Urgent Fact: Docs/Yr7_WordDocs/MPS-SIP... · Web viewGrade Ideas Organization Voice Word Choice Sentence Fluency and Variety Conventions 3 5 7 ... Standard 2: Parenting—Parenting

School Improvement Plan2009-2011

School NameSchool Address:School phone:

Grades:MPS site #:

Starting Year:

School Description

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LITERACY SECTION: Needs Assessment

Current Ed Plan Strategies

What school-wide literacy strategies outlined in the 2008-09 Educational Plan were, in fact, implemented?

What data was collected on the effectiveness of the 08-09 literacy strategies?

How was the data used by the teachers to inform instruction or modify practices?

How was the data used by the learning team?

Hypothesize:What worked and why?

What did not work and why?

Did your school integrate writing across the curriculum by connecting 6 traits of writing into reading instruction?

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WKCE and WAA

WKCE Reading Proficiency Summary (by Subgroup)Current Condition:____% of ALL students are proficient or advanced in reading as measured by the WKCE.

Urgent Fact:____% of all students are NOT proficient/advanced in reading as measured by the WKCE.

How much of a gap (in percentage points) exists between your school’s data and the MPS strategic plan targets? ____

How much of a gap (in percentage points) exists between your school’s data and the AYP targets? ____

List the percent proficient for each of the following subgroups:

Subgroups% Proficient

2006-07 2007-08 2008-09

African American

Students with Disabilities (Swd)

English Language Learners (ELL)

Free/Reduced Lunch (FRL)

What trend/s do you observe across demographic subgroups of students?

WKCE and WAA Reading Proficiency Summary by Grade

Identify within grade levels, trends using the 2006-07 data as your baseline year:(drop down menu with increasing/decreasing/level as choices)

Grade 3 Grade 4 Grade 5 Grade 6Grade 7 Grade 8 Grade 10

What trend/s do you observe across grade levels?

WKCE SPI Summary Record the percent of questions answered correctly for each objective area:

Grade2008-09

% Determines Meaning % Understands Text % Analyze Text % Evaluate & Extends Text

3

4

5

6

7

8

10

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WKCE and WAA continued

Hypothesize:Why are certain objective areas lower than others?

What is your STAFF doing that may have contributed to the results in what you are observing in your WKCE literacy data?

What is your STAFF not doing that may have contributed to the results in what you are observing in your WKCE literacy data?

Are any groups outperforming other groups? Y / NWhy might this be?

Are there differences in grade level trends? Y / NWhy might this be?

Why haven’t certain student sub-groups met AYP?

What does this say about the effectiveness of your reading curricula?

What might this say about the instructional practices used in literacy?

How will this data inform your planning for next year?

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INCLUDE OPTION TO INCLUDE OTHER DATA – FREE FORM

- 5 -


Value-Added

Fill in your tier score for each year: 2004-05 2005-06 2006-07 2007-08Tier-Score

What is your school’s trend in growth over time?

How does your school’s growth compare to the district average? (District average is 3)

Choose the correct quadrant for each year: 2004-05 2005-06 2006-07 2007-08

Quadrant1

1 Quadrant values are: HH: High Value Added–High Attainment, HL: High Value Added–Low Attainment, LH: Low Value Added–High Attainment,LL: Low Value Added–Low Attainment

What pattern do you observe in your quadrant data in Reading?

Hypothesize:What is your STAFF doing that may have contributed to the results you are observing in your literacy Value-Added data?

What is your STAFF not doing that may have contributed to the results you are observing in your literacy Value-Added data?

What might you need to do differently to alter your student “growth” rates in reading?

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Writing Observation/Analysis

WKCE Writing

Record your average rubric scores by grade for each year:

GradeComposition (0 – 6) Conventions (0 – 3)

2006-07 2007-08 2008-09 2006-07 2007-08 2008-09

4

8

10

Proficiency is based on a score of 4 or more for Composition and 2 or more for Conventions. Analyze scores separately.

CompositionDescribe your school’s trend in writing based on the average rubric scores in the chart above for composition.

How do your school’s rubric scores compare to the district and the state?

ConventionsDescribe your school’s trend in writing based on the average rubric scores in the chart above for conventions.

How do your school’s rubric scores compare to the district and the state?

MPS School-Based Writing Assessment

List the average score, holistically, for each grade:

___ Grade 3 ___ Grade 5 ___ Grade 7

List the average score in each writing domain for each grade. All scores should be compiled using a 4 point rubric.

