Sippa
Sippa
Sippa
2012-2014 Continuous
Improvement Work Plan
Mission Statement
To create a nurturing community of life long learners who can strive successfully to achieve their highest intellectual, emotional, social, and ethical potential. To develop an
evironment where students construct meaning by actively participating in the learning process, embracing academic excellence, high moral values, and proper social
behaviors. To implement an intellectually challenging core curriculum, focusing on reading, math, and modern technology. To develop productive partnerships amoung
students, parents, teachers, and community.
Strategic Priorities
1. Common Core: To align CCSS with the CRS in order to ensure that all students are receiving targeted instruction in the skills and skill bands called for by their current
grade level.
2. REACH for Students: Another priority is to ensure we are utilizing the new CPS teacher evaluation framework in a way that best supports our teachers, allowing them
to grow in their profession, leading to increased student success.
3. CASEL: As a CASEL pilot school our priority will be to incorporate strategies for effective social and emotional learning into our curriculum. As part of our Full School
Day Plan we will utilize grade level seminars to lead this work.
4. Strengthening Teacher Teams (Instructional Leadership): A major priority for the implementation of the CCSS will be the development of our departments, teacher
course teams, and grade level teams. The school's instructional teams will have common planning time for the first team in years.
EPAS Goals
SY 2011
35
30
25
20
15
10
5
0
14.0
14.3
EXPLORE
14.5
SY2012
15.0
SY2013
15.3
PLAN
15.5
SY2011
SY2014
15
15.5
16.0
ACT
16.3
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
SY2012
69.7
72.0
SY2013
75.0
SY2014
76.0
41.3
15.8
18.0
20.0
45.0
46.0
22.0
College Eligibility
43.0
Graduation Rate
College Enrollment
The Continuous Improvement Work Plan (CIWP) is a stream-lined, strategic planning process for schools that also meets the state and federal requirements of a school improvement plan.
The CIWP uses previous goal and priority setting completed by the schools from the Scorecard metrics, School Effectiveness Framework and Theory of Action. Please see the CIWP
Planning Guide at www.cps.edu/CIWP for detailed instructions on completing the tool.
School Name
To get started, please select your school's name from the drop down list:
CIWP Team
Name (Print)
Title/Relationship
Jason Nault
Kevin Bacon
Gail Cannova
Brian Niebuhr
Phillip Dworkin-Cantor
Victoria Turbov
Lisa Courtney
Michelle Livas
Richard Moore
Nicholas Guerrero
Adrienne Vacarazza-Isla
Lenette Pedraza
Version 03/12
Principal
Assistant Principal
Lead/ Resource Teacher
Assessment/Data Faculty
Classroom Teacher
Classroom Teacher
Special Education Faculty
Classroom Teacher
Classroom Teacher
Classroom Teacher
Counselor/Case Manager
LSC Member
2012-2014 Continuous
Improvement Work Plan
Academic Achievement
EPAS - 9th, 10th,
and 11th Grades
Spring
SY2011
Score
Fall SY2012
Spring
Spring
Spring
Score
SY2012 Goal SY2013 Goal SY2014 Goal
13.5
14.0
14.3
14.5
15.8
18.0
20.0
22.0
69.7
72.0
75.0
76.0
41.3
43.0
45.0
46.0
14.5
15.0
15.3
15.5
14.1
15.5
16.0
16.3
College Enrollment
% of graduates enrolled in college
SY2013
Goal
SY2014
Goal
EXPLORE to PLAN
Average growth from Spring EXPLORE to Spring PLAN
1.3
1.2
PLAN to ACT
Average growth from Spring PLAN to SPRING ACT
1.0
1.0
15.4
EPAS Growth
College Eligibility
% of graduates eligible for a selective
four-year college (GPA & ACT)
5-Year Graduation Rate
% of students who have graduated
within 5 years
SY2011
Score
SY2012
Goal
SY2013
Goal
SY2014 Goal
Attendance Rate
Average daily attendance rate
88.6
89.0
90.0
91.0
Misconducts
Rate of Misconducts (L4-6) per 100
15.3
15.0
14.0
13.0
Freshman On-Track
% of Freshman Students on-track
81.3
76.0
80.0
82.0
Sophomore On-Track
% of Sophomore students on track
81.3
65.0
69.0
71.0
All Grades
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SY2011
HS Goals Page 1 of 2
2012-2014 Continuous
Improvement Work Plan
State Assessment
PSAE
PSAE Reading
% of students meeting or exceeding
state standards
PSAE Mathematics
% of students meeting or exceeding
state standards
PSAE Science
% of students meeting or exceeding
state standards
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SY2011
Score
18.1
10.9
12.6
SY2011
Score
19.0
11.3
13.6
20.0
12.3
14.6
21.0
PSAE Reading
% of students exceeding state
standards
0.0
0.5
1.0
1.5
13.3
PSAE Mathematics
% of students exceeding state
standards
0.0
0.5
1.0
1.5
15.6
PSAE Science
% of students exceeding state
standards
0.0
0.5
1.0
1.5
HS Goals Page 2 of 2
2012-2014 Continuous
Improvement Work Plan
DIMENSION 1:Leadership
Typical School
Goals and theory of action
Effective School
Evidence
Evaluation
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2
Historical Evidence:
We have never had a clear theory of action or strategic plan.
