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Updated - November 18, 13
2013-2014
Albemarle County Public Schools
School Improvement Plan
KEY CHANGES THIS YEAR
Three SIP Goals 1. Student Learning Goal (w/D2015 as strategy)
2. Climate/Culture Goal
3. PD Goal (Consider support of 1st two goals, 7
Pathways, D2015, Digital Integration)
New School Board Goal, Objectives, Strategies
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
This document contains:
Division Goals and 2013-14 Board Priorities
School Improvement Planning Timeline
School Improvement Team Guidelines
Reflective Questions for the SIP Process
State of the School Guidelines
Templates for SIP Goals
2
Principals/Directors – Please submit quarterly updates via email to [email protected]
Horizon 2020 - Vision, Mission, and Values “Unleashing each student’s potential”
Our Vision
All learners believe in their power to embrace learning, to excel, and to own
their future.
Our Mission The core purpose of Albemarle County Public Schools is to establish a
community of learners and learning, through relationships, relevance, and rigor,
one student at a time.
Our Core Values Excellence
We believe in meaningful learning that stretches people to the frontiers and boundaries of their abilities.
Young People
We believe young people deserve the best we have to offer. Each individual child is capable and has the right to
safety, mutual respect, and learning.
Community
We believe in our collective responsibility to work together in a cooperative effort to achieve common goals by
building communities of practice, establishing a high quality learning community, and listening to the community.
Respect
We believe in treating all individuals with honor and dignity.
3
Principals/Directors – Please submit quarterly updates via email to [email protected]
Strategic Goal and School Board Priorities
One Student-Centered Goal All Albemarle County Public Schools students will graduate having actively mastered the lifelong-learning skills
they need to succeed as 21st century learners, workers and citizens.
Objective 1 – We will engage every student. Objective 4 – We will create and expand partnerships.
1.1 - Define, develop, and implement effective teaching practices that
maximize rigor and meaningful engagement for all students.
4.1 - Implement a comprehensive mentorship and internship
program and expand field trip opportunities to provide real-world
learning experiences for all students’ success.
1.2 - Develop a division-wide master framework for contemporary
professional development and training that optimizes our workforce
and addresses the essential competencies needed by teachers,
administrators, and classified staff.
4.2 – Invest the full community in supporting student achievement
and outcomes for all students’ success.
1.3 - Integrate the use of contemporary learning spaces and supportive
technologies into the instructional program delivery. Objective 5 – We will optimize resources.
Objective 2 – We will implement balanced assessments. 5.1 – Ensure the health and safety of the school community.
2.1 – Define and communicate the Division’s specific measures for
mastery of lifelong-learning competencies and student success.
5.2 – Optimize the use of fiscal resources in support of the
Division’s strategic plan and operations.
2.2 - Implement performance-based assessments/tasks and grading
practices to create a balanced learning system that measures ACPS
outcomes for student success.
5.3 – Design the high school of the future.
Horizon 2020 Strategic Plan
Objective 3 – We will improve opportunity and achievement.
3.1 - Prepare all students for successful transition to the next grade in
their PK-12 experience.
3.2 - Implement a robust, Division-wide PK-12 World Languages
Program.
4
Principals/Directors – Please submit quarterly updates via email to [email protected]
General Guidelines for School Improvement Planning
Purpose of School Improvement Plan (SIP)
The improvement planning process provides a framework to ensure
continuous improvement in each school and alignment with the vision,
mission, goals, and values of the overall school division. Improvement
plans are completed at the start of each school year by Division leaders
to provide focus in planning for continuous improvement. They are
updated on a quarterly basis using key performance indicators (KPIs)
that demonstrate progress towards stated goals.
Role of School Improvement Team
The primary objective of the School Improvement Team (SIT) is to
coordinate the development and implementation of the school’s
goals, objectives and strategies in support of student success and a
positive school community.
Within schools, principals work with their SIT to develop their
improvement plan. The SIT’s purpose is to support the school and the
school division through the school improvement planning process.
