goal indicators (metric to indicate progress)schools.cms.k12.nc.us/thomasboroes/document...

The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s turnaround initiative.

PURPOSE OF THE TURNAROUND INITIATIVE: Articulate in a few sentences what you hope to achieve by participating in the turnaround initiative. Our goal is to have students gain more than 1.5 years of growth in each tested subject area to increase the percent of students that meet the standard for proficiency in order to reach the 90/90/90 ambition in reading, math, and science. Our learning environment will be perceived by teachers to be a place in which students and teachers can thrive. Thomasboro Academy will be represented in the top quartile in the district’s TNTP Insight Survey (8.0 or higher) and deemed an exemplar for the instructional culture. Our school will be a place in which students, parents, and teachers deem optimal for teaching and learning, nurturing, and an place that promotes the socialemotional and academic wellbeing of our students.

GOAL SETTING: Along with Language Arts and Math proficiency rates, identify up to three additional goals for the school year (i.e. graduation rate, promotion rate, attendance, discipline, growth/value-added, targeted sub-group, college readiness, etc.)

Goals 2014-15 RESULTS 2015-16 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

1 Reading/Language Arts Proficiency

EOG Levels III, IV, V: 29% EOG Levels III, IV, V: 40% TRC K-3- BOY: 41% MOY: 60% EOY: 80% Mock EOG- BOY: 41% MOY: 60% EOY: 80% Goal for 3rd grade EOY is level R

2 Math Proficiency EOG Levels III, IV, V: 25% EOG Levels III, IV, V: 40% Mock EOG: BOY:(3-5) 23% (6-8) 40% DE MOY: EOY:

3 Science Proficiency EOG Levels III, IV, V: 58% EOG Levels III, IV, V: 70% Mock EOG: BOY:42% MOY: EOY: 4 Improve Learning Environment Spring Administration of

the TNTP Insight Survey Learning Environment Domain: 6.3

Spring Administration of the TNTP Insight Survey Learning Environment Domain: 8.

Quarter 1 Informal School Survey for teachers Winter Administration of the TNTP Insight Survey Quarter 3 Informal School Survey for teachers Quarter 4 Informal School Survey for teachers Spring administration of the TNTP Insight Survey Quarterly monitoring of out of school suspension rates.

Reduction of Out of School Suspension Rates

5

Principal Commitment: My signature indicates that this plan provides focus and urgency to move the turnaround initiative forward – and that the school’s leadership team participated in the development of the plan and support its direction. My signature also indicates a commitment to ambitiously pursue the articulated goals, addressing priorities, and monitoring progress. Finally, my signature confirms that this plan is a living document and that adjustments will likely be needed based on ongoing data and lessons learned.

______Janette L McIver_______________________________ ________9-18-2015____________________________ Principal Signature Date

Shepherd Commitment: My signature indicates that this plan has been reviewed and the content of the plan is aligned with the needs of the school. My signature confirms a commitment to support the school in the implementation of this plan, while also holding the school’s leader accountable for its implementation.

______________________________________________________________ ___________________________________________ District Shepherd Signature Date

90-Day Action Plan – Priority #1

Turnaround Initiative Focus Area (Big Rock): School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) Literacy:

● Literacy instruction is not reaching individual student needs through strategic small group instruction or ongrade level whole group instruction

● Teachers do not consistently plan or execute on rigorous, on grade level instruction that is aligned to common core standards

● Instructional planning and observation/feedback opportunities have not successfully improved teacher capacity to advance student achievement.

● Schedule does not provide enough time in all grade levels for teachers to bolster student skills in literacy.

● Teachers did not have a viable curriculum and/or resources to support instruction.

School Leader Responsible: 1. McIver 2. Mochan 3. Bambrick 4. Learning Community Office 5. Partners: TNTP & Center

for Transformative Teacher Training

Desired Outcome: (What will be different if you are successful in addressing this priority?)

