school improvement planningnmb.dadeschools.net/nmb-ir/action plan for mid-year … · web viewthe...
TRANSCRIPT
School Improvement Planning
District: Miami-Dade County Public Schools
Date: January 9, 2013
Education Transformation Office
2012-2013 Midyear Instructional Review
READING:
Strategies Identified During Instructional Review
Status of Implementation
(Please check one)
Evidence of
Implementation
Next Action Steps
Expected Date of
Completion
(MM/DD/YY)
Person or Position Responsible for
Monitoring
Full
Partial
No
There is limited evidence of effective common planning being implemented with the literacy classes.
X
Professional Development on the purpose of common planning was presented by ETO Instructional Supervisor.
The Reading Coach and the ETO CSS modeled effective common planning from bell to bell, utilizing the common planning protocols.
Reading Coaches, Assistant Principal of Reading and Principal, attended common planning and observed Best Practices at Miami Northwestern Sr. High
Allow Reading teachers to observe common planning at another high school, Northwestern Senior High.
1/31/13
Administration
ETO Instructional Supervisor
There is limited understanding and application of the gradual release model of instruction and limited use of Higher Order Thinking Questions.
X
Professional Development on higher order thinking questions and the gradual release model was conducted during common planning.
Coaches have provided active coaching in the utilization of higher order thinking questions and gradual release as evident by their logs.
Continue to provide active coaching in the utilization of higher order thinking questions and gradual release with Tier 2 and 3 teachers.
Ongoing
Literacy Coaches
Administration
ETO Curriculum Support Specialists
There is limited understanding of the utilization of purpose driven instruction and the use of the student agenda to drive instruction.
X
Professional Development was provided during Early Release 10/25/12, on the utilization of the common board to drive instruction.
Coaches have modeled effective use of the agenda to drive instruction as evident by their logs.
Continue to have coaches provide active coaching to those Tier 2 and 3 teachers who do not regularly utilize the common board or who still do not see the purpose in using one.
Additionally, administration will continue to encourage teachers to utilize an agenda or use the common board.
Ongoing
Literacy Coaches
Administration
There is limited availability of interactive whiteboards and computers for student use.
X
No enhancements have been made at this time in the use of technology in literacy classrooms by adding student computer stations (English) and interactive whiteboards.
A rotational computer lab schedule has been implemented. Laptop carts are also being push-in to all Reading and Language Arts classes
Ongoing
Administration
ETO Instructional Supervisor
There is little evidence of interactive learning strategies being utilized in the classroom consistently and with a purpose for learning.
X
Coaches have provided Professional Development on the use of active learning strategies during early release.
Coaches have provided active coaching on interactive learning strategies through modeling in the classrooms.
Coaches modeled interactive learning strategies at department and faculty meetings.
Provide an ongoing lesson study on research-based strategies which engage students in the learning process
2/28/13
Literacy Coaches
Administration
ETO Curriculum Support Specialists
There is limited evidence that data is being used to group students and drive instruction.
X
Professional Development has been provided on how to analyze data and group students according to their needs during common planning and early release.
Additionally, professional development has been provided during common planning on the alignment of resources to target the students areas of need.
Coaches are actively coaching on the utilization of data to group students and drive differentiated instruction.
There is still limited use of data to drive instruction. Reading teachers are rotating their groups but utilizing the station approach rather than targeting students reading deficiency. To address this deficiency reading teachers will observe teachers at Northwestern Senior High. Additionally, the reading coach will continue to support Tier 2 and 3 teachers regarding data, grouping and matching materials to deficiencies.
1/31/13- for observation/walkthroughs
Ongoing- for Coaches
Literacy Coaches
ETO Curriculum Support Specialists
Administration
ETO Instructional Supervisor
Additional READING Strategies Identified
During Follow-Up Visit
Next Action Steps
Person or Position Responsible
Timeline
(Introduced to Completed)
(MM/DD to
MM/DD/YY)
WRITING:
Strategies Identified During Instructional Review
Status of Implementation
(Please check one)
Evidence of
Implementation
Next Action Steps
Expected Date of
Completion
(MM/DD/YY)
Person or Position Responsible for
Monitoring
Full
Partial
No
There is limited evidence of the use of mentor texts to teach specific targeted writing skills based on class deficiencies.
X
The ETO CSS and the Reading Coach have supported teachers during common planning with the use of mentor texts and in making that reading and writing connection.
