belzer middle school - ltschools.org
TRANSCRIPT
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METROPOLITAN SCHOOL DISTRICT OF
LAWRENCE TOWNSHIP INDIANAPOLIS, INDIANA
School Improvement Plan
In Accordance with Public Law 221
2013-2016
Belzer Middle School
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School Name: Belzer Middle School
School Address: 7555 E. 56th St.
Indianapolis, IN. 46226
School Telephone Number: 317- 964-6200
School Fax Number: 317- 543-3355
School DOE Number: 5277
School Corporation Number: 5330
______________________________________________ __________________
Principal Signature , Mr. Troy Knoderer Date
______________________________________________ __________________
Superintendent Signature , Dr. Shawn Smith Date
______________________________________________ __________________
School Board President Signature, Mrs. Kathy Varie Date
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Table of Contents
Section Page
Community Profile
Introduction
Description of the School Community
Description & Location of Curriculum
Safe & Disciplined Learning Environment
Trend Data on Student Population by Subgroup
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Vision & Purpose
District Mission & Vision Statement
School Based Purpose/Major Initiatives
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Governance & Leadership
School Improvement Team/Committee
Description of Decision Making Process for Teaching & Learning
Graph of Leadership Structure (Admin., Teams, Chairs, Committees, etc.)
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Documenting & Using Results
Assessment Descriptions by Grade
Description of Ongoing Data Review Process
5 Year Trend Data on Student Achievement & Attendance by Subgroups
Summary of Data: Skill Strengths & Skill Weaknesses
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Teaching & Learning
Student Achievement Goals (Based on Data)
Benchmarks for Progress Monitoring
Instructional Strategies Cultural Competence & Technology as a Tool for
Learning
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Resources & Support Systems
Professional Development Plan
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Stakeholder Communication & Relationships
Parent Involvement & Participation
Description of Stakeholder Input Opportunities with Timeline
Description of Stakeholder Partnerships & Programs
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Commitment to Continuous Improvement
Description of the Continuous Improvement Review Process
District Continuous Improvement Goals
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Community Profile
Introduction
The Metropolitan School District of Lawrence Township (MSDLT) is located in the northern
section of Indianapolis, Indiana and Marion County. It is a dynamic community with broad
diversity in cultures, religions, ethnic groups, races and socioeconomic levels. MSDLT has been
an educational leader in Indiana for the past forty years.
MSDLT offers a comprehensive educational curriculum with special activities and programs
geared to provide enrichment, exploration, and instructional and differentiation that allows the
district to meet the needs and goals of each individual student support for students. Parents have
always played an active role in the operations of the district.
In addition, MSDLT provides quality education in award winning schools built on a foundation
of outstanding educators, administrators, school board members, and supportive parents. Our
vision is "Superior Schools in a Supportive Community."
Belzer Middle School is a fully accredited urban school in M S D Lawrence Township located in
Indianapolis, Indiana. The school opened in September 1963, operates with a traditional
schedule, and serves 1163 students in Grades 7-8.
The purpose of the School Improvement Plan is to evaluate the effectiveness of our initiatives,
develop goals based on data analysis, establish priority for improvement, identify strategies, and
create an action plan for deployment.
Description & Location of the School Curriculum
MSDLT evaluates curriculum in conjunction with the state textbook adoption process. The goal
of the program evaluation, curriculum/standards revision and textbook adoption cycle is to
provide an educational program that enables all students to learn and achieve to the highest
possible level. A curriculum guide for each level is available on the website, teacher workrooms,
principal offices and in conference rooms. All standards are posted on the district website.
School Website: http://belzer.ltschools.org/
District Website: http://www.MSDLT.k12.in.us/administration/inst/inst.html
Safe & Disciplined Learning Environment
Operational procedures are established to maintain a safe and secure learning environment at
Belzer Middle School. Based on our analysis of discipline data, we have determined the
greatest area of improvement opportunity is in improving our processes for identifying and
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correcting student behavior issues in the classroom. Also, we expect to see a reduction in the
office referrals for Black and Hispanic students.
MSDLT Mission Statement
The mission of the Metropolitan School District of Lawrence Township is to empower all
students with the knowledge, skills, compassion, and integrity needed to contribute and succeed
as self-directed, life-long learners in a competitive global community.
District Improvement Initiatives to be address in this school improvement plan:
1. School Equity Transformation - “To achieve excellence and equity in education by
reducing and eliminating racial academic achievement disparities.”
2. Deploy Professional Learning Community teams to increase collaboration and improve
learning and teaching.
3. Increase deployment effectiveness and fidelity of Inquiry/Authentic Learning in all
content areas.
