qu a r t e r l y a c t i o n p l a n ( qa p ) 2 0 1 7 - 2 ... · qu a r t e r l y a c t i o n p l a...

Quarterly Action Plan (QAP)

2017-2018

Rationale:

This tool is designed to provide a more frequent, systemic approach to ensuring the monitoring and allocation of support and resources to all schools in Henry County. Moreover, this formative monitoring process led by the Executive Officers (of each respective area) in conjunction with school-based leaders (principals) provides the foundation for ensuring the following:

● Develop knowledge and skills to monitor and improve group processes (i.e. leadership teams, data teams, departments, etc.) ● Align professional learning with expected adult outcomes and changes to adult practices ● Describe desired classroom practices and communicate how these practices connect to the school improvement goals ● Monitor a comprehensive plan for conducting ongoing evaluation of the impact of professional development on teacher

practices and student achievement ● Ensures that Pl-Cohort Schools are engaging in work aligned with the SRC, MOU, and other requirements for Cohort Schools

as set forth by the Learning Department ● Use and maximize the use of technology available to enhance teaching strategies and student achievement

The Quarterly Action Plan will impact and guide the following components necessary for Continuous Improvement efforts in the district:

o Data and trends extrapolated by review of QAP’s will be shared, discussed and acted upon by district support personnel o Provides central guidance and focus for district office personnel to align themselves with school needs and areas of

support Content Coordinators

o Timely review of QAP’s to discuss trends, initiative implementation challenges and/or successes germane to content coordinators

o Provides evidence of successes/challenges of district and school initiatives and subsequent district level response o Determines or guides allocation of human, technological or other resources to schools

AdvanceED

o Provides systemic process for monitoring implementation of district strategies and initiatives at district level at guided by the 2015-16 AdvancED visit (sustainability of identified actions)

o Tangible artifacts that yields evidence of challenges, successes, and accomplishments with school-based initiatives

Expectations:

o The QAP should be completed with consideration of a 60 school day window or roughly twice per year. o Your Executive Officer will offer guidance as to the specific requirements as identified in your CSIP o The QAP should be submitted to your XO on the following dates (unless directed otherwise):

▪ December 15, 2017 ▪ March 30, 2018

Quarterly Action Plan (QAP) From August 2017 to December 2017

School:Union Grove High School Date completed:____/_____/_____

Date reviewed/revised:____/____/____Date reviewed/revised:___/____/___ Date reviewed/revised: __/____/_____

Initiative(s) from CSIP

Specific Actions planned

Implementation date/

Completion date

*Primary initiative owner

Team members

Evidence of completion or Status of ongoing work

What’s working? What is not working? What needs revising?

Tech Enable Teachers Digital Citizenship Training Nearpod Training Lanschool Training

August-September

L. Richards IT/ IT para I-Teach M. Davis Outside Agencies

Sign-In Sheets Admin Observations Walk-Throughs

Learning Targets Focus Walks August 2017 Department Chairs

Walk Through Form Lesson Plans

Reduce Student Discipline

Student Expectations Meeting August 2017

C. Fletcher L. Richards M. .Davis R. Harrelson

Quarterly Discipline Data

Increase Attendance Rate

At-Risk Student Mentor Program August 2017 C. McMichen Monthly Attendance Data

2017-2018 Continuous School

Improvement Plan (CSIP) (Union Grove High School)

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 Instructional Services and Leadership Departments, 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.

✓ 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).

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 & Monitoring Loops:

✓ To facilitate schools receiving feedback on their plans, we have developed the following timelines.

✓ Draft #1- Due June 23, 2017 - XOs will provide feedback not later than July 5, 2017.

✓ Final Draft of CSIP- Due July 17th- completed Final Draft is due to XOs, which should incorporate/address

any concerns/feedback provided on Draft #1.

✓ 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.

✓ 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).

✓ QAPs will be completed by all schools and submitted to XOs twice during the 2017-18 year on December 15,

2017 and March 30, 2018.

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.

