Continuous School Improvement Plan (CSIP) School Improvement Plan (CSIP) ... for XOs to provide...

Continuous School Improvement Plan (CSIP)

MT. CARMEL ELEMENTARY SCHOOL PLAN, JANUARY 2016-JULY 2018

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GUIDANCE: This plan will guide your Continuous School Improvement work for the next year or more. The purpose of this document

is to develop strategic goals for school improvement based on targeted areas identified by longitudinal data analysis of four key data buckets: Perceptions, Student Learning, School Processes, and Demographics. The school leadership team, led by the principal, should complete this document. While Executive Officers are working in conjunction with the

Professional Learning Department, your Executive Officer is the best resource to help you complete this form.

GOALS: Start with the end in mind.

o What needs are identified by your data? What do you need to do to get to the end (goal) you have identified? Goals should be process goals or goals to change the adult practices/processes within your building.

o Process Goals are goals you need to accomplish to achieve a larger goal. For example, a measurable process goal

could be 50% of teachers engage in review of formative assessment data on a monthly basis. Process goals will help you achieve your large scale student learning goals.

All goals should be S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, Time-bound). Each goal should have metrics associated with it. Consider: how will you know you are getting closer to full

implementation of the newly targeted adult behavior/process? You are focusing on adult behaviors with the belief the

adult behaviors will impact student achievement in a noticeable way. o As such, schools should have a plan to monitor teacher implementation of the new behavior/process; and

o A plan to examine student achievement metrics to monitor whether the change in teacher practice is impacting student achievement in ways anticipated.

Each process goal requires strategic actions to accomplish the goal. Focus these strategic actions around the

professional development activities needed to support full implementation of the goal. Remember effective professional development includes four components: constructing knowledge, transferring knowledge into practice, to practice

teaching, to promote reflection.


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The following table illustrates PD activities that fall into each of the four components of effective PD:

Constructing Knowledge Transfer Knowledge into

Practice To Practice Teaching To Promote Reflection

Workshops, institutes, courses, seminars

Book Studies Classroom Visits to observe

effective implementation

Collaborative planning to develop curriculum integrating new concepts, strategies, or materials

Mentoring to include master

teacher coaching, modeling, and supporting

Content Coordinators guiding teachers in the development of performance tasks

Coaching Cycle Administrator or Peer

observation with feedback to guide implementation

Co-teaching with specialist or

TOSA Curriculum implementation

conversations (discussion of what worked & what needs revision)

Tuning Protocols

Examining Teacher Practice protocols

Study Groups Student Work examination

protocols Collaborative Scoring of

assessments

Action Research Item Analysis/Error analysis

Effective professional development is a long-term process; research says the most effective PD occurs over 6 months or

more and engages teachers for 49 hours or more (French, 1997; Yoon et al, 2007). As such, for each goal, you should have strategic actions to support each of the four components of effective professional development.

o When you are thinking about providing professional development, think broadly about all opportunities in which PD can be delivered: All student release days for 16-17 will be school-focused except one day during preplanning, monthly faculty meetings, weekly collaborative planning meetings, summer institutes, preplanning, post

planning, substitute enabled sessions, etc. o All of these meeting times to provide professional development should be denoted within your plan.

While this template contains space for multiple goals, it is suggested schools limit their goals to 3 or fewer per year.

Monitoring Plan:

CSIP process goals are intended to change an adult practice that is anticipated to in turn yield a change in student learning. As such, both adult practice and student learning are data points to be monitored as part of the Plan, Do,

Check, Act process. Monitoring of Adult practices should focus on monitoring implementation in the classroom (e.g., walk thrus, examining

student work protocols), not just artifacts that suggest implementation might be occurring (e.g., lesson plans).

A process for the monitoring of adult practices should be developed/articulated (e.g., Focus walk thrus conducted by Literacy Focus Team members quarterly).


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Examples of evaluating the effectiveness of PD on changing teacher practices:

self-assessments

pre/post assessments of information of the

professional development

feedback questionnaires and comments from

participants

goals/plans determined for improvement

lesson/instructional planning is aligned with new

learning

evidence of revision of instructional practices based on

assessment of results

student data analysis warrants adjustment in

instructional practices

A plan to monitor the impact of process goal implementation on student learning should be developed including the

articulation of the student achievement measure to be used, the school’s current level of performance on that measure

(baseline), the goal/target for the measure for the process goal to be deemed effective, and the timeline for when data will be monitored to evaluate the impact of process goal implementation on student learning.

