the 90day plan serves as a road map that provides clarity...

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

PURPOSE OF THE TURNAROUND INITIATIVE: Ar�culate in a few sentences what you hope to achieve by par�cipa�ng in the turnaround ini�a�ve. The purpose of Briarwood Academy’s turnaround ini�a�ve is to transform our teaching and learning so that ALL students benefit from excellent, standards-aligned instruc�on. Caring staff will go above and beyond to give students the skills they need to be responsible ci�zens and cri�cal thinkers.

GOAL SETTING : Along with Language Arts and Math proficiency rates, iden�fy up to three addi�onal goals for the school year (i.e. gradua�on rate, promo�on rate, a�endance, discipline, growth/value-added, targeted sub-group, college readiness, etc.)

Red =not yet vetted through ALL school stakeholders Blue= any changes or additions made after 81216

Shaded in Green=data needed

Goals 201516 RESULTS 201617 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

1 By June 2017, 100% of Kindergarten through fifth grade students will demonstrate more than one year’s growth in reading based on the TRC and Reading EOG.

Grade TRC EOG

K 50% NA

1 12% NA

2 42% NA

3 48% 57.7%

4 47% 61.1%

5 50% 54%

Grade TRC EOG

K 100% NA

1 100% NA

2 100% NA

3 100% 100%

4 100% 100%

5 100% 100%

Reading 3D, 3 rd BOG and 35 EOGs

2 By June 2017, Kindergarten 2nd graders will demonstrate a 17% increase in grade level proficiency in reading based on Text Reading Comprehension (TRC).

201516 Results

K2 33.33%

K 50%

1 12%

2 38%

20162017 Goals

K2 50.33%

K 67%

1 67%

2 29%

Reading 3D TRC

3 By June 2017, 3rd ‐ 5 th graders will demonstrate a 17% increase in grade level proficiency in reading based on the EOGs (College and Career Ready).

201516 Results

35 23.7% (4s,5s)

3 21.7%

4 26.1%

5 23.5%

20162017 Goals

35 40.7% (4s,5s)

3 Based on BOG TBA

4 38.7%

5 43.1%

3 rd Grade BOG and 35 ELA EOGs

2015-16 1ST SEMESTER 90-DAY PLAN 2

4 By June 2017, 3rd ‐ 5 th graders will demonstrate a 17% increase in grade level proficiency in math (College and Career Ready).

201516 Results

35 36.2 (4s,5s)

3 30.6

4 36.2

5 41.7

20162017 Goals

35 53.2% (4s,5s)

3 47.6%

4 47.6%

5 53.2%

35 Math EOGs

5 By June 2017, 5th graders will demonstrate a 17% increase in grade level proficiency in science (College and Career Ready).

201516 Results

5 42.5% (4s,5s)

20162017 Goals

5 59.5% (4s,5s)

Science EOG

6 By June 2017, there will be a 17% decrease in ISS and OSS referrals

201516 Results

ISS 111

OSS 105

20162017 Goals

ISS 92

OSS 87

Referrals in PowerSchool

Principal Commitment: My signature indicates that this plan provides focus and urgency to move the turnaround ini�a�ve forward – and that the school’s leadership


team par�cipated in the development of the plan and support its direc�on. My signature also indicates a commitment to ambi�ously pursue the ar�culated goals, addressing priori�es, and monitoring progress. Finally, my signature confirms that this plan is a living document and that adjustments will likely be needed based on ongoing data and lessons learned. ______________________________________________________________ ___________________________________________ Principal Signature Date Shepherd Commitment: My signature indicates that this plan has been reviewed and the content of the plan is aligned with the needs of the school. My signature confirms a commitment to support the school in the implementa�on of this plan, while also holding the school’s leader accountable for its implementa�on. ______________________________________________________________ ___________________________________________ District Shepherd Signature Date

90Day Action Plan – Priority #1

Turnaround Initiative Focus Area (Big Rock): Instruc�onal Planning and Delivery

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) Insufficient understanding of IPA and DDI process when looking at data and planning for instruc�on. Lack of accountability for the processes. * Literacy will ccon�nue to be the main focus.

School Leader Responsible:

Beth Marshall

Cheryl OsborneMath

Kate BrownLiteracy

K2 Literacy Facilitator

Desired Outcome: (What will be different if you are successful in addressing this priority?) Individual and collec�ve student achievement data will increase in growth and/or proficiency as indicated by our literacy, math and science goals above. *Literacy will ccon�nue to be the main focus.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) Taking the �me to train our teachers on what an effec�ve IPA and DDI model looks like and then holding them accountable for the process as evidenced by our inconsistent planning notes on agendas and lack of evidence of all team members having a voice in the notes.

