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Revised July 22, 2008

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1
-


SCHOOL IMPROVEMENT
/TITLE I SCHOOLWIDE PLANS






A Guide for Development of a School Improvement Plan &

New or Existing Title I Schoolwide Program



August 2009




The School Improvement Plan will drive measurable improvement in achievement for all stude
nts, as well as measurable
improvement in attendance and enrollment, and in school climate and culture. The School Improvement Plan will be used
as a regular resource, or “blueprint,” for parents, community, faculty, school staff, students and district ad
ministration, and
will serve as the school wide plan for Title I compliance.



Division of Instruct
ion









Table of Contents


School Improvement Guideline ............
.....
.....Pages 1


17

School I
mprovement Plan (Forms)........
...
......Pages 18


26

School Improvement Monitoring Forms....
...
.Pages 27


33

Instructional Technology Goal........................Pages 34


36

Addendum
Schoolwide Planning Documents Pages 3
7



60

Go Green: Please print only the pages you need






Revised July 22, 2008

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2
-


OVERVIEW OF GUIDE



T
he School Improvement Plan
can

serve as a record of compliance with
school b
oard policy, Title I Schoolwide Planning
,

and
other state and federal rules and
statutes
.

In addition, successful organizations operate from a single plan. Under
Colorado’s Accreditation system, all districts must accredit their schools. Many districts require their schools to develop a

yearly school

improvement plan to meet this requirement. Thus, this

guide provides a structure and procedures
through a
single plan
for meeting the requirements of a S
chool Improvement Plan (S
IP
) for

all schools and the
additional
requirements for Title I, Part A

schoo
ls
that operate

a Title I Schoolwide program.

While the components of a SIP are set
by each district, Title I schools that operate Title I Schoolwide Programs must include all the components identified in
Section 1114 of the No Child Left Behind Act (also
found in Addendum A of this guide).


Schools want all their students to succeed. In order to accomplish this, schools need to focus on specific goals and
strategies for change. School improvement planning is the process through which schools set goals for

improvement and
make decisions about how and when these goals will be achieved.


School improvement is, thus, the single most important business of the school, in that it is the process schools use to
ensure that all students are achieving at high levels
. The ultimate objective of the process is to improve student
achievement levels by enhancing the ways curriculum is delivered, by creating a positive learning environment and by
increasing the degree to which parents are involved in their children’s learn
ing at school and in the home.



The School Improvement Plan (SIP) will drive measurable improvement in achievement for all students, by focusing on
improvement in: teaching and learning
; attendance and enrollment;

school climate and culture
; and parent a
nd community
engagement
. The School Improvement Plan will be used as a regular resource, or “blueprint,” for parents, community,
faculty, school staff, students and district administration. The SIP will:



set clear, school wide expectations;



establish s
pecific instructional priorities;



hold faculty to the highest standards in all their activities, including when setting their annual performance
objectives;



infor
m budget and staffing decisions;



Identify specific strategies to effectively engage parents fo
r the purpose of increasing student achievement.








Revised July 22, 2008

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3
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USING THIS GUIDE


The SIP/SW guide is organized into several basic sections:





Planning and writing the SI/SW plan



SI/SW Templates



Additional Schoolwide Plan requirements



1.

The first section of the g
uide includes on overview of school improvement and guidelines for developing a plan.


2.

The second section provides a template and information for writing and/or updating a SI/SW plan.


3.

The third section applies to schools that operate a Title I Schoolwide
program. The forms and directives must be
completed in order to operate as a Title I Schoolwide program, but can be an addendum to the SIP. Thus, all
schools in a district can operate from a single plan format, with Title I Schoolwide programs including
the additional
requirements in the addendum.


The SI/SW Planning Guidance provides options for schools that operate Title I Schoolwide programs. However,
any school operating a Schoolwide program must ensure that all 10 elements and related requirements a
re in the
plan. This is the responsibility of the district to ensure that all Title I Schoolwide plans meet the requirements of
NCLB, section 1114. These requirements can be found in the Title I Schoolwide Program Checklist in the
Addendum.







Revised July 22, 2008

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GUIDING PR
INCIPLES OF SCHOOL IMPROVEMENT PLANNING


The following key principles form the basis for the school improvement planning process.



School Improvement Plans must be aligned
to State and local standards
.



The principal must be at the helm of this process

with
out support and leadership of the principal; the planning
process lacks the leverage that is needed for change to occur in a school environment.



It should involve all stakeholders in the process. Students and parents have an important perspective on how
schools
can improve. Their meaningful participation in the process should be considered from the onset. In addition, all
members of a school staff should participate and/or be aware of the planning process. The more stakeholders that are
“in the loop,”
the better the chances the school will achieve 100 percent buy
-
in by staff for change efforts. A
representative group of stakeholders can do the bulk of the work, if results and updates are reported back on a regular
basis to the full faculty and other st
akeholders.



Decisions about school improvement goals and solutions must be based on careful consideration of multiple sources
of data and research.



School improvement planning is a journey of continuous improvement that demands ongoing monitoring and
adj
ustment of programs and processes at the school.



The written plan document is only as good as the quality of thought, effort, and the degree of “buy
-
in” by all
stakeholders.


STAGES OF SCHO
OL IMPROVEMENT PLANNING PROCESS


In developing the School Improve
ment Plan, schools should
1

go through the following critical steps:


1. Needs Assessment:

A comprehensive needs assessment looks at data on student performance and on the school’s practice that
generate that performance.


2. Prioritizing Needs:




1

Required of schools that operate as Title I school wide programs






Revised July 22, 2008

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5
-

Schools s
hould prioritize the needs identified in the above step and identify just a few as the greatest concerns.


3. Cause Analysis:


Identify the factors causing

the needs of the greatest concerns to occur.


4. Setting Goals:

Setting realistic and measurable
goals is central to an effective planning process.


5. Developing an Action Plan:

Identify the steps that the school will take to achieve the goals, who will oversee each step and the resources
required.


6. Evaluation: Identify ways of measuring the ef
fectiveness of the plan.



PROCEDURES


Duration:


Th
e School Improvement Plan will cover a single year
. The plan is
evaluated

a
nnually
. When making revisions, the
principal will work with
school

faculty,

parents,

community and supervisors to evaluate pro
gress toward the goals and to
adjust objectives and strategies based on that evaluation.


The SIP should be updated when necessary to align with
any awarded
grants.


If
district personnel

or a principal deems it necessary, the School Improvement Plan cyc
le can be reset, goals can be
rewritten and the entire plan can be reworked from top to bottom.



Planning Team:

The principal
is responsible for the development of
the School Improvement Plan with the school’s leadership team.
T
he principal
must

solici
t input from the school’s committees
,

leadership teams
,

or other collaborative initiatives at the
school site.