The ETO CSS and the Reading Coach have provided active coaching on the implementation of mentor text.
Disaggregate Mid-Year Write Score data and make adjustments to writing curriculum as data dictates.
1/14/13 or as soon as data is available.
Literacy Coach
10th Grd English Teachers
ETO Curriculum Support Specialist
Administration
There is limited use of the FCAT rubric to peer edit students writing samples and the implementation of the exemplar and calibration papers to reinforce the structure of writing.
X
The ETO CSS and Reading Coach have provided professional development for English teachers on how to use the FCAT rubric to peer edit students writing samples and incorporate the exemplar and calibration papers to reinforce the structure of writing.
The ETO CSS and the Reading Coach have modeled the utilization of rubrics, exemplar and calibration papers to reinforce the structure of writing.
Disaggregate Mid-Year Write Score data and realign support to those teachers and students who are not making adequate gains with writing.
1/14/13 or as soon as data is available.
Literacy Coach
10th Grd English Teachers
ETO Curriculum Support Specialist
Administration
There is little evidence of teachers implementing the writing process from planning to publishing in different forms of writing that includes peer editing and explicit, corrective feedback on student work.
X
Professional Development was provided to all teachers on the writing process in all core content area and how to provide explicit, corrective feedback.
Professional Development was held at Faculty meeting where writing strategies and explicit feedback in students folders were reviewed.
There is still little evidence in students portfolios, of the complete writing process: planning, drafting, revising, editing, and publishing. The coach will continue to provide active coaching on the use of portfolios and the writing process.
Ongoing
Literacy Coach
ETO Curriculum Support Specialist
Administration
Limited evidence of authentic writing in student journals.
X
Coaches have planned with teachers in an effort to increase the use of journal writing with explicit corrective feedback.
Teachers were provided professional development during Early Release on explicit, corrective feedback.
Teachers have increased their use of journaling however lack the explicit, corrective feedback. Continue to provide active coaching on the use of explicit, corrective feedback.
Ongoing
Literacy Coach
ETO Curriculum Support Specialist
Administration
Additional WRITING Strategies Identified
During Follow-Up Visit
Next Action Steps
Person or Position Responsible
Timeline
(Introduced to Completed)
(MM/DD to
MM/DD/YY)
MATH:
Strategies Identified During Instructional Review
Status of Implementation
(Please check one)
Evidence of
Implementation
Next Action Steps
Expected Date of
Completion
(MM/DD/YY)
Person or Position Responsible for
Monitoring
Full
Partial
No
There is limited evidence of guided and independent practice. The gradual release of content is not executed well.
X
The teachers have received the lesson delivery document from the ETO.
The teachers have modified their lesson plans to include the gradual release model. This is evident in the Algebra 1, and Geometry classes by their lesson plans and common board configuration.
Overall we are at approximately 60% implementation.
Algebra II teacher has increased his implementation .
The ETO will provide professional development for math teachers on lesson delivery. Additionally, the Math Coach and the Algebra and geometry teachers will plan lessons during common planning utilizing the gradual release model. The coach will continue provide active coaching for Tier 1 and Tier 2 teachers.
12/13/12
Ongoing
1/15/13
Mathematics Coach
9th and 10th Grade Algebra and Geometry Teachers
Administration
There is little evidence of organized and comprehensive notebooks.
X
All the teachers require their students to have a notebook
Approximately 60-70 % of the student have notebook.
Teachers will establish incentives to promote purposeful and meaningful instruction for students to bring their notebook to class every day and ensure that these notebooks are maintained and organized.
1/15/13
1/11/13
Mathematics Coach
9th and 10th Grade Algebra and Geometry Teachers
Administration
Benchmark-level data in between the interim assessments is not being used to drive instruction
X
Data has been disaggregated by teacher after each unit test and Fall Interim. Instruction has been modified based on those results.
We have fully implemented data chats after each ETO unit assessment and the Fall Interim. We need to continue to ensure that data is being used to drive instruction so that true DI is occurring.
Currently we are about 70% implementation
During common planning we will continue to disaggregate data and use it to drive instruction. The Math coach will provide active coaching to Tier 2 and Tier 3 teachers struggling with DI.
3/29/13
Mathematics Coach
9th and 10th Grade Algebra and Geometry Teachers
Administration
Lessons in general have minimal rigor and are not strategically preparing the students for what is required on the EOC exams and the SAT/ACT.
