilized during PLC time. Implement roles and responsibilities for PLCs
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Interim 1
-Data Team will collect and compile PLC data packets for PLCs - PLC s create norms and protocols - All PLCs will review incoming student data utilizing most recent student achievement results provided by Data Team - PLCs will develop a plan utilizing short and long term SMART Goals that are both instructional and results- based -PLC goal setting will be informed by data (student data, SOEI data, etc.) and aligned to the SIP -PLCs research best practice strategies that support the needs identified
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Interim 2
- PLC members will collect and review student data including most recent student work, MAP, Quarterly and Benchmark Assessments, etc. – PLCs implement norms and protocols - ILT will make recommendations to PLCs based upon review of PLC and school-wide data – ILT and PLCs continue the data review cycle - Implement instructional strategies and assessments based upon PLC plan and SMART Goals –PLCs select instructional strategies
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End Point
- Continue steps from Interim 2 (data review cycle is ongoing throughout the year) – PLCs review norms and protocols and make adjustments as needed - PLCs are reporting PD recommendations to ILT - Reflecting on PLC successes and identifying areas of growth –ILT and PLC cycle is ongoing
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Personnel
Lead: Instructional Specialist at K, 3, 6,Instructional Leader at 1,2,4,5,7,8 Monitor: Instructional Specialist, Instructional Leader, School Improvement Specialist, Instructional Leadership Team, Title 1 Coordinator, Associate Superintendent
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Required Resources
Time: - Allocated for Instructional Leadership Team to meet - PD for Doug Reeves Data Teams cycle - Meet with whole staff, in teams, and individually to communicate leadership opportunities in PLCs - Communicate PLC expectations and structures Financial: - Extended time for staff Resources: - Doug Reeves PD materials - Rick DuFour PD materials
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Implementation Notes
For more guidance, please refer to the PLC handbook on the MPS website-- http://staffdev.mpls.k12.mn.us/plcs, or the Cycles of Learning, or the Doug Reeves Leadership Institute materials.
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Start Date: Action Step
12/3/2012 STUDY and ACT: Monitor, evaluate, and adjust PLC structure. To be completed Mid-year and at Year-end
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Interim 1 Checkpoint Interim 2 Checkpoint End Point Checkpoint
- ILT reviews the data PLCs collect - PLC visits - Review PLC logs - Conduct twice yearly PLC Implementation -Survey to collect baseline data and progress monitor PLC work
-ILT analyzes and evaluate effectiveness of PLCs - Based upon PLC visits, share observations with ILT, staff, and PLCs Assess student outcomes aligned to PLC work - Discuss impact of PLC time on instructional and results- based goals - Collect and share data from PLC Implementation Survey, student work, and PLC visits - PLC leads will communicate progress towards SMART Goals to ILT quarterly
-ILT make recommendations for adjustments as needed - Refine PLC structure as needed according to PLC Implementation Survey - Develop next steps for areas of growth - Identify resources needed for refinement of PLCs - Refine PLC structure as needed according to PLC Year-end Survey – All PLCs identify successes and share with school community
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Personnel
Lead: Instructional Specialist at K, 3, 6 Instructional Leader at 1,2,4,5,7,8 Monitor: Instructional Specialist, Instructional Leader, School Improvement Specialist, Instructional Leadership Team, Title 1 Coordinator, Associate Superintendent
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Required Resources
- PLC checklist, rubric, etc. - PLC Implementation Survey - PLC Year-end Survey
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Implementation Notes
Begin the planning cycle for next school year based upon data collected in PLCs
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Strategy
Teachers fully implement Focused Instruction across content areas to improve core teaching and provide standards based learning to all students.
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Research and Rationale
Focused Instruction, which is sometimes called aligned or managed instruction, is simply an instructional process that reflects what we know to be good teaching and learning. It aligns what we teach with how we teach and what we assess in a continuous cycle. Features of Focused Instruction include the following: Planning lessons using high-quality curriculum derived directly from state standards Engaging students in rigorous learning using a variety of instructional strategies Adapting instruction to meet individual students’ needs at all levels Conducting frequent assessments to provide students with the opportunity to demonstrate their knowledge and skills Using data to identify students who would benefit from additional help or accelerated learning opportunities.