ILT and teachers were not previously involved in long-term
planning.
Large goals have not been broken down into achievable interim
goals.
Weve never had a strategic planning retreat.
Principal Leadership
Professional learning is organized through whole
staff development but it is not tightly linked to what
happens in teacher team meetings or 1:1 coaching
cycles.
Principal monitors instructional practice for teacher
evaluations.
School-wide or class specific vision is not
consistently focused on college and career
readiness..
Principal provides basic information for families on
school events and responds to requests for
information. Families and community are engaged
through occasional school-wide events such as open
houses or curriculum nights.
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Principal creates a professional learning system that
evaluates teacher need and interest and builds
opportunities for growth in content knowledge and
leadership
Principal clarifies a vision for instructional best practice,
works with each staff member to determine goals and
benchmarks, monitors quality and drives continuous
improvement.
Principal establishes and nurtures a culture of college and
career readiness through clarity of vision, internal and
external communications and establishment of systems to
support students in understanding and reaching these
goals.
Principal creates a system for empowered families and
communities through accurate information on school
performance, clarity on student learning goals, and
opportunities for involvement.
Historical Evidence:
Principal leadership is under transition. We had an interim principal
until January after a disruptive principal retirement at the end of
last year.
Previous evaluation process lacked integrity.
Future plans:
New protocol for teacher evaluation is much more objective and
comprehensive this year.
Weve opened up more post-secondary paths for students including
the military and trade schools, along with college support.
This year has had more community events than ever before. The
school open house this year was vastly expanded over prior years.
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Typical School
Teacher Leadership
A core group of teachers performs nearly all
leadership duties in the school.
A few voices tend to contribute to the majority of
decision-making at the ILT and teacher team levels.
Teacher learning and expertise is inconsistently
shared after engagement in professional learning
activities.
Effective School
Evidence
Evaluation
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Each teacher is invested in the success of the school
through leadership in one or more areas, including (but not
limited to):
-ILT membership
-Grade/Course team lead
- RtI team
-Committee chair or membership
-Mentor teacher
-Curriculum team
-Coach
-Family liaison
-Data team
-Bilingual lead
-SIPAAA/CWIP team
-Union representative
-Grant writer
Each teacher has equity of voice in grade/course, ILT and
whole staff meetings
Each teacher is encouraged to share learning about
effective practice from PD or visits to other schools
Historical Evidence:
There is a core group of teachers that bears most of the weight of
leading and improving the school.
Collaboration in departments and grade levels has been
inconsistent.
Previous admin did not give opportunities for teacher involvement.
There was even fear of involvement as PPC members and union
delegates were fired.
We never had a PPLC.
Teacher leadership teams will be formed in June 2012: Data Team,
Grade Level Leads, Attendance Team, Culture and Climate Team,
Teacher Leaders, Social/Emotional Team.
There will be a PPLC beginning in Aug 2012.
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Typical School
Effective School
Evidence
Evaluation
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The schools ILT is assembled based on the combination
of knowledge and expertise needed to make decisions for
all students and staff.
The ILT leads the work of improving teaching and
learning school-wide
The ILT leads the schools approach to professional
development whole staff PD, teacher teams, and
coaching.
The ILT facilitates two-way communication and engages
all staff in participating in decision-making that advances
the schools strategic focus.
The ILT engages in regular reflection upon its own team
processes and effectiveness and takes actions to improve
its functioning and progress towards school-wide goals.
The ILT regularly analyzes qualitative and quantitative
data to monitor the implementation of schools plan and
make adjustments accordingly
Historical Evidence:
Lack of meeting/ communication time makes it difficult for the ILT
to bring info to and from teachers.
ILT spends most time working on putting out fires.
There hasnt been clear definition of what the ILT is to teachers.
Many teachers dont think to talk to ILT member about issues.
The ILT has not been focused on data.
The ILT has not been consistently involved in planning PD.
Future plans:
This year the ILT has been much more active than in the past.
ILT will have a planning retreat in Aug 2012.
ILT will meet weekly during school day
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The school has a systematic approach to analyzing data
relative to the schools theory of action on an ongoing
basisat the school level, department/grade level, and
classroom levelin order to make adjustments to their
focus and to target support for particular teachers and
students.
Historical Evidence:
There has been no established data team. There has also been no
common planning time at this point. We need to identify good data
sources and help teachers to use it to improve instruction.
Future plans:
The new data team will be responsible for leading PD to help
teachers use data and will fetch data for teachers and admin per
specific requests.
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Typical School
Curriculum
Curricular pacing/scope and sequence is most often
determined by the pacing set forth in instructional
materials or by an individual teacher.