X
The level of rigor has increased in all the Algebra, Geometry and College Readiness classes. This is evident by the use of the ETO website sample item questions in the Algebra and Geometry classes.
Additional Professional Development will be provided on lesson delivery and the math coach will provide active coaching to those Tier 2 and Tier 3 teachers struggling to increase the rigor.
During common planning the math coach will model the use of bell-ringers and hooks that keeps the students engaged. Additionally, the teacher and the coach will plan lessons that link benchmarks to real word problems.
On going
1/15/13
Mathematics Coach
9th and 10th Grade Algebra and Geometry Teachers
Administration
Additional MATH Strategies Identified
During Follow-Up Visit
Next Action Steps
Person or Position Responsible
Timeline
(Introduced to Completed)
(MM/DD to
MM/DD/YY)
SCIENCE:
Strategies Identified During Instructional Review
Status of Implementation
(Please check one)
Evidence of
Implementation
Next Action Steps
Expected Date of
Completion
(MM/DD/YY)
Person or Position Responsible for
Monitoring
Full
Partial
No
Minimal evidence of instruction in the Biology classes aligned to the Biology EOC Item Specs
X
Common Planning (CP) agendas
Completed lesson plans
Student work folders
Focus on the development of higher order questions within the lesson design
01/15/13
Science Coach
Administration
Limited evidence of Common Planning and detailed Lesson Plans
X
Common Planning (CP) agendas Completed lesson plans
Data binders and chat logs
Biology teachers attended CP unprepared
Continue goal of lesson plan completion during CP; Evaluate lesson plans for bimodal approach, questioning strategies, and inclusion of activities/questions for different types of learners.
Communicate importance of outside preparation and stress goal of creating engaging lesson.
01/15/13
Science Coach
Administration
Limited evidence of strategies that intellectually challenge students.
X
Common Planning (CP) agendas
Completed lesson plans Incorporation of thought- provoking essential questions
Rubrics for lab reports, projects, and home learning assignments
Completed work products
Promote rigorous instruction and critical thinking opportunities through the development of higher order questions
Activities/assignments embedded with purposeful grouping and accountability talk in all science classes.
Evaluate lesson plans for high expectations, support for learning with questions, and performance opportunities.
02/20/13
Science Coach Administration
Limited reading and writing in the science classes.
X
Common Planning (CP) agendas Writing Interventionist schedule Lesson plans
Faculty meeting, department meeting, e-mail communication and ppt distribution
Lab reports and work folders
Continue to increase writing opportunities throughout science
11/03/12
Literacy Coach, Science Coach Administration
Additional SCIENCE Strategies Identified
During Follow-Up Visit
Next Action Steps
Person or Position Responsible
Timeline
(Introduced to Completed)
(MM/DD to
MM/DD/YY)
CTE:
Strategies Identified During Instructional Review
Status of Implementation
(Please check one)
Evidence of
Implementation
Next Action Steps
Expected Date of
Completion
(MM/DD/YY)
Person or Position Responsible for
Monitoring
Full
Partial
No
Common plan with Reading Coach on the development of higher order questions and essential questions.
X
Literacy Coaches have worked with CTE teachers during monthly departmental meetings.
To conduct a Professional Development workshop on January 17, 2013
Ongoing
CTE Administrator
Develop and implement higher order questions and rigorous activities to be included during class instruction.
X
Literacy Coaches distributed Higher Order Questioning strategies to CTE teachers
Allow CTE Instructors to observe the utilization of higher order thinking questions and gradual release from the Reading and Language Arts teachers.
Ongoing
Literacy Coach
CTE Administrator
Monitor through classroom walkthroughs and informal observations.
X
Informal observations by CTE Administrator
Continue to conduct informal observations, and meet monthly to discuss any concerns.
Ongoing
CTE Administrator
Establish a consistent instructional routine in the CTE classes by using the Explicit and Systematic I do, we do, you do (Gradual Release) model.
X
Early release professional development has been provided by Reading Coaches and CTE teachers to assist in the facilitation of this process.
Teachers will continue to participate in all school wide PD, because CTE does not have common planning and no CTE coach has not been provided.
Ongoing
CTE Administrator
Reading Coach to model and provide workshops via department meetings.
X
This has been difficult to provide due to time, Literacy coaches are modeling in Reading, Language Arts, Science, and Social Studies classes. CTE does not have common planning, this can only be done through early release PD.