Feedback Loops:

To facilitate schools in transitioning to this new process for CSIP, we have embedded into the timeline feedback loops

for XOs to provide feedback to schools/principals on their plans. Draft #1- Due March 31st -to include the process SMART goals your school will included in your 2016-17 CSIP. XOs

will provide feedback not later than April 7th. Draft #2- Due April 29th -to include the strategic actions for one Process/Student Achievement Goal to support the

transition to the PD emphasis of Strategic Actions Section. XOs will provide feedback not later than May 6th. Draft #3- Due July 1st- completed Final Draft is due to XOs. XOs will provide you with feedback not later than July

13th.

CSIP Share- Due Preplanning Week- schools are expected to have CSIPs finalized and shared with school staff during preplanning to contextualize the focus of your school’s work for the upcoming year.

Reflections with learning community

Classroom observations grade level planning, agenda, and minutes

examining teacher-made

tasks/assignments/activities

examining student work protocols

assessment results

sustainability of support

adjustments to professional learning based on

teacher responses, evaluation data, and

instructional impact

Communication between teacher and PD

provider


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XOs are expected to schedule quarterly visits with schools to participate in the process schools are using to support and monitor implementation of the school’s goals (e.g., conducting walk thrus, participating in data examination/analysis

and needs analysis of next steps, participating in components of PD). Title 1 Schools Additional Requirement:

Title 1 schools will also need to complete a School-Wide or Targeted Assistance Plan. Title 1 schools should view the purpose of the Title 1 plan to articulate how the school will utilize their Title 1 funds to

support students in academic achievement and support implementation of the CSIP goals/adult practices targeted for change or revision.

As such, it is best to view the Title 1 plan as not an additional plan but rather a plan to articulate how Title 1 funds will be used to address student needs and help strengthen teacher processes/practices using research based practices.


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Mt. Carmel Elementary School Improvement Planning Process Team Members

Member Name Department/Position Martin Gore/Sean Thompson Principal

Kristen McRae Assistant Principal

Belinda Mewbourne EIP Teacher and Project Manager

Brandy Hudson ILT

Monique Moss ILT

Terry Hallman Grade 5 Teacher

Caroline Dodd School Counselor

Chris Parker Media Specialist

Nikki Everson Kindergarten Teacher

Jermaine Ausmore Grade 5 Teacher

Stephanie Williams Kindergarten Teacher

Nikki Adams Grade 1 Teacher

Joy Ross Grade 2 Teacher

Kesa Bolds Grade 3 Teacher

Eva Adkins Grade 4 Teacher


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Process Goal # 1 (Identify S.M.A.R.T. goal here): 100% of grades K-5 teachers will implement one Project Based Learning unit per semester during the 2016-2017

school year with a focus on the integration of social studies/science competencies and standards with learning tasks consistent with DOK level of 3 or above.

Strategic Action PD Component Person Responsible Resources Needed Date PD will occur:

Teachers will unpack components of the UBD/PBL template

and begin using template during 2016-17 SY to plan with the

end in mind.

Construct Knowledge

Transfer to Teaching

Practice Teaching

Promote Reflection

K. Administrators, J.

Fowler,

(M. Hastings for

support)

Competency Documents,

Laptops, Unit planning

materials

Summer Planning

June 6, 7, 8, 2016

Content Coordinators will assist teaches with the unpacking of

competencies as well as provide foundational training with

regards to the competency based model.

Construct Knowledge


Practice Teaching

Promote Reflection

Content Coordinators,

TOSAs

Competency Documents,

Laptops, Unit planning

materials

Summer Planning

June 6, 7, 8, 2016

Document Based Questioning (DBQ) Training Module 3 and 4

will be provided to teachers by Tony Disario, with explicit

focus on DOK levels 3 and higher.

Construct Knowledge


Practice Teaching

Promote Reflection

Tony Disario,

Administrators,

Laptops, DBQ materials

from Module 1 and 2

Tuesday, August 16

and Tuesday,

September 13 during

Specials

Train teachers on ways to increase rigor using Depth of

Knowledge (Redelivery from Dr. Blackburn’s session @ LDS),

Looking at Student Work Protocol, and Peer Observation

Template.