Grade Ideas Organization Voice Word Choice Sentence Fluency and Variety

Conventions

3

5

7

Which domains appear to be the weakest across the grades within the school on the MPS School-Based Writing Assessment?

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Writing Observation/Analysis Continued

My Access! Writing Assessment

NOTE: Schools using MY Access! should use data found in the MY Access! Reports. All scores should be compiled using a 4 point rubric.

List the average score, holistically, for each grade:

___ Grade 5 ___ Grade 8

List the average score in each writing domain for each grade. All scores should be compiled using a 4 point rubric.

Grade Focus Development Organization Language Use Mechanics and Conventions

5

8

Which domains appear to be the weakest across the grades within the school on the My Access! Writing Assessment?

Writing Observations:How does your school incorporate writing throughout the curriculum?

How do you currently monitor student progress in writing?

What best practices in writing are used consistently across your school?

Hypothesize:What is your STAFF doing that may have contributed to the results you are observing in your Writing Data?

What is your STAFF not doing that may have contributed to the results you are observing in your Writing Data?

What other best practices in writing will you add to enhance student learning and performance?

What else might you do to gather a variety of writing data?

How might you improve the effectiveness of the implementation of your current writing strategies to determine if there is a need to identify new or additional strategies?

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Parent and Family Involvement

What type of assistance/activities did you provide to families related to your school’s literacy program?

Describe the results of any surveys, checklists, interviews, face-to face feedback or other data sources from parents and/or community members about the effectiveness or ineffectiveness of your efforts to engage them in the school’s literacy program.

Hypothesize:What is your STAFF doing that may have contributed to the results you are observing in your Parent and Family Involvement data?

What is your STAFF not doing that may have contributed to the results you are observing in your Parent and Family Involvement data?

What is staff doing/not doing that may have contributed to the results you are observing in your data sources?

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Professional Practice

Professional DevelopmentRecord the number of literacy-related professional development sessions attended by staff and total number of hours, as it relates to district and school level professional development.

LiteracyProfessional Development

2008-09 2009-10

# of Sessions # of Actual Hours # of Sessions # of Actual

Hours

District Level

School Level

What was the focus of the trainings?

How did staff share and use their new literacy knowledge and skills in the classroom?

How did staff share and use their new knowledge to build knowledge of other staff members at the school?

Did your school provide professional development on how to use formative assessment practices in literacy?

How did the school monitor whether or not the skills learned at the training were, in fact, implemented by teachers at the school?

Instructional Practices Survey (IPS) – Key Area Analysis Use the drop down menu to choose the area your school was highest and lowest in:

Highest Instructional Practice Key Area ______________________ (drop down with CHPUCs listed)

Lowest Instructional Practice Key Area ______________________ (drop down with CHPUCs listed)

How does your Instructional Practices Survey data relate to your literacy professional development focus?

Hypothesize:How has the school helped the development of content knowledge in literacy with staff?

What professional development needs does your staff have as it relates to developing literacy skills in students?

What writing approaches and instructional strategies are currently being addressed in your professional development plan?

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Professional Practice Continued

INITIAL EDUCATOR NEEDS:If you have initial educators on staff, what unique professional development needs do they have with regard to teaching reading and writing as contrasted with veteran educators?

How will you provide these initial educators with site based support around instruction, management, and parent and family involvement?

Summary

What should STAFF do differently to promote student success in literacy?

How can you increase the literacy content knowledge required of staff to move students forward academically in literacy?

How do you improve the instructional practices (of staff) required to move students forward academically in literacy?

What types of additional professional development needs to be offered to promote student success in literacy?

What could you do that might improve family literacy services?

What barriers exist that may hinder your efforts?

How will you overcome these barriers?

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LITERACY SECTION: Our Current Reality

Proficiency: ____% of all students are proficient/advanced in reading as measured by the WKCE.

Urgent Fact: ____% of all students are NOT proficient/advanced in reading as measured by the WKCE.

LITERACY SECTION: Goal, Measurable Objective and Progress

Supports Strategic Goal #1: Students meet and exceed Wisconsin academic standards and graduate prepared for higher education, careers and citizenship.

Literacy Measurable ObjectiveBaseline Long Term

TargetAnnual Key Targets

2008-09 2009-10 2010-11 2011-12By 2012, 80% of our students will read on grade level as measured by the WKCE.

WK

CE

85% 67% 72% 80%

AY

P 100% 74% 80.5% 87%

Benchmark Progress: Enter data results that show your ongoing progress toward the goal from district benchmarks and local assessments.