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This strategy supports:
Reading Goal(s): X Math Goal(s): X Climate Goal(s):
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Action Step
PLAN: Plan and communicate expectations for K, 3, 6 classrooms' implementation of Focused Instruction and all other grade levels' development and implementation of instruction based upon the following criteria: - Planning lessons using high-quality curriculum derived directly from state standards - Engaging students in rigorous learning using a variety of instructional strategies - Adapting instruction to meet individual student need at all levels - Conducting frequent assessments to provide students with the opportunity to demonstrate their knowledge and skills - Using data to identify students who would benefit from additional targeted instructional opportunities during and after school - Utilize data to design appropriate instructional interventions according to student need
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Interim 1
- Clarify expectations for Focused Instruction implementation at all grade levels - Create Focused Instruction needs assessment based upon Focused Instruction criteria
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Interim 2
- Identify necessary resources, PD needs, expert input, and other resources necessary for implementation - Determine plan for administering support according to identified needs - Cycle is ongoing
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End Point
- Communicate expectations and plan - Cycle is ongoing
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Personnel
Lead: Instructional Specialist at K, 3, 6 Instructional Leader at 1,2,4,5,7,8 Monitor: Instructional Specialist, Instructional Leader, School Improvement Specialist, Instructional Leadership Team
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Required Resources
Time: Dedicated PLC time for grade level teacher collaboration to implement Focused Instruction, ILT time to determine and support teacher needs, time allocated for PD support, and both PLC/ILT time to review, monitor, and adjust Focus Instruction implementation based upon data, extended time. Resources: Focused Instruction curriculum guides (K,3), curriculum support as needed in terms of PD and materials (K-5).
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Implementation Notes
Plan for all grade levels to incorporate common formative and summative assessments, data meetings every six weeks to inform classroom instruction, pre and post assessment of PLCs administered to determine PD needs.
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Action Step
DO: K, 3, 6, classrooms implement Focused Instruction. All other grade levels develop instruction based upon the following criteria: - Planning lessons using high-quality curriculum derived directly from state standards - Engaging students in rigorous learning using a variety of instructional strategies - Adapting instruction to meet individual student need at all levels - Conducting frequent assessments to provide students with the opportunity to demonstrate their knowledge and skills - Using data to identify students who would benefit from additional targeted instructional opportunities during and after school - Utilize data to design appropriate instructional interventions according to student need
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Interim 1
- All grade level teams will review student data – Teachers study and plan for the implementation of Focused Instruction curriculum guides at K,3,6 (YAGs) For Grades 1,2,4,5,7,8: - Identify differentiated instructional strategies aligned with student need - Review state standards and align curriculum and instruction accordingly - Plan lessons that are standards-based and include Learning Targets - Design common formative assessments - Using most recent data to identify students who wo
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Interim 2
- Implement Focused Instruction curriculum guides at K,3, 6 (YAGs) -For Grades 1,2,4,5,7,8: - Adapt instruction to meet individual student need at all levels - Post and implement Learning Targets that are in student- friendly language - Implement frequent common formative assessments to provide students with the opportunity to demonstrate their knowledge and skills - Implement differentiated instructional strategies
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End Point
- Continuously collect and review student data to inform instruction (Benchmark and quarterly assessments, student work, common formative and summative assessments, MAP, MCA, behavior data, SOEI feedback, etc.) - Communicate student progress with students and parents including areas of strength and areas identified for improvement - Cycle is ongoing
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Personnel
Lead: Instructional Specialist at K, 3, 6 Instructional Leader at 1,2,4,5,7,8 Monitor: Instructional Specialist, Instructional Leader, School Improvement Specialist, Instructional Leadership Team
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Required Resources
Time: Dedicated PLC time for grade level teacher collaboration to implement Focused Instruction, ILT time to determine and support teacher needs, time allocated for PD support, and both PLC/ILT time to review, monitor, and adjust Focus Instruction implementation based upon data, extended time. Resources: Focused Instruction curriculum guides (K,3), curriculum support as needed in terms of PD and materials (K-5).