ACTIONS


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

Action Timeline Resources Needed / Source

IPA process/ Backwards approach with data analysis overview

Principal/Assistant Principal

August 24th with Doug Franzone to be confirmed

Videos Lead4ward Rescources (app)

DDI protected �me in the master planning schedule and revisit protocols Osborne Summer 2016 PD the week of September 22nd

Sample Videos Briarwood’s DDI Protocol

Backwards Planning and Common Assessment Design Facilitators and Teacher Leaders

Ongoing part of the 7 Day Planning Schedule

TE21 and Mastery Connect

Achieve 3000 and inten�onal alignment to master standards Kate Brown A�er TRC ini�al window

Achieve 3000: implement in all reader’s workshop as an independent sta�on. (3-5) Also - begin to use in whole group instruc�on for science/ss through literacy.

Progress monitoring in Math and Literacy Facilitators

Ongoing and analyzed in planning during iden�fied data �me

Reading 3D Progress Monitoring AMC Progress Monitoring Common Assessments and Data Analysis Mastery Connect Achieve 3000

Lead4ward Planning Responsibili�es for Complex Texts as it relates to Read Alouds, Shared and Mini Lessons Tied to Coaching Plan


Tier 1- Vocabulary Teachers iden�fied as Tier one will contribute to the on grade level Literacy Plans by crea�ng the vocabulary visuals for the Tier 3 words and coming up with impac�ul ac�vi�es to frontload Tier 1 and 2 words.

Literacy Facilitators Bates

Every third Wednesday of the Month and Half Day PD Deep Dives

FCRR Google Images Literacy Con�nuum Achieve 3000 Reading A-Z (K-2)

Tier 2- Close Reading/Text Complexity /TDQs/ILT ini�a�ve Brown


Closer Reading Guides one per grade level TDQ Book for all Tier 2 Teachers Achieve 3000 Reading A-Z (K-2)

Tier 3- Lead4ward/Leverage Leadership- Leaders in unpacking the standards and alignment to the standard

Osborne


Leveraged Leadership Book Lead 4ward Resources Achieve 3000 Reading A-Z (K-2)

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

Week of 8-10 Create sample literacy and math binders and have materials ready for teachers. (include data in each subject binder instead of having a separate data binder)

Week of 8-12

As a team create the Briarwood IPA planning cycle that would include data dives, data analysis, planning backwards, assessment analysis, crea�on of aligned assessments based on the standards, unpacking the standards, talking about the “how” and correc�ve instruc�onal commitments based on student’s individual needs

Week of 8-15 Tier our teachers 1-3. (3 being the most experienced and obtaining posi�ve results) Define planning roles based on teacher strengths and �ers.



Turnaround Initiative Focus Area (Big Rock): Talent Management

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) Lack of sufficient coaching and support for all teachers, especially first and second year teachers.


Principal, Dean of Studetns,

and AP Desired Outcome: (What will be different if you are successful in addressing this priority?) Suppor�ng our 1 st year teachers and teachers not yet yielding sufficient posi�ve student achievement results to move from Tier 1 to Tier 2. Suppor�ng our Tier 2 teachers to move to Tier 3. Suppor�ng our Tier 3 teachers and providing them with leadership opportuni�es to retain and grow them as teacher leaders in our school. Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) We have had a large amount of teacher turnover, as well as administra�ve turnover, and facilitator turnover. Research shows that support, differen�ated PD, building capacity within grade levels, allowing leadership opportuni�es, and an overall culture of collabora�on helps a�ract and retain staff .

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


Monthly Team Leader Mee�ngs Principal Once a Month

Google Calendar

Tier our teachers 1-3 (3 being the highest level of student engagement and posi�ve achievement results would correlate to the FR of Tiers 3 and 4) FR=Forced Ranking

IST Team Before School Begins on August 17th

Time to meet with Admin Team

Iden�ty our ILT, SIOP Leads for PD to become possible future coaches Principal with team input

Before School Begins on August 17th

Proficiency and Growth Data


Strengthen AP, Dean and facilitators in coaching model Principal in Collabora�on with Ella Rigoulot

Week of September 5th

Observa�on Feedback and Leveraged Leadership

Send our selected Tier teachers/iden�fied ILT Team to Observa�on Feedback Training and calibrate as a team for how coaching and feedback will look at Briarwood

Principal

Early September

Project Li� Denise Wa�s Training Revisit of DDI Observa�on Feedback Protocol Next Steps

Coaching Plan by Teacher Tiers Tier 1-Guided Reading - new teachers and anyone else iden�fied as a Tier one teacher K-2 Facilitator

Trepanier


Fountas and Pinnell Literacy Con�nuum Jane Richardson Scholas�c Leveled Sets Reading A-Z

Tier 2- Close Reading/Text Complexity /TDQs/ILT ini�a�ve Close Reading and crea�on of highly engaging ac�vi�es that hit the standard for the on grade level instruc�on as well as pulling of level appropriate rigorous material/resources/text complexity (in depth PD on a CLOSE Reading resource/TDQ book)