Benchmark Progress2009-10 2010-11 2011-12

1 2 3 4 1 2 3 4 1 2 3 4

Report Benchmark Progress:

Performance Monitoring Data Source:

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Optional #1 – Writing CompositionWriting Measurable Objective

(Optional #1)Baseline Long Term


2008-09 2009-10 2010-11 2011-12By 2012, rubric scores will increase from ____ to ____ in Composition as measured by the WKCE.

Optional #2 – Writing ConventionsWriting Measurable Objective

(Optional #2)Baseline Long Term


2008-09 2009-10 2010-11 2011-12By 2012, rubric scores will increase from ____ to ____ in Conventions as measured by the WKCE.

Benchmark Progress (Optional): Enter data results that show your ongoing progress toward the goal from district benchmarks and local assessments.


1 2 3 4 1 2 3 4 1 2 3 4

Grade ___

Grade ___

Grade ___

Grade ___

Grade ___

Grade ___


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Literacy Improvement Strategies for All Students

Instructions: Identify your emphasis in focused literacy improvement. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.

Category Strategies/Activities Funding Considerations

Responsible Leadership

Implementation of Strategies

Extended Learning Time

(Block)

__90 minutes reading PreK-5__60 minute reading Grades 6-8__Extended reading time in Grades 9-12

__ Not Initiating__ Initiating__ Implementing__ Institutionalizing

AlignedCurriculum

__Research-based reading program__Reading/ELA curriculum aligned to Wisconsin Model Academic Standards__Early Learning Standards (K3/K4) for Reading/ELA curriculum aligned to Wisconsin Model Academic Standards__MPS Learning Targets (K-12)__Lesson planning and tuning protocols

__Not Initiating__ Initiating__ Implementing__ Institutionalizing

High Yield Instructional

Strategies

___Descriptive feedback___Academic vocabulary (district vocabulary and Marzano’s 6-Step Process)___Instructional strategies to aid with comprehension (Examples: Marzano’s Instructional Strategies, Project CRISS, Pebble Creek Literacy, FTF)___Writing for content learning (across the curriculum/in the content areas)


Differentiated Instruction

___Tiered approach/scaffolding___Small group instruction using leveled text___Instructional technology (Examples: RAZ Kids and My Access)


Data Analysis

___Analyze formative data and CABS to identify needs and next steps___Analyze benchmark data to identify needs and determine next steps___Analyze summative data to identify needs and determine next steps


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Literacy Interventions for Non-Proficient Students

Instructions: Identify intervention strategies targeted for non-proficient students. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.

Strategies/Activities Funding Considerations



__Explicit instruction connected to identified student needs__30 minutes of extra small group instruction__Strategic tutoring__Reading intervention program (Gr. 6-9) Example: READ 180__Content-based scaffolding based on students’ Lau levels__Replacement/alternate comprehensive literacy program for SwD (Gr. 3-12) Example: Language!__Literacy interventions for SwD as mandated by the IEP


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Parent and Family Involvement in Literacy

Schools must help teachers, principals, and other staff work well with parents.Standard 1: Communicating—Communication between home and school is regular, two-way, and meaningful.Standard 2: Parenting—Parenting skills are promoted and supported.Standard 3: Student Learning—Parents play an integral role in assisting student learning.Standard 4: Student Volunteering—Parents are welcome in the school, and their support and assistance are sought.Standard 5: School Decision-Making and Advocacy—Parents are full partners in the decisions that affect children and families.Standard 6: Collaborating with Community—Community resources are used to strengthen schools, families, and student learning.

Instructions: Explain how your school will provide assistance to families to help them understand academic standards and

assessments, and the educational program, which will help their children meet the literacy standards Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.




__Parent literacy trainings on standards, assessments, __Parent classes__Explanation and review of assessment data__Communication about literacy through newsletters, websites, etc.__Workshops for parents on various ways to read aloud with children __Parent-teacher-student conferences on reading goals and assessments at the start of the school year and on reading progress midyear __ Parents as reading-partner volunteers, guest readers __ Weekly interactive reading activities/ strategies to support school literacy focus__ PTA/PTO Parent center/family room to provide information on children’s reading, and to conduct book swaps, make book bags for read-at-home programs, create family books, and sponsor other reading activities __ Partner with businesses for donations of books


`

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Literacy Professional DevelopmentInstructions: In the Strategies/Activities column, list the PD opportunities/strategies that are needed to implement the school

improvement strategies to reach the literacy goals. List the Targeted Groups the professional development is catered for (e.g., All Staff, Initial Educators, Grade Level

Groups). Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.

