school improvement planning forms · school improvement planning forms . 2 ... gethers and tamara...

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DENVER PUBLIC SCHOOLS Tom Boasberg Ana Tilton Superintendent Chief Academic Officer

SCHOOL IMPROVEMENT PLANNING FORMS

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DENVER PUBLIC SCHOOLS SCHOOL IMPROVEMENT PLAN

School: Carson Elementary Principal: Gwen Henderson-Gethers and Tamara Acevedo (2009) SIP Years: (3 years) 2009 - 2010

Instructional Superintendent:

Title I School: Yes X No If Title I School: Targeted Assistance or Schoolwide Program

Area 2007-08 2008-09 2009-10 NCLB Identified

NCLB Status

SAR Rating/SPF Rating High Meets Expectation

NCLB Area(s) for Improvement 2007-08 2008-09 2009-10 Whole School

Subgroup Math

Subgroup Reading

School Improvement Planning Team (Include names and titles): Administrators: Gwen Henderson-Gethers, Principal and Tamara Acevedo, Principal

Teachers: Laura Belitz, HGT Grade ½, Darby DeGroat, HGT ¾, Kathi Newman, D/HH Grade 4/5, Kerry Santambrogio, Grade 1, Mary Fahey, Humanities Facilitator, Laura Peterson, ESL Teacher, Linda Olds, Reading Intervention Teacher

Support Services:

Parents: Parent survey---PTA and Character Education Meeting

Students:

Others:

Peer Review Feedback Team (Include names, titles, and affiliations):

Principal Signature Date

Instructional Superintendent Signature Date

ACADEMIC VALUE PROPOSITION

A “value proposition” is a consistent statement that is repeated by the public, the staff, the principal and the administration to describe the school’s unique academic focus. The value proposition captures what the school has to offer in service to students and parents, its primary audience. It is one or two sentences long.

What is your school all about?

Carson offers three distinct academic programs (Traditional, Deaf/Hard of Hearing and Highly Gifted). Carson offers these programs in a context of “One School, One Family, One Community”. We are a warm, welcoming community focused on individual student achievement fostered by high expectations, parent involvement, and a strong emphasis on character education.

COMPELLING STORY

A “compelling story” is the consistent description elaborating the school’s unique academic characteristics and accomplishments. Like the academic value proposition, it captures what the school has to offer in service to students and parents, its primary audience. The compelling story extends the value proposition by detailing the school’s academic programs and services in a single paragraph.

What is unique about your school?

Caron holds a unique position in the Denver Public Schools as it is home to three distinct programs. Students, faculty and staff are integrated into each of these programs through the creation of a warm, welcoming community. Carson offers Traditional Education Classrooms as well as, Auditory-Oral Classrooms for Deaf/Hard of Hearing Students, and Highly Gifted and Talented Classrooms for students identified through our district Gifted and Talented Department. This range of programs provides Carson Elementary with a diverse student population from not only the immediate neighborhood, but from the entire district. To celebrate these differences, students are given multiple opportunities to work and socialize together through “mix it up” activities such as classroom meetings, enrichment, and student council. This allows students to build relationships across classrooms and grade levels. In addition to high academic standards, parents point to the Character Education Program as a catalyst for learning life-long skills. The Character Education Program also bridges behavior expectations between home and school. Parents believe Carson provides a “feeling of stability, and safety” and allows people to be “cherished for who they are”. Parents report a “sense of community and contribution” at Carson which fosters student engagement and parent involvement, both essential factors in academic performance.

Questions answered when developing this component:

Questions answered when developing this component:

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Why would anyone choose your school?

Parents state they choose Carson for the diversity of the student population and available programs. There are high expectations for students and teachers resulting in strong academic achievement. Carson has held a School Accountability Rating of High and Improving. Currently, Carson has a rating of Meets Expectations on the district School Performance Framework. Many families in the past have been attracted to Carson because of the small size, multi-age classrooms and exceptional drama/music and art classes. The former principal, Gwen Henderson-Gethers, was noted as being “organized, well-informed, welcoming, and a good listener” to parents who tour and choose Carson as their school.

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SCHOOL COMMUNITY

Describe Your School Community (should be based on data, not perceptions.)