Improvement Planning Timeline
09/13/2013 – Original SIPs Due
09/1-30/ 2013 – State of the School Address Delivered
11/08/2013 – Q1 Updates Due
01/31/2014 – Q2 Updates Due
04/10/2014 – Q3 Updates Due
06/20/2014 – Q4/EOY Updates Due
The entire school community needs to know the SIP. It is presented at
the State of the School address and posted on the Division’s
Improvement Planning web site. Principals are responsible for
submission of quarterly updates to
[email protected] by the published due
dates. These dates are communicated prior to the start of the school
year and are recorded in the Division Outlook calendar. Due dates
generally fall two weeks after the end of the 9-week grading period.
Makeup of School Improvement Team
The improvement planning process should include views from the
larger school community. As such, the School Improvement Team
(SIT) should include faculty, staff, and parent representatives. High
schools should include a student representative. Community
representatives are also encouraged.
The School Improvement Team =
Principal
Teachers
Staff
Community
Students (High School)
5
Principals/Directors – Please submit quarterly updates via email to [email protected]
Goal Guidelines
The SIP should include three goals as follows:
1. Student Learning Goal**
2. Climate/Culture Goal
3. PD Goal (Consider how to support your first two goals, 7 Pathways, D2015,
Digital Integration)
**NOTE: The Student Learning Goal should reflect evidence of the Lifelong-Learning Competencies and
include multiple measures beyond just SOL data. Please integrate D2015 as a strategy in support of your
student learning goal.
6
Principals/Directors – Please submit quarterly updates via email to [email protected]
Reflective Questions to Support the Improvement Planning Process
Prior to Implementation
How is the plan in alignment with the Vision, Mission, and Goals of the Division?
How does the plan address specific Board Priorities?
How does the plan address high priority school and student needs?
How are the views of the larger school/department community represented in the plan?
How does the plan represent an attempt to significantly improve the performance of all students?
Is the plan clear, simply stated and concise?
Is each objective written to reflect adequate progress that is substantive and measurable and allows the school room for growth?
What data/gap evidence is used to support the proposed objective?
What research-based proven strategies or action steps are identified for implementation?
Are potential obstacles clearly identified?
Are the performance measures clearly defined?
During Implementation
How is the implementation being monitored? Are “midcourse corrections” being identified as needed?
How is the implementation process being documented?
What is the evidence of the plan’s implementation within the school building?
How are the quarterly progress updates being communicated to the larger school community?
What is the school leader personally doing to support the implementation?
Upon Completion
Has sufficient progress been achieved? What is the evidence of this?
How will this year’s data be used to identify needs and objectives for next year’s plan?
7
Principals/Directors – Please submit quarterly updates via email to [email protected]
State of the School Guidelines
At the start of each school year, principals should deliver a State of the School address to parents and the community. The State of the School
address should present the successes and challenges the school faced the previous school year. It is also an opportunity to share information about
the faculty and staff, the school improvement plan, student achievement data, school climate, and other information people will be interested in
knowing. It is the occasion to share the school’s story with the school community and to set the tone for the year.
Overview ACPS Vision, Mission, Goal, Objectives AND School core beliefs, motto, values
Student Characteristics Annual progress report data
Staff Total staff by category
Number of teacher FTE’s
Number of new teachers
Attrition - retirement/other
Teacher characteristics, experience, gender, ethnicity
Instruction Framework for Quality Learning (FQL)
Lifelong Learner Standards (LLLs)
Professional Learning Communities (PLCs)
Bell schedule
Class sizes
Curriculum changes
Other major changes
Achievement Information 2012-13 Achievement data highlights and trends, using including comparison with
County/State, as appropriate:
High Schools
o AP
o SAT
o # of students taking college level courses
o Reading/Math SOLs
o Performance Tasks/Assessments
o Progress on KPIs from 2012-13 School Improvement Plan
Middle Schools
o MAP Data
o Reading/Mat SOLs
8
Principals/Directors – Please submit quarterly updates via email to [email protected]
o Performance Tasks/Assessments
o Progress on KPIs from 2012-13 School Improvement Plan
Elementary Schools
o Math Literacy Profile Data
o Reading Literacy Profile Data
o Reading/Math SOLs
o Performance Tasks/Assessments
o Progress on KPIs from 2012-13 School Improvement Plan
Climate Safe Schools/Healthy Students Data
Climate survey
Other community surveys
Facility Building capacity
Number of trailers
Enrollment
Renovation/Improvements (with cost)
Budget Use of building allocations by major areas
PTO contributions
Unexpected needs/changes
Unfunded needs
Major changes
Future budget considerations
Volunteer Information Number of classroom hours from previous year
Number of non classroom hours from previous year
(Your PTO chairperson might assist with this)
How to volunteer
Improvement Planning School Improvement Plan Goals for 2013-14
Members of School Improvement Team
Calendar Key dates in the life of the school (1st PTO Meeting, First Concert, etc.)