Strategies/Activities Targeted Groups

Funding Considerations



__Teaching in the block__Reading/Writing__Core reading/writing programs__Intervention and alternative comprehensive literacy programs__Descriptive feedback__Academic Vocabulary/Marzano’s 6-Step Process__Project CRISS__Pebble Creek Literacy (FTF)__Lesson Planning Protocol (FTF)__Lesson Tuning Protocol (FTF)__Instructional Technology__RAZ Kids/Reading A-Z__My Access__Small Group Instruction__Differentiated Instruction (including tiered approach and scaffolding)__Data Analysis


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MATHEMATICS SECTION: Needs Assessment


What school-wide math strategies outlined in the 2008-09 Educational Plan were, in fact, implemented?

What data was collected on the effectiveness of the 2008-09 math strategies?

How was the data used by the teachers to inform instruction or modify practices?

How was the data used by the learning team?

Hypothesize:What worked well in the area of math and why?

What did not work in the area of math and why?

Did your school integrate writing across the curriculum by connecting 6 traits of writing into mathematics instruction?

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WKCE

WKCE/WAA Mathematics Proficiency Summary (by Subgroup)Current Condition:____% of ALL students are proficient or advanced in mathematics as measured by the WKCE.

Urgent Fact:____% of all students are NOT proficient/advanced in mathematics as measured by the WKCE.

How much of a gap (in percentage points) exists between your school’s data and the MPS strategic plan targets? ____

How much of a gap (in percentage points) exists between your school’s data and the AYP targets? ____

List the percent proficient for each of the following subgroups:

Subgroups% Proficient

2006-07 2007-08 2008-09

African American

Students with Disabilities (Swd)

English Language Learners (ELL)

Free/Reduced Lunch (FRL)

What trend/s do you observe across demographic subgroups of students?

WKCE/WAA Mathematics Proficiency Summary by Grade

Identify within grade level trends, using the 2006-07 data as your baseline year:(drop down menu with increasing/decreasing/level as choices)

Grade 3 Grade 4 Grade 5 Grade 6Grade 7 Grade 8 Grade 10

What trend/s do you observe across grade levels?

WKCE/WAA SPI Summary Record the percent of questions answered correctly for each objective area:

Grade2008-09

% Math Processes % Number Operations % Geometry % Measurement % Stats / Probability % Algebraic Relationships

3

4

5

6

7

8

10

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WKCE/WAA continued

Hypothesize:Why are certain content strand (i.e., objective) areas lower than others?

What is your STAFF doing that may have contributed to the results you are observing in your WKCE math data?

What is your STAFF not doing that may have contributed to the results you are observing in your WKCE math data?

Are any groups outperforming other groups? Y / NWhy might this be?

Are there differences in grade level trends? Y / NWhy might this be?

Why haven’t certain student sub-groups met AYP?

What does this say about the effectiveness of your math curricula?

What might this say about the instructional practices used in math?

How will this data inform your planning for next year?

Is staff incorporating writing into math?

If not, why might this be?

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Value-Added

Fill in your tier score for each year: 2004-05 2005-06 2006-07 2007-08Tier-Scores

What is your school’s trend in growth over time?

How does your school’s growth compare to the district average? (District average is 3)

Choose the correct quadrant for each year: 2004-05 2005-06 2006-07 2007-08

Quadrant1

1 Quadrant values are: HH: High Value Added–High Attainment, HL: High Value Added–Low Attainment, LH: Low Value Added–High Attainment,LL: Low Value Added–Low Attainment

What pattern do you observe in your quadrant data in Math?

Hypothesize:What is your STAFF doing that may have contributed to the results you are observing in your mathematics Value-Added data?

What is your STAFF not doing that may have contributed to the results you are observing in your mathematics Value-Added data?

What might you need to do differently to alter your student “growth” rates in math?

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What type of assistance/activities did you provide to families related to your school’s mathematics program?

Describe the results of any surveys, checklists, interviews, face-to face feedback or other data sources from parents and/or community members about the effectiveness or ineffectiveness of your efforts to engage them in the school’s math program.

Hypothesize:What is staff doing that may have contributed to the results you are observing in your Parent and Family Involvement data?

What is staff not doing that may have contributed to the results you are observing in your Parent and Family Involvement data?

What is staff doing that may have contributed to the results you are observing in your other data sources?

What is staff not doing that may have contributed to the results you are observing in your other data sources?

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Professional DevelopmentRecord the number of mathematics-related professional development sessions attended by staff and total number of hours, as it relates to district and school level professional development.