• Student Population (# of students, racial, ethnic, gender breakdowns, ELL # and languages spoken, Special Education population, etc.) • Staff (# of staff, racial. Ethnic, gender breakdowns, languages spoken, # of beginning teachers, #non-tenured teachers, etc.) • Parents/Families (level of involvement w/ school, parent demographics/ changes in parent demographics) • Community and Community Businesses (job sectors represented, community partnerships, social service organizations)

STUDENT POPULATION (# of students, racial, ethnic, gender, ELL # and languages spoken, Special Education Population, etc.):

2007-2008 # of

Students Racial/Ethnic Background

# of ELL Students

Languages Spoken

Special Education # of D/HH Students

338

1.3% American Indian 15.3% African American 8.8% Asian 16.9% Hispanic 57.8% Anglo

24 Spanish Bosnian, Geek, Chinese, Japanese, Somalia, Turkish, Thai, Ethiopian, Dutch, German, American Sign Language

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2009-2010

# of Students

Racial/Ethnic Background and

Gender

# of ELL Students

Languages Spoken

# of Special Education, Gifted and Talented

405

1.5% American Indian 10.4% African American 4.9% Asian 14.3% Hispanic 68.9% Anglo 205 Male Students 200 Female Students

24 English (354) Amharic (2) Arabic (4) Bulgarian (2) Mandarin Chinese (1) Nepali (1) Russian (4) Serbian (1) Slovenian (1) Spanish (30) Thai (1) Turkish (2) Urdu (1) Vietnamese(1)

60 Special Education Students

74 Gifted and Talented Students

STAFF (# of staff, racial, ethnic, gender breakdowns, languages spoken, # of beginning teachers, # non-tenured teachers):

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2007-2008

# of Staff Racial/Ethnic Background

Languages Spoken

Gender # of Probationary

Teachers 20 Classroom Teachers (10 traditional, 3 HGT, 7 D/HH) 1.5 M/M Teacher 1 Humanities Facilitator 1 ELA Resource Teacher 1 Music/Drama Teacher .5 Visual Art Teacher .5 P.E. 11 Paraprofessionals 5 District Audiologists 3 D/HH Itinerant Teachers

Teachers: 1 African-American Remaining Teachers Anglo Paraprofessionals: 8 Anglo 2 African-American 1 Pilipino

Spanish

3 long-term substitute Teachers 12 probationary teachers

2009-2010 # of Staff Racial/Ethnic Languages Gender # of

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Background Spoken Probationary Teachers

22 Classroom Teachers (10 traditional, 3 HGT, 7 D/HH) 1 M/M Teacher 1 ELA Resource Teacher 1 Intervention Teacher 1 Music/Drama Teacher .5 Visual Art Teacher 1.0 P.E. 8 Paraprofessionals 5 District Audiologists 3 D/HH Itinerant Teachers

Teachers: All Teachers are Anglo Paraprofessionals: 6 Anglo 2 African-American

Spanish

2 male teachers remaining teachers female 2 male paraprofessionals remaining paras female

20 probationary teachers

PARENTS/FAMILIES (Level of involvement with school, parent demographics/changes in parent demographics):

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• Student body is 70% choice • Supportive parent community • Parents actively participate in PTA, Character Education Committee, Personnel Committee, and Collaborative School Committee • Parents attend Summit meetings which have resulted in action plans to support the academic and social growth of the school • Parents support literacy by serving as reading volunteers, hosting scholastic book fairs, a night at the Bookies, and Reading is

Fundamental • PTA has sponsored an annual silent auction and fall fundraiser which have raised funds for sound field systems, library renovations,

books and math manipulatives COMMUNITY AND COMMUNITY BUSINESSES (job sectors represented, community partnerships, social service organizations):

• Carson is actively striving to form community relationships

PERFORMANCE ANALYSIS (should be based on data, not perceptions)

Provide a summary analysis of your CSAP, CELA, benchmark assessments and any other data. Respond in the analysis to the following questions:

• What does this data tell you about your students overall performance? • Based on the data, where does your school need to focus their school improvement goals? • What does this data tell you about your ELL students? • What does this data tell you about your special education students? • What does this data tell you about your Gifted/Talented and high performing students? • Are there test performance variations by racial/ ethnic groups or gender? • What differences do you see in racial group performance? • What disparities do you see in special needs students? • Has your school made progress on closing the gap in any groups?