Union Grove High School School Improvement Planning Process Team Members

Member Name Department/Position Ryan Meeks Principal

Teisha Waller Assistant Principal

Chip Fletcher Assistant Principal

LaTonya Richards Assistant Principal

Melissa Davis Assistant Principal

Wes Silvey Counselor

Anthony Finley Counselor

Regina Stone Counselor

Shareka Watts Counselor

Contina Graham Media Specialist

Robin Harrelson Graduation Specialist

Kelli Smith Athletic Director

Julie Tingle Administrative Assistant

Debbie Von Lanken Administrative Assistant

Rita Prescott World Languages Teacher

Valerie Stansell Social Studies Teacher

TBA Science Teacher

Sandra Hurtte English Teacher

Celeste Gross Exceptional Student Education

Melissa Schlottman Exceptional Student Education

Sue Merlino Exceptional Student Education

Chris McMichen Fine Arts Teacher

Suzanne Cook Math Teacher

Sarah Franklin CTAE Teacher

Russ Atkins Health/PE Teacher

Process Goal # 1 (Identify S.M.A.R.T. goal here): The faculty and staff of Union Grove High School will increase academic rigor by pervasively using high-level depth of knowledge strategies and consistently utilizing progress monitoring as measured four times per year to improve student achievement as measured by a two percent increase in Distinguished Learners on the GA Milestone Assessment.

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

Learning Targets – select teachers begin class

implementation of Formative Instructional Practices (FIP)

and competency based assessments

☐ Construct Knowledge

☐ Transfer to Teaching

☐ Practice Teaching

☐ Promote Reflection

Administrators

Department

Chairpersons

Teachers

DOE FIP modules

Collaborative Planning

Time

July 2017- Dept. Chair

and Admin Training

2nd Wednesday of each

month- Teacher training

Depth of Knowledge – Teachers will use DOK questioning to increase student achievement on GA Milestones, ACT, SAT, PSAT, Pre-ACT, and AP Exams. Union Grove HS will also implement a student-focused ACT/SAT prep-course during IF.





Administrators

Department

Chairpersons

Counselors


Time

OdysseyWare/Illuminate/

Khan Academy

August 2017- Teacher

training by S.

Leonard-Slay

Ongoing training through

collaborative planning

Progress Monitoring – Teachers will utilize Progress

Monitoring and document students’ academic achievement

on GA Milestones, ACT, SAT, PSAT, Pre-ACT, AP

Exams. Teachers will aid 9th and 10th grade students in

student-self monitoring process.





Administrators

Department Chairs

Teachers

Graduation Coach


Time

Focused IF Time

August 2017 – May 2018

Per nine-week grading

period.

Reading Program – Select teachers will provide in-depth and

targeted literacy instruction for struggling students in order to

increase student Lexile levels.





Administrators

Graduation Coach

Counselors

Reading Specialist(s)

Reading Training

GA Milestone Lexile Data

Teachers received training

through GRESA and

Wilson Reading

Program

Teachers will participate in 1:1 Technology training and ☐ Construct Knowledge Administrators Computer Labs August 2017-May 2018

utilize various technological programs for student use.




IT

IT Para

I-Teach staff

Laptops

Professional Learning Time

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: Learning targets will be used on a daily basis and will be measured through lesson planning and classroom visits.

Process you will use to monitor changes in teacher practices: Focus walks will be used to monitor implementation of learning targets and depth of knowledge activities. Administrators and department chairs will conduct focus walks quarterly and provide feedback during collaborative planning on Wednesdays. Individual feedback will be given as needed for improvement of instructional strategies.

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: GA Milestones, ACT, SAT, PSAT, Pre-ACT, and AP Exams

What is your current baseline on this measure: What is your goal/target on this measure:

Timeline for monitoring student performance via this measure: Each nine-week grading period, common formative assessments and learning target goal setting

Process Goal # 2 (Identify S.M.A.R.T. goal here): Union Grove High School will improve student engagement and performance by making learning more relevant through the increased use of technology in the classroom and strengthened personalized learning strategies as measured by an increase in content pass rate of two percent.


Tech Enabled – Commit to the ideals set forth in the Standards for the 21st Century Learner. Provide students, teachers and administrators with the resources and services necessary to support the curriculum and to enable us all to become effective users of technology and programs. Teachers and Students will participate in digital citizenship training/ Nearpod training and Lanschool.





Administrators

IT

IT para

Outside Agencies

Laptops

Computer Labs

Professional Learning Time

August 2017-May 2018

Personalized Learning (Competencies) – Teachers will be

trained on competency-based learning and setting effective

learning targets.





Teachers

Administrators

TOSA’s

County Coordinators

Collaborative Time

Models

Competency Training

during Collaborative

Planning

Workshops during PD

days

Personalized Learning (Learner Profiles) – Teachers and students will collaborate to complete on-line learner profiles geared toward individual student needs, accomplishments, portfolios, etc.