MathematicsProfessional Development

2008-09 2009-10


Hours

District Level

School Level


How did staff share and use their new math knowledge and skills in the classroom?


Did your school provide professional development on how to use formative assessment practices in mathematics?


Instructional Practices Survey (IPS) – Key Area Analysis Use the drop down menu to choose the area your school was highest and lowest in:

Highest Instructional Practice Key Area ______________________ (drop down with CHPUCs listed)

Lowest Instructional Practice Key Area ______________________ (drop down with CHPUCs listed)

How does your Instructional Practices Survey data relate to your mathematics professional development focus?

Hypothesize:How has the school helped the development of content knowledge in mathematics with staff?

What professional development needs does your staff have as it relates to developing math skills in students?

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Professional Practice Continued

INITIAL EDUCATOR NEEDS:If you have initial educators on staff, what unique professional development needs do they have with regard to teaching mathematics as contrasted with veteran staff?

How will you provide these initial educators with site based support around instruction, management, and parent and family involvement?

Summary

What should STAFF do differently to promote student success in mathematics?

How can you increase the mathematical content knowledge required of staff to move students forward academically in math?

How can you improve the instructional practices (of staff) required to move students forward academically in math?

What could you do that might improve family services around the topic of mathematics?

How can you integrate writing into mathematics?



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MATHEMATICS SECTION: Our Current Reality

Proficiency: ____% of all students are proficient/advanced in mathematics as measured by the WKCE.

Urgent Fact: ____% of all students are NOT proficient/advanced in mathematics as measured by the WKCE.

MATHEMATICS SECTION: Goal, Measurable Objective and Progress


Mathematics Measurable ObjectiveBaseline Long Term


2008-09 2009-10 2010-11 2011-12By 2012, 70% of our students will be on grade level in mathematics as measured by the WKCE. W

KC

E

75% 52% 61% 70%

AY

P 100% 58% 68.5% 89.5%



1 2 3 4 1 2 3 4 1 2 3 4



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Math Improvement Strategies for All Students

Instructions: Identify your emphasis in focused mathematics improvement. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.

Category Strategies/Activities Funding Considerations



Extended Learning Time

(Block)

__60minutes mathematics PreK-3__60 minutes mathematics Grades 4-8__80-90minutes high school block scheduling __Extended learning day


AlignedCurriculum

__Use curriculum pacing guides__Identify big math ideas for each lesson prior to teaching__Identify and align lessons with assessments prior to teaching with appropriate depth of knowledge __Share & post learning intentions & success criteria with students__Integrate cross-curricular content__Utilize the Milwaukee Math Partnership lesson planning__Use frequent formative assessments based on standards__Implement Comprehensive Mathematics Framework attributes__Use research-based mathematics program__Use lesson refining and and tuning protocols (FTF)__Early Learning Standards (K3/K4)__Use Standards/MPS Learning Targets (K-12)


High Yield Instructional

Strategies

__Utilize MMP Protocol: Looking and Analyzing Student Work__Embed and use timely Descriptive Feedback__Embed and use Academic Vocabulary__Employ “I Can” Math Benchmarking System (FTF)__Embed Instructional Strategies across the curriculum__Frequent formative assessment__Employ the Comprehensive Math Framework


Differentiated Instruction

__Use tiered approach/scaffolding__Use instructional technology __Employ flexible grouping based on readiness__Use tiered, small group instruction


Data Analysis

__Analyze and use formative data to identify needs and monitor progress__Analyze and use benchmark data to monitor progress__Use data in student conferences__Analyze summative data to identify needs


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Math Interventions for Non-Proficient Students

Instructions: Identify intervention strategies targeted for non-proficient students. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.




__Intervention using ThinkLink probes__Employ flexible small group instruction__Use Math Centers__Use Extended Learning Time__Intervention resources from chosen math program__Explicit instruction connected to identified student needs__Strategic tutoring__”I Can” Math Benchmarking System Café (FTF)


- 27 -


Parent and Family Involvement in Math


Instructions: Identify how your school will provide assistance to families to help them understand academic standards and

assessments, and the educational program, which will help their children meet the mathematics standards. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.