Communication Highlight parent resources including:
o School & Division web site
o Parent Portal, Parent Council
o School Newsletters
o Blackboard Connect
o Social Media – Facebook, Twitter, YouTube
9
Principals/Directors – Please submit quarterly updates via email to [email protected]
General Information (Submit initial plan to [email protected] by 9/13/2013)
School Name: Meriwether Lewis Elementary School
Principal Name: Kimberly M. Cousins
Members of School
Improvement Team:
Faculty:
Meg Franco
Sarah Jackson
Patti Stewart
Karla Kirtley
Bonnie Carey
Debbie Parmelee
Betsy Bell
Michael Thornton
Brandi Robertson
Staff:
Sue Fortune
Parent(s):
Betsy Bell
10
Principals/Directors – Please submit quarterly updates via email to [email protected]
Student (High School):
Community:
11
Principals/Directors – Please submit quarterly updates via email to [email protected]
School Improvement Plan – SIP Goal 1 (Student Learning Goal)
2013-2014
PLANNING
One Student-Centered Strategic Goal
All Albemarle County Public Schools students will graduate having actively mastered the lifelong-learning skills they need to succeed as 21st
century learners, workers, and citizens.
Board Priority(ies): Place an “X” in front of those that apply
x1.1: Define, develop, and implement effective teaching practices that maximize rigor and meaningful engagement for all students.
1.2: Develop a division-wide master framework for contemporary professional development and training that optimizes our workforce
and addresses the essential competencies needed by teachers, administrators, and classified staff.
x1.3: Integrate the use of contemporary learning spaces and supportive technologies into the instructional program delivery.
x2.1: Define and communicate the Division’s specific measures for mastery of lifelong-learning competencies and student success.
2.2: Implement performance-based assessments/tasks and grading practices to create a balanced learning system that measures ACPS
outcomes for student success.
3.1: Prepare all students for successful transition to the next grade in their PK-12 experience. 3.2: Implement a robust, Division-wide PK-12 World Languages Program. 4.1: Implement a comprehensive mentorship and internship program and expand field trip opportunities to provide real-world learning
experiences for all students’ success.
4.2: Invest the full community in supporting student achievement and outcomes for all students’ success. 5.1: Ensure the health and safety of the school community. 5.2: Optimize the use of fiscal resources in support of the Division’s strategic plan and operations. 5.3: Design the high school of the future.
SIP Goal: Meriwether Lewis Elementary School will focus on Lifelong Learner Standard 3 - think analytically, critically, and creatively to pursue
new ideas, acquire new knowledge, and make decisions, through meaningful and accessible learning experiences for ALL students which enable
them to be contributors to a global community.
12
Principals/Directors – Please submit quarterly updates via email to [email protected]
SIP Goal Objective (SMART - Specific/Strategic, Measurable, Attainable, Results-Oriented, Timebound):
Demonstrate learning in a variety of ways that include student-centered instruction, student choice, and learning that reflects 80-20 (80% of the
time students are doing the work, 20% of the time the teacher is doing the work); implementing the 4 C’s – communication, collaboration, critical
thinking, and creativity/creating in their work.
Supporting Data / Gap Evidence:
Shifting the balance from heavy teacher-directed instruction to more student-centered learning experiences, to meaningfully engage students in
learning; SOL data continues to be strong, so areas for focus are special education students, reading fluency, reading comprehension and math
problem solving.
Anticipated Obstacles:
A focus that is beyond the SOL testing.
Professional Development – Please provide an overview of how you will develop, institute, and evaluate the professional development needed to
support this work.
Faculty in-service: 80-20 strategies, 7 pathways PD with D-team; 21st century best practices
PLANNING DOING STUDYING & ACTING
Key Strategies and Qualitative
Progress Indicators
What strategies are you
implementing to accomplish
your goal and objective?
Q1 Progress on
Strategies
What progress has been
made on your strategies?
Q2 Progress on
Strategies
What progress has been
made on your strategies?