2007-2008

CSAP scores for students At or Above Proficient from 2005 - 2007 are as follows:

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2005 2006 2007 Reading 3rd - 82% 73% 78% 4th 72% 88% 68% 5th 82% 84% 89% Math 3rd 73% 70% 61% 4th 61% 80% 70% 5th 67% 69% 80% Writing 3rd 76% 65% 70% 4th 55% 80% 59% 5th 79% 81% 89% Students in grades 3, 4 and 5 show an overall decrease of 1% in the area of reading from 2005 to 2007, an increase of 2% in math and an increase of 2% in writing for students in grades 3, 4, & 5. The 38 students who have remained at Carson for the past three years from 2005 through 2007 have maintained 84% at or above proficient in the area of math and have shown growth from 89% to 92% in reading and from 84% to 92% in writing. The report showing the gap between ethnicities indicates that there was a narrowing of the gap in third grade reading by 10.0% for African-American students and by 12.2% for Hispanic students. This is compared to the Asian/White third grade student population who took the test in 2006 compared to the third grade students who took the test in 2007. The gap increased in fourth grade reading to 16.6% for African-American students and 48% for Hispanic students from the 2006 students to the 2007 students as compared to the Asian/White population. The fifth grade students saw an increase in the gap by 9.7% for African-Americans and by 27.2% for Hispanic students from 2006 to 2007 as compared to the Asian/White students. The following reflect the change in the gap in the area of Math for ethnic students as compared to the Asian/White students: African-American Grade 3: 7.6% Grade 4: 18.5% Grade 5: Decrease of -46.0% Hispanic Grade 3: 8.1% Grade 4: 11.8% Grade 5: 7.9% The following reflect the change in the gap in the area of Writing for ethnic students as compared to the Asian/White students: African-American Grade 3: Decrease -3.6% Grade 4: 31.0% Grade 5: 8.3% Hispanic Grade 3: Decrease -0.4% Grade 4: 31.9% Grade 5: 9.1% Overall, English Language Learners (ELL) who are receiving English Language Acquisition (ELA) support are not yet proficient on the most recent CELA tests. Some of the third, fourth, and fifth grade ELL students who took the CSAP scored partially proficient; however, most of these students scored Unsatisfactory. It should be noted that many ELL students are also receiving services in the Deaf/Hard of Hearing (D/HH) program. The D/HH population traditionally scores in the Unsatisfactory/Partially Proficient ranges on CSAP. These students are in a Center

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Placement Program at Carson for specific academic needs due to language delays resulting from hearing loss. The 2006-2007 Benchmark scores compared to the 2007 CSAP scores for students in grades 3, 4 & 5 reflect a close alignment of student performance. Writing and Math will be our areas of focus regarding goals.

2008-2009

CSAP Proficiency at or

Above Proficiency SPF Growth Median

Percentile Academic Gaps

Grade 3

Reading – 77.4% Writing – 65.4% Math – 73.1%

Reading

23 - Approaching

Writing 44 - Meets

Math 74 - Exceeds

Reading – Does not Meet

FRL(38 Students) – Large Gap SPED (38 Students) – Large Gap African-American (24 Students) – Medium Gap Hispanic (25 Students) – Large Gap

Writing – Does not Meet FRL (37 Students) – Large Gap SPED (37 Students) – Large Gap African-American (24 Students) – Large Gap Hispanic (25 Students) – Large Gap

Grade 4

Reading – 72.5% Writing – 62.5% Math – 80%

Grade 5

Reading – 73.7% Writing – 64.9% Math – 66.7%

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Math – Does not meet FRL (37 Students) – Large Gap SPED (37 Students) – Large African-American (24 Students) – Medium Gap Hispanic (25 Students) – Large Gap