4. Increase deployment effectiveness and fidelity of basic and critical reading and writing
skills, including building student vocabulary
Governance & Leadership
The system provides governance and leadership that promote student performance and system effectiveness.
(AdvancEd, Standard #2)
2014-2015 School Improvement Team/Committee
Role/Title Name
1. Principal, Chair Troy Knoderer
2. Assistant Principal Stephanie Shelton
3. Assistant Principal Chauntee Smith
4. Athletic Director Mike Connors
5. Math Teacher/Math Area Coordinator Tracy Tew
6. Social Studies Teacher Tim Harris
7. Literacy Coach/Language Arts Area Coordinator Dianna Kennedy
8. Language Arts Teacher Ron Gerbrandt
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Leadership Structure
The following matrix organization chart reflects the school’s approach to managing specific
school improvement initiatives and the integration into the school’s PLC grade-level teams. The
benefit of this approach is it ensures integration of the three district initiatives: Equity, Inquiry
and Project Based Learning, and Response to Instruction (RtI). In addition, there are school-
specific areas of focus that teams have been created to lead.
Counselor Principal AP
Area Area Area Area Area Area Area
Coordinator Coordinator Coordinator Coordinator Coordinator Coordinator Coordinator
English Math Science Social Sc. Performing PE/Health Unified Arts
Department Department Department Department Department Department Department
PLC PLC PLC PLC PLC PLC PLC
Interdisciplinary Grade Team Facilitator
PLC Teams 7th
8th
Team Facilitator
Team
Equity Team Facilitator
Team
Authentic Team Facilitator
Instruction &
Inquiry
Team
School Improvement Team
System Integration Team (composed of team leaders)
Response to
Instruction - IC
Information Flow
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Documenting & Using Results
The system enacts a comprehensive assessment system that monitors and documents performance and uses these
results to improve student performance and school effectiveness. (AdvancEd, Standard #4)
School Assessment Descriptions—Middle School
Instructional
Area
Assessment
Purpose
Assessment Title & Content
Area
(please briefly note what the
assessment measures)
Grades -
Courses
Timeline
Administered
Language
Proficiency
Screening LAS Links English Proficiency
Placement Test
7 - 8 Within 30 days of
enrollment at the
beginning of the
year or within 2
weeks of student’s
enrollment during
the school year,
Language Progress
Monitoring
LAS Links English Language
Proficiency Test
7 - 8
(Levels 1 –
4)
Winter
Reading,
Math, Social
Studies
Formative Acuity Reading Common
Assessments and Benchmark
Assessments (Predictive)
7 – 8 and
Algebra I
3 times per year
Reading Progress
Monitoring Scholastic Reading Inventory 7 – 8
All students
Aug, Dec, May
Math Screening
and
Progress
Monitoring
STAR Math 7 – 8
Students in
intervention
Beginning, middle
(for some), and end
of year
Math Progress
Monitoring
Daily Math Review quizzes 7-8 Every two weeks
Language Arts Progress
Monitoring
Unit of Study mini-lesson
assessments
7-8 Every two to three
weeks
Reading,
Social Studies,
Science
Summative
and
Progress
Monitoring
Achieve 3000 Levelset
Ongoing data Achieve data
collection
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Students in
intervention
Beginning, middle
and end of year -
ongoing
All
Disciplines
Formative –
Progress
Monitoring
Mini-Assessments (PLC –
created)
7 - 8 Ongoing
Writing Progress
Monitoring Common Scoring Guides 7 - 8 Quarterly
Special
Education
Reading and
Math
Progress
Monitoring
SRA assessments/STAR reading
and math
Students
enrolled in
Spec. Ed
intervention
Ongoing
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All disciplines Summative Common Assessments (PLC –
created, modeled after ISTEP
sample items
7 - 8 Quarterly
LA, Math, SS Summative ISTEP+ Applied Skills (Open
Ended Response)
7 – 8, SS 7
only
Early spring
Summative ISTEP+ 7 – 8, SS 7
only
Late spring
Summative Algebra I End-of-Course
Assessment (ECA) 7 – 8 taking
Algebra I May
Summative ISTAR Special
Education
students
student who
do not take
ISTEP+
Spring
Description of Ongoing Data Review Process
Student achievement data analysis is an important part of the ongoing PLC process. Each PLC
analyzes formative data from student work/common assessments in their classrooms. In
addition, PLCs utilize standardized tests like Acuity, Star and ISTEP for additional information.
Teachers then will adjust instruction based on the analysis of the data.