__Family math night__Family mathematics training__Parent classes__Explanation and review of assessment data__Communication about math through newsletters, websites, etc.__Parents math trainings to explain math standards, assessments, and to demonstrate math topics and skills __Articles, newsletters by students and math teachers on interesting math topics and skills__Parents as volunteer as math tutors __Weekly interactive math activities connecting home math skills__Partner with businesses for donations for After-school programs in math


`

- 28 -


Math Professional DevelopmentInstructions: In the Strategies/Activities column, list the PD opportunities/strategies that are needed to implement the school

improvement strategies to reach the mathematics goals. List the Targeted Groups the professional development is catered for (e.g., All Staff, Initial Educators, Grade Level






__Math curriculum pacing guides__Integrating cross-curricular content__Milwaukee Math Partnership lesson planning__Research-based mathematics program__Early Learning Standards (K3/K4)__Standards/MPS Learning Targets (K-12)__Descriptive Feedback__Academic Vocabulary__Instructional Strategies across the curriculum__Flexible grouping based on readiness__Tiered approach/scaffolding__Instructional technology __Formative assessment__Comprehensive Math Framework__Build mathematical knowledge__Analyzing student work__Facilitating mathematical discourse__Differentiation Techniques__WKCE depth of knowledge framework__I “Can Do” Math Benchmarking System (FTF)__Lesson planning protocol (FTF)__Lesson tuning protocol (FTF)


- 29 -


SCHOOL CLIMATE SECTION: Needs Assessment


Were the Safe/Consistent Learning Environment (i.e. Climate) strategies outlined in the 2008-09 implemented?

What data was collected on the effectiveness of the 08-09 school climate strategies?

How was the data used to inform instruction or modify practices?

Hypothesize:What worked and why?

What did not work and why?

Climate Survey – KAMS

Record the number of responses, the response rate and what your highest and lowest Key Area Mean Scores (KAMS) is for each constituent group:

Climate Survey2007-08 2008-09

# Response Rate Highest KAMS1 Lowest KAMS1 # Response

Rate Highest KAMS1 Lowest KAMS1

Students

Parents NA NA

Staff1 KAMS Areas are: Environment, Rigor, Safety, Governance

What trends do you observe in your climate data?

How does your current data compare to previous years?

Hypothesize:What is your school community (staff, administration, parents, students) doing that may have contributed to the results you are observing in your school climate data?

What is your school community (staff, administration, parents, students) not doing that may have contributed to the results you are observing in your school climate data?

- 30 -


Attendance Rate Data

Record your current year to date attendance rate for the 08-09 school year, and end of year attendance rates for the previous two years:

CategoriesAttendance Rates

2006-07 2007-08 2008-09

All

Pre-K

Grades 1-5

Grades 6-8

Grades 9-12

How has your attendance rate changed from the previous year?

Which subgroups, if any, are experiencing the best attendance rate?

Which subgroups, if any, are experiencing the greatest attendance problems?

Hypothesize:What is your school community (staff, administration, parents, students) doing that may have contributed to the results you are observing in your attendance data?

What is your school community (staff, administration, parents, students) not doing that may have contributed to the results you are observing in your attendance data?

To what do you attribute to the change or lack of change noted in attendance?

What impact does attendance have on your school’s climate for learning?

- 31 -


Suspensions

Suspension Rate Data by Incident CategoryRecord your current year % of suspensions under each category for the 08-09 school year, and end of year % of suspensions under each category for the previous two years:

SubgroupsLearning Environment Personal/Physical Safety Weapons

2006-07 2007-08 2008-09 2006-07 2007-08 2008-09 2006-07 2007-08 2008-09

All

Students with Disabilities (SwD)

Students without Disabilities (Non SwD)

What trends do you observe in suspension data?

Suspension Rate by Number of Suspensions

Record the # of students in each of the following scenarios:

SubgroupsNumber of Students

2006-07 2007-08 2008-09

Grades K5-5 Students with 10 or more Suspensions

Grades 6-12 Students with 20 or more Suspensions

Students with Disabilities (SwD) with 10 or more Days (IDEA Suspensions)

What system of early intervention services for behavior issues are currently in place for students in K5-5?

What system of early intervention services for behavior issues are currently in place for students in grades 6-12?

What system of early intervention services for behavior issues are currently in place for students with disabilities?

Hypothesize:What is your school community (staff, administration, parents, students) doing that may have contributed to the results you are observing in your suspension data?

What is your school community (staff, administration, parents, students) not doing that may have contributed to the results you are observing in your suspension data?

What impact does suspensions have on your school’s climate for learning?

- 32 -


High School Graduation Rate

High School Graduation Rate

Record your graduation rate: 2005-06 2006-07 2007-08Graduation Rate

High School Students Repeating their Grade

Record the number and % of students repeating their grade:

Number of students enrolled who are repeating their grade

% of students enrolled who are repeating their grade

Grade 9

Grade 10

Grade 11

Grade 12

What interventions do you employ during the year to ensure that all students enrolled (particularly repeating students) acquire the necessary credits to move to the next grade level?