Counselors

Teachers

Students

Computer Labs

Laptops

Wi-Fi

HCS training during PD

days

The CTAE department will utilize 21st century skills

through a specialized focus on communication,

collaboration, creativity and critical thinking.





Counselors

Teachers

Community Volunteers

Laptops/Labs/Various

computer programs

Lab Equipment

August 2017 to May 2018







Measure you will use/develop to monitor changes in adult practices: Professional Learning Observations

Process you will use to monitor changes in teacher practices: Lesson Plans Observations Learner profiles Collaborative planning sessions Walk- Throughs

What student achievement measure will you use to monitor the impact of this process?

Standardized test scores Pass rates each 9 weeks

How will you know if this process goal is impacting student learning (formative & summative)?

What is your current baseline on this measure: Content Pass Rates What is your goal/target on this measure: Two percent increase in each content area.

Timeline for monitoring student performance via this measure: Each Nine Weeks

Process Goal # 3 (Identify S.M.A.R.T. goal here):In order to sustain a rigorous and relevant school-wide curriculum, UGHS faculty and staff will strive to build meaningful student relationships and recognize student diversity with the goals of promoting student unity, increasing student attendance rate by one percent and graduation rate by one percent, encourage extracurricular participation, and maintaining a safe and orderly school climate as measure by the school climate score.


Encourage and monitor school-wide student involvement in

extra-curricular activities (i.e. clubs, organizations, athletics)





Administrators

Coaches

Club Sponsors

School-wide professional

learning for Google docs

to monitor extracurricular

membership and

participation

2017-2018 school year

Maintain student attendance at or above 97%





Administrators,

Graduation Coach,

Teachers, Counselors,

Attendance Clerk,

Attendance Mentors

Funding from STAR jeans,

Partners in Ed funding

and gift certificates, IC

attendance data


Monthly updates by

attendance committee.

Continued monitoring of ninth grade transition program

(The Union Program) with the purpose of identifying at

risk students and helping all students successfully adjust to

high school academic rigor.





Administrators,

Graduation Coach, 9th Grade Transition

Team, IF Tutors,

GRASP data and at Risk

List, Student Agendas,

Vertical Collaboration

with 8th Grade Teachers,

2017-2018 school year.

Monitor at each HS 23/4

meeting.

Media Specialist Learner Profiles

Maintain or increase the graduation rate at/above 92% for

2018..





Graduation Coach,

Counselors, Teachers

of Seniors, Social

Worker

GRASP data, IC Data

(attendance, credit

summary, etc.)

2017-2018 school year.

Monitor by graduation

coach and counseling

department.

Maintain 20 disciplinary hearings or less and decrease

number OSS/ISS (i.e. missed classroom time)





Administrators,

Counselors, Teachers,

Graduation Coach,

Social Worker

IC quarterly discipline

data, teacher four-step

discipline forms,

parent/student discipline

conferences




Measure you will use/develop to monitor changes in adult practices: HS 23/4 Meetings Monthly Attendance Rates Quarterly Discipline Data School climate survey data

Process you will use to monitor changes in teacher practices: Attendance letters, phone calls, parent conferences Attendance mentor program Learner profiles 23/4 Meeting data


Measure you will use to monitor impact on student achievement: Attendance Rate Discipline Data Graduation Rate Content Failure Rate School Climate Rating

What is your current baseline on this measure: Graduation Rate: 91.6% School Climate: 4 Star Attendance Rate: 96% What is your goal/target on this measure: Graduation Rate: 92.6% School Climate: 5 Star Attendance Rate: 97%

Timeline for monitoring student performance via this measure: Monthly Leadership Team Meetings

Process Goal # 4 (Identify S.M.A.R.T. goal here):
























Measure you will use/develop to monitor changes in adult practices:

Process you will use to monitor changes in teacher practices:


Measure you will use to monitor impact on student achievement:


Timeline for monitoring student performance via this measure:

Process Goal # 5 (Identify S.M.A.R.T. goal here):
























Measure you will use/develop to monitor changes in adult practices:

Process you will use to monitor changes in teacher practices:


Measure you will use to monitor impact on student achievement:


Timeline for monitoring student performance via this measure:

qu a r t e r l y a c t i o n p l a n ( qa p ) 2 0 1 7 - 2 ... · qu a r t e r l y a c t i o n p l a...

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