ISTEP Passing Results 2010-2013
Language Arts
Belzer Results
Percent passing
ISTEP
2010 Results 2011 Results 2012 Results 2013 Results 2014 Results
7th 8th 7th 8th 7th 8th 7th 8th 7th 8th
African-
American
46 44 61 44 55 60 60 61 54 63
Hispanic 51 49 57 55 64 52 58 81 56 54
White 79 80 82 84 88 79 85 90 78 87
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Math
Belzer
Results
Percent Passing
ISTEP
2010 Results 2011 Results 2012
Results
2013 Results 2014 Results
7th 8th 7th 8th 7th
8th 7th 8th 7th 8th
African-
American
57 49 68 56 76 79 84 78 78 84
Hispanic 55 46 65 63 84 78 84 86 83 79
White 86 86 86 89 93 90 96 95 97 93
Social Studies – 7th
grade
Belzer Results
Percent Passing
ISTEP
2011 Results 2012 Results 2013 Results 2014 Results
7th
grade 7th
grade 7th
grade 7th
grade
African-
American
35 50 61 56
Hispanic 33 64 46 63
White 71 82 86 85
Language Arts: School-wide
Belzer Results
Percent passing
ISTEP
2010 Results 2011 Results 2012 Results 2103 Results 2014 Results
African-
American
52 56 58 61 57
Hispanic 47 53 58 69 55
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White 78 83 83 87 83
Math: School-wide
Belzer Results
Percent passing
ISTEP
2010 Results 2011 Results 2012 Results 2013 Results 2014 Results
African-American 52 62 78 82 81
Hispanic 53 64 81 85 81
White 85 88 91 95 95
Analysis and Implications
Over the last four to five years, the achievement level (percent passing) has increased in every
racial sub-group in both math and language arts.
African-American Language Arts: +9
African-American Math: +30
Hispanic Language Arts: +22
Hispanic Math: + 32
White Language Arts: +9
White Math: +10
Implications
Continue and improve the following practices in 2014-15
Reader’s/Writer’s workshop with a focus on units of study, common assessments and
data collection.
5 Easy Steps in math with focus on daily math review; data collection every two weeks;
Building-wide vocabulary instruction with a focus on the Belzer school-wide vocabulary
list;
Develop building-wide strategies for vocabulary acquisition and informational text
comprehension through the Literacy Leadership Team;
Continue and expand double-period opportunities in math and language arts;
Continue the focus on racially responsive practices with a focused, intense emphasis in
language arts.
Continue the implementation of Achieve 3000 (in addition to other literacy-based
activities) in science, social studies and language arts intervention classes;
Continue and expand the system for academic intervention and support.
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Continue the social studies and science focus on content area reading, data analysis and
higher order thinking.
Student Growth Data:
In addition to pass rates, growth data is a factor in a school’s overall letter grade rating. Growth
data compares a student’s current year ISTEP performance to all other students in the state of
Indiana with the same previous year ISTEP score. A score of 50 or above is high growth; a score
of 49 or below is low growth. Below is a comparison of Belzer student growth data from 2013
7th
grade Language Arts
Growth percentile
2013 2014
African-American
students
56.0 40.0
Hispanic students 67.0 50.0
White students 58.0 43.0
Overall percentile 59.0 46.5
7th
grade Math Growth
percentile
2013 2014
African-American
students
82.5 77.5
Hispanic students 86.5 82.0
White students 83.0 82.5
Overall percentile 83.0 79.5
Each student is also placed in a high, typical or low growth category based on their ISTEP score
compared to other similar scoring students across the State. High growth designation is for
students who scored at the 66th
to 99th
percentile. Typical growth students scored 36th
to 65th
percentile, and low scoring students were 35th
percentile and below.
7th
grade Language
Arts
% of students in
growth category
2011 2013 2014
High 32.3% 44.5% 29.8%
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Typical 34.9% 32.1% 30.4
Low 32.9% 23.4% 39.2
7th
grade math
% of students in
growth category
2011 2013 2014
High 65.5% 72.1% 66.7%
Typical 21.2% 19.5% 22.7%
Low 13.2% 8.5% 10.6%
8th grade language arts
% of students in
growth category
2011 2012 2014
High 37.9% 43.4% 37.6
Typical 32.0% 30.5% 30.9
Low 30.1% 26.1% 31.5
8th grade math
% of students in
growth category
2011 2012 2014
High 36.2% 40.2% 50.1
Typical 31.4% 31.8% 40.1
Low 32.4% 28.0% 19.8
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Learning and Teaching
The system provides research-based curriculum and instructional methods that facilitate achievement for all
students. (AdvancEd, Standard #3)
Goal Area #1: Excellence for All Students
1. Students Passing ISTEP: The school goal for 2014-2015 is to increase the pass
percentages compared to 2013 Spring ISTEP+ results in language arts, math and social
studies.