Each teacher develops his/her own units of
instruction or follows what is suggested by the
pacing provided in instructional materials.
Text used for instruction exposes some students to
grade-appropriate complexity and is heavily focused
on fiction.
Short- and long-term plans do not consistently
differentiate by learner need.
Effective School
Evidence
Evaluation
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Each grade level or course team has a year-long scope
and sequence that maps out what Common Core or other
state standards teachers should teach and in what order in
core subject areas.
Each grade level or course team develops/uses common
units of instruction aligned to the standards.
Text used for instruction exposes all students to a gradeappropriate level of complexity and informational texts to
at least the CCSS-recommended levels by grade band.
Short and long term plans include the supports necessary
to ensure that students with disabilities and ELLs are able
to gain core content knowledge and skills.
Historical evidence:
Not all departments are horizontally or vertically aligned with
intentionality.
Not having common planning makes coordination difficult.
Programming has made some of this difficult because students
were programmed into inappropriate courses makes pacing
difficult.
Most teachers have 3 preps so it makes common planning
impossible when there is PD time set aside for it.
More nonfiction could be incorporated into English classes if we did
more cross-curricular planning.
Instructional materials
Core instructional materials vary between teachers
of the same grade/course or are focused mainly on a
single textbook with little exposure to standardsaligned supplemental materials.
Instructional materials support a general
curriculum with little differentiation for student
learning need.
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Each grade level or course team has a set of instructional
materials that are aligned with standards.
Instructional materials are supportive of students with
disabilities as well as varying language proficiency levels of
ELLs (including native language and bilingual supports).
Historical Evidence:
We dont have a lot of differentiated reading materials.
Library is underutilized and there is no online resource to find
library books.
ELL resources are minimal.
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Typical School
Assessment
School wide data is available to the ILT. Teacher
team or classroom data is not always available when
teachers need itor teachers inconsistently bring it
to teacher team meetings.
Each grade level or course team administers the
required district assessments but there may be gaps
in the kind of assessment tools available to them.
Assessments are focused on a particular form of
assessment and may not adequately provide a
complete picture of student learning.
Most assessments are designed to be identical for
all students, without accommodation for learner
need.
Effective School
Evidence
Evaluation
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School-wide, teacher team and classroom data is
organized and available to all who need it immediately
after each assessment.
Each grade level or course team uses a comprehensive
set of assessments screening, diagnostic, benchmark,
formative, and summative to monitor student learning on
a frequent basis.
Assessment methods (e.g., student work, selected
response, constructed response, performance task) are
aligned with the standard(s) being assessed (e.g.,
knowledge mastery, reasoning proficiency, performance
skills, ability to create products).
Assessment accommodations and modifications are in
place to ensure that students with disabilities and ELLs are
able to appropriately demonstrate their knowledge and
skills.
Historical Evidence:
Some teachers have started using the new Quarterly Assessments.
Not all teachers are coordinating classroom assessments or
analyzing the data.
Most summative assessments are designed for all students but then
modified by Sped inclusion teachers.
How are we to modify district assessments for Sped and ELL
students?
Lack of common planning time makes it hard to coordinate.
We have not been doing diagnostic or screening exams.
Future plans:
Weekly common planning time for course teams will allow teachers
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Typical School
Instruction
Communication of the learning objective is
inconsistent or lesson objectives do not consistently
align to standards.
Questioning is more heavily aimed at assessing
basic student understanding and comprehension.
Sequencing of lessons in most classes is primarily
driven by the pacing suggested in instructional
materials.
Instruction is most often delivered whole-group
with few opportunities for scaffolding learning or the
level of rigor is not consistently high.
Formative assessment during instruction is used
occasionally or inconsistently between teachers.
Effective School
Evidence
Evaluation
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Each teacher clearly communicates with students the
standards-based learning objective, directions and
procedures, as well as the relevance of the learning.
, Each teacher uses low- and high-level questioning
techniques that promote student thinking and
understanding.
Each teacher purposefully sequences and aligns
standards-based objectives to build towards deep
understanding and mastery of the standards.
Each teacher scaffolds instruction to ensure all students,
including students with disabilities and English language
learners access complex texts and engage in complex tasks.
Each teacher regularly uses formative assessment during
instruction to monitor student progress and check for
understanding of student learning.
Historical Evidence:
Many teachers are not using skills-based objectives.
English Department has carefully aligned the first two years of
English instruction to AP national standards via the CAPE grant.
The AP vertical alignment process is underway in English
Department. This work needs to continue and other departments
need to do similar planning.
Many teachers arent overtly reviewing daily lesson objectives to
students in student-friendly language.
Teachers are not consistently checking student understanding using
formative assessment.
We have not had PD on forming and using objectives as an
instructional tool
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Improvement Work Plan
Typical School
Intervention
Decision-making about how to determine which
students are in need of intervention, what
interventions they receive and how to determine the
success of interventions is not regularly monitored.