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Implementation Notes
Implement and progress monitor Reading Corps tutors to target interventions for students needing mild remediation.
Implement LLI in grades 1, 2, and 3. Progress monitor through pre and post assessment and target instruction based upon student work and data.
Continue to implement AVID, progress monitor and adjust for students based on student data.
Implement online Algebra curriculum to accelerate students based upon data.
Create and utilize school wide Data Team to progress monitor all school data.
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Action Step
STUDY and ACT: Monitor, evaluate, and adjust K, 3, 6, and 9 classrooms' implementation of Focused Instruction and all other grade levels' development and implementation of instruction based upon the following criteria: - Planning lessons using high-quality curriculum derived directly from state standards - Engaging students in rigorous learning using a variety of instructional strategies - Adapting instruction to meet individual student need at all levels - Conducting frequent assessments to provide students with the opportunity to demonstrate their knowledge and skills - Using data to identify students who would benefit from additional targeted instructional opportunities during and after school
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Interim 1 Checkpoint Interim 2 Checkpoint End Point Checkpoint
Observe and monitor implementation of Focused Instruction Strategies: - Review the data PLCs and Data Teams collect -Classroom observations - Review PLC logs - Conduct twice yearly Implementation Survey to collect baseline data and progress monitor Focused Instruction
- Analyze and discuss effectiveness of Focused Instruction: - Assess student outcomes aligned to Focused Instruction work - Discuss impact of Focused Instruction on instructional and results- based goals - Based upon classroom visits, share observations with ILT, staff, and PLCs - Collect and share results of Focused Instruction Implementation Survey
Adjust as needed: - Refine 8/27/2012 Focused Instruction as
needed according to
Implementation Survey -
Identify resources needed for refinement of Focused Instruction - Refine Focused Instruction as needed according to Year- end Survey - Identify resources needed for refinement of Focused Instruction
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Personnel
Lead: Instructional Specialist at K, 3, 6 Instructional Leader at 1,2,4,5,7,8 Monitor: Instructional Specialist, Instructional Leader, School Improvement Specialist, Instructional Leadership Team
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Required Resources
Time: Dedicated PLC time for grade level teacher collaboration to implement Focused Instruction,ILT time to determine and support teacher needs, time allocated for PD support, and both PLC/ILT time to review, monitor, and adjust Focus Instruction implementation based upon data, extended time. Resources: Focused Instruction curriculum guides (K,3), curriculum support as needed in terms of PD and materials (K-5).
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Strategy
Schools will improve partnerships with parents, families and the community through the following actions: communicating student learning goals as well as academic successes and areas of growth; providing and communicating academic, behavioral, and social support options for parents; and providing opportunities for collaboration and feedback with parents and the community.
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Research and Rationale
Research indicates that, through high school, family involvement contributes to positive results for students, including higher achievement, better attendance, more course credits earned, more responsible preparation for class, and other indicators of success in school (Catsambis, 2001; Simon, 2004). The studies of homework and targeted outcomes reinforce the importance of well-designed, subject-specific or goal-linked activities for family and community involvement for strongest impact on student achievement and success in school. The research identifies "essential elements" for effective programs and specific processes and paths that strengthen (1) leadership for partnerships, (2) program plans, (3) outreach to involve more families, (4) responses of families and community partners, and (5) impact on student achievement and other indicators of success in school.
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This strategy supports:
Reading Goal(s): X Math Goal(s): X Climate Goal(s): X
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Start Date: Action Step
8/27/2012 PLAN: Leadership team creates a Family Involvement Plan that includes the following actions: communicating student learning goals as well as academic successes and areas of growth; providing and communicating academic, behavioral, and social support options for parents; and providing opportunities for collaboration and feedback with parents and the community.