Carson has again achieved a rating of Meets Expectations on the 2009 School Performance Framework (SPF). While we celebrate this tremendous success, our goal is to exceed district expectations and achieve high status and high growth with a Distinguished rating. Areas where we will continue to work and strive for improvement include: Reading and writing---We will work to increase the amount of growth each child is making in an academic year. Mathematics---We will work to maintain and increase the amount of growth each child is making in an academic year. Achievement Gaps---We will work to decrease the gap among student groups (Special Education, African-American, Hispanic, Free and Reduced Lunch) We have already begun work in these areas. Our school has formed teacher data teams by grade-level and teaching content area. We have started this process through collaborative planning of upcoming units of study by close examination of the main concepts and skills taught in each lesson. We have used this information to determine essential learnings for the unit and matched the learning to our state educational standards. We will use this information to develop assessments tied to the essential learnings that will be administered at the beginning and end of each unit. This will provide the necessary information to analyze student strengths and obstacles, establish goals, select instructional strategies that best match student needs, and determine indicators to measure appropriate progress. We have also established intervention groups based on the Developmental Reading Assessment (DRA), and other assessment results, to provide additional instructional support to students who are in need of targeted reading intervention. Carson’s gifted and talented itinerate teacher is in the process of creating advanced learning plans for identified gifted students.

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ACTION PLAN

TEACHING AND LEARNING GOAL 1 Goal: (School goal for where you want the school to be in three years. Should be based on measured student outcomes and needs identified in your Performance Analysis.) (SMART Goal) The students in grades 3, 4 and 5 math scores ranged from 69% to 80% at or above proficient as measured by the 2007 CSAP Assessment. 80% of the students in grades three through five will score proficient or above as measured by the Spring 2010 CSAP Test. The scores for students At or Above Proficient in Mathematics are as follows:

2005 2006 2007 2008 2009

All Grades 67.9% 74.3% 70.1% 68.3% 72.5% Grade 3 73 % 70% 61% 69% 73.1% Grade 4 61% 80% 70% 67% 80% Grade 5 67% 69% 80% 74% 66.7%

Objective 1: (Must have at least two objectives which can be modified annually.) Objective Met New Objective Revised Objective 80% of the students in grades two through five will score At or Above Proficient as measured by the Math Benchmark Assessment in Spring, 2010.

Mathematics Benchmark Assessment Grade 2 Grade 3 Grade 4 Grade 5

Fall 2007 35% 32% 49% 53% Spring 2009 95% 82% 72% 73%

Strategy 1 to Support Objective 1: (This may be instructional strategies, parental engagement strategies, community building strategies, and so on.)

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Implement Data Driven instruction utilizing progress monitoring (Recognizing Student Achievement (RSA), Unit Tests and Informal Assessment Data) to differentiate Everyday Mathematics Lessons supporting the growth of all students.

Activity (Action Steps)

Person(s) responsible (Lead persons and committee

members Responsible for implementing

strategy.)

Timeline (Projected timeframe for the

implementation and completion of strategy.)

Resources and Budget (Materials, grants, funds and other resources targeted to support the

strategy.

Professional Development in Support of the Strategy

Teachers will identify Essential Learnings for

mathematics instruction by unit through unpacking the Planning/Teacher’s Guide. Teachers will utilize Standards from CSAP Frameworks and Benchmark Data to help identify the Essential Learnings.

Teachers will meet weekly and/ bi-weekly with their grade level Data Teams to engage in the Data Team process in order to develop SMART goals to guide instruction.

Teacher’s will bring student work to between/alternate cycle data team meetings to determine if students are making progress in the essential learnings of the unit and adjust instructional strategies as necessary.

Each Mathematics classroom will: Have at least 75-minutes Math Block Utilize guided mathematics group

instruction during part two of the mathematics lesson

Collect RSA-Recognizing Student Achievement (Progress Indicators), and Unit Test data to form groups

Teachers will participate in School Data Days throughout the year to look at data at the primary and intermediate levels.

Principal, Tamara Acevedo Mathematics Lead Teacher, Laura Belitz Classroom and Special Education Teachers Network 1 Mathematics Specialist, Yamile Raina

Fall 2009 to Spring 2010

DPS Success After School Tutoring Program

Data Team Meetings and School Data Days to take place weekly and/ bi-weekly including time spent on Early Release Days.