Construct Knowledge


Practice Teaching

Promote Reflection

Dr. Blackburn,

Administrators,

Coaches, District

Coordinators

DOK Redelivery Module

from Dr. Blackburn/LDS,

Looking at Student Work

Protocol, Peer Observation

Template

Professional Learning

Day: October 10

(Station Rotation)


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The administrative team will train new teachers on creating

Project Based Learning (PBL) units, and provide a refresher

course for teachers who have already received training.

Construct Knowledge


Practice Teaching

Promote Reflection

Julie Fowler, ILTS,

Administrators,

Project Manager

Buck Institute Workbook,

PBL/UBD Template,

Laptop, Competency

Resources

Professional Learning

Days: July 25; October

10th; November 7 and 8,

2016

Summer PBL planning

sessions also provided

Teachers will collaboratively plan and create one PBL unit

with integration of Social Studies Competencies using the PBL

template.

Construct Knowledge


Practice Teaching

Promote Reflection

Teachers w/ support

from Administrators,

Coaches, and

Coordinators

PBL/UBD Template,

Laptop, Competency

Resources

Summer Planning

June 6, 7, 8, 2016

Teachers will be allotted ½ day collaborative planning sessions

every 6 weeks to create units, analyze data (September),

examine student work (October), and assess DOK levels of

assigned tasks (November).

Construct Knowledge


Practice Teaching

Promote Reflection

Teachers w/ support


Coaches, and

Coordinators

PBL/UBD Template,

Laptop, Competency

Resources

9-6, 9-7, 9-8

10-25, 10-26, 10-27

1-17, 1-18, 1-19

Teachers will conduct a minimum of two peer observations

monthly using the critical friends template.

Construct Knowledge


Practice Teaching

Promote Reflection

Teachers w/ support


Coaches, and

Coordinators

Critical Friends

Observation Feedback

Form

Beginning in October;

once a month thereafter

Teachers and administrators will utilize the Tuning Protocol to

give feedback as it relates to DOK of assigned tasks.

Construct Knowledge


Practice Teaching

Promote Reflection

Teachers w/ support


Coaches, and

Coordinators

Webb’s DOK information

sheets, Tuning Protocol,

samples of teacher’s tasks

Select Wednesdays during

common planning

Explicit analysis on

December 6, 7, 8, 2016

During ½ day planning

sessions


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Tony Disario will observe teacher practices as it relates to

DBQs and differentiation in Social Studies and give prompt,

one-on-one feedback to teachers

Construct Knowledge


Practice Teaching

Promote Reflection

Tony Disario,

Administrators,

Coaches

DBQ “Look Fors” and

schedule provided to

Disario outlining teacher

assignments and duties

Observations: Tuesday,

October 4 and Tuesday,

January 10, 2017

Feedback: Wednesday,

October 5, 2016 and

Wednesday, January 11,

2017

Co-teaching with ILTs and PL Coach will occur throughout the

year to support PBL efforts.

Construct Knowledge


Practice Teaching

Promote Reflection

Teachers, Coaches,

Administrators

PBL Unit Plans, schedule

of co-teaching assignments

Ongoing-teacher sign

ups/as needed basis

Administrative team

analysis ongoing weekly

to identify others in

need of support

Teachers will utilize the Looking at Student Work protocol and

engage in discourse related to rigor of task, student mastery of

standards, and student mastery of DOK level of assigned task.

Construct Knowledge


Practice Teaching

Promote Reflection

Teachers, Coaches,

Administrators

Looking at Student Work

Protocol, Webb’s DOK

information sheet, student

work samples, standards

and competencies

Select Wednesdays during

common planning

October, 2016

Teachers will complete surveys to reflect on practices related to

PBL, DOK, FIP, etc. Results will be analyzed to determine

next steps.

Construct Knowledge


Practice Teaching

Promote Reflection

Teachers, Coaches,

Administrators

Surveys, protocol for

examining and interpreting

survey results

April and May, 2017

Administrators and Coaches will engage teachers in the Data

Dialogue Protocol to examine 2016-2017 Student Achievement

Data.

Construct Knowledge


Practice Teaching

Promote Reflection

Teachers, Coaches,

Administrators

Data Dialogue Protocol,

GA Milestones EOG

results

May and June, 2017


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Process Monitoring of Goal #1

How will you monitor

change in adult

practice? How will

you know if your staff

is at full

implementation?