The intervention options are limited (sometimes onesize-fits-all), making it difficult to find a targeted
solution to address a particular students needs.
Intervention monitoring and adjustments are left to
teacher discretion without school-wide systems.
Effective School
Evidence
Evaluation
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The school has a systematic approach to administering
screening assessments to identify students in need of
academic intervention.
The school has a systematic approach to administering
diagnostic assessments to identify particular skills gaps.
Interventions at the elementary level include in-class,
small group instruction, push-in support provided by
specialists, one on one support and additional supports
outside of the classroom.
Interventions at the secondary school level include small
group instruction, double blocks in literacy and
mathematics, push-in support provided by specialists, one
on one support and additional supports outside of the
classroom
Interventions are closely monitored at the ILT, teacher
team and individual teacher level so that adjustments can
be made at least every 6 weeks.
Historical Evidence:
We have started monitoring Ds and Fs and making sure that all
teachers are accurately and frequently using Gradebook.
We just started using standard remediation plans for students who
have Ds and Fs.
RTI has not been implemented.
AVID has been used as intervention to some extent.
Weve started the Owls Nest writing lab with student
mentors/tutors.
Teachers are reactive and intervene when they see students
struggling.
We dont have any screening assessments to identify students who
are at risk for academic problems
Professional Learning
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The school has a year-long, focused plan for whole staff
professional development aligned to school-wide priorities
and growth goals.
The school has a method for continually monitoring the
effectiveness of all professional development (including
coaching and teacher collaboration).
School-wide structures ensure that professional
development is ongoing, job-embedded and relevant to
teachers.
Historical Evidence:
There has not consistently been a coherent professional
development plan.
PD has been mixed some has been irrelevant to many teachers.
PD has not been differentiated and teacher differences have not
been taken into account.
Weve not had a mentoring or coaching program.
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2012-2014 Continuous
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DIMENSION 3: P
Instructions: Evaluate your school from 1-4 on each of the Effective Practices of the School Effectiveness Framework in the drop down box under "Evaluation". Cite evidence from
observations, any available data, surveys, etc. NOTE: 2= Typical School and 4 = Effective School TIP: When entering text, press Alt + Enter to start a new paragraph.
Typical School
Grade-level and/or course teams
Teachers meet regularly but it is focused on a mix
of activitiesplanning, professional development,
and data analysisthat may change from week to
week.
Teachers do not have a regular opportunity to
discuss progress monitoring data to track
effectiveness of student intervention.
Ownership for student learning results lies
primarily with individual teachers.
Planning typically takes place with general
education teachers only. Special education, bilingual
or other specialists typically plan and meet
separately or only join the group occasionally.
There are meeting agendas, but no clear protocols
or norms for discussion.
Effective School
Evidence
Evaluation
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Teachers collaborate in regular cycles: quarterly for longterm unit planning, weekly to analyze formative
assessment data and plan weekly instruction.
Teachers and specialists meet approximately every six
weeks to discuss progress-monitoring data for students
receiving intervention.
Teacher teams share ownership for results in student
learning.
Teams are inclusive of general education, special
education, bilingual teachers and other specialists.
Teams are supported by an ILT member, team leader, or
expert, as appropriate.
Teachers have protocols or processes in place for team
collaboration.
Historical Evidence:
Teachers havent had common planning time to work with course
teams or grade level teams.
We have started some peer discussion through Critical Friends
meetings, but they are not focused on course teams or even
departmentally.
Future plans:
Next year, there will be common planning time for all teachers,
consisting of the following: common weekly planning/PD for all
staff (75 minutes); common weekly course team meetings;
common monthly grade level meetings, and common monthly
departmental meetings.
This common PD/planning time will be used to support cyclical
Instructional coaching
Coaching typically takes place through informal
associations or is only focused on a smaller group of
teachers.
Formal support for new teachers comes from
district-sponsored induction.
Professional development decisions are not
systematized and left to teacher initiative/discretion.
Teachers occasionally receive quality feedback to
support individual growth.
Peer observation and cross-classroom visitation
happens occasionally, but not as an integral part of
the schools plan for professional learning.
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Every school has a coaching plan that identifies teacher
needs, who provides the coaching, and how frequently.
New teachers are provided with effective induction
support.
Teachers have individual professional development plans
tailored to their needs.
Teachers consistently receive quality feedback that
supports their individual growth.
Peer coaching and cross classroom visitation is also used
as a form of coaching.
Historical Evidence:
We have not had any instructional coaching or mentoring.
Future plans:
All teachers will meet with Admin, set BOY goals, revisit them midyear and review/evaluate at EOY.
Each teacher will have an individualized PD plan, based on
identified areas of need.
Admin will aid in the support of instructional coaching by following
REACH protocols, identifying needs and providing subsequent
tailored PD.
Teacher leaders and mentoring teachers will provide Danielson
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Typical School
Effective School
Evidence
Evaluation
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Every staff member reinforces school expectations for all
students to aspire to college and career-ready standards.