Brown


Closer Reading Guides one per grade level TDQ Book for all Tier 2 Teachers

Tier 3- Lead4ward/Leverage Leadership Data Leaders/MTSS Team Leads/ILT/Leaders Professional development in the unpacking of the standards and crea�on of a systema�c way to assist their teams in deeply understanding what our students need to know, understanding and be able to do to master each standard. Create aligned text dependent check for understands based on the standards. Lead their teams in MTSS and data mee�ngs to get at the heart of correc�ve instruc�on. (in depth professional development using the TDQ text introduced at ILT)

Osborne


Leveraged Leadership Book Lead 4ward Resources

Create a solid walkthrough form that has accountable feedback elements for teachers (accountable feedback elements and 1:1 data mee�ngs)

Principal


Google Forms Feedback Pla�orm


SIOP Cohort Alignment led by lead teachers to 2016-2017 Trepanier Corina Mota Julia Baer


2015-2016 PD plan for next steps ILT District Plan

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


Turnaround Initiative Focus Area (Big Rock) (If applicable): Student Culture

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) Tier 2 students are not all formally iden�fied for behavioral interven�on needs. Poten�al Tier 2 students are consistently missing instruc�on due to behavior issues that result in breaks from class, OSS and/or ISS. Poten�al Tier 2 students do not have a clear behavioral plan and there is lack of student and adult accountability to create and consistently use student individual behavior plans.


Samantha Olinto 4 th Grade

Briarwood Dean Desired Outcome: (What will be different if you are successful in addressing this priority?) The con�nued implementa�on of a school-wide behavior system that creates a posi�ve culture and reduces student referrals. The development of behavior plans for Tier 2 students to meet the goal of reduced OSS/ISS by 17%. (See goal above.)


Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) We do not have someone consistently leading Tier 2 MTSS behavioral interven�on mee�ngs. We have a lack of accountability for individual student plans being followed.

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


Rejuvenate and refresh our whole school posi�ve behavior interven�on system.

Dean and Olinto Week of September 5 th

Team Posters Rubric

Iden�fy a Tier 2 lead (counselor) and team that will create the flow chart plan of ac�on to meet our students’ social and emo�onal needs.

Springhe�

Week of September 5 th

Flow Chart Blue 3 Tier Behavior Sheets

Devise a flow chart plan of ac�on for our Tier 2 PBIS implementa�on. Springhe�

Week of September 5 th

Flow Chart Blue 3 Tier Behavior Sheets

CMS Cultural Proficiency PD Principal

First Week PD CP Modules

SIRS PD Dean and Edwin Wilson

Week of August 22 nd

Ed Plan

Face�me for students pulled out BMT Daily IPads Revision of Behaviors Organiza�onal Chart-The steps for assistance with behaviors BMT Week of

September 5th

Flow Chart

Closed Circuit TV revamped to highlight PBIS ini�a�ve Wentz Daily Mentor Mentee Mee�ng Alignment to 90 Day Plan Trepanier

Before School

Begins on August 17th

NA

Friendship Bab�st Mentors and BYL/BYM Turner August 17th PROGRESS INDICATORS


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

APPENDIX A Guidance Document


APPENDIX B 90Day Plan Development & Reflection Tool

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

Evident Solid

Progress Limited Progress

Not Evident


Is the school’s turnaround purpose clearly ar�culated, with language that will inspire stakeholders to become engaged and commi�ed to the turnaround ini�a�ve’s success?

Have measureable school-wide goals been iden�fied using available baseline data? Are there clearly ar�culated metrics to monitor progress toward goals?

Big Rocks & School’s Priorities Are the iden�fied priori�es clearly ar�culated? Do they seem appropriate and provide focus to the school’s specific needs?

Is there a strategic focus on using data to inform instruc�on evident? Is at least one of the priori�es focused on improving/aligning curriculum, instruc�onal delivery, forma�ve assessment, data analysis, or improving interven�on prac�ces?

Does the school’s priori�es align with the district’s focus areas (Big Rocks).

Are the desired outcomes ambi�ous? Will the desired outcomes correct or eliminate the priority (problem)?

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

Has each root cause been iden�fied through inten�onal analysis of the problems—e.g. The 5 Why’s or Fishbone exercises—that is accompanied by suppor�ng data points?

Most Critical Actions to Address Priorities Do the ac�ons iden�fied promote urgency toward addressing the iden�fied priori�es? Consider the �melines provided and the boldness of ac�ons.

Are the iden�fied ac�ons specific enough to ensure focus on the acknowledged priori�es?

Are ac�on items strategically owned by specific school personnel?

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


the 90day plan serves as a road map that provides clarity...

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