Measure you will use/develop to monitor changes in adult practices: TOSA observations, peer observations and feedback on DOK; TKES measurements

of standard 8.

Process you will use to monitor changes in teacher practices: Informal walk-through data from peer observations and administrative calibration

exercises combined with external observation from district personnel. Observations will be heaviest in August-October aligned with administrative

calibration exercises, with results being shared monthly at leadership meeting, weekly at administrative meetings, and in the October PD day to whole

staff.


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What student

achievement measure

will you use to

monitor the impact of

this process?

How will you know if

this process goal is

impacting student

learning (formative &

summative)?

Measure you will use to monitor impact on student achievement: MAP testing, GKIDS

What is your current baseline on this measure:

2016 Milestones

ELA – 68.9 Level 2+

Math – 74.2 Level 2+

Science – 66.8 Level 2+

Social Studies – 66.1 Level 2+

*MAP baseline data for non SGP grade levels will be determined after the initial assessment window in the Fall of 2016

What is your goal/target on this measure:

To increase each content area by at least 7% during the 2016-2017 academic school year.

Timeline for monitoring student performance via this measure: August 2016 – July 2017


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Process Goal # 2 (Identify S.M.A.R.T. goal here): 100% of PBL units developed and implemented in grades K-5 will include all four 21st Century Skills –

communication, collaboration, creativity, and critical thinking – as a component of the key knowledge, understanding, and success skills requirements of the unit.


Engage faculty in strategies to build capacity in the 4 C’s,

operationally define the 4 C’s

create visual aids and resources

establish defined expectations for implementation of

the 4 C’s in the classroom

Construct Knowledge


Practice Teaching

Promote Reflection

School administration,

school leadership team,

teachers, academic

coaches, Personalized

Learning Coach

Visual displays/resources,

Henry County Schools’

Competencies website

Summer 2016, Fall 2016,

2017, and 2018

Winter 2016, 2017, and

2018 Spring 2016, 2017, and

2018

Incorporate the 4 C’s into PBL units in a systematic, quarterly

manner through established Standard Operating Procedures for

PBL unit design, following the roll out model below:

1st Quarter – Communication

2nd Quarter – Communication and Collaboration

3rd Quarter – Communication, Collaboration, and Creativity

4th Quarter – Communication, Collaboration, Creativity, and

Critical Thinking

Construct Knowledge


Practice Teaching

Promote Reflection


school leadership

team, teachers,

academic coaches,

Personalized Learning

Coach

Unit plan template/lesson

planning templates, 4C

rubrics, Standard

Operating Procedures for

PBL unit design

Summer 2016, Fall 2016,

2017, and 2018


2018 Spring 2016, 2017, and

2018

Post, practice, and promote the 4 C’s in instructional settings,

following the roll out model posted above.

Construct Knowledge


Practice Teaching

Promote Reflection


school leadership

team, teachers,

academic coaches,


Coach


school leadership team,

teachers, academic

coaches, Personalized

Learning Coach, 4 C

Rubric Form for

monitoring

Fall 2016, 2017, and 2018


2018

Spring 2016, 2017, and

2018

Analyze the pre and post-assessment reflection data to evaluate

the effectiveness of the PBL unit in promoting the 4 C’s

Incorporate PBL public product evaluation rubrics that speak

specifically to the 4 C’s in a pre- and post-assessment manner.

Construct Knowledge


Practice Teaching

Promote Reflection


school leadership

team, teachers,

academic coaches,


Technology (surveys),

rubrics, 4 C’s Rubrics

Fall 2016, 2017, and 2018


2018

Spring 2016, 2017, and

2018


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Coach



change in adult

practice? How will


is at full

implementation?

Measure you will use/develop to monitor changes in adult practices: Observations from informal walk-throughs and calibration exercises as well as

peer evaluation observations.

Process you will use to monitor changes in teacher practices: 4 C’s Rubrics incorporated into the PBL/DOK walk-through feedback forms


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What student

achievement measure

will you use to


this process?



impacting student


summative)?

Measure you will use to monitor impact on student achievement: Competencies Rubrics (possible editing and updating, provided incrementally)


Social Studies overall 66.1% 2+

3rd SS: 79% 2+; 20.8 3+

4th SS: 68% 2+; 33.9 3+

5th SS: 58% 2+; 7.83%


7% increase overall; 5% increase in 3+ in each grade level.