Revised July 22, 2008

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6
-


Approval Process:

1.

SIPs are submitted to a
student achievement director

for approval.

2.

State law requires the District School Improvement and A
ccountability Council
review

all SIPs and
provide feedback to the Board of Education about the overall quality of the plans and the School
Improvement Planning Process.







Revised July 22, 2008

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7
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COMPONENTS OF THE SCHOOL IMPROVEMENT PLAN

AND INSTRUCTIONS FOR COMPLETING THE PLA
N


1.

Cover Page:


General Information about the school and the School Improvement Planning Team


2.

School Profile: (options)

A school profile

is the consistent description of school community characteristics and the school’s unique academic
c
haracteristics and accomplishments.


3.

Needs Assessment:

This section should include a collection of data
collected from a variety of sources to determine strengths and
needs of the school community.


4.


Data Analysis:


For this section y
ou must:



empl
oy multiple data sources



include information on
all

students



Include

demographic information
on students and community
. (For school wide programs, include data
related to historically underserved students, and migrant or formally migrant students.
)



use dis
aggregated data (i.e. gender, ethnicity, grade, etc.)



include climate variables (i.e. parent, faculty, and student perceptions, etc.)



identify root causes and contributing factors



prioritize actions


The data set

will include information about student perf
ormance, change in student performance and student
growth. It will also include information about student attendance and enrollment, and parent and student
satisfaction. Data should be analyzed by the school leadership team and shared with the building
L
eadership
team prior to the development of objectives and strateg
ic actions

in the SIP.









Revised July 22, 2008

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8
-


5.


Goals
:

After conducting a needs assessment and data analysis, schools should identify areas of growth and develop
achievement and growth goals to address

them.

The plan must include no less than three goals (reading, writing,
and math) for both Achievement and growth; Plans must also include one goal in Parent and Community
Engagement, Staff Climate, School Climate, Attendance/enrollment and Technology.



6.


Action Plan:


The action plan will list the strategic actions, tasks, timeline, resources and metrics.


Strategi
c Actions

A broad approach (
i.e.

a method, procedure, technique, or game plan) employed to accomplish an
objective.

The
actions

should
reflect appropriate interventions to increase the academic success of
students.


Schoolwide plans need to include

scientific researched based reform strategies designed to improve
instruction throughout the school so all children can meet the state’s pro
ficient and advanced levels and a
timeline for this implementation. These strategi
c actions

include strengthening core academic programs,
increasing amount and quality of learning time, enriched and accelerated curriculum, and how to meet the
needs of his
torically underserved populations and those at risk of not meeting academic performance
standards.


Title I schools need to ensure that the strategi
c actions

reflect the budgeted items in the Title I budget
. Note:
Please attach your
school’s Title I Bu
dget (if applicable).

Tasks
:


Tasks are t
he specific steps

or actions in implementing a particular
action
.

The tasks should:



be detailed and specific



be directly related to the
strategic action



be capable of resulting in progress toward the objective



be
sequential, with timeline



identify activity leaders







Revised July 22, 2008

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9
-


Schoolwide plans should include activities to ensure that students who experience difficulty mastering any of the
standards during the course of the school year will be provided with effective, timely a
dditional assistance.


Metrics
:


Metrics are ways to

measure progress toward the stated objective. They help ensure that you are making interim
progress toward meeting your annual objective.
Metrics

need to be measurable
,

directly related to the objective,

specific and clear, achievable and time specific.

7.


School Improvement Plan Evaluation/Status Report:

This section will document progress on
the
action plan by showing evidence of progress, an explanation for
tasks

not meeting timeline, and necessary
plan adjustments.


8
.

Instructional Technology Goal Examples

This section
i
nclude
s examples of goals, objectives, strategic actions and tasks for the achievement and
instructional technology goals.




9
.

Addendum to the School Improvement Plan:


This
section includes

forms and directives that must be completed in order to operate as a
Schoolwide

program
.



A



Planning Documents for Schoolwide Programs

B



Title I School and Parent Involvement policy (which includes the compact)


C


Coordination of Pr
ograms

D



Title I Schoolwide Budget


E



Transition Plan

F



H
ighly Qualified Teacher Plan









Revised July 22, 2008

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10
-


Aurora Public Schools

SCHOOL IMPROVEMENT PLAN

School: Boston K
-
8

Principal: Shawna Lyons



Title I School: X
Yes
NO

If Title I School: X

Targeted Assistance or

Schoolwide Program

Area

2006
-
07

2007
-
08

2008
-
09

Accreditation Status




NCLB Identified (Met AYP


Y/N)




NCLB Status Math




NCLB Status Reading




SAR Rating












School Improvement Planning Team

(Include names and titles):

Administrators
: Shawna Lyons, Jennifer Pock, Jerry Lemons


Teachers
: Rhonda Mehling, Daphne Stephens, Roxann Hare, Brandy
Bixler, Kelly Narvaez, Debbie Kemper, Deb Boutwell


Support S
ervices
:


Parents
: Debbie Kemper, Daphne Stephens, Sonia Woods


Students
:


Others:

Others:
Tvohkne Hajo
-

Family Liai
s
on, Sherry Hinkle
-
Carlson


Health Paraeducator




NCLB Area(s) for Improvement

2006
-
07

2007
-
08

2008
-
09

Whole School (Reading, Math, None)




Subgroup Math (ELL, FRL, IEP, White,
Hispanic, Black, Native American,
None)




Subgroup Reading (ELL, FRL, IEP,
White, Hispanic, Black, Native
American,
None)









Revised July 22, 2008

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11
-










Principal Signature

Date











District Signature Date


3. SCHOOL PROFILE (optional)


A school profile is the consistent description elaborating the school’s unique academic characteristics and accompli
shments.


3. SCHOOL PROFILE





Staff

Teaching Staff

Classified Instructional Support

Auxiliary Support Staff


Total: 22


Classroom Teachers: 18.4


Teacher Leaders: 5 (1 literacy,


2 math, 1 ELA, 1 literacy in training)


Specialist: 4


S
pEd. Mod. Needs: .6


Total: 7

Ed. Assts. Lit. & Math: 4

Ed. Assts. Media/Tech: 1

Para
-
educators: 2





Total: 13

Office Staff: 3

Comm. Liaison: 1

Custodial & Kitchen: 5


Itinerant Staff: 4

Psychologist, OT, Speech, Nurse





St
udents


1%
3%
10%
81%
5%
Ethnicity at Boston K
-
8
01
-
American Indian or Alaska Native
02
-
Asian or Pacific Islander
03
-
Black (no Hispanic)
04
-
Hispanic
05
-
White (no Hispanic)


The Hispanic student population is increasing while the White and African American student population is decreasing.