Q3 Progress on
Strategies
What progress has been
made on your strategies?
Q4 Progress on Strategies
& EOY Reflections
What progress has been
made on your strategies?
1. Choice and comfort; maker
space
Faculty in-service with
D2015 team on choice
and comfort; teachers
share their changes, assist
others in planning
13
Principals/Directors – Please submit quarterly updates via email to [email protected]
implementation in
classroom; 100% of
classroom teachers have
introduced at least one
element of
choice/comfort in
classroom; 100% of
classroom teachers have
introduced one element
of maker space in the
classroom
2. Teacher produced
practice/worksheets replaced
with student created work,
technology resources, etc.
Faculty discussion and
reflection on purpose of
“worksheets” and
difference from “practice
sheets”. Challenge to
replace a sheet with
something more
authentic.
3. Fundations and Wilson for
struggling learners in Reading
Fundations used in tier 1,
2 intervention; Wilson
for tier 3 intervention
4. RTI transfer strategies into
practice in classroom;
intervention specialists
supporting differentiation for
student needs
5. Teachers will co-visit/observe
other grades/classes once a
quarter for “meaning and
accessible” instructional
practices to be discussed in PLC
and with support by coaches
6. PLC discussion/planning to
support reading fluency and
comprehension
Data collection in
reading, PLC determine
needs based on what
students know, their
14
Principals/Directors – Please submit quarterly updates via email to [email protected]
strengths, and planning
for instruction
7. PLC discussion/planning to
implement Investigations and/or
Investigation-like experiences
aligned to the math curriculum
Data collection in
reading, PLC determine
needs based on what
students know, their
strengths, and planning
for instruction
PLANNING DOING STUDYING & ACTING
Measurable Quantitative
Indicators
What measure/data (ex.
discipline data) will you use
indicating progress towards
your SIP Goal?
Q1 KPI Data
Due 11/8/2013
What does the data say
about your progress so
far?
Q2 KPI Data
Due 1/31/2014
What does the data say
about your progress so
far?
Q3 KPI Data
Due 4/10/2014
What does the data say
about your progress so
far?
Q4/EOY KPI Data
Due 6/20/2014
What does the data say
about your progress so
far?
1. Progress monitoring in
Reading: Six-Minute Solution;
sight words; QRI
84% of students assessed
are meeting grade level
benchmarks in reading
2. Progress monitoring in Math:
common quarterly assessments
84% of students assessed
are meeting grade level
benchmarks in math
3. Progress monitoring engaging
practices: observations, visits,
anecdotal records, conversations
4. Performance tasks, scoring
against rubrics
Four grade levels
conducted student
performance
tasks/projects that
required use of rubric.
Two of those grade levels
15
Principals/Directors – Please submit quarterly updates via email to [email protected]
conducted more than 2
tasks/projects.
16
Principals/Directors – Please submit quarterly updates via email to [email protected]
School Improvement Plan – SIP Goal 2 (Climate/Culture Goal)
2013-2014
PLANNING
One Student-Centered Strategic Goal
All Albemarle County Public Schools students will graduate having actively mastered the lifelong-learning skills they need to succeed as 21st
century learners, workers, and citizens.
Board Priority(ies): Place an “X” in front of those that apply
1.1: Define, develop, and implement effective teaching practices that maximize rigor and meaningful engagement for all students.
1.2: Develop a division-wide master framework for contemporary professional development and training that optimizes our workforce
and addresses the essential competencies needed by teachers, administrators, and classified staff.
x1.3: Integrate the use of contemporary learning spaces and supportive technologies into the instructional program delivery.
x2.1: Define and communicate the Division’s specific measures for mastery of lifelong-learning competencies and student success.
2.2: Implement performance-based assessments/tasks and grading practices to create a balanced learning system that measures ACPS
outcomes for student success.
x3.1: Prepare all students for successful transition to the next grade in their PK-12 experience. 3.2: Implement a robust, Division-wide PK-12 World Languages Program. 4.1: Implement a comprehensive mentorship and internship program and expand field trip opportunities to provide real-world learning
experiences for all students’ success.
x4.2: Invest the full community in supporting student achievement and outcomes for all students’ success. x5.1: Ensure the health and safety of the school community. 5.2: Optimize the use of fiscal resources in support of the Division’s strategic plan and operations. 5.3: Design the high school of the future.