Hypothesize:What is your school community (staff, administration, parents, students) doing that may have contributed to the results you are observing in your graduation rate?

What is your school community (staff, administration, parents, students) not doing that may have contributed to the results you are observing in your graduation rate?

What impact does the graduation rate have on your school’s climate for learning?

- 33 -



What type of assistance/activities did you use to engage families in helping your school’s attendance and suspension goals?

What data did you collect to see if the assistance you provided to families impacted your parent and Parent and Family Involvement?

How did you engage parents in the development of the Parent and Family Involvement Policy and Compact?

How will you engage parents in the development and implementation of the School Improvement Plan?

Describe the results of any surveys, checklists, interviews, face-to face feedback or other data sources from parents and family members about the effectiveness or ineffectiveness of your efforts to engage them in the School Improvement Planning Process.

Record the number of parents who attended the Annual Parent Meeting _____.

What does the data you collected indicate about the success or failure of your efforts to engage families?

Hypothesize:What is your STAFF doing that may have contributed to the results you are observing in your School Climate data?

What is your STAFF not doing that may have contributed to the results you are observing in your School Climate data?

- 34 -



Professional DevelopmentRecord the number of school climate related professional development sessions attended by staff and total number of hours, as it relates to district and school level professional development.

School ClimateProfessional Development

2008-09 2009-10


Hours

District Level

School Level


How did staff share and use their new literacy knowledge and skills in the classroom?



Hypothesize:How has the school helped the development of a positive school climate?

How has the school hindered the development of a positive school climate?

What professional development needs does your staff have as it relates to improving the school climate?

INITIAL EDUCATOR NEEDS:If you have initial educators on staff, what unique professional development needs do they have with regard to fostering a positive school climate as contrasted with veteran educators?

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Summary

What should STAFF do differently to alter or improve the climate for teaching and learning?



What could you do that might improve the climate for learning in your school?

How can you promote a positive school climate for staff, students and their families?

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SCHOOL CLIMATE SECTION: Our Current Reality

Attendance Rate: ____% PreK-K5 ____% Gr. 1-5 ____% Gr. 6-8 ____% Gr. 9-12 ____% All Students

Suspension Rate: ____% of suspensions are categorized under learning environment.

Graduation Rate: ____% in 2006-07 ____% in 2007-08

SCHOOL CLIMATE SECTION: Goal, Measurable Objective and Progress

ATTENDANCE

Supports Strategic Goal #5: School staffs are supportive and responsive to students and families.

Attendance Measurable Objective

BaselineLT

Annual Key Targets2008-09 2009-10 2010-11 2011-12

PreK 1-5 6-8 9-12 PreK 1-5 6-8 9-12 PreK 1-5 6-8 9-12 PreK 1-5 6-8 9-12

By 2012, student attendance rate will increase to 95%. 95% 94% 94.5% 92% 89% 95% 95% 93% 93% 95% 95% 95% 95%

Benchmark Progress: Enter data results that show your ongoing progress toward the measurable objective from Data Warehouse Attendance Reports.

Benchmark Progress

Monthly 2009-10 2010-11 2011-12PreK 1-5 6-8 9-12 PreK 1-5 6-8 9-12 PreK 1-5 6-8 9-12


August

September

October

November

December

January

February

March

April

May

June

Total


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SUSPENSIONS


Suspensions Measurable ObjectiveBaseline Long Term

TargetAnnual Key Target

2008-09 2009-10 2010-11 2011-12

By 2012, no more than 40% of suspensions will be under the category of learning environment. 40% 53% 46% 40%

Benchmark Progress: Enter data results that show your ongoing progress toward the measurable objective from Data Warehouse Suspension Report.

Benchmark Progress

Monthly 2009-10 2010-11 2011-12


August

September

October

November

December

January

February

March

April

May

June

Total


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GRADUATION


Graduation Measurable ObjectiveBaseline Long Term

TargetAnnual Key Target

2008-09 2009-10 2010-11 2011-12

By 2012, 75% of ninth graders will graduate in 4 years. 75% 71% 73% 75%

Benchmark Progress: Enter data results that show your ongoing progress toward the measurable objective from Data Warehouse Reports. Record the number and percentage of students who have passed ½ of their classes.

Benchmark ProgressGrading / Marking Period

2009-10 2010-11 2011-12

# % # % # %


1

2

3

4

5

6


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School Climate Preventative Strategies for All Students

Instructions: Identify your emphasis in school climate improvement. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.