Teachers will continue to participate in all school wide PD, because CTE does not have common planning and no CTE coach was provided.
Ongoing
Literacy Coach
CTE Administrator
Provide professional development on the effective use of CBC as a teaching tool.
X
Professional Development on the usage and development of CBC was held October 25, 2012
To continue to monitor via walkthroughs and informal observations
Ongoing
CTE Administrator
CTE Instructors
Maintain an inventory of all students by grade that is enrolled in an industry certification course.
X
Creation and maintenance of a databases- Accelerated Participation /Performance
Continue to maintain this database and add additional students
Ongoing
CTE Administrator
Graduation Coach
Develop an action plan to address industry certification and timelines and continue to refine through department meetings
X
Continue to have monthly meetings to ensure CTE and industry certification examination preparation
Begin Testing ICE- January 2013
Ongoing
CTE Instructors
CTE Administrator
Graduation Coach
Technology outdated
X
Meeting with ETO CTE CSS Specialist
12/20/12 meeting with ETO CTE CSS Specialist
Ongoing
ETO CTE CSS
CTE Administrator
Ms. Ruiz, Technology AP
Additional CTE
Strategies Identified
During Follow-Up Visit
Next Action Steps
Person or Position Responsible
Timeline
(Introduced to Completed)
(MM/DD to
MM/DD/YY)
Second 800 points
Strategies Identified During Instructional Review
Status of Implementation
(Please check one)
Evidence of
Implementation
Next Action Steps
Expected Date of
Completion
(MM/DD/YY)
Person or Position Responsible for
Monitoring
Full
Partial
No
Clearly identify graduation cohort, at-risk cohort, reading and math readiness on one spreadsheet
X
Graduation Coach has completed and identify these students on two spreadsheets
Update daily as needed
Ongoing
Graduation Coach
CSS
Encourage Saturday School / after-school tutoring and monitor attendance.
X
Graduation coach maintains attendance spreadsheets of Tutorials.
To increase attendance of re-takers and all students who will take the EOC
Ongoing
Graduation Coach
Administration
Leadership Team
Meet with coaches and club sponsors to require attendance in Saturday School and after-school tutoring.
X
Administration has met with all coaches, club sponsors, Activities Director and Athletic Director to ensure participation is highly encouraged.
Incentives have been implemented to encourage participation for all students.
Ongoing
Graduation Coach
Administration
Encourage participation in ACT / SAT testing
X
Tutorial program has been established for students in preparation for the ACT/SAT testing.
Administration will monitor and follow-up with graduation coach
Ongoing
Graduation Coach
Administration
Develop week long FCAT - ACT/SAT camp to work on weak benchmarks and test taking tips.
X
TBA Spring Break Academy
Administration will monitor and follow-up with graduation coach.
Ongoing
Graduation Coach
Literacy Coaches
Mathematics Coach
Administration
Identify 11th and 12th grade students who are not enrolled in AP, DE, or CTE courses
X
Graduation Coach has completed a spreadsheet that has identified students who are not enrolled in AP, DE, or CTE courses. (125 students)
Graduation Coach will provide training in small groups through electives to have students tested before end of the year (125 students)
Ongoing
Graduation Coach
Student Services
Administration
Identify 9th and 10th graders in CTE courses.
X
Graduation Coach has created a spreadsheet identifying all 10th graders participating in CTE courses.
Graduation Coach will identify 9th graders
Ongoing
Graduation Coach
Student Services
Administration
Additional Second 800 Points Strategies Identified
During Follow-Up Visit
Next Action Steps
Person or Position Responsible
Timeline
(Introduced to Completed)
(MM/DD to
MM/DD/YY)
College Summit
Strategies Identified During Instructional Review
Status of Implementation
(Please check one)
Evidence of
Implementation
Next Action Steps
Expected Date of
Completion
(MM/DD/YY)
Person or Position Responsible for
Monitoring
Full
Partial
No
Schedule Common Planning once a month with educators delivering college summit
X
A common planning schedule has been developed to meet once a month with all educators delivering College Summit (9th and 12th Grade)
Conducted a professional development on the purpose of common planning as it relates to student achievement
Continue with common planning
Ongoing
Assistant Principal
Limited evidence of reading and writing strategies infused into 9th grade College Summit classes
X
Develop pacing guides to include novel study
Identify 9th grade novels already in building
Once the teachers are done with the current novel (only 2 teachers)they will swap.
Still having difficulty finding novels to use in the college summit class.