*MAP goals to be determined after initial administration.

Timeline for monitoring student performance via this measure:

August 2016 – July 2017


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Process Goal # 3 (Identify S.M.A.R.T. goal here): 100% of grades K-5 teachers will collaboratively develop and implement standard operating procedures for use in

the implementation of Personalized Learning initiatives, school-wide behavioral supports, and in instructional planning procedures.


Identify and establish protocols for developing Standard

Operating Procedures for school operations in a variety of

contexts and locations for all stakeholders (teacher and

student actions and behaviors).

Construct Knowledge


Practice Teaching

Promote Reflection

Leadership Team,

Culture, Climate, and

Community Focus

Team, Students, and

Parents

PD for 40 teachers,

Brochure, Chart Paper,

Protocol Development

Framework

Implement August 2016

Checkpoints:

Fall 2016, 2017, and 2018


2018 Spring 2016, 2017, and

2018

Familiarize staff with Growth Mindset language and

collaboratively construct school-wide and classroom based

Standard Operating Procedures that incorporate Mindset

language.

Construct Knowledge


Practice Teaching

Promote Reflection

Leadership Team,


Community Focus

Team, Students, and

Parents

PD for 40 teachers,

Brochure, Chart Paper,

Protocol Development

Framework, PBIS

framework examples of

school-wide behavioral

support plans

Implement August 2016

Checkpoints:

Fall 2016, 2017, and 2018


2018 Spring 2016, 2017, and

2018

Develop a school-wide positive behavioral support

initiative, synthesizing Growth Mindset language and the 4

C’s, to incorporate a positive learner behavior support

component that encourages 21st Century learner behaviors

through Standard Operating Procedures.

Construct Knowledge


Practice Teaching

Promote Reflection

Administrators,

Teachers, Counselor,


Community Focus

Team

Rewards and incentives,

PD for 40 teachers, and

Signage, counselor

Fall 2016, 2017, 2018

Winter 2016, 2017, 2018

Ongoing staff and student celebrations aligned with

implementation as well as ongoing support of school-wide

positive behavior plan and standard operating procedures.

Construct Knowledge


Practice Teaching

Promote Reflection

Administrators,

Teachers, Counselor,


Community Focus

Team

Rewards and incentives for

teachers and students.

SOP feedback protocol.

Periodic surprise rewards

days and standardized

celebration days to be

established through

Leadership Team.


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Peer observations of S.O.P. in classrooms, using

observation and feedback protocols to report out during

collaborative planning opportunities.

Construct Knowledge


Practice Teaching

Promote Reflection

Administrators,


Community Focus

Team, Teachers

Peer observation

documentation forms

Fall 2017 and 2018

Winter 2017 and 2018

Spring 2017 and 2018

Periodic review of data in key indicator areas, such as

attendance, behavior, staff and students perceptions

surveys, and parent survey feedback to monitor the success

in mindset shifts and positive behavior incentives.

Construct Knowledge


Practice Teaching

Promote Reflection

Administrators,


Community Focus

Team Teachers,

students, parents,

community

stakeholders

IC Data, Illuminate Data,

CCRPI survey data,

TKES survey data,

Survey Monkey/Google

surveys

Ongoing quarterly

checkpoints:

September 2016

November 2016

January 2017

March 2017

May 2017



change in adult

practice? How will


is at full

implementation?

Measure you will use/develop to monitor changes in adult practices: Informal Formative Observations through iWalks, peer observations, or other

established observation documents; Surveys

Process you will use to monitor changes in teacher practices: TKES Evaluation Processes Standard 7; iWalks for informal observations, peer

observation protocols. iWalk data collection will be discussed in weekly administration meetings, compiled into a summative collection document, and

then shared to Leadership during monthly meetings.


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What student

achievement measure

will you use to


this process?



impacting student


summative)?

Measure you will use to monitor impact on student achievement: Student behavioral data from various sources and initiatives.


2016 Attendance Rate: 56%

2016 Behavioral Referrals: 59

2016 MTSS Behavioral Referrals: 15 Tier 2/Tier 3 behaviors


Increase Attendance Rate by 10% to 66% through Positive Behavioral Supports.

MTSS Goal of 0 students at Tier 3.

Behavioral referrals goal of decreased percentage of recidivism.

Timeline for monitoring student performance via this measure:

August 2016 – May 2017

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