-

13
-


Ninety
-
four
percent of the students qualify for free/reduced priced meals.
Six percent
of the students do not qualify for fre
e/reduced priced
meals.

Sixty
-
nine percent of the students are Limited English Proficiency.





Seventy
-
six percent of the students remain stable at Boston

K
-
8
. Within the 24% that do not remain stable, the transiency rate of t
hose students is 92%.

Boston School Transiency Rate

92%

8%

Transiency

Not Transient




-

14
-



Sixty
-
nine

percent of the students are considered English Language Learners.






Thirty
-
four percent of the English Language Lea
rners are considered to be NEP, 28% of the stud
ents LEP, and 7%.









34%

28%

7%

0%

5%

10%

15%

20%

25%

30%

35%

NEP

LEP

FEP

Boston ELA Population

Distri
bution

Boston ELA Information

31%

69%

No

Yes




-

15
-


4. NEEDS ASSESSMENT (MAKE SURE WE HAVE ALL ADDED TO SIP)


Professional Development Needs:



Currently, Boston
K
-
8
has es
tablished momentum with the collaborative coaching model, data team meetings, small group professional
development, whole group professional development, and team planning
.

This area will need to be concentrated on with the changes in bell
times, increase of student population, and change of the building.

There has been a lot of emphasis placed on acceler
ation of learning

and
reading, writing, and mathematics proficiency
. One challenge
is that the growth from K
-
3 to K
-
7 has 60% of the students new to the building.
A plan needs to be created for students starting school close to CSAP that are many grade l
evels behind. What fast track approach can we
provide these students? How can we refine the CCL/data team/professional development opportunities, in order to give student
s the precise
instruction that they need, while maintaining a high standard?


As

a school, there needs to

refinement
on

looking at data at regular intervals as compared to the State Standards, and analyzing how this
data can be used to create SMART goals
. The staff is a learning staff that is open, flexible, and driven to do what is

best for thei
r students to
achieve success.



Technology Needs:


Boston will continue to need technology support, as the building refines their current practices with preparing students for
the 21
st

Century.
This includes:


Boston needs a plan that
would support a part time technology teacher who would continue supporting reading, writing, math, and content
integration into the technology special. Students would receive explicit instruction and support with using technology to en
hance their
educatio
nal experiences. This support would include the following:

-


Co
-
planning with teachers in mathematics so that Investigations/Connected math is supplemented with the on
-
line activities that
support each investigation.

-

Co
-
planning with teachers for content

so that FOSS science instruction is supplemented with on
-
line reading through Achieve 3000

-

Co
-
planning with teachers for social studies so that Scott Foresman instruction is supplemented with the non
-
fiction texts which has
been downloaded onto i
-
pods

The

plan would also need to support a part time technology teacher leader, who would facilitate professional development and prov
ide job
-
embedded professional learning on math/reading/technology integration. Examples include:


-

Tech Tuesdays will focus on cha
pters from the Effective Strategies for ELA learner’s book. As you are reading this book, think
about ways that technology supports the strategies.




-

16
-

-

Teacher coaching around
Mondo literacy materials available
at One Place. To access the Mondo materials co
mpiled for us by the
Dept. of Instructional Technology, login to One Place

-

Extending the school day for our youngest readers

-

2009

Take My Teacher Home
http://bvsd.org/iteach/Pages/tmth.aspx


The follo
wing set of descriptions focus on the use of Web 2.0 technologies possible in a school for purposes related to student instru
ction.

-

Student
-
generated online content

(e.g., class blogs, online posting of student works, wiki
-
type collaborative formats)

-

Teac
her
-
generated online content

(e.g., teacher
-
developed multimedia presentations, lesson plans, student handouts for classroom
activities, sets of links to digital resources)

-

Student use of virtual learning environments

(e.g., online courses, electronic tut
ors, computer
-
managed instruction, online
assignments and assessments)

-

Multimedia resources

(e.g., podcasts and videocasts, streaming video)

-

Online communication with parents and students

outside school hours excluding email exchanges (e.g., homework pag
es, teacher
webpages describing assignments, teacher blogs)



Beyond school enrichment needs:


In the 7 school years of pairings

for specials
, there have been 6 different configurations
-
schools that have come into Boston, hence, new
teachers. Therefor
e….
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need (A support system for students indicated by Ruby Payne in A Framework for Understanding Poverty, “Keeping students with
瑨攠獡浥m
teacher for two or more years…..builds long
-
term relationships between teachers and students”). This would also a
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tanding Poverty “School wide homework
support”). There is a need to keep students off the streets after school, and away from the current “crime” activity that is

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-

17
-

connections and level the playing field as research indicates that

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T
akers, Princeton New Jersey: The College

Entrance Examination Board, 2001)
.


This would be in addition to the skill builders program for 3
rd

grade, DI program for 3
rd

grade, Jr. Great book club for 4
th

grade, DARE
program for 5
th

grade, intramurals for 5
th

and 6
th

grade, middle school spor
ts for 7
th

grade, and homework support daily for K
-
7
th

grade. The
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tc...that is
increasingly occurring on the school grounds/neighb
orhood. “
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K





Early Childhood Intervention needs:

A majority of Boston students enter kindergarten without the basic knowledge needed to reach the DRA 3 by the end of the year
. Therefore,
a plan is needed to support Early childhood Education (ECE). A plan

is being developed that would support an a.m. /p.m. 4 year old/5 year
old classroom that would consist of a certified teacher and certified ECE teacher (provided by ECE). This classroom would se
rve as the
State/District model on the similarities between
the ECE curriculum and Mondo/Lucy Calkins. Five year olds in this program would be those
that need a smaller student/teacher ratio. Four year olds in this classroom would be those that qualify for CP and would all
ow the students to
have an easier transit
ion into kindergarten as set forth by the Title One Plan. Students would be at Boston for a full two years before entering
first grade.







-

18
-







School Improvement Planning

Needs Assessment


SCHOOL PRINCIPAL


Directions:

Please take several minutes

to complete this needs assessment. It will provide information for the
School
Improvement Planning

process.



1.

When considering your school Accreditation and AYP student achievement results,
what is working
?



2. Based on data
,
what needs to be impro
ved to increase student achievement across the school
?



3. As you think about student achievement in your school,
what school
-
wide planning or research
-
based strategies

for


supporting higher student achievement do you want to implement?


4.

What profe
ssional development strategies will promote better results?




-

19
-









School Improvement Planning

Needs Assessment


Instructional Leadership Team/
CLASSROOM TEACHER






Directions:

Please take several minutes to complete this needs assessment. It will provide information for the
School
Improvement Planning

process.


1.

When considering your students and student achievement results

across your school,
what works
?





2.