__School-wide discipline plan__Classroom discipline plan__Review of Rights and Responsibilities and MPS Board Discipline and Truancy Policy__Parental Involvement Policy__School-Parent Compact__Posted Rules and Expectations__PBIS Cohort 1__Universal Screeners__Consequences defined__Preventative Program __Recognition Program__Family & Student Advocacy System (FTF)


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School Climate Interventions

Instructions: Identify intervention strategies for targeted students. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.




__FBA/BIP__Intervention hierarchy__Small group counseling__Daily behavioral report card__Check in, Check out / Check Connect__Monitoring individual student or small group data__High ratio of reaffirming statements/incentives__Restorative Practices (peer jury, small group/conferencing circles)__Peer Mediation __CST__Second Step (small group)__Steps to Respect (small group)__Ropes and Challenges (small group)__Life Skills Training__Family & Student Advocacy System (FTF)


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Parent and Family Involvement for School Climate


Instructions: Identify how your school will provide assistance to families to help them understand academic standards and

assessments, and the educational program, which will help their children meet the standards. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.




__Parental Involvement Policy__School-Parent Compact__Parent Informational Specialist training sessions on Rights & Responsibilities Handbook__Parent Reinstatement Conferences__School Social Worker Visits __Positive Home Contacts__Family Fun Night__Newsletters__Website(s)__Love and Logic__Parent trainings/informational sessions on school policies and programs__Involve parents in the development of school rules, expectations, and procedures__Involve parents in the school PBIS team__“Parents as a Resource Directory” to identify the available time and talents of parents and other volunteers to assist teachers and school staff __Academic Fairs for students and families __“Attendance Summit” for parents featuring speakers on the importance of student __attendance. __Recognition postcards for good or improved attendance__Family members volunteering as attendance monitors__Communications for all families on school goals for attendance and procedures


`

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School Climate Professional DevelopmentInstructions: In the Strategies/Activities column, list the PD opportunities/strategies that are needed to implement the school

improvement strategies to reach the school climate goals. List the Targeted Groups the professional development is catered for (e.g., All Staff, Initial Educators, Grade Level






__CHAMPS__FBA/BIP__Intervention Hierarchy (tiered-interventions) and Matrix Development (defining expectations and consequences)__Research and Evidence-Based Interventions__PBIS__COMP__Restorative Practices__Love and Logic__CPI__Second Step__Steps to Respect__Ropes and Challenges__Life Skills Training__Problem Solving Process__Progress Monitoring/Data Analysis - necessary for all levels__Family & Student Advocacy System (FTF)


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EARLY CHILDHOOD SECTION: Needs Assessment

Delete – If Not Needed

EARLY CHILDHOOD SECTION: Our Current Reality

Delete – If Not Needed

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EARLY CHILDHOOD SECTION: Goals, Measurable Objectives and Progress


Early ChildhoodMeasurable Objective

Baseline Long Term Target

Annual Key Targets2008-09 2009-10 2010-11 2011-12

By 2012, 100% of K3, K4 and K5 students will participate in a transition plan. 100% 50% 80% 100%



K3 K4 K5 All K3 K4 K5 All K3 K4 K5 All


Performance Monitoring Data Source: Transition Performance Monitoring Tool

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PreK-K5 Early Childhood Program Transition – Strategies

Instructions: Identify your emphasis in the early childhood transition program. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.




__Create a transition plan__Transition needs assessment questionnaires__Develop a transition plan__Initiate plan


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PreK-K5 Early Childhood Program Transition – Family Involvement


Instructions: Identify how your school will provide assistance to families to help with transition. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy. Rate your school’s progress from the drop down menu.





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PreK-K5 Early Childhood Program Transition – Professional DevelopmentInstructions: In the Strategies/Activities column, list the PD opportunities/strategies that are needed. List the Targeted Groups the professional development is catered for (e.g., All Staff, Initial Educators, Grade Level






__Transitional Plans__Creating a safe and welcoming school environment


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PROGRESS MONITORING SECTION: Monthly Reporting

Learning Teams are responsible for monitoring the overall progress of the School Improvement Plan and its implementation for student achievement.

System of Support (SOS) Cluster teams will collaboratively support and monitor the school’s implementation of the School Improvement Plan

Instructions: Provide a succinct description of the school’s progress toward meeting the measurable objectives and implementation of

the strategies. Include description of student performance by subgroups. A cumulative section for bi-annual progress is also required.

Reporting – August through September

ReportingCategory

Monthly ProgressAugust September October

Literacy

Math

Attendance

Suspension

Graduation