7th
grade language arts pass rate on ISTEP will increase from 63% to 80%.
8th
grade language arts pass rate on ISTEP will increase from 71% to 80%
7th
grade math pass rate on ISTEP will increase from 85% to 90%.
8th
grade math pass rate on ISTEP will increase from 85% to 90%.
7th
grade social studies pass rate on ISTEP will increase from 65% to 80%.
2. Students Scoring Pass+: Over the last two years, the percentage of students scoring
Pass+ in language arts and 8th
grade math has not significantly increased as it has in 7th
grade math and social studies. Therefore, this Pass + goal is specific to language arts and
8th
grade math:
The percentage of students scoring Pass+ on 7th
grade language arts ISTEP will
increase by 5 percentage points from 13% to 18%.
The percentage of students scoring Pass+ on 8th
grade language arts ISTEP will
increase by 10 percentage points from 8% to 18%.
The percentage of students scoring Pass+ on 8th
grade math ISTEP will increase by
10 percentage points from 14% to 24%.
3. Students Passing and scoring Pass+ on the Algebra ECA: In 2012-13, 97% of
students passed the Algebra end-of-course assessment with 63% scoring pass+. The goal
for 2014-15 is:
100% of students will pass the Algebra ECA
75% of students will score Pass+ on the Algebra ECA
The percentage of students of color enrolled in Algebra will increase from 24% to
36%.
4. Students Passing 7th
grade Social Studies ISTEP: In 2010-11, 48% of 7th
grade
students passed the social studies ISTEP assessment. In 2012-13, the pass percentage
increased to 67%. The goal for 2014-15 is:
80% of 7th
grade students will pass the social studies ISTEP assessment.
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Goal Area #2: Reduce the Racial Achievement Disparities
The pursuit of equity in all aspects of the school is a foundational principle. Reducing racial
achievement disparities is the overarching objective of MSDLT. Although significant progress
has been made in every Belzer racial subgroup, there is still much work to be done. The goal for
the 2012-13 school year is:
1. The percentage of students of color passing ISTEP will increase by greater than 10%.
2. The percentage of students of color scoring Pass+ on ISTEP will increase by greater than
10%.
Common Improvement Strategies and Practices
The following strategies will be deployed school-wide in support of the equity and academic
achievement goals:
1. Professional Learning Communities:
The MSDLT PLC process will be broadly and effectively deployed in every PLC team.
All teachers are expected and required to collaborate and participate in PLC teams
Every Belzer PLC will adopt the following purpose statements:
o Commit to a collaborative process of school improvement;
o Examine achievement data through the lens of race;
o Focus on instructional practices.
Teachers will create and use mini assessments (Daily Math Review and Language Arts
Unit of Study assessments) to track progress and identify student errors.
Teachers will collaboratively examine student assessments to identify and correct student
errors.
Teachers will implement with fidelity the most-effective instructional strategies identified
by their respective PLC teams.
Student achievement data from pre and post mini assessments will be recorded, reported
and used to improve teachers’ learning of student errors so that those errors can be
eliminated.
All PLC teams will document the instructional practices for the units of study they are
improving.
A Literacy Leadership Team will be established to develop school-wide common
language and practice for vocabulary acquisition and informational text comprehension.
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Vocabulary Acquisition
Every teacher at Belzer will focus on improving the deployment and fidelity of the
reading instruction through an emphasis on vocabulary acquisition. Instruction will
include time each day to build student vocabulary based on Robert Marzano’s research
and a variety of strategies.
A school-wide list of directional vocabulary terms (with additional content area terms)
will be implemented through each PLC. Terms like: evaluate, explain, determine,
compare/contrast, support, and analyze will be included. PLCs will evaluate students’
vocabulary acquisition by analyzing the products created by students in each classroom.
School-wide instructional practices will be developed by the teacher members of the
Literacy Leadership Team. Teachers will be trained in how to implement the selected
strategies.
Reading and Writing Instruction
The language arts PLC will develop racially responsive units of study around a common
philosophy/belief system of authentic, engaging reading/writing instruction;
The language arts PLC will continue to develop and implement elements of the reader’s
and writer’s workshop including: mini-lessons, guided reading/writing, teacher modeling,
conferencing, authentic/independent work and ongoing assessment.
The language arts PLC will become more data driven by creating and administering
common assessments and progress monitoring assessments in their units of study.
A system of reading/writing intervention will be developed and deployed that will focus
on detailed assessment and targeted instruction focused on identified student weaknesses.