SIP Goal:
Meriwether Lewis Elementary School will engage faculty, staff, students, families, and local community in the continued development of a
positive, safe, respectful, responsive, and empathetic school community that supports optimal teaching and learning for student success.
(connecting Lifelong Learning Competencies.)
17
Principals/Directors – Please submit quarterly updates via email to [email protected]
SIP Goal Objective (SMART - Specific/Strategic, Measurable, Attainable, Results-Oriented, Timebound):
Decrease student reports (3-5) of bullying in the cafeteria and recess to 15%;
90% students (K-5) will report positive experience, attitude and interest in school
Supporting Data / Gap Evidence:
Summary of climate survey, parent and teacher feedback on student needs
Anticipated Obstacles:
Professional Development – Please provide an overview of how you will develop, institute, and evaluate the professional development needed to
support this work.
Responsive Classroom – components, strategies
Olweus training
PLANNING DOING STUDYING & ACTING
Key Strategies and Qualitative
Progress Indicators
What strategies are you
implementing to accomplish
your goal and objective?
Q1 Progress on
Strategies
What progress has been
made on your strategies?
Q2 Progress on
Strategies
What progress has been
made on your strategies?
Q3 Progress on
Strategies
What progress has been
made on your strategies?
Q4 Progress on Strategies
& EOY Reflections
What progress has been
made on your strategies?
1. Morning Meeting - daily in
each classroom, include
specialists
Scheduled by each class;
random visits indicate
they are occurring
regularly
2. Class Meeting – weekly by
each class
18
Principals/Directors – Please submit quarterly updates via email to [email protected]
3. Schoolwide responsive signal
- chime and five
Faculty in-service on
responsive signal;
practice in classrooms;
assembly to make signal
schoolwide and
consistent
4. Bully prevention mini in-
service each quarter in
“hotspots” – cafeteria,
recess/outside learning areas
5. Faculty/staff will model,
reinforce, and implement
positive behavior norms with all
adults and students
6. Responsive Classroom
teacher-led faculty in-service
quarterly on a specific practices:
morning v. class meeting; logical
consequences; teacher language;
and interactive modeling
7. Annual Health and Fitness
Fair
Being planned and
organized for Dec. by
Health team that includes
PE, Nurse, Café mgr,
School Counselor
8. Keep kids moving – morning
movers, activity breaks, and
earlybird PE
MM is integrated into the
morning announcements,
student generated
segments; 1 week of
earlybird this quarter;
concept promoted and
shared with Congressman
Robert Hurt during his
school visit and on news.
19
Principals/Directors – Please submit quarterly updates via email to [email protected]
PLANNING DOING STUDYING & ACTING
Measurable Quantitative
Indicators
What measure/data (ex.
discipline data) will you use
indicating progress towards
your SIP Goal?
Q1 KPI Data
Due 11/8/2013
What does the data say
about your progress so
far?
Q2 KPI Data
Due 1/31/2014
What does the data say
about your progress so
far?
Q3 KPI Data
Due 4/10/2014
What does the data say
about your progress so
far?
Q4/EOY KPI Data
Due 6/20/2014
What does the data say
about your progress so
far?
1. Student survey Q1 and Q3
(K-5); Adult survey Q2; climate
survey (3-5)
2. Walkthroughs – noting
teacher and student behavior
expectations
Everyone is meeting
most behavioral
expectations
3. Record of parent, teacher
reports of adult behaviors to
administration and/or teachers
4. Discipline referral reports 3 referrals
5. School community response to
students making healthy choices
- survey
20
Principals/Directors – Please submit quarterly updates via email to [email protected]
21
Principals/Directors – Please submit quarterly updates via email to [email protected]
School Improvement Plan – SIP Goal 3 (Professional Development Goal)
2013-2014
PLANNING
One Student-Centered Strategic Goal
All Albemarle County Public Schools students will graduate having actively mastered the lifelong-learning skills they need to succeed as 21st
century learners, workers, and citizens.
Board Priority(ies): Place an “X” in front of those that apply
x1.1: Define, develop, and implement effective teaching practices that maximize rigor and meaningful engagement for all students.
x1.2: Develop a division-wide master framework for contemporary professional development and training that optimizes our workforce
and addresses the essential competencies needed by teachers, administrators, and classified staff.
x1.3: Integrate the use of contemporary learning spaces and supportive technologies into the instructional program delivery.