Based on data
,
what needs to be improved
to increase student achievement in your classroom and the school
?





3.

As you think about student achievement in your grade level team,
what long term planning or ideas

do you hav
e for
supporting higher student achievement?







4.

What is your greatest professional development need?












-

20
-

School Improvement Planning

Needs Assessment


PARENT AND COMMUNITY

and

B
UILDING
A
CCOUNTABILITY
C
OMMITTEE
/

D
ISTRICT
A
CCOUNTABILITY
C
OMMITTEE
F
E
EDBACK



Directions:

Please take several minutes to complete this needs assessment. It will provide information for the
School
Improvement Planning

process.




1.

When considering students and student achievement results across your school or in the district
,
what works
?






2.

Based on data
,
what needs to be improved
to increase student achievement across the schools and the district
?








3.

As you think about student achievement across the district,
what long term planning or ideas

do you have for
supporting
higher student achievement in the schools?










-

21
-

DATA


ANALYSIS



Provide a summary analysis of your CSAP, benchmark a
ssessments and any other data.




What do these data tell you about your students overall performance?



What do these data tell you about
your ELL students?



What do these data tell you about your special education students?



What do these data tell you about your Gifted/Talented and high performing students?



What do these data tell you about your migrant students?



What do these data tell you
about your economically disadvantaged students?



What achievement gaps between groups exist?



What progress h
as your school made on closing the gap in any groups?



Based on the data, where does your school need to focus their school improvement goals?


Narra
tive (optional)














SETTING PRIORITIES AND IDENTIFYING ROOT CAUSES


Based on the comprehensive needs assessment and the academic data analysis, prioritize areas in need of improvement.


Explore and verify the underlying causes for each priority area ne
eding improvement identified. A clear, accurate understanding
of the causes will help in selecting appropriate solutions and strategies for your action plan. Some guiding questions are:


What is the root causes of the achievement gap?


What are the barrie
rs to all students achieving a year’s growth
, and, for students not at proficient /advanced levels,

more than a
year’s growth in a year’s time?





-

22
-

SETTING GOALS


The goals of a school improvement plan represent the outcomes the school
needs

to achieve throug
h a newly designed program
and should be directly linked to the priority needs determined by the comprehensive needs assessment. Goals for the School
Improvement Plan must be
SMART

goals:




Strategic



Specific



Measurable



Achievable/Attainable



Research
-
inform
ed



Results
-
Oriented



Time
-
focused


Goals are to be completed in the following areas of the VISTA 2010 Plan:


VISTA Plan 2010

Goal Area

Possible Data Sources

People

Embedded in all Goals under
Professional Development


Achievement

Reading


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Objectives
:


A statement of specific and measurable means to achieve the outcome(s) identified in the goal.

The School Improvement Plan
will set

one year
objectives

aligned with those goals. Objectives are measurable and based on data that reflects how students
at
the school have performed. Objectives should target specific groups of students.
Academic objectives should be based on
students achieving the proficiency or advanced levels of the Colorado Student Assessment Program (CSAP).
Schoolwide plans
may have addi
tional or interim objectives to address the attainment of Adequate Yearly Progress (AYP) which is based on
students achieving partially proficient or above on the CSAP.




-

23
-



Reading Achievement Goal
: (Should be based on measured student outcomes and needs id
entified in your Data Analysis) (SMART Goal)


The percentage of students scor
ing proficient and higher in reading CSAP will increase from:
37%

to
42%

at grad
e 3,
31%

to
42%

at grade
4,
19%

to
36%

at grade 5,
30%

to
35%

at grade 6,
NA

to
35%

at grade 7.


The media
n growth percentile in reading
will increase from:
42% to 50% in 4
th

grade, and 31% to 50% in 5
th
/6
th

grade.



Strategic Actions
:
(This may be instructional strategies, parental engagement strategies, community building strategies, and so on.)



Strategic Actions:


o

Collecting, Analyzing, Monitoring and Reporting stud
ent data (data team meetings


5

week intervals)

o

Weekly team planning

o

Interim assessments per Quarter

o

Daily structured literacy block which includes skills, shared, guided, and ind
ependent practice

(emphasis on increasing
independent reading time)

o

Collaborative coaching model: reflective dialogue, modeling, planning, site visits

o

Implementation of ELD block of instruction

(Title one
-

$1,291 and $200 for TESOL and Classroom Instruct
ion that Works with
English Language Learners
-

book)

o

Kindergarten “take your teacher home” program

(Title one
-

$3000 for ipods, books, headphones, speakers)

o

Integration of technology

(Title one
-

$1,425 for Brain Pop)

o

Homework Clubs/Afterschool Program
s

o

To ensure that all Boston Reading Nonnegotiables

are in place

o

Specific Saturday Academics targeting Unsat. & PP students

o

Reading intervention for Unsat. students (skill builders)






Tasks to Support the
Strategic Actions




Oral Language Grou
ps
(sessi
ons #1


4), Guided rdg

groups, skills block, literature
circles, literacy stations,
Professional Development in Support of the Strategic Actions


Professional Development in Support of the Strategic Actions



Coaching, teacher leader, data team
/CCL

meetings, site classroom visits, videos
, book studies, TESOL for ELA teacher
leader and ELA demonstration classroom


(Budget total $4,425 from Title one
-

PD)


PD on backwards planning in each (ELT conference, refine planning practice, support staff)




-

24
-

independent reading, whole
group shared reading, ELD
Block (English Language
Development)
, Kindie “take my
teacher home” program





Reading for homework



Implementation

of Pacing
guides and Assessments


AGATE/advanced cluster group
for training on Literature circles
(3
r
d
, 5
th
,7
th
)





Incorporate reading/writ
ing into
specials (art, music, PE
, tech)
when appropriate



Continue analyzing the
assessments in a collegial
dial
ogue


PD around Mondo
Implementation

for new
teachers to Boston and
refinement for others




LDE certificate















Training parents
-

CPERK

Set school
-
wide expectation and send home brochure that parallels District expectation




Data team meetings in reading, team planning in reading

(See PD structure attached)



Gifted conference understandings implemented


U
tilize AGATE resources within building, i.e. AGATE coordinator train TL or whole staff on differentiation







Coaching
,
After
-
school Enrichment





Coaching, reflection




Coaching from literacy teacher
leaders for new teachers, refinement through coachi
ng for existing teachers







ELA coaching
through co
-
planning to support implementation of new understandings

Support implementation of ELA demonstration classrooms

All new teachers will receive LDE certification/endorsement within 3 years: APS sponsore
d

Teachers at Boston without LDE certificate will increase LDE understandings through coaching, dialogue, and site
-
based professional development





-

25
-

Implement at least 15 minutes
daily
of time on task for
indepen
dent reading at all
grade level


student reading
text vs. stations, writing, g
raphic
organizers, etc.