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Interim 1
-Review previous Family Engagement Plans to assess effectiveness - Create or revise Family Engagement Plan that includes community input and is based upon Epstein framework - Create or revise student goal-setting form - Create or revise framework for providing and communicating academic, behavioral, and social support options for parent
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Interim 2
Revise Family Engagement Plan after all stakeholder input is gathered and reflected in draft form
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End Point
-Communicate Family Engagement Plan in multiple mediums - Clarify staff expectations for communicating student learning goals and academic progress with families
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Personnel
Personnel Lead: Family Liaison Monitor: Principal, Instructional Leadership Team, Social Worker, School Improvement Specialist, Instructional Leader
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Required Resources
Time: Meeting time for community and families to collaborate with schools, planning time for school leadership teams, organizational planning time to develop engagement activities. Financial: TBD Resources: Office of Family and Community Engagement
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Start Date: Action Step
9/17/2012 DO: School implements the Family Involvement Plan that includes the following actions: communicating student learning goals as well as academic successes and areas of growth; providing and communicating academic, behavioral, and social support options for parents; and providing opportunities for collaboration and feedback with parents and the community.
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Interim 1
Implement Family Engagement Plan: - Communicate student learning goals as well as academic successes and areas of growth during conferences and as needed or requested by parents - Provide and communicate academic, behavioral, and social support options for parents (CPEO, community services, parenting classes, etc.) - Provide opportunities for collaboration and feedback with parents and the community (Site Council, PTO, principal and parent meetings, curriculum night, volunteering, etc.)
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Interim 2
- Continue implementation of Family Engagement Plan - Cycle is ongoing
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End Point
- Conduct parent survey - Revise Family Engagement Plan and adjust strategies based upon data
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Personnel
Lead: Family Liaison Monitor: Principal, Instructional Leadership Team, Social Worker, School Improvement Specialist, Instructional Leader
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Required Resources
Time: Meeting time for community and families to collaborate with schools; planning time for school leadership teams; review Parent Survey results Financial: TBD Resources: Office of Family and Community Engagement
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Start Date: Action Step
12/3/2012 STUDY and ACT: Leadership team monitors and makes adjustments to a Family Involvement Plan that includes the following actions: communicating student learning goals as well as academic successes and areas of growth; providing and communicating academic, behavioral, and social support options for parents; and providing opportunities for collaboration and feedback with parents and the community.
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Interim 1
-Collect data on the effectiveness of the Family Engagement Plan actions - Monitor the use of student goal-setting form and assess its impact - Assess impact of academic, behavioral, and social support options for parents -Find summer extension and support options for students
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Interim 2
- Analyze data on the effectiveness of the Family Engagement Plan actions - Make necessary adjustments to the use of student goal-setting form and implementation - Discuss academic, behavioral, and social support options for parents -Select and communicate possible summer extension and support options for students
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End Point
Make adjustments to the Family Engagement Plan actions -Plan for following year implementation of Family Engagement Plan - Ensure parents are aware and utilize recommended summer interventions (extension and support)
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Personnel Required Resources
Lead: Family Liaison Monitor: Principal, Instructional Leadership Team, Social Worker, School Improvement Specialist, Instructional Leader
Time: Meeting time for community and families to collaborate with schools; planning and reflection time for school leadership teams; review Parent Survey results Financial: TBD Resources: Office of Family and Community Engagement, ALC
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Strategy
All school staff will engage in designing, developing, implementing and maintaining a School-wide Positive Behavior Support plan to include the following criteria:
Relationship building activities, clearly defined and taught behavioral expectations, which are developmentally appropriate. A system for student recognition and interventions which are designed and implemented. Social skills development which are integrated into daily lesson plans, and the spectrum of consequences for problem behavior defined and communicated. Finally, data for decision-making which is consistently collected and used to make appropriate adjustments and assess effectiveness. Behavioral expectations and intervention structures are clearly defined and communicated to stakeholders
the process for assessing effectiveness of plan clearly defined.
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Research and Rationale
School-wide Positive Behavior Support is a systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success.
Cohen, R., Kincaid, D., and Childs, K. (in press). Measuring school-wide positive behavior support implementation: Development and validation of the "Benchmarks of Quality." Journal of Positive Behavior Interventions
Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and Vincent, C. (2004).Validity of office discipline referral measures as indices of school- wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavioral Interventions 6, 131-147.