Teachers have received an email with the novels that are available.
Ongoing
ETO Literacy Support Team, Reading and Writing Coaches, Assistant Principal
Additional College Summit Points Strategies Identified
During Follow-Up Visit
Next Action Steps
Person or Position Responsible
Timeline
(Introduced to Completed)
(MM/DD to
MM/DD/YY)
ELL
Strategies Identified During Instructional Review
Status of Implementation
(Please check one)
Evidence of
Implementation
Next Action Steps
Expected Date of
Completion
(MM/DD/YY)
Person or Position Responsible for
Monitoring
Full
Partial
No
Limited evidence of effective common planning for ESOL.
X
A yearlong schedule for ESOL common planning has been created. Common planning is taking place on Wednesdays and is been led by DR. Mar.
Follow the ESOL common planning schedule to fidelity. Reading Coach over ESOL and ESOL Coach will collaborate to prepare in advance mini lessons on pre-identified topics. Focus on rigorous student products and rubrics for assignments.
Continue to facilitate common planning
Ongoing
School site Reading Coach over ESOL: Ms. Medina; ESOL Coach Dr. Mar
Limited evidence of the application of the gradual release process during whole and small group instruction
X
Teachers have been provided by email with a research-based article on the gradual release process and the agenda for common planning; during common planning on October 8th discuss article and model the gradual release process.
Through common planning and individual coaching cycles with ESOL teachers the gradual release process has been modeled focusing on specific reading strategies and targeted FCAT benchmark practice
Monitor the gradual release model
Ongoing
School site Reading Coach over ESOL: Ms. Medina; ESOL Coach Dr. Mar
Limited availability of interactive whiteboards and computers for student use.
X
Contact Bilingual Technology Department to ask about the relocation of the ESOL Title III computers that are currently in the ESOL lab to the ESOL teacher classrooms in order to facilitate small group differentiated instruction.
Computers have been relocated to the following classrooms.: (2 to Paul; 2 to LaFrance; 6 to Katz); Ms. Blanco has received 6 computers as well
Ongoing
ETO ESOL Instructional Supervisor
Additional ELL Strategies Identified
During Follow-Up Visit
Next Action Steps
Person or Position Responsible
Timeline
(Introduced to Completed)
(MM/DD to
MM/DD/YY)
Social Studies
Strategies Identified During Instructional Review
Status of Implementation
(Please check one)
Evidence of
Implementation
Next Action Steps
Expected Date of
Completion
(MM/DD/YY)
Person or Position Responsible for
Monitoring
Full
Partial
No
Limited evidence of common planning and adherence to the common planning protocols.
X
Coach has provided support on the importance of the Common Planning Protocol and facilitated sharing of best practices in support of pacing and rigor.
American History Teachers have attended common planning at North Miami Senior
Assistant Principal will continue monitoring common planning.
There is still limited use of data to drive instruction Teachers will infused rotations and use data to drive instruction.
Ongoing
Coaches, Administration,
Department Head
X
11th Grade US History teachers registered and attended the new textbook book training for the new textbook in order to maximize the resources available
Implementation of technology and planning using the available resources provided by the textbook.
Ongoing
ETO CSS
Mr. Ridore, AP-Social Studies
Limited understanding and application of the gradual release model of instruction and limited use of higher order thinking questions.
X
Through common planning and individual coaching cycles with teachers, the Literacy Coaches has model the use of the gradual release (I Do, We Do, They Do, You Do) process and higher order questioning strategies.
Monitor the effective implementation of gradual release and higher order questioning.
Provide an ongoing lesson study on research-based strategies which engage students in the learning process.
Assistant Principal will monitor the implantation of gradual release
1/23/13
Coaches, Administration
Limited use of the Common Board, specifically in the use of the Essential Question.
X
Conducted common planning sessions that involved the thorough understanding of the use of Common Board Configuration to support student understanding.
Utilizing common planning session, teachers created essential questions that are aligned to the Pacing Guide and set a purpose for learning for the student
Walk through classroom to ensure that common boards are being used.
Teachers and coach will continue to work together to ensure that essential questions are purposeful.
Teachers will observe other departments in sharing Best Practices and instructional strategies.
Ongoing
Coaches, Administration
Additional Social Science
Strategies Identified
During Follow-Up Visit
Next Action Steps
Person or Position Responsible
Timeline
(Introduced to Completed)
(MM/DD to
MM/DD/YY)
1