Continue to hold accountable
for Boston reading non
-
negotiables



Set expectation, feedback through walkthroughs and coaching

PD on monitoring of independent reading, reading
response, and how to balance reading with time spent on reading
activity





Reflective question quarterly in staff bulletin


set expectation for all staff members to walkthrough

Metrics:
CSAP; ____
Interim Assessments
______; ___________






Writing Ach
ievement Goal
: (Should be based on measured student outcomes and needs identified in your Data Analysis) (SMART Goal)



The percentage of students scor
ing proficient and higher in writing CSAP will increase from:
14
%

to
30
%

at grad
e 3,
30
%

to
35
%

at grade
4,
17
%

to
35
%

at grade 5,
30%

to
35%

at grade 6,
NA

to
35%

at grade 7.



The median growth percentile in reading will increase from:
55% to 67% in 4
th

grade, and 56% to 67% in 5
th
/6
th

grade.




Strategic Actions
:
(This may be instructional strategies,

parental engagement strategies, community building strategies, and so on.)


o

Collecting, Analyzing, Monitoring and Reporting student

data (CCLs)

o

Weekly team planning

(Resource: Understading by Design conference)

o

Interim assessments per Quarter

o

Daily struct
ured writing block which includes skills (Fountas/Pinnel), demonstration/mini lessons (Lucy Caulkins), independent
practice (draft books/prompts), and Daily Language Instruction (DLI)



focused writing conferences with specific feedback to
individual stude
nts, small group writing instruction

o

Collaborative coaching model: reflective dialogue, modeling, planning, site visits

o

Utilize/Refine rubrics for each lesson of study utilizing Lucy Caulkins text, New Standards: performance standards, continuum
s,
pacing
guides, and guiding questions


also create student friendly rubrics for use to self monitor

o

Develop understandings of writing proficiency by grade level and as a continuum/vertical alignment

o

Standards Based/Proficiency Bulletin Boards

o

Sharing of informati
on from Lucy Calkin’s workshop (Budget


Title one $1000)




-

26
-

o

To ensure that all Boston
Writing

Nonnegotiables are in place

o

S
et expectations
(learning targets)
and

provide
feedback

(success criteria)

o

Specific Saturday Academics targeting Unsat. & PP students




Tasks to Support the
Strategic Actions



Create Grade level Writing
Portfolio: Collect grade level
rubrics, demonstration lessons,
and sample proficient student
work in a common location
throughout the year to support
team planning, new teachers,
etc.


Small group instruction (shared,
guided), individual conferences


Refinement of DLI (3
-
5) and
holding students accountable
for principles


Prompts for student writing

(3
rd
-
7
th
)
20% of instruction


Fridays

2
nd

grade to be added 2
nd

semester


Short constr
ucted responses
from reading



Refineme
n
t

of pacing guides


Continue analyzing the
assessments in a collegial
dialogue


Students sharing published
work with an audience


Professional Development in Support of the Strategic Actions


Professional Development in Support of the Strategic Actions


BOY agenda, grade level team meetings, monitoring notes

Resource: New Standards: Us
ing Rubrics to Improve Student Writing

Genre studies and Prompt writing







Coaching, teacher leader
, grade level planning meetings
, site c
lassroom visits, CCL



Coaching, teacher leader
, grade level planning meetings
, site
classroom visits,
K
-
2 demonst
rate application of Skills
Block




Coaching, teacher leader, grade level planni
ng meetings
, site c
lassroom visits





Coaching, teacher leader
, grade level planning meetings
, site classroom visits,




Coaching, teacher leader
, grade level planning meetin
gs
, site classroom visits,


Coaching, teacher leader, grade level plan
ning meetings
, site classroom visits,




Coaching, whole group support






-

27
-


Lucy Calkins (K
-
2, 3
-
5) Units of
Study Workshop


Ensure that all
Boston writing
non
-
negotiables

are in place in
all classrooms





Implement and share new understanding
s (Budget $1000 from Title One
-

PD)



Reflective question quarterly in s
taff bulletin


set expectation for all staff members to walkthrough

Coaching, Teacher Leader, learning walks

Metrics:
CSAP; __
Interim Assessments
__ ______; ___________





Math Achievement Goal
: (Should be based on measured student outcomes and needs i
dentified in your Data Analysis) (SMART Goal)


The percentage of students scor
ing proficient and higher in reading CSAP will increase from:
50
%

to
55
%

at grad
e 3,
60
%

to
65
%

at grade
4,
16
%

to
6
5
%

at grade 5,
35
%

to
40
%

at grade 6,
NA

to
40
%

at grade 7.



The median growth percentile in math will increase from:
47% to 67% in 4
th

grade, 23.5% to 50% in 5
th
/6
th

grade.


Strategic Actions
:
(This may be instructional strategies, parental engagement strategies, community building strategies, and so on.)


K


Increase number sense/computation by proficiently applying all of the indicators (Assessment #1, 2, 4) on the Critical Learni
ng Phases

1


Increase number sense/computation by proficiently applying all of the indicators (Assessment #1, 3, 5, 6,
7
) on the
Critical Learning Phases

2


Increase number sense/computation by proficiently applying all of the indicators (Assessment #8, 5, 6, 7
, 8,

9) on the Critical Learning Phases

3
-
6 will use CSAP, Interim and Place Value Data to set grade level goals in Aug.

K
-
6 will increase computation skills and strategies by proficiently applying grade level expectations during number talks (refe
rence video files on G drive)


o

To ensure that all Boston Math Nonnegotiables are in place.


o

Teachers will collect, analyze, monitor
, and report student data using interim assessments, critical learning phase chart, and end of the
unit assessments
-

in order to accelerate student growth.


o

Teachers will develop a deep understanding of mathematical concepts with a focus on number sense a
nd computation, teaching
strategies and inquiry based lessons through data teams, whole group professional development and individual coaching.


o

Teacher leaders and demonstration classroom teachers will attend NCSM in order to increase their understandings

of supporting teachers
in the area of mathematics

(Budget


title one $1000)
.