The school has developed and is executing an intentional
plan to build and maintain a college-going culture.
Every student has opportunities for authentic leadership
and student voice
Historical Evidence:
There are many opportunities for students to explore college and
career opportunities within CTE.
The large number of AP courses build college expectations for many
students.
We have a very active college coach and college resource center.
Outside of CTE we dont offer many options for students.
Relationships
Some students form bonds with adult advocates.
Patterns of interaction between adults and
students and among students are inconsistent..
Students with disabilities are typically confined to a
special education classroom with few opportunities
to interact with peers.
Student home language and culture is often
overlooked.
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All students have an adult advocate who cares about
them deeply and supports them in achieving their goals
Patterns of interactions, both between adults and
students and among students, are respectful, with
appropriate, fair responses to disrespectful behavior
Students with disabilities are engaged in the school
community, including both physical and social integration.
Students classroom experiences demonstrate value of
home language and culture.
Historical Evidence:
Parents and students report strong teacher care.
There is a high inclusion rate for SPED students.
We are a CASEL pilot school for an SEL grant.
Programming has not established a path for ELL students to pursue
Spanish literacy.
We have established partnerships with Legacy Leaders and Family
Focus, who assist the school with building community relationships.
Behavior& Safety
Discipline violations and positive behavior supports
are handled differently between teachers without
school wide norms.
School environment occasionally leads to situations
un-conducive to learning.
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The school has a common, consistent school-wide
approach to student discipline and tiered approach to
behavioral intervention that recognizes and builds on
positive behavior.
Staff establishes and maintains a safe, welcoming school
environment.
Historical Evidence:
There has been a low number of L4-L6 misconduct infractions.
School-wide discipline expectations and procedures have been
unclear and somewhat inconsistent, but some of this is due to
transitions in administration.
Future plans:
Deans are in the process of being trained on peer juries and peace
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Improvement Work Plan
Typical School
Expectations
Principal provides information to families on school
performance in response to parent requests.
Teachers provide information to families on their
grading system, but families may be unclear on what
successfully meeting the standard would look like.
Families can learn about the transition process if
they reach out to the school for information.
Effective School
Evidence
Evaluation
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Principal provides clear information for families on school
performance and accurately explains this information so
that families understand its relevance to their children as
well as the plan for improvement.
Teachers provide clear information for families on what
students are expected to achieve in a given grade level or
course and examples of what meeting the standards looks
like.
Schools proactively provide information regarding school
choices to families looking to relocate or to students in
transition grades.
Historical Evidence:
Syllabi are given to parents, some teachers dont have them
translated into Spanish.
This years Open House was welcoming to new students.
We have had some Open Houses for parents, but they are not
always well-publicized.
We dont have an LED sign in front of the building.
Most teacher/parent discussions are around behavior and missing
work, not about skill development.
Ongoing communication
Communication to families is typically conducted
only during report card pick-up and in cases of
behavior/academic concerns.
Bonding
The school has a business-like atmosphere.
School staff provides occasional opportunities for
families and community members to participate in
authentic and engaging activities in the school
community-- like student performances, exhibitions,
literacy or math events, etc.
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Teachers and other school staff engage in ongoing, twoway communication with families so that they know how
their child is doing relative to grade-level expectations and
how the families can support their childs learning at home,
but also so that school staff can learn from the families
about their childs strengths and needs.
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The school establishes and non-threatening, welcoming
environment.
The principal leads the work to empower and motivate
families and community to become engaged.
School staff provides frequent opportunities for families
and community members to participate in authentic and
engaging activities in the school community-- like student
performances, exhibitions, literacy or math events, etc.
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Typical School
Specialized support
School provides required services to students
within the school building/typical school hours.
Effective School
Evidence
Evaluation
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School staff conducts intensive outreach to families in
need of specialized support through home visits and
collaboration with social services agencies.
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The school provides early and ongoing exposure to
experiences and information necessary to make informed
decisions when selecting a college or career that connects
to academic preparation and future aspirations.
Academic Planning
Support for college and career planning is provided
for some students. Information and opportunities to
explore paths of interest are limited.
The school encourages high performing students to
plan on taking advanced courses.
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The school provides support for student planning,
preparation, participation, and performance in their college
and career aspirations and goals through a rigorous
academic program and access to information and
opportunities.
(HS only) The school regularly evaluates rigorous coursetaking and performance patterns (e.g., AP) and removes
barriers to access.
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Extracurricular activities exist but may be limited in The school ensures equitable exposure to a wide range of Weve expanded extracurricular activities this year. GSA, Student
scope or students may not be purposefully involved extracurricular and enrichment opportunities that build
Council, Academic Decathlon, Improv, Athletics, Owls Nest, Anime
in activities that align with their strengths and needs. leadership, nurture talents and interests, and increase
Club, Environmental Club, Dance.
engagement with school.