2.1: Define and communicate the Division’s specific measures for mastery of lifelong-learning competencies and student success.
2.2: Implement performance-based assessments/tasks and grading practices to create a balanced learning system that measures ACPS
outcomes for student success.
3.1: Prepare all students for successful transition to the next grade in their PK-12 experience. 3.2: Implement a robust, Division-wide PK-12 World Languages Program. 4.1: Implement a comprehensive mentorship and internship program and expand field trip opportunities to provide real-world learning
experiences for all students’ success.
4.2: Invest the full community in supporting student achievement and outcomes for all students’ success. 5.1: Ensure the health and safety of the school community. 5.2: Optimize the use of fiscal resources in support of the Division’s strategic plan and operations. 5.3: Design the high school of the future.
SIP Goal: Meriwether Lewis Elementary School teachers will implement the lifelong learning competencies into their instruction by applying
aspects of the 7 pathways to increase student engagement, critical thinking, collaboration, creativity, and communication in the student learning
experiences.
22
Principals/Directors – Please submit quarterly updates via email to [email protected]
SIP Goal Objective (SMART - Specific/Strategic, Measurable, Attainable, Results-Oriented, Timebound):
By completing monthly in-service professional development workshops on the 7 pathways, 90% of Meriwether Lewis Elementary School teachers
will rebuild 2 units during the 2013-2014 school year to include features of the seven pathways. School instructional practices and learning
environment will reflect student directed learning.
Supporting Data / Gap Evidence:
⅓ of MLES teachers have attended Design 2015 workshops
3 MLES teachers led Design 2015 professional development sessions
Anticipated Obstacles:
Developing new instructional strategies that are more student-centered
Adapting learning spaces that are more conducive to student directed learning
PROFESSIONAL LEARNING/BUILDING CAPACITY
For each date below, please note how you will use the following Professional Development/Work Days to support this work:
August 12-20, 2013
7-pathways overview;
CAI review
Responsive Classroom and
expectations
October 28, 2013
Design 2015
January 21, 2014 June 9-10, 2014
23
Principals/Directors – Please submit quarterly updates via email to [email protected]
September 30, 2013
Choice and Comfort; Curriculum
mapping
January 16-17, 2014 February 17, 2014 Other:
PLANNING DOING STUDYING & ACTING
Key Strategies and Qualitative
Progress Indicators
What strategies are you
implementing to accomplish
your goal and objective?
Q1 Progress on
Strategies
What progress has been
made on your strategies?
Q2 Progress on
Strategies
What progress has been
made on your strategies?
Q3 Progress on
Strategies
What progress has been
made on your strategies?
Q4 Progress on Strategies
& EOY Reflections
What progress has been
made on your strategies?
1. Monthly Seven Pathways
professional development
workshops led by MLES
teachers.
Focus on 2 areas – Choice and
Comfort and Making to Learn
and Learning to Make
Integrated as part of
faculty in-
service/meetings.
Organized and lead by
teachers/Dteam.
2. Staff surveys that inquire on
the implementation of the seven
pathways in classroom
instruction.
3. 2 rebuilt units including
features of the 7-pathways (2
areas of focus) by each teacher
4.
24
Principals/Directors – Please submit quarterly updates via email to [email protected]
PLANNING DOING STUDYING & ACTING
Measurable Quantitative
Indicators
What measure/data (ex.
discipline data) will you use
indicating progress towards
your SIP Goal?
Q1 KPI Data
Due 11/8/2013
What does the data say
about your progress so
far?
Q2 KPI Data
Due 1/31/2014
What does the data say
about your progress so
far?
Q3 KPI Data
Due 4/10/2014
What does the data say
about your progress so
far?
Q4/EOY KPI Data
Due 6/20/2014
What does the data say
about your progress so
far?
1. Completed / revised units by
teachers with highlighted
practices from 7-pathways
2. Walkthroughs – noting the
4C’s in student work and the 2
areas of focus.
Defining common
criteria for each C by
TLC; using language of
each C to describe
student work in
feedback; admin walks
and conversation around
the 4C’s
3. Active teacher participation in
the professional development
sessions.
Everyone participated in
PD on choice and
comfort and curriculum
alignment