-

28
-

o

Reflective question

in staff bulletin


set expectation for all staff members to walkthrough


o

Specific Saturday Academics targeting Unsat. & PP students


Tasks to Support the
Strategic Actions

(In the Classroom)

Equity

Every teacher provides each
student access to relevant and
meaningful mathematics
experiences (Daily 90 minute
Math Block)


Utilize formative and summative
data (number interviews,
monitoring notes…) to address
g
aps in mathematics
achievement for all student
populations


Every teacher works
interdependently in a
collaborative learning
community















Assessment

Every teacher uses student
assessment that are congruent
and aligned by grade level or
course c
ontent


Professional Development in Support of the Strategic Actions

(Outside of the Classroom)


Equity

Ensure high expectations and access to meaningful mathematics learning for every student. (Prime Leadership
Framework NCSM)



CCL(small group and whole group)



Weekly team planning

o

NISL Wheel

o

Plan unit plans big ideas

o

Learning targets

o

Plan for feedback

o

Continue dialogue around monitoring

o

Use assessment data for weekly planning



Cross Grade Level dialogue



Focused lea
dership walk through



Action plans and individual coaching (co
-
plan co
-
teach, reflective dialogue…)



Resources

o

Prime Leadership Framework

o

Principals and Standards

o

Investigations

o

CMP

o

Van De Walle

o

Understanding by Design (UbD)



Constructs

o

Action Plans

o

Teaching
and Learning Cycle

o

Conditions of Learning

o

Reflective dialogue model

o

Pacing and Planning Guides

o

Monitoring charts

o

Annotated work samples (APS website)

o

District Continuums ( Conditions of learning, Demo Room and Leadership)


Assessment

Ensure timely, accurat
e monitoring of student learning and adjustment of teacher

Instruction for improved students learning. (reference Prime Leadership
-
NCSM)



CCL (small group and whole group)



Weekly team planning




-

29
-

Use the teaching learning cycle



Monitoring checklists
and notes




Utilize formative and
summative data
(number interviews,
monitoring notes…) to
plan next steps



















Teaching and Learning

Every teacher implements
research
-
informed best
practices and uses effective
instructional planning and
teaching strategies


Every teacher participates in
continuous and meaningful
mathematics professional
development







o

NISL Wheel

o

Plan unit plans big ideas

o

Learning targets

o

Plan for f
eedback

o

Continue dialogue around monitoring

o

Use assessment data for weekly planning



Action plans and individual coaching (co
-
plan co
-
teach, reflective dialogue…)



Resources

o

Prime Leadership Framework

o

Principals and Standards

o

Investigations

o

CMP

o

Van De Walle

o

Understanding by Design (UbD)



Constructs

o

Action Plans

o

Teaching and Learning Cycle

o

Conditions of Learning

o

Reflective dialogue model

o

Pacing and Planning Guides

o

Monitoring charts

o

Annotated work samples (APS website)

o

District Continuums ( Conditions of learnin
g, Demo Room and Leadership)



Boston’s Math Nonnegotiables

o

Ongoing monitoring and assessment, reflective questions around non
-
negotiables



Teacher Leader use UbD planning


Feb. & May


2 units using all NISL components


Teaching and Learning

Ensure high exp
ectations and access to meaningful mathematics instruction every day. (reference Prime Leadership
-
NCSM)

Assessment

Ensure timely, accurate monitoring of student learning and adjustment of teacher

Instruction for improved students learning. (reference Prime

Leadership
-
NCSM)



CCL (small group and whole group)



Weekly team planning



Action plans and individual coaching (co
-
plan co
-
teach, reflective dialogue…)



Resources

o

Prime Leadership Framework

o

Principals and Standards

o

Investigations

o

CMP

o

Van De Walle



Constructs




-

30
-










Curriculum

Every teacher Implements or
refines implementation of
distri
ct approved instructional
resources


Every teacher implements
district approved curriculum with
needed intervention and makes
certain it is attained by every
student



Professional Development

Developing Math Leaders















Ensure that all Boston
m
ath

non
-
negotiables are in place in
all classrooms


o

Action Plans

o

Teaching and Learning Cycle

o

Conditions of Learning

o

Reflective dialogue model

o

Pacing and Planning Guides

o

Monitoring charts

o

Annotated work samples (APS website)

o

District Continuums ( Conditions of learning, Demo Room and Leadership)



Curriculum

Ensure relevant and meaningful mathematics in every lesson (reference Prime Leadership
-
NCSM)



CCL (small group and whole group)



Cross Grade Level Dialogue



Weekly team planning



Action plans and individual coaching (co
-
plan co
-
teach, reflective dialogue…)



Re
sources

o

Prime Leadership Framework

o

Principals and Standards

o

Investigations

o

CMP

o

Van De Walle



Constructs

o

Action Plans

o

Teaching and Learning Cycle

o

Conditions of Learning

o

Reflective dialogue model

o

Pacing and Planning Guides

o

Monitoring charts

o

Annotated work sam
ples (APS website)

o

District Continuums ( Conditions of learning, Demo Room and Leadership)



Prime Leadership (NCSM)


implement and share new understandings

TL Meetings

o

NCSM (Budget Title one
-

$1000)



Reflective question quarterly in staff bulletin


se
t expectation for all staff members to walkthrough

Coaching, Teacher Leader, learning walks

Metrics:
CSAP; ______Interim Assessments____; ___________





-

31
-




Component 1: Effective Communication with Parents

Objective/ Strategies to Meet
Intended Goal(s)

E
vidence

(Agendas, PTO Manager Data for Event,
Artifacts


Updated Parent Policy, etc.)


Person Responsible

Completion
Date

Budget
Allocation
Needed to
Accomplish
This Task

1) Title I schools must notify all
parents at the beginning of the
school year of
their current parental
involvement policy and parent
compact.


a) Newsletter

b) Back to School Night Agenda

c) Signed compacts


Principal, Sectary and Family
Liaison


Shawna Lyons, Kimberly Howard
and Tvhokne Harjo


Title one
(PI) $575

2) Title I schoo
ls must notify parents
of their students’ academic
achievement as demonstrated by
the CSAP every year in every area
assessed.

a) Student CSAP Summary Report

The Office of Assessment and
Learning mails this home directly to
parents.



3) If a student i
n a Title I school has
been taught for four or more
consecutive weeks by an educator
that is not highly
-
qualified, parents
must receive individual timely
notice.
















-

32
-

Component 2: Effective Outreach to Parents

Objective/ Strategies to Meet
Int
ended Goal(s)

Evidence

(Agendas, PTO Manager Data for Event,
Artifacts


Updated Parent Policy, etc.)


Person Responsible

Completion
Date

Budget
Allocation
Needed to
Accomplish
This Task

Marquee located in front of
school as well as the auto
-
dialer will
provide updated
information on what is
happening.


Attendance at events and
activities including: Valentine
Dance, Fall Festival, Award
Assemblies, End of year
celebration

Kimberly Howard and
Tvhokne Harjo


Title one
(PI) $800


Recognize parent
particip
ation/support

Award Assembl
y
-

recognition

PTO Officers


Bertha Lopez

Tvhokne Harjo


Title one
(PI) $200

Ongoing support for PTO

(22 parents activity
participating/planning)


Sign
-

in sheets

PTO Manager

PTO Officers


Bertha Lopez

Tvhokne Harjo


Title
one
(PI)
$25.00 a
month


Parent agendas for year
-
long
planning

Participation at events


sign
in sheets

Tvhokne Harjo

All parents


Title one
(PI) $200





-

33
-

Component 3: Identify barriers to parental involvement within the school and examine solutions with
parents.