Specific intervention classes will continue to be offered for special education, ESL and
general education students.
The language arts PLC will continue to apply a lens of race and rigor to the development
of units of study.
The science and social studies PLCs will continue to develop literacy-based lessons and
assessments within their respective units of study.
Language arts, science and social studies teachers will increase the rigor of student
reading assignments by utilizing the Pre-AP/Laying the Foundation instructional
materials.
Math Instruction
The math PLC will continue implementation of Daily Math Review (bellwork) with
mini-assessments every two weeks to determine student skill acquisition.
The math PLC will continue implementation a school-wide problem-solving process
focused on multi-step problem solving.
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Vocabulary frequently used in problem-solving will be emphasized in the school-wide
vocabulary list of directional words.
Social Studies Instruction
The social studies PLC will continue to implement quarterly benchmark common
assessments and analyze the data to drive instruction.
Social studies (and science) teachers in 7th
grade will utilize Achieve 3000 as one method
of integrating literacy into their instruction
The social studies PLC will continue to develop units of study that focus less on discrete
fact and recall and more on analytical reading, writing and thinking.
Technology as a Tool for Learning
Several different types of technology applications will be utilized to enhance and promote
student learning.
All teachers will utilize Canvas as a learning management system;
Social studies and science teachers will utilize Achieve 3000 for non-fiction reading.
This program will be utilized in the language arts intervention classes as well.
Teachers will utilize interactive whiteboards.
Social studies teachers will also utilize Active Expression electronic responders on a
weekly basis.
In each unit of study, students will receive immediate writing feedback through use of
the Writing Coach technology application.
Indicators of Success:
The growth in student achievement will be determined by the progress each student makes based
upon mean score improvement on progress monitoring and common assessments. See page 7
and 8 for a list and timeline.
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Resources & Support Systems
The system has the resources and services necessary to support its vision and purpose and to ensure achievement
for all students. (AdvancEd, Standard #5)
Language Arts
Professional Development Plan
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on
achievement?”
Readers/Writers Workshop
Development
LA teachers –
literacy coach
Twice weekly
with daily
observations by
Principal
Progress Monitoring Data and
unit of study common
assessments
Achieve 3000
implementation in science,
social studies and LA
intervention
Sci/SS/LA
teachers/
literacy coach
As needed Ongoing Achieve Data, monthly
reports
PLC Team collaboration Grade level or
Content Teams
Twice weekly Progress Monitoring assessment
results; student work
Building Student Vocabulary
(Marzano)
All PLCs Twice Weekly Ongoing formative assessments
through student work
Culturally Responsive
Strategies
All PLCs Twice Weekly Ongoing formative assessments
through student work
Math
Professional Development Plan
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on
achievement?”
Math – Daily Math
Review/multi-step problem
solving
Math PLC Twice weekly Formative mini-assessments,
common assessments
Algebra 1 Alg. PLC Twice weekly Formative assessments, common
assessments
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Stakeholder Communications & Relationships
The system fosters effective communications and relationships with and among its stakeholders.
(AdvancEd, Standard #6)
Description of Parent and Family Involvement & Participation to Support Goals
The staff at Belzer Middle School will communicate with parents and families in the following
ways:
Weekly phone messages from the principal;
Bi-weekly e-mail communication of grades from teachers;
Public pages (calendar and lesson plans) on My Big Campus;
Follow-up phone calls and e-mails as needed.
In addition, the staff of Belzer Middle School will be personally available for parents and
families during the following times:
Back to Belzer Night,
Parent/Teacher Conferences,
Tuesday mornings for parent conferences,
Other times scheduled as needed.
Commitment to Continuous Improvement
The system establishes, implements, and monitors a continuous process of improvement that focuses on student
performance. (AdvancEd, Standard #7)
Description of the Process for Continuous Improvement
Preparation and management to an Action Plan
Periodic progress reviews will be conducted by the principal to ensure strategies and practices
are being effectively deployed with fidelity.
Documentation of Core (Common) Practices
As grade level PLC teams identify practices that have had excellent success with Black and
Hispanic students (and thereby improving learning of all students), the practices will be
documented as Core or Common Practices on the school server or quality system website.
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Fidelity of the PLC Process
The principal is responsible for the effectiveness and fidelity of the PLC process at the school.
Evidence of attendance and participation at the PLC team meetings as well as observations from
classroom instruction will be provided during the management reviews.
Deployment Fidelity of the Instructional Practices
The principal and PLC team members are responsible for the effectiveness and fidelity of the
instructional practices at the school. Evidence from PLC team meetings as well as observations
of classroom instruction will be provided during the management reviews.