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This strategy supports:
Reading Goal(s): X Math Goal(s): X Climate Goal(s): X
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Start Date: Action Step
8/20/2012 PLAN: School leadership, with input from staff, will design a School-wide Student Engagement Plan Support plan to include best practices.
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Interim 1
Create or refine School- wide Student Engagement Plan that includes: -Researched strategies and practices - Defined school-wide and classroom expectations, consequences and system of referral - Recognition system based on best practice – Data review cycle - Communication protocols between adults in the school and at home -Social emotional learning instruction (RC, ENVoY, etc.)
Establish expectations around using Classroom for Success behavior data Design or acquire needs assessment based upon P
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Interim 2
-Identify appropriate PD for staff (RC, ENVoY, etc.) - Indentify and acquire resources needed for implementation - Refine reporting system -Train behavior support staff in positive behavior practices –Build capacity and establish routines around using Classroom for Success behavior data
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End Point
-Communicate behavior plan to staff -Provide staff appropriate PD -Distribute necessary resources to staff- Provide PD and or communicate expectations for use of Classroom for Success behavior data
–Communicate expectations to staff for establishing classroom/school-wide rituals, routines and rules
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Personnel Required Resources
Lead: Administration, Behavior Support: ILT, School Improvement Specialist, Instructional Leader
Time: Time during back to school week to introduce plan and clarify expectations, time in ILT to begin to develop plan, time for behavior team to conduct the needs assessment Resources: RC Resource Library (First 6 Weeks of School, The Power of Our Words, The Morning Meeting Book), responsiveclassroom.org, originsonline.org, ENVoY Book, Student Support Services, Ellen Shulman and Kandace Logan (SIS and IL--RC trainers)
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Start Date: Action Step
8/27/2012 DO: Staff will implement School-wide Student Engagement Support plan to include best practices: -
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Interim 1
Staff implement School- wide Student Engagement Plan which includes: -PLCs collect and analyze 2011-12 suspension and referral data -Teachers implement strategies to build relationships with students and parents (Morning Meeting, Structured Recess, Communicating with Parents, Hopes and Dreams) -Teachers implement strategies to ensure students know defined expectations, rituals and routines (democratic rule making, model and practice, Y charts) -Teachers goal set with students (Hopes
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Interim 2
-Problem-Solving support is given when necessary - Student goals (Hopes and Dreams) and Rules are posted -Students follow the expectations and are redirected or provided opportunities to problem- solve when needed - Students in need of additional social/ emotional support are identified –teachers introduce and begin to implement spectrum of consequences based on student behavior and developmental needs – Problem-solving team meets to review student data and discuss student engagement concerns - Cycle
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End Point
-Social emotional support/interventions are provided to students in need of additional help by the teacher, student support staff consulted as necessary -Communicate student goals and classroom expectations to families -Begin to develop interventions for students who struggle with social expectations (Tier 2 strategies), communicate student behavior successes and areas of growth to staff members and parents – Problem-solving team continually meets -Cycle is ongoing
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Personnel
Lead: Administration, Student Engagement Support: ILT, School Improvement Specialist, Instructional Leader
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Required Resources
Time: Time during PLC to discuss student data and select appropriate strategies to address student needs, time in ILT to look at student data and continue to refine/develop plan, time for behavior team to meet and problem- solve strategies for especially challenging students Resources: RC Resource Library (First 6 Weeks of School, The Power of Our Words, The Morning Meeting Book), responsiveclassroom.org, originsonline.org, PBIS website, Second Step resources, Student Support Services, Ellen Shul
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Implementation Notes
Continue to implement ENVOY and provide ongoing PD to support teachers, review and progress monitor data regularly, and assess effectiveness of ENVOY as a climate tool for school.
Integrate elements of Responsive Classroom in a school wide manner. Responsive Classroom strategies will be agreed upon and implemented to decrease disruptive behavior. PD for Responsive Classroom will be provided and supported for classroom teachers.