Objective/ Strategies to Meet
Intended Goal(s)

Evidence

(Agendas, PTO Manager Data for Event,
Artifacts


Updated Parent Policy, etc.)


Person Responsible

Completion
Date

Budget
Allocation
Needed to
Accomplish
This Task

1) Title I schools are
required to
involve parents in the development
of the Title I, Part A plan, and this
needs to take place yearly.


PTO meeting

Tvhokne Harjo

PTO parents



2) Title I schools are required to
have regular, on
-
going meetings
throughout the year to provide
u
pdates on the progress of their
plan.


a) Parent Coffees
-

attendance

B) Building Accountability
Committee

Tvhokne Harjo

Shawna Lyons


Information
to share with Accountability
Committee

















-

34
-

Component 4: Involve parents in planning and evalua
tion of parent involvement policy and plans.

Objective/ Strategies to Meet
Intended Goal(s)

Evidence

(Agendas, PTO Manager Data for
Event, Artifacts


Updated Parent
Policy, etc.)

Person Responsible

Completion
Date

Budget
Allocation
Needed to
Accomplish
This Task

1) Title I schools must review the
parental involvement policy and the
parent compact of the school yearly,
and ensure that parents are
meaningfully involved in this
process.

a) Updated Policy and Compact
Yearly

sign and placed in cum files


A
ll staff on 8/4/09


Title one
(PI)






















-

35
-

Component 5: Districts / Schools will build parent capacity.

Objective/ Strategies to Meet
Intended Goal(s)

Evidence

(Agendas, PTO Manager Data for Event,
Artifacts


Updated Parent Policy, etc.)


Person Responsible

Completion
Date

Budget
Allocation
Needed to
Accomplish
This Task

Provide literacy and math
workshops to help parents
understand testing standards
and other basic home
learning support

Sign
-
in sheets from events &
PTO manager


Tvhokne H
arjo

Rhonda Mehling

Roxann Hare

Daphne Stephens

Brandy Bixler


Title one
(PI)

$ 1000

English Classes at school


Sign in sheets

Tvhokne Harjo

Kelly Narvaez


Title one
(PI)

$1000

College tour


school wide
field trip

Number of attendees (75+)

Tvhokne Harj
o

Field Trip Committee


Title one
(PI) $
491

Publishing parties in
classrooms (Oct. and Feb)

Sign in sheets

All classroom teachers

Tvhokne Harjo


Title one
budget (PI)

$175.00
each





-

36
-

Component 6: Educate school staff in the value of parent contributions

and the important role parents play in the
success of the school.

Objective/ Strategies to Meet
Intended Goal(s)

Evidence

(Agendas, PTO Manager Data for Event,
Artifacts


Updated Parent Policy, etc.)


Person Responsible

Completion
Date

Budget
Allocatio
n
Needed to
Accomplish
This Task

Inform teachers about what
parents are learning about.


Re
-
cap from workshops and
trainings

Tvhokne Harjo



Cultural Component


Better understanding of the
community and the people who
make it.

Tvhokne Harjo

Community Re
presentatives






































-

37
-

Environment
-

Staff Climate and Culture Goal

Goal:

Increase the amount of teachers who agree with question #37 on the staff climate survey “Rules for student conduct are consis
tently enforced by
teaching
staff” from 29% to 75% agree.

Objectives:

-
Build a positive structure, climate, and set of expectations that are consistently reinforced by the entire staff.

Strategic Actions:


o

Grade level data team meetings/CCL’s every Monday, focused on current dat
a, SIP, sharing of strategies, classroom visits,
professional reading and dialogue, reconstructing understandings

o

Whole group professional development opportunities
for grade levels, as well as K
-
6

for sharing/reflecting new understandings,
student work, a
nd data

o

Building Council focus on climate and culture through staff awards, nominations, etc...

o

Building council will collaborate with Social committee for staff functions




Tasks to Support the Strategic
Actions



Grade level data team/planning
meetings
/ whole group
opportunities





Data team meeting


training of
facilitators





Staff awards, nominations



Building wide communication







Person(s) responsible




District Coaches/teacher
leaders






Each grade level


Teacher
leaders/coaches tr
ain
facilitators



Building council
members


All committee members

Timeline




1
st



4
th

quarter







2
nd



4
th

quarter






Monthly



On
-
going

Resources and Budget




Current data, interim
assessments, coaching action
plans, data posters





Data team

meeting posters,
Center for Performance
Assessment notebook




District Awards, PTO



Communication wall, e
-
mails

Professional Development in
Support of the Strategic
Actions


Instructional Leadership
Team
-

TBD based on data
per grade level and/or whole

group




Modeling, feedback









Professional development for
calendar and e
-
mail




-

38
-






Metric(s): Instructional Leadership Team Survey (conducted 06
-
07)




Environment
-

School Safety, Climate and Culture

Goal


(Students)


Goal
:

-
Decrease the number o
f office referrals by 50%.

-
Provide consistent after school programs in order to support students and increase question #6 on the Family & Community Invo
lvement
Survey to 100%
-

Yes




Objectives:


-
Implement a Positive Behavior Support System (PBS)

-
Pr
ovide support and increase engagement for Hispanic males in order to decrease the overrepresentation of Hispanic males in off
ice
referrals



Tasks to Support the Strategic
Actions



-
PBS I
n
-
service and Doris
Dempsey Training


-
Classroom Management/PBS
coa
ching


-

Ensure that students are
involved in “engaging
environments”




-
Ensure that all students
understand

and follow

the
Person(s) responsible




All staff (certified and
Classified)


Selected certified and
classified staff


Pr
incipal, teacher
leaders, District
Coaches, Instructional
Leadership Team,
Classroom Teachers


All staff (certified and
Classified)

and student
Timeline




On
-
going



On
-
going



On
-
going






On
-
going


Resources and Budget




Doris Dempsey,
Title One



Doris Dempsey, Title One



Cambournes’ Conditions for
Learning





Student created video

on
Boston expectations

Professional Development in
Support of the Strategic
Actions


In
-
service July 22, 23

Ongoing coaching 20 hours
1
st

and 2
nd

quar
ters


chosen
by data (Budget


Title one
$3,900)


Whole group, small group,
and team meetings; planning
for student engagement








-

39
-

Boston expectations






council












Metric(s): Division of Accountability and Research
-

offic
e referrals data report for 2009
-
2010


Beyond school enrichmen
t needs:

-

delete after it is included in plan


In the 7 school years of pairings for specials, there have been 6 different configurations
-
schools that have come into Boston, hence, new
teachers. Therefore….
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ated by Ruby Payne in A Framework for Understanding Poverty, “Keeping students with the same
teacher for two or more years…..builds long
-
term relationships between teachers and students”). This would also allow for the regular
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programs (A support system for students indicated by Ruby Payne in A Framework for Understanding Poverty “School wide homewor

support”).