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Improvement Work Plan
DIMENSION
Typical School
College & Career Assessments
Students do not participate in college and career
ready assessments
Effective School
Evidence
Evaluation
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The school promotes preparation, participation, and
performance in college and career assessments.
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The school provides students and families with
comprehensive information about college options and
costs (HS only) The school ensures that students and
families have an early and ongoing understanding of the
college and career application and admission processes,
including information on financial aid and scholarship
eligibility.
Transitions
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Typical School
Building a Team
Hiring is conducted after a vacancy or expected
vacancy is identified.
All or nearly all applicants have little to no prior
connection to the school.
Interviews typically consist of an interview with the
principal or a team from the school, but there are no
opportunities to demonstrate knowledge or skill in
the classroom.
Grade/course teams are not intentionally designed.
Effective School
Evidence
Evaluation
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School allocates discretionary spending to align with
identified needs and strategic priorities.
School actively identifies and pursues opportunities to for
outside funding or community partnerships to help meet
student and staff needs.
School maintains focus on use of resources for the
student achievement growth necessary for every student
to graduate college and career ready.
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Hiring is conducted after an assessment of student need,
staff capacity and scheduling priorities.
School actively works to build a pool of potential staff
members through internships and part-time work.
A multistep interview process includes a protocol for
questioning and classroom lesson demonstrations to assess
candidate expertise, philosophy and commitment.
Grade/course teams are assembled to include the
needed combination of knowledge and expertise.
In the past some hiring decisions were not inclusive, but this new
administration is being inclusive with shared decision making.
Hiring has not reflected needs of course teams or grade level teams
in the past.
Prior hiring did not involve multiple steps, sample lessons, or even
reference checks.
So far the new administration is being more intentional about
hiring.
Use of Time
School schedule is designed based on number of
minutes per subject or course.
Teacher collaboration time is limited or occurs only
before/after school.
Intervention for struggling students happens at the
discretion/initiative of individual teachers, during
core courses.
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School designs a right fit schedule based on student
needs and school-wide growth goals.
The school schedule allows for regular, meaningful
collaboration in teacher teams.
Struggling students receive structured intervention in
dedicated blocks.
Our current schedule does not allow for planning and collaboration
among teachers.
PD time has not been scheduled intentionally to meet student
needs.
Moving to a daily class schedule next year rather than an A/B block
will help give students more consistent learning time.
Version 03/12
SEF Page 13 of 13
2012-2014 Continuous
Improvement Work Plan
Mission Statement
To create a nurturing community of life long learners who can strive successfully to achieve their highest intellectual, emotional, social, and ethical potential. To develop an evironment where students construct
meaning by actively participating in the learning process, embracing academic excellence, high moral values, and proper social behaviors. To implement an intellectually challenging core curriculum, focusing on
reading, math, and modern technology. To develop productive partnerships amoung students, parents, teachers, and community.
Strategic Priorities
#
Priority Description: Write in the description of your priority.
Common Core: To align CCSS with the CRS in order to ensure that all students are
receiving targeted instruction in the skills and skill bands called for by their current
grade level.
1
Version 03/12
We feel that continuing to focus on the CRS and slowly transition in the CCSS we will
directly impact instruction by increasing the level of rigor in the curriculum and ensure
our students are being taught at the appropriate skill band. By implementing a standards
based curriculum we feel we can increase the number of students who are meeting and
exceeding standards. Our current EPAS data suggests that we are NOT delivering a high
quality standards based curriculum for all students to be successful.
REACH for Students: Another priority is to ensure we are utilizing the new CPS teacher By effectively using the new teacher evaluation system we feel that a priority is placed on
evaluation framework in a way that best supports our teachers, allowing them to grow developing the capacity of our teachers to plan instruction, deliver a standards aligned
instruction, and to be part of the school community. The system is designed to allow
in their profession, leading to increased student success.
opportunities for intense coaching and reflection via the pre-conferences, observation,
and post conference. We also feel this priority is important to place a value on excellent
teaching and to dispell mediocrity. The data used to determine this priority was EPAS
data coupled with student and parent survey data.
CASEL: As a CASEL pilot school our priority will be to incorporate strategies for
effective social and emotional learning into our curriculum. As part of our Full School
Day Plan we will utilize grade level seminars to lead this work.
We feel that Social and Emotional learning should be a priority because it is a large
component of our Full School Day plan and aligns with the districts vision for creating
enrichment opportunities for students. Survey data suggests that are students do not
feel connected to the school and it's not an environment that students can consistently
thrive in. As a result, students at all four levels will experience a grade specific seminar
that will focus on skills required for students to be successful at certain points in their
high school career. For example, at the Senior level students will be focusing on
initiatives that will increase their chances for post secondary success. Currently, NorthGrand HS has a very high graduation rate but our data suggests that students are not
advancing to the next level. The focused seminars and the addition of SEL strategies will
provide them with the tools to be better prepared for life after North-Grand.