2015-16 1ST SEMESTER 90-DAY PLAN 2

Teachers will be able to plan and execute on high quality literacy lessons. Teachers will receive the feedback (on lesson plans and through observation) that will bolster their practice. Instructional planning and data driven instruction will be implemented with fidelity.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) ● Absence of a viable curriculum that provides a starting place for teachers for planning quality on grade level instruction. ● Lack of accountability and inconsistent quality with small group lesson plans for all teachers and support staff (EC, ESL, TD, TA’s) ● Lack of consistency in effective progress monitoring to adjust instruction – including focusing on TRC, not DIBELS consistently ● Lack of consistency in implementing systems of support from admin (coaching, monitoring, accountability) ● Lack of effective way to identify and progress monitor student text levels in grades 68 ● Students struggling with the stamina necessary to be successful on the EOG ● Inconsistency in effective instructional practices for small group and whole group instruction ● Inconsistency in classroom management practices, specifically for managing independent work while teachers are teaching small groups/individual conferencing ● Very little use of No Nonsense Nurturer strategies to push academic rigor. ● Loss of focus on instilling a love of reading in our students due to a heavy focus on teaching standards and strategies

ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome Person Completing

Action Timeline Resources Needed / Source

Fully leverage Core Knowledge and Expeditionary Learning curriculums and professional development opportunities.

TNTP Lead Bill Bambrick Bates Kines Mochan All Literacy teachers 3-8

July 2015- December 2015

● TNTP lead ● Curriculum Kits ● copies ● Lesson plans ● PD sessions weekly

Monitor and give feedback for all lessons plans for classroom teachers and support staff, including small group, uploaded to Google drive weekly (plans need to identify students that will be in small groups and what instruction will look like) 100% of lesson plans will demonstrate alignment to common core standards

Bambrick Bates Kines Mochan McIver

Teachers have plans loaded 48 hours prior to planning Facilitator gives feedback within 24 hours and prior to planning session

● Google drive folders ● Lesson plans from teacher 48

hours prior to planning session

● Feedback from facilitator 24 hours prior to planning session

Train and calibrate ILT to provide effective face to face feedback and feedback on submitted lesson plans.

McIver Mochan Powell Bambrick Truesdale

Training new staff by August 1st

● Observation Feedback Tracker

● Google Drive Upload


Bunn

Feedback weekly for each teacher from coach Feedback weekly for each coach from administrator Feedback weekly for each administrator by principal

● Observation/Feedback Training

● 6 Step Observation Feedback protocol with strong action steps

Utilize BRI (Basis Reading Inventory) to identify BOY, MOY, and EOY grade levels and monitor progress between benchmark assessments for students in grades 58

Mochan Bambrick Bates Kines

First 2 weeks of school December 2015

BRI Benchmark grades each time frame

Progress monitoring logs completed by teachers and monitored monthly by MCL – K4 increase focus on DIBELS in progress monitoring

Bambrick K-4 Literacy teachers

Monthly PM Logs

Schedule double blocks of literacy in grades K4 and 6 to include sufficient time for small groups (instruction on student instructional levels) and whole group (instruction on grade level)

Mochan-master scheduler

Prior to start in July

Master schedule Power school

All teachers incorporate opportunities for reading in their content areas ● Focus on Elective teachers increase opportunities to to increase student stamina

throughout the school year. ● Continue work with math, science, social studies teachers to increase student

stamina throughout the school year ● Incorporate district ILT strategies in nonreading classroom instruction

McIver Powell Bates Goral

Monthly PD sessions for math, science, social studies and elective teachers

PD sessions provided by facilitators/administrators within planning sessions weekly and monthly with grade level bands

Instructional planning sessions will move from “what to teach” to “how to teach” with opportunities for scripting and role playing the “how”

PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments


December 2015 3rd grade students will track toward reaching level R by end of year as measured by TRC data

Provide interventions for students who are not on a positive trajectory.

Weekly check

Completed observation/feedback tracker with strong action steps. Given the new curriculums, ensure strong literacy action steps or work to develop a bank that will support feedback.

October 2015 December 2015

Learning Community walkthroughs, TNTP, and the Center for Transformative Teacher Training school walkthroughs and feedback

Make adjustments based on feedback given

December 2015 Student achievement on middle of the year Mock EOG, TRC, BRI assessments November 2015 Assess teacher perception of quality of instructional planning, observation feedback and

learning environment through school informal surveys and Winter administration of TNTP Insight Survey


Turnaround Initiative Focus Area (Big Rock): School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)

● Learning Environment: Significant amount written referrals resulting in student loss of instructional time. ● Disruptive Classroom behaviors resulting in loss of instructional time. ● Poor perception of learning environment by staff with inconsistent use of PLC to improve learning environmentacademics and

behaviors. ● Delayed intervention support for struggling students

School Leader Responsible: McIver Powell Mochan Rondo Hill

Desired Outcome: (What will be different if you are successful in addressing this priority?) ● Responses on surveys (TNTP Insight Survey and school level informal survey) will indicate that teachers received

support/feedback (both walkthroughs and formal evaluations) from those that worked closely with them in planning and implementation with an increase on the number of teachers who “Agree” or “Strongly Agree with statements in the Observation & Feedback domain on the TNTP Insight Survey