There is a need to keep students off the streets after school, and away from the current “crime” activity that is increasing
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her on the verbal portion of the SAT and 41 points higher on the math portion than other students”
⡃潬Eege
-
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Takers, Princeton New Jersey: The College Entrance Examination Board, 2001).


This
would be in addition to the skill builders program for 3
rd

grade, DI program for 3
rd

grade, Jr. Great book club for 4
th

grade, DARE
program for 5
th

grade, intramurals for 5
th

and 6
th

grade, middle school sports for 7
th

grade, and homework support daily for

K
-
7
th

grade. The
goal would be to provide students with a variety of after school choices, so that we can cut down on gang violence, fights, e
tc...that is
increasingly occurring on the school grounds/neighborhood. “
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drugs or alcohol abuse, and have better attendance in school” (Research by Kevin Thompson, North Dakota State University, cit
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-

40
-

Environment
-

Attendance and Enroll
ment Goal

Goal:

Decrease the number of unexcused
absences

by 50%





Objectives:




Decrease the number of unexcused
absences monthly by increasing parent contact.



Strategic Actions:


o

Restate APS attendance and tardy policy

o

Write a form letter to par
ents, include area for updated phone numbers and contacts (have parents sign and return form so that
they are held accountable for reading and agreeing to attendance policy)

o

Get working phone number for all parents/guardians

o

Inform parents about the import
ance of coming to school and being on

o

Daily phone dialer for late students



Tasks to Support the Strategic
Actions



Track monthly

unexcused

absences



Recognize students with perfect
attendance


Create phone dialer




Conduct home visits for
students i
n need of reminders
about policy


Articulate policy in parent
newsletter



Parent/Principal contact is
Person(s) responsible




Sherry

Carlson
-

health
para



All staff



Sherry Carlson

Matilde Goheen



TJ Harjo, Angela P
az




Kimberly Howard




Shawna Lyons

Timeline




Same day




Monthly and Quarterly



On
-
going




Monthly




Monthly




As needed

Resources and Budget




Paper, envelopes




Perfect attendance certificates



Time to create/translate
message







Budget


doc. imaging

Professional Development in
Support of the Strategic
Actions





-

41
-

tardies continue or increase







Metric(s): Infinite Campus print out of end of the year totals


































-

4
2
-

Environment
-

Instructional Technology Goal

Goal:

Provide a technological environment

throughout the building that optimizes learning and teaching as evidenced by 100% of teachers using
Promethean software, clickers and boards.


Objectives:


-

Integrate technology into every classroom to provide students and teachers with access to tec
hnology when needed and ensure that they are adept in
using the technology


Strategic Actions:

Use of the RPTIM model during the 2009
-
2010 school year (readiness, planning, training, implementation and maintenance) to ensure the success of

1.

the Promethean

software/slates, active expressions and boards in the new Boston k
-
8 school.

2.

effective classroom computer stations, used not just for publishing, but for access to the Mondo songs and chants, the Social

Studies support
materials, United Streaming movies,
and internet access

3.

effective use of the Visualizer and Mino Flip Recorders

4.

effective use of handheld technologies





Tasks to Support the Strategic
Actions


1.

Periodic training with
teachers on the use of
the Promethean
software/slates, active
expressions

and board
found in the computer
lab.


2.

Demonstrations in
classrooms about how
to use the computer
station to optimize
student learning.


3.

Periodic training with
staff on the effective
use of the
Visualizer/Mino Flip
Recorders




Person(s) responsible



1.

Mrs.

Duran and
other teachers as
they become
proficient





2.

Mrs. Duran,
classroom teacher





3.

Instructional
Technology dept.



Timeline



1.

Ongoing








2.

First quarter






3.

first quarter





Resources and Budget



1.

District Instructional
Technology dept.







2.

C
lassroom teacher will
act as a resource for
their class. $ for
headphones



3.

none





Professional Development in
Support of the Strategic
Actions

1.

Team planning
between computer
teacher and
classroom teacher.

(Budget


Title one $4000)




2.

Dialogue between

teachers about
effective use of
computer station.



3.

In
-
service with
someone from ITS

(Budget


Title one $3000)




-

43
-

Metric(s): Observation
(monitoring log)




Technology Needs

Delete after it is included in plan…..


Boston will continue to need technology s
upport, as the building refines their current practices with preparing students for the 21
st

Century.
This includes:


Boston needs a plan that would support a part time technology teacher who would continue supporting reading, writing, math, a
nd content
i
ntegration into the technology special. Students would receive explicit instruction and support with using technology to enh
ance their
educational experiences. This support would include the following:

-


Co
-
planning with teachers in mathematics so that In
vestigations/Connected math is supplemented with the on
-
line activities that
support each investigation.

-

Co
-
planning with teachers for content so that FOSS science instruction is supplemented with on
-
line reading through Achieve 3000

-

Co
-
planning with tea
chers for social studies so that Scott Foresman instruction is supplemented with the non
-
fiction texts which has
been downloaded onto i
-
pods

The plan would also need to support a part time technology teacher leader, who would facilitate professional develo
pment and provide job
-
embedded professional learning on math/reading/technology integration. Examples include:


-

Tech Tuesdays will focus on chapters from the Effective Strategies for ELA learner’s book. As you are reading this book, th
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-

Teacher coaching around Mondo literacy materials available at One Place. To access the Mondo materials compiled for us by th
e
Dept. of Instructional Technology, login to One Place

-

Extending the school day for our youn
gest readers

-

2009

Take My Teacher Home
http://bvsd.org/iteach/Pages/tmth.aspx


The following set of descriptions focus on the use of Web 2.0 technologies possible in a school for purposes related to s
tudent instruction.

-

Student
-
generated online content

(e.g., class blogs, online posting of student works, wiki
-
type collaborative formats)




-

44
-

-

Teacher
-
generated online content

(e.g., teacher
-
developed multimedia presentations, lesson plans, student handouts f
or classroom
activities, sets of links to digital resources)

-

Student use of virtual learning environments

(e.g., online courses, electronic tutors, computer
-
managed instruction, online
assignments and assessments)

-

Multimedia resources

(e.g., podcasts and

video casts, streaming video)

-

Online communication with parents and students

outside school hours excluding email exchanges (e.g., homework pages, teacher