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Start Date: Action Step
9/3/2012 STUDY/ACT: School leadership will monitor and adjust School-wide Student Engagement Support plan to ensure best practices and student engagement improves
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Interim 1
Observe and monitor implementation of Student Engagement Plan: - Review the data Behavior support, PLCs and Data Teams collect - Review implementation data (SOEI, informal observations) -Conduct classroom and school- wide observations with an emphasis on Domain 2 - Review PLC logs - Conduct twice yearly Implementation Survey to collect baseline data and progress monitor Student Engagement Plan
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Interim 2
-Communicate student engagement successes and challenges to staff and parents -Continually collect and analyze student climate data -Make adjustments to engagement plan as needed -Identify areas of growth in engagement plan implementation -Select and provide PD for individual teachers or whole staff as needed
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End Point
-Review year- long data - Based on findings make recommendations for staff PD, summer school, 2013 student placements and adjustments to the Student Engagement Plan
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Personnel
Lead: Administration, Behavior Support: ILT, School Improvement Specialist, Instructional Leader
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Required Resources
Time: Time during ILT to review data and make necessary adjustments to plan, time for behavior team to review data, meet with teachers and attend necessary PD Resources: RC Resource Library (First 6 Weeks of School, The Power of Our Words, The Morning Meeting Book), responsiveclassroom.org, originsonline.org, PBIS website, Second Step resources, Student Support Services, Ellen Shulman and Kandace Logan (SIS and IL--RC trainers)
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Strategy
Help students' take more responsibility for their own learning by improving their own understanding of their current levels of achievement and by setting individual targets for medium and long term growth.
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Research and Rationale
Goals enhance self-regulation through their effects on motivation, learning, self-efficacy (perceived capabilities for learning or performing actions at given levels), and self-evaluation of progress (Bandura, 1997; Schunk, 1995). Initially people must make a commitment to attain a goal because it will not affect performance without the commitment (Locke & Latham, 1990). Goals motivate people to exert effort necessary to meet task demands and persist over time. Goals also direct individuals' attention to relevant task features, behaviors to be performed, and potential outcomes, and goals can affect how people process information. Goals help people focus on the task, select and apply appropriate strategies, and monitor goal progress.
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This strategy supports:
Reading Goal(s): X Math Goal(s): X Climate Goal(s): X
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Title I Requirements
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Coordination and integration of federal, state and local resources:
Each school receives its budget from the General Fund, Compensatory Education, Title I, LEP and Special Education at the same time to support integrated planning. Schools develop a budget that is based on the District’s Academic Agenda and the individual school’s improvement plan.
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Instruction by Highly Qualified Staff:
All paraprofessionals in MPS are Highly Qualified. MPS has a plan in place to assure that teachers are both licensed and meet the NCLB definition of “highly qualified” in the subject areas that they teach. Every teacher who does not meet the NCLB definition of “highly qualified” has been contacted by the MPS Human Resources Department and has received assistance in developing a plan to become highly qualified.
All teachers at this school are highly qualified X Yes No
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Highly Qualified Teachers to High Needs Schools:
Recruiting and hiring teachers is managed at the district level. A school team comprised of the principal and other licensed staff, interview staff for open positions at the school. These interviews provide an opportunity for the school team to discuss school priorities with the applicants.
Teacher Turnover Rate: 1.00
Average Experience Level of Teaching Staff: 11.94
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Strategies for transition; preschool / early childhood to kindergarten, elementary to middle, middle to HS:
The Minneapolis Public Schools works through the Minneapolis School Readiness Collaborative to partner with community organizations. This group focuses on inter-agency problem solving and effective communication with families. The Collaborative has a Transition Advisory Group that specifically works on supporting families as they transition into kindergarten. Early Childhood Education staff work with partnering agencies to meet the needs of the communities they serve. Open houses, information sessions, Early Childhood Family Education classes, tours for families and Kindergarten Registration Events are all used to help support the transition. In addition, the District has created and distributes a booklet, Getting Ready for Kindergarten, to help families prepare their children for kindergarten and guide them through the enrollment process.