● Reduced out of school suspension rates ● Increased Learning Environment domain score on TNTP Insight Survey ● Increased authentic engagement of students in teaching and learning in classrooms.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) The Thomasboro staff is in year 2 of efforts to improve the learning environment to ensure the school and classrooms are conducive to instruction. While there has been noticeable improvement in student management, there is still inconsistent implementation and some staff do not execute with fidelity. Specifically, there is a gap in implementation of NNN in classroom instruction. In some cases, teachers lack the capacity to follow through and need more training and coaching. With other teachers, inconsistency is due to the teachers’ willingness to move beyond their own tactics and philosophy regarding the management of student behavior. This variance negatively impacts students as they have to adjust and adhere to different expectations and consequences depending on the teacher and/or situation.




All staff will be trained in No Nonsense Nurturing

LIFT Learning Community

July 2015-December 2015

Partner: Center for Transformative Teacher Training

School leaders will develop and train teachers on minute by minute plan to ensure staff is knowledgeable of procedures and expectations. These procedures will be communicated and practiced with staff and students to reinforce expectations prior to execution.

McIver

July 2015-December 2015

minute by minute plans

Teachers will receive frequent observations and feedback to bolster their capacity. Trackers will be implemented to support monitoring and accountability.

Coaches/Facilitators

September-December 2015

Observation/Feedback trackers Teacher PDPs Walkthrough tool

There will be re-set opportunities for grade levels and/or whole school when quality of implementation of NNN and minute by minute plans deteriorates.

McIver

October/November 2015

Rubrics Observation Trackers/Leadership Monitoring

Learning community office and Center for Transformative Teacher training will conduct school wide walkthroughs and provide feedback to support implementation.

Learning Community office and Center for Transformative Teacher Training

September 2015-December 2015

Learning community office Partner: Center for Transformative Teacher Training

Leverage MTSS protocols and interventions to support students with significant behavioral challenges and leverage partner organizational support to enhance students social emotional well being (CIS, Behavioral Mental Health, etc)

Learning Community Office: Brenda Hasaan

September 2015-December 2015

Partner Engagement MTSS Training


October and December 2015

100% of staff will work to implement minute by minute plans (arrival, dismissal, class transition) and NNN training with fidelity.

Increased monitoring and practice



Improvement on engagement and culture walkthrough rubric Increase coaching and/or provide additional online training offered through Center for Transformative Teacher training


Reduction in student out of school suspension rates

September and December 2015

Informal School Surveys and Winter Administration of TNTP Insight Survey: questions related to student culture will show improvement

Refine plans; collect more qualitative feedback from teachers to determine root causes and suggestions for improvement


Turnaround Initiative Focus Area (Big Rock) - (If applicable):

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) The overall achievement gap in mathematics isn’t narrowing.

Performance is far below the expectation of 50% or higher.

School Leader Responsible: McIver Powell Truesdale Peterson Goral

Desired Outcome: (What will be different if you are successful in addressing this priority?) By Spring of 2016, the composite in math will increase by 15% as measured by DE, CFA and EOG’s

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) Teachers continue to need training, practice, feedback and time to reflect on instructional methods to match students’ needs in math. Teachers in the elementary grade levels also requested more time for math so that the workshop model could be implemented to refine and master skills



Plan and implement professional development for all math instructional staff focused on:

● Targeted interventions

Truesdale- MCL 2 Peterson- Math Facilitator

Weekly planning session

Student growth and proficiency tracker for each:


● Do the math (Intervention) ● First in Math (Intervention) ● Engagement Tools

○ Kahoot ○ Google Classroom ○ Plickers ○ Response Cards

Goral- PD Facilitator K-8 Math teachers

Monthly PD session August – Engagement Tools to CFU September Workshop Model

October – Targeted Interventions

Half day PD Sept 2 Jan 6 Feb 24 May 11

● DE Test ● Common Formative

Assessments (CFA) ● Do the Math Training by

MCL 2Kaneka Turner ● BOY, MOY, Mock EOG

Engagement tools for each classroom

Differentiated Math Instruction (DMI)

● Workshop Model ● Flexible Grouping ● Tiered Instruction ● Personalized Learning (Gr.6)

Facilitator/Coach will work with the teacher to use data for each planning session to create the interventions for DMI

During weekly planning sessions focus intentionally on:

● Identifying students who require immediate, intensive and targeted acceleration. ● Create individual acceleration plans for each student and use assessments to measure

growth. ● Provide teachers with Student Action Plans to help move from data analysis to direct

instructional action.