Version 03/12
Optional
2012-2014 Continuous
Improvement Work Plan
Strategic Priority 1
Instructions: Develop milestones for each strategic priority that you will implement. Milestones are significant steps that a school must accomplish in the implementation of the strategic priority.
Milestones are SMART (Specific, Measurable, Attainable, Realistic, and Time-bound). Indicate the category and group of students to which the milestone applies, the responsible party and the
timeline. You will update the status and next steps throughout the year as part of your continuous improvement cycle.
Rationale
We feel that continuing to focus on the CRS and slowly transition in the CCSS we will directly impact instruction
by increasing the level of rigor in the curriculum and ensure our students are being taught at the appropriate
skill band. By implementing a standards based curriculum we feel we can increase the number of students who
are meeting and exceeding standards. Our current EPAS data suggests that we are NOT delivering a high quality
Action Plan
Monitoring
Milestones
Version 03/12
Category
Target
Group
Responsible
Party
Start
Completed
Status
Professional
Development
All
AP
Quarter 4
On-going
On-Track
Professional
Development
All
Principal, AP,
Curriculum Lead
Quarter 4
On-going
On-Track
Summer 2012
On-going
On-Track
Summer 2012
Summer 2012
On-Track
Summer 2012
Summer 2012
On-Track
Professional
Development
ILT/ Teacher
Teams
ILT/ Teacher
Teams
All
All
All
Principal, AP,
Curriculum Lead
Teacher Leaders,
Dept. Chairs
Teacher Leaders,
Dept. Chairs
Instructional
Materials
All
Summer 2012
Quarter 1
On-Track
Instructional
Materials
All
Summer 2012
Quarter 1
On-Track
Instruction
All
Curriculum Lead
On-going
On-going
On-Track
Instruction
All
Quarter 1
Quarter 2
On-Track
Professional
Development
All
All teachers
On-going
On-going
On-Track
Priority 1 Page 1 of 2
2012-2014 Continuous
Improvement Work Plan
Strategic Priority 1
By January 18, 2013, 9-12th grade Science teachers will
have a CCSS unit plan, with performance task, completely
developed and ready for Semester II implementation
Instructional
Materials
All
Quarter 2
Quarter 3
On-Track
Instructional
Materials
All
Quarter 2
Quarter 3
On-Track
Instruction
All
Quarter 3
Quarter 4
On-Track
Professional
Development
All
All teachers
On-going
On-going
On-Track
Professional
Development
All
Curriculum Lead,
Teacher Leads, all
teachers
On-going
On-going
On-Track
Version 03/12
Priority 1 Page 2 of 2
2012-2014 Continuous
Improvement Work Plan
Strategic Priority 2
Instructions: Develop milestones for each strategic priority that you will implement. Milestones are significant steps that a school must accomplish in the implementation of the strategic priority.
Milestones are SMART (Specific, Measurable, Attainable, Realistic, and Time-bound). Indicate the category and group of students to which the milestone applies, the responsible party and the
timeline. You will update the status and next steps throughout the year as part of your continuous improvement cycle.
Rationale
REACH for Students: Another priority is to ensure we are utilizing the new CPS teacher evaluation framework in a
way that best supports our teachers, allowing them to grow in their profession, leading to increased student
success.
By effectively using the new teacher evaluation system we feel that a priority is placed on developing the
capacity of our teachers to plan instruction, deliver a standards aligned instruction, and to be part of the school
community. The system is designed to allow opportunities for intense coaching and reflection via the preconferences, observation, and post conference. We also feel this priority is important to place a value on
Action Plan
Monitoring
Milestones
Category
Target
Group
Responsible
Party
Start
Completed
Status
All
Principal
Quarter 1
Quarter 1
On-Track
Quarter 1
Quarter 1
On-Track
Quarter 1
On-going
On-Track
Quarter 1
On-going
On-Track
Professional
Development
Professional
Development
Professional
Development
Instructional
Materials
Professional
Development
Professional
Development
Professional
Development
Professional
Development
All
Teacher Leaders,
Grade Leads
Quarter 1
On-going
On-Track
Equipment/
Technology
All
Tech Coordinator,
Admin
Summer 2012
Summer 2012
On-Track
Professional
Development
All
Teacher Leaders,
Grade Leads
Quarter 2
On-going
On-Track
All
Admin
Quarter 1
On-going
On-Track
All
Teacher Leaders,
Grade Leads
Quarter 1
Quarter 1
On-Track
All
Admin
Quarter 1
Quarter 3
On-Track
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Instructional
Materials
Professional
Development
Instructional
Materials
All
All
All
Admin, Teacher
Leaders
Admin, Teacher
Leaders
Teacher Leaders,
Grade Leads
All
Admin
Quarter 1
On-going
On-Track
All
Quarter 1
Quarter 1
On-Track
All
Admin
Quarter 2
Quarter 2
On-Track
Priority 2 Page 1 of 2
2012-2014 Continuous
Improvement Work Plan
Strategic Priority 2
Version 03/12
Priority 2 Page 2 of 2
2012-2014 Continuous
Improvement Work Plan
Strategic Priority 3
Instructions: Develop milestones for each strategic priority that you will implement. Milestones are significant steps that a school must accomplish in the implementation of the strategic priority.