Professional Development during between/alternate cycle meetings to support instructional strategies and review student work.

Strategy 2 to Support Objective 1: (These may be instructional strategies, parental engagement strategies, community building strategies, and so on.) Include daily opportunities for students to explain their thinking orally or in writing during the mathematics block.

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Activity

(Action Steps)



strategy.)




strategy.


Each Mathematics classroom will:

Have students orally explain their thinking daily (using strategy sharing portion of lessons within math message/mental math/part I, embedded writing opportunities, exit slips and end-of-unit open responses)

Have students write weekly (using embedded writing opportunities, exit slips and/ end-of-unit open responses---including teacher created constructed responses modeled from benchmark assessments)

Utilize mathematics rubric to determine student growth.

Teacher’s will bring student work including constructed responses to between/alternate cycle data team meetings to determine if students are making progress in explaining their thinking and adjust instructional strategies as necessary.

Teachers will identify Essential Learnings for mathematics instruction by unit through unpacking the Planning/Teacher’s Guide with a focus on writing opportunities in EM Lessons including EM Writing Connections, Exit Slips, and End-of-Unit Open Response.



DPS Success After School Tutoring Program

Data Team Meetings and

School Data Days to take place weekly and/ bi-weekly including time spent on Early Release Days.


Milestones: (Milestones are checkpoints that measure progress toward the stated objective. They help ensure that you are making interim progress toward meeting your annual objective. Milestones need to be measurable directly related to the objective, specific and clear, achievable and time specific.)

Recognizing Student Achievement (RSA), Unit Tests, Teacher-Made Assessments (before unit), Everyday Mathematics End-of-Year Assessment, Mathematics Benchmark Assessment

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Teaching and Learning Goal 1 Goal: (School goal for where you want the school to be in three years. Should be based on measured student outcomes and needs identified in your Performance Analysis.) (SMART Goal) 90% of first grade students will score at or above proficient on the End of the Year Everyday Mathematics Assessment of each year through Spring 2010. Objective 2: (Must have at least two objectives which can be modified annually.) Objective Met New Objective Revised Objective 90% of students will score proficient using the summative portion (part A) of the Everyday Mathematics End of Year Assessment or Advanced using the informing instruction (part B) portion of the Everyday Mathematics End of Year Assessment. Strategy 1 to Support Objective 2: (This may be instructional strategies, parental engagement strategies, community building strategies, and so on.) Implement Data Driven instruction utilizing progress monitoring (Recognizing Student Achievement (RSA), Unit Tests and Informal Assessment Data) to differentiate Everyday Mathematics Lessons supporting the growth of all students.




strategy.)




strategy.



mathematics instruction by unit through unpacking the Planning/Teacher’s Guide. Teachers will utilize Standards from CSAP Frameworks and Benchmark Data to help identify the Essential Learnings.

Teachers will meet weekly and/ bi-weekly with their grade level Data Teams to engage in the Data Team process in order to develop SMART goals to guide instruction.




Everyday Mathematics curriculum and resources purchased 2008-2009




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Each Mathematics classroom will: Have at least 75-minutes Math Block Utilize guided mathematics group

instruction during part two of the mathematics lesson

Collect RSA-Recognizing Student Achievement (Progress Indicators), and Unit Test data to form groups

Teachers will participate in School Data Days throughout the year to look at data at the primary and intermediate levels.

Strategy 2 to Support Objective 2: (These may be instructional strategies, parental engagement strategies, community building strategies, and so on.) Include daily opportunities for students to explain their thinking orally or in writing during the mathematics block.



members responsible for implementing

strategy.)




strategy.


Each Mathematics classroom will:

Have students orally explain their thinking daily (using strategy sharing portion of lessons within math message/mental math/part I, embedded writing opportunities, exit slips and end-of-unit open responses)

Have students write weekly (using embedded writing opportunities, exit slips and/ end-of-unit open responses---including teacher created constructed responses modeled from benchmark assessments)

Utilize mathematics rubric to determine student growth.