Student data trackers Action plans

Evidence of work towards intended goals will reflect in the following:

● Lesson Plans ● Math Workshop Plans ● Student work samples (bulletin boards) ● Graphic Organizers

Facilitators and teachers will utilize plans and student work samples to drive future instruction with students


● Content Literacy Resource Folders (Google Drive) ● Interactive Word Walls


September 2015 January 2016 April 2016

Triangulate data from DE, CA, and BOY EOG to determine growth for students in qtr. 1 and action steps needed with targeted students to show mastery towards proficiency

Provide interventions for students who are not on a positive trajectory.

June 2016 By the end of the 2016 school year, 30% of Thomasboro’s 38 math Scholars will show the necessary CCR proficiency or above as measured by the EOG.

June 2016

100% of students will show at least 1.5 yearsworth of growth in mathematics.


Turnaround Initiative Focus Area (Big Rock) - (If applicable):

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)

School Leader Responsible:

Desired Outcome: (What will be different if you are successful in addressing this priority?)

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?)





Quick Win Plan (Only for first semester)

In a few sentences, describe how your school will achieve early and noticeable “wins” that assert forward momentum for the turnaround initiative. These wins will generate positive traction toward your school’s turnaround purpose by mobilizing observable cycles of turnaround success. Quick wins should be initiated, and potentially achieved, within the first 30 school days and can serve as the initial actions to address the problems of practice highlighted in this plan.

Identify up to 4 specific actions that will make the quick win plan happen.

Action Person Responsible Timeline

1 “Shout out” specific teacher actions that align to 90 day plan strategies and best practices in the Tiger Trail.

McIver Weekly


August 2015-December 2015

2 Video tape exemplar teacher practice to use as training and highlight films to demonstrate best practices and help improve teacher capacity. Video tapes will also be used across the learning community to recognize teachers who are exhibiting best practices in literacy and NNN.

Facilitators/Coaches Administrators

2-3 times per month August 2015-December 2015

3 Assemble a culture committee of teachers to serve as teacher leaders; these teachers will serve a lead executors across the school.

Powell/Goral 1-2 times per month August-December 2015

4 Celebrate student growth and mastery each quarter with incentives (grade level) and awards assemblies

Powell/Culture Committee

Quarterly

APPENDIX A Guidance Document


APPENDIX B 90-Day Plan Development & Reflection Tool

Overall Reflections/Feedback: (Clearly identify strongest areas of plan and the most critical items to improve. Emphasis should be on clarity and alignment of priorities.)


Turnaround Purpose & School Goals Clearly Evident

Solid Progres

s

Limited Progres

s

Not Evident

Is the school’s turnaround purpose clearly articulated, with language that will inspire stakeholders to become engaged and committed to the turnaround initiative’s success?

Have measureable school-wide goals been identified using available baseline data? Are there clearly articulated metrics to monitor progress toward goals?

Big Rocks & School’s Priorities Are the identified priorities clearly articulated? Do they seem appropriate and provide focus to the school’s specific needs?

Is there a strategic focus on using data to inform instruction evident? Is at least one of the priorities focused on improving/aligning curriculum, instructional delivery, formative assessment, data analysis, or improving intervention practices?

Does the school’s priorities align with the district’s focus areas (Big Rocks).

Are the desired outcomes ambitious? Will the desired outcomes correct or eliminate the priority (problem)?

Root Causes Does each priority have a clear root cause hypothesis on why the problem exists? Has school leadership attempted to identify addressable hypotheses (i.e. within the locust of their control)?

Has each root cause been identified through intentional analysis of the problems—e.g. The 5 Why’s or Fishbone exercises—that is accompanied by supporting data points?

Most Critical Actions to Address Priorities Do the actions identified promote urgency toward addressing the identified priorities? Consider the timelines provided and the boldness of actions.

Are the identified actions specific enough to ensure focus on the acknowledged priorities?

Are action items strategically owned by specific school personnel?

Progress Toward Addressing Priority Does the 90-day plan include clear progress indicators that will allow the school to regularly monitor progress toward addressing each priority?


goal indicators (metric to indicate progress)schools.cms.k12.nc.us/thomasboroes/document...

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