Milestones are SMART (Specific, Measurable, Attainable, Realistic, and Time-bound). Indicate the category and group of students to which the milestone applies, the responsible party and the
timeline. You will update the status and next steps throughout the year as part of your continuous improvement cycle.
Rationale
CASEL: As a CASEL pilot school our priority will be to incorporate strategies for effective social and emotional
learning into our curriculum. As part of our Full School Day Plan we will utilize grade level seminars to lead this
work.
We feel that Social and Emotional learning should be a priority because it is a large component of our Full
School Day plan and aligns with the districts vision for creating enrichment opportunities for students. Survey
data suggests that are students do not feel connected to the school and it's not an environment that students
can consistently thrive in. As a result, students at all four levels will experience a grade specific seminar that will
Action Plan
Monitoring
Milestones
Version 03/12
Category
Professional
Development
ILT/ Teacher
Teams
Professional
Development
Instructional
Materials
Other
Professional
Development
Other
ILT/ Teacher
Teams
Instructional
Materials
Instructional
Materials
Parental
Involvement
Target
Group
Responsible
Party
Start
Completed
Status
All
Quarter 4
Quarter 4
Completed
All
Quarter 4
Quarter 4
On-Track
All
Quarter 4
Quarter 4
Behind
All
Summer 2012
Summer 2012
On-Track
All
Quarter 4
Quarter 4
Behind
Quarter 1
On-going
On-Track
All
SEL Lead
Admin, SEL Lead,
Grade Leads
SEL Lead
Summer 2012
On-going
On-Track
All
Quarter 1
On-going
On-Track
Summer 2012
Summer 2012
On-Track
Quarter 1
On-going
On-Track
Quarter 1
On-going
On-Track
All
All
All
All
Priority 3 Page 1 of 2
2012-2014 Continuous
Improvement Work Plan
Strategic Priority 3
Version 03/12
Priority 3 Page 2 of 2
2012-2014 Continuous
Improvement Work Plan
Strategic Priority 4
Instructions: Develop milestones for each strategic priority that you will implement. Milestones are significant steps that a school must accomplish in the implementation of the strategic priority.
Milestones are SMART (Specific, Measurable, Attainable, Realistic, and Time-bound). Indicate the category and group of students to which the milestone applies, the responsible party and the
timeline. You will update the status and next steps throughout the year as part of your continuous improvement cycle.
Rationale
Strengthening Teacher Teams (Instructional Leadership): A major priority for the implementation of the CCSS will be Teacher collaboration at North-Grand has been non-existent for a variety of reasons; however in order to
the development of our departments, teacher course teams, and grade level teams. The school's instructional
ensure we are implementing a standards aligned curriculum vertically and horizontally, teacher planning is
teams will have common planning time for the first team in years.
crucial. The observational data used to consider this a priority is the inconsistencies in our curriculum maps and
common assessments. Essentially, we have teachers working independently of each other and implementing a
Action Plan
Monitoring
Milestones
Category
Target
Group
ILT/ Teacher
Teams
All
ILT/ Teacher
Teams
ILT/ Teacher
Teams
ILT/ Teacher
Teams
Version 03/12
Responsible
Party
Start
Completed
Status
Admin, Teacher
Leaders, Dept.
Chairs
Summer 2012
Summer 2012
On-Track
Not Applicable
ILT
Summer 2012
Summer 2012
On-Track
All
Admin., Programmer
Quarter 4
Quarter 4
Completed
Students With
Admin., Programmer
Disabilities
Quarter 4
Quarter 4
On-Track
Summer 2012
Summer 2012
On-Track
Summer 2012
On-going
On-Track
Instruction
All
Parental
Involvement
All
Instructional
Materials
Summer 2012
On-going
On-Track
ILT/ Teacher
Teams
Not Applicable
Summer 2012
On-going
On-Track
ILT/ Teacher
Teams
Summer 2012
On-going
On-Track
Admin., ILT
Priority 4 Page 1 of 2
2012-2014 Continuous
Improvement Work Plan
Strategic Priority 4
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Priority 4 Page 2 of 2
2012-2014 Continuous
Improvement Work Plan
Strategic Priority 5
Instructions: Develop milestones for each strategic priority that you will implement. Milestones are significant steps that a school must accomplish in the implementation of the strategic priority.
Milestones are SMART (Specific, Measurable, Attainable, Realistic, and Time-bound). Indicate the category and group of students to which the milestone applies, the responsible party and the
timeline. You will update the status and next steps throughout the year as part of your continuous improvement cycle.
Rationale
Action Plan
Monitoring
Milestones
Version 03/12
Category
Target
Group
Responsible
Party
Start
Completed
Status
Priority 5 Page 1 of 1