Teacher’s will bring student work including constructed responses to between/alternate cycle data team meetings to determine if students are making progress in explaining their thinking and



Everyday Mathematics curriculum and resources purchased 2008-2009




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adjust instructional strategies as necessary. Teachers will identify Essential Learnings for mathematics instruction by unit through unpacking the Planning/Teacher’s Guide with a focus on writing opportunities in EM Lessons including EM Writing Connections, Exit Slips, and End-of-Unit Open Response. Milestones: (Milestones are checkpoints that measure progress toward the stated objective. They help ensure that you are making interim progress toward meeting your annual objective. Milestones need to be measurable directly related to the objective, specific and clear, achievable and time specific. )

Recognizing Student Achievement (RSA), Unit Tests, Teacher-Made Assessments (before unit), Everyday Mathematics End-of-Year Assessment, Mathematics Benchmark Assessment

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TEACHING AND LEARNING GOAL 2 Goal: (School goal for where you want the school to be in three years. Should be based on measured student outcomes and needs identified in your Performance Analysis.) (SMART Goal) The students in grades 3, 4 and 5 writing scores ranged from 65% to 81% at or above proficient as measured by the 2007 CSAP Assessment. 80% of the students in grades 3, 4 and 5 will score at or above proficient as measured by the Spring 2010 CSAP Assessment.

2005 2006 2007 2008 2009 All Grades 79.6% 84.1% 79.0% 80.4% 74.7%

Grade 3 76% 65% 70% 76% 77.4% Grade 4 55% 80% 59% 74% 72.5% Grade 5 72% 75% 74% 74% 73.7%

Objective 1: (Must have at least two objectives which can be modified annually.) Objective Met New Objective Revised Objective 80% of the students in grades two through five will score at or above proficient as measured by the Writing Benchmark Assessment in Spring 2010 as compared to the aggregated score of 77.3% in Spring 2007. Spring Data 2009 – 76.9% Strategy 1 to Support Objective 1: (This may be instructional strategies, parental engagement strategies, community building strategies, and so on.) Support teachers in effectively teaching writing/writing best practice (content, fluency---summary and important details).




strategy.)




strategy.


Teachers will engage in professional development

of Writing Best Practice to deepen understandings of grade level expectations.

Teachers will learn and implement three main strategies for teaching main idea and supporting details and utilize similar format with students to write effective summaries.

Teachers will identify Essential Learnings by unit through unpacking the Planning/Teacher’s Guide.

Principal, Tamara Acevedo Literacy Lead Teachers, Kerry Santambrogio and Darby DeGroat Classroom, Special Education, Intervention and ESL Teachers


Writing materials to support the writing block. Implement DPS Success After School Program



Professional Development during between/alternate cycle meetings to support instructional strategies and

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Teachers will utilize Standards from CSAP Frameworks and Benchmark Data to help identify the Essential Learnings.

Utilize grade level anchor papers in instruction Determine and plan for RtI Intervention

Network 1 Humanities Specialist, Corrigan Carlson

review student work.

Strategy 2 to Support Objective 1: (These may be instructional strategies, parental engagement strategies, community building strategies, and so on.) Implement writer’s workshop model in which students write daily following focused writing instruction.




strategy.)




strategy.


Teachers will assign writing prompts across genres

every two weeks as homework. Teachers will utilize CSAP and Teacher made

rubrics with students to assess writing Teachers will utilize materials including the DPS

Instructional Planning Guides, Lucy Calkins’ units of study, Ralph Fletcher’s Teaching the Qualities of Writing, mentor or touchstone texts, student and teacher writing, and grade-level genre studies.

Teachers will provide writing opportunities daily within the writing block---planning for whole group, independent, and small group instruction utilizing writing best practices.

Principal, Tamara Acevedo Literacy Lead Teachers, Kerry Santambrogio and Darby DeGroat Classroom, Special Education, Intervention and ESL Teachers Network 1 Humanities Specialist, Corrigan Carlson


Writing materials to support the writing block. DPS Writing Best Practice Documents. Implement DPS Success After School Program

Early release, regular PD, and support from IS team.