To support students’ transition between the elementary and middle schools, open houses are hosted at many middle schools to orient elementary school parents and students to middle school programs and to inform their school choices. Middle school counselors then visit elementary schools each spring to assist students with academic planning. As students enter middle school in the fall, schools utilize their advisory programs to orient students to school policies and procedures. Advisory program’s curriculums continue to support successful student transitions throughout the year through academic support, character education, student advocacy, service learning, and community building.
Students transitioning from middle schools to high schools are supported through specific transition and orientation activities as well as ongoing academic planning throughout the middle and high school years. Middle school students complete yearly planning activities that continue into high school with counselors via the My Life Plan. My Life Plan supports a continuous connection for students between academics in schools and their post-graduation plans. In addition, eighth-grade students participate in the Camp 2013 summer program that orients them to the high school academic program. Finally, a number of other programs such as student shadowing and ninth grade academies support students’ transitions into high schools.
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Family Involvement:
All Title I schools are required to develop, annually review and evaluate the effectiveness of a Family Involvement Plan with input from parents of students who attend their school. See attached Family Involvement Plan and Parent/School Compact.
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Schoolwide Title I
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All schools receiving Title I funds must write a schoolwide improvement plan that adheres to federal requirements as stated in Public Law 107-110, the No Child Left Behind Act of 2001. The following sections address each of the ten required components, not already addressed in the plan.
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Strategies for effective and timely assistance for low achieving students:
We will use 20% of our Title I allocation for improvement activities that include: • Interventions - see below • Resources/Staff - see below • Professional Development - see below All classroom teachers review state and district assessment data in math and reading within the first six weeks of school. For students in Grades 3-5, MCA-II and MAP data in math and reading will be used. Grade 2 students will use the district spring grade 1 results. Grade 1 students will use the district fall grade 1 results and kindergarten students will be reviewed in winter using district Early Measures information. Teachers begin classroom interventions for students in grades 3-5 and complete worksheet 1 if their achievement data places them in the red range indicating that they did not meet the standards. In the fall, Grade 1 students with a score below 21 on the measure of phoneme segmentation and letter sounds below 24 begin Worksheet 1 interventions. In the winter, grade 1 students with oral reading scores on the district assessment below 17 words read correctly (25th percentile) begin classroom interventions identified on Worksheet 1. Completing Worksheet 1 assists teachers in identifying specific academic concerns and target classroom interventions to address the concern. Following six weeks of classroom intervention the teacher reviews student progress to determine if the instruction is resulting in the student making progress. Some of the interventions we use for students that need further support are Some of the interventions we use for students in need of further support are Moving with Math, Focus Math for 6,7,8, Differentiated Math Practice, AVMR in K-5, Math core for grades 4 and 5, ST Math for grades 4 and 5. For support literacy we have reading Corp, small group instruction targeted in area reading, and Fountas and Pinnell Leveled Literacy Intervention. If the student is not making adequate progress, the teacher refers the student to the problem solving team. We have hired an additional social worker, totaling 3, to support this process. The problem solving team meets to discuss the student’s academic needs and completes Worksheet 2 identifying areas to be addressed and more intensive interventions for the student. The team plans the implementation of interventions and follow-up meetings to review the impact on student learning. Based on the impact on student learning the student may be referred for a comprehensive special education referral. PD will be provided by our PD coordinator. Additional PD support will be provided by the 4/5 Math Specialist and Middle School Math specialists. Literacy PD through our Reading Specialist. Our Parent Liaison is supported by Title 1 funds and will work with families with a focus on academics.
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Plan to include teachers in decisions regarding use of academic assessments:
Teachers participate in weekly Professional Learning Communities to discuss student progress and learning. Part of the PLC focus is to establish common assessments in order to monitor student learning and adjust instruction. The PLC supports teachers in making instructional decisions based on formative and summative assessments, as well as other data (attendance and behavior), using research and best practice to select instructional strategies. It provides a forum for professional conversations and reflection on student learning and instruction. The Instructional Leadership Team will assist grade level teams in reviewing student data and outcomes in order to guide content for the PLC. The teacher is primarily responsible for making instructional decisions with the support of the coach, lead teacher and principal. In addition, same grade teachers have at least of 3 prep periods in common each week to allow for additional discussion about student work, assessments and common planning.
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