Milestones: (Milestones are checkpoints that measure progress toward the stated objective. They help ensure that you are making interim progress toward meeting your annual objective. Milestones need to be measurable directly related to the objective, specific and clear, achievable and time specific. )

Ongoing writing prompts, Teacher-Made Assessments, Writing Benchmark Assessment, SMART goal data

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Teaching and Learning Goal 2 Goal: (School goal for where you want the school to be in three years. Should be based on measured student outcomes and needs identified in your Performance Analysis.) (SMART Goal) 90% of students in kindergarten through fifth grade will score at or above proficient on the End of Year Spring 2010 school-wide writing prompt as measured by the grade-level rubric. Objective 2: (Must have at least two objectives which can be modified annually.) Objective Met New Objective Revised Objective By Spring 2010, 90% of students in grades kindergarten through fifth grade will score at or above proficient as measured by the grade-level rubric. Strategy 1 to Support Objective 2: (This may be instructional strategies, parental engagement strategies, community building strategies, and so on.) School-wide writing prompts will be administered and analyzed each trimester.




strategy.)




strategy.


Teachers will assign writing prompts across genres

every two weeks as homework. Teachers will utilize CSAP and Teacher made

rubrics with students to assess writing and plan for instruction





Strategy 2 to Support Objective 2: (These may be instructional strategies, parental engagement strategies, community building strategies, and so on.) Teachers will meet in data teams to progress monitor and plan for writing instruction.



members


implementation and completion



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responsible for implementing strategy.)

of strategy.)

strategy.


Literacy instruction by unit through unpacking the Planning/Teacher’s Guide. Teachers will utilize Standards from CSAP Frameworks and Benchmark Data to help identify the Essential Learnings.

Teachers will meet weekly and/ bi-weekly with their grade level Data Teams to engage in the Data Team process in order to develop SMART goals to guide instruction utilizing conference and writing prompt data.






Milestones: (Milestones are checkpoints that measure progress toward the stated objective. They help ensure that you are making interim progress toward meeting your annual objective. Milestones need to be measurable directly related to the objective, specific and clear, achievable and time specific. ) Teachers will use ongoing data including writing prompt scores, benchmark assessment, and conference data.

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Note: This goal may be used for Title I Schoolwide Programs School: Carson Elementary Principal: Gwen Henderson-Gethers SIP Years: 2007-2010 Tamara Acevedo Parent and Community Engagement Goal: “Include strategies to increase parental involvement, such as family literacy services. Include parents in developing the schoolwide/school improvement plan and in establishing family involvement activities. Ensure that parents participate in teacher-parent conferences, in the review of student progress toward attainment of state standards and in shaping strategies to ensure that all children meet the state academic achievement standards.” (Refer to DPS Board of Education Policy KB – Parent Involvement.) Increase family awareness of Everyday Mathematics curriculum. Objective 1: (Must have at least one objective which can be modified annually.) 90% of families will be introduced to the rituals and routines of the Everyday Mathematics Curriculum through a student run Family Mathematics Night. Strategy 1 to Support Objective 1: (This may be instructional strategies, parental engagement strategies, community building strategies, and so on.) Host a family mathematics night for all parents planned by staff and run by students.




strategy.)




strategy.


Students will run math centers in which parents will learn about mathematics algorithms, mathematics games, mathematics routines including frames and arrows, name collection boxes, function machines, hundreds grid.. by grade-level.

School Leadership Team Mathematics Lead Teacher, Laura Belitz Principal


PTA and/ School Funds

Mathematics Specialist Support

Strategy 2 to Support Objective 1: (These may be instructional strategies, parental engagement strategies, community building strategies, and so on.) Teachers will communicate with parents regarding Everyday Mathematics instruction/curriculum.




strategy.)




strategy.


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Teachers will send home Everyday Mathematics

parent letters at the start of every unit. These letters communicate learning that will take place and activities that can be done at home to help support learning.

Send home home/study links daily with students---provide access to student reference books as necessary for review of concepts.

Teachers

Fall 2009 – Spring 2010

Grade-Level Team Meetings

Milestones: (Milestones are checkpoints that measure progress toward the stated objective. They help ensure that you are making interim progress toward meeting your annual objective. Milestones need to be measurable directly related to the objective, specific and clear, achievable and time specific. ) Parent attendance and survey exit slip from Family Mathematics Night

Denver Public Schools

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Launching Professional Study for the Year Planting the Seeds for Professional Studies Launching the Study

• How, in the opening keynote, will I inspire energy, commitment, and build community around the school goals? Will I… o Share a piece of literature o Build a common vision (I dream of a school where…) o Share my own goals as the principal teacher in the building o Tell a teaching/learning story o Develop an apt metaphor

• How will I structure the days prior to school opening? How will I use different configurations to develop the focus? o Meeting in grade teams o Meeting by departments o Whole staff o Study groups o Individual conferences

• What rituals and routines will I put into place that will support the learning community? o Rotating roles as facilitator/recorder/knowledge purveyor o Using student work to inform instruction o Taking notes on classrooms and professional study o Keeping a professional journal

• Who can help facilitate in my school? o Know expertise in school (teacher-leaders, facilitators, members of other cohort schools) o Defuse the naysayer

• How will you know the professional development sessions were worthwhile? o Written artifacts (e.g., curriculum calendar, District Pacing and Planning Guides, study group notes, reflections) o Observational evidence o Quality of talk at meeting o Teacher initiated follow-up plan o Teacher leaders emerge

• What role will I play (apart from the keynote)? o Facilitate whole/small groups o Sit in on discussions and feedback o Hold individual conferences

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• What network resources will be helpful? o Content-focused workshops o Network staff developers o Facilitators in school o Suggested professional literature (books, articles, etc.)

• What resources can I offer my colleagues in my network? o Which principals/facilitators/teachers can lead workshops for others? o What’s working in my school? o Best Practices sharing

How will I balance professional study time with administrative operational responsibilities? o When will you provide time for teachers to engage in individual professional planning time? o When will you share mandated information such as child abuse/suicide prevention, fire/safety rules? o When will you address the school’s administrative needs such as registration, attendance procedures, etc.? o What systems do you have in place for setting up supplies, emergency cards, and more? o What is the plan for the first day of school?

How will I sustain the study? (Sowing the seeds) o Faculty Meetings o 90 Minutes per week of Professional Study o Facilitation o Department/Grade Level Meetings o Study Groups o Book Groups

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PROFESSIONAL DEVELOPMENT PLAN

Goal Activity Responsibility Schedule Resources Expected Outcome

Reflection on Outcome for

Planning Next Steps Data Team Implementation Data Days Professional Development during between/alternate cycle meetings to support instructional strategies

Begin in September starting with Reading and Mathematics.

Principal, School Leadership Team, Lead Teachers

September through May 1 hour weekly

5 step data team process from center for performance analysis Essential Learning development

Data Team Meetings and School Data Days to take place weekly and/ bi-weekly including time spent on Early Release Days. Professional Development during between/alternate cycle meetings to support instructional strategies and review student work.

. Review of grade-level data team process sheets and SMART Goal data

Positive Behavior Support Implementation- Intentional School Culture

PBS implementation Morning meetings Character education committee lessons

PBS Committee and teaching staff

PBS and Character Ed. Committee meetings once a month.

General Budget, PTA if needed

Improved school culture, decrease in discipline issues,

Regular surveys and time at faculty meetings to discuss how implementation is going.

Lead Teacher/SLT Professional Development

Organize PD for the year (by month), present and work with each other and Instructional Network 1 support.

Principal, Lead Teachers, SLT

Lead teacher meetings monthly. SLT meetings weekly.

General budget.

Growing Professional Learning Community with teacher leaders helping to guide the Outcomes.

School Leadership Team meets weekly and will help guide PD and make adjustments for planning of monthly PD.

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Early Release days Focus on Data Team/Data day and professional development to support strategy implementations

Data Day Meetings

Principal, School Leadership Team, Lead Teachers

September through May 1 hour weekly

5 step data team process from center for performance analysis Essential Learning development

Data Team Meetings and School Data Days to take place weekly and/ bi-weekly including time spent on Early Release Days. Professional Development during between/alternate cycle meetings to support instructional strategies and review student work.

. Review of grade-level data team process sheets and SMART Goal data Diamond Reflection Forms

Specials

Team meetings

Principal and specials teachers

1 hour weekly

IS arts specialist

Meet the needs of specials teachers in data team process

Data collected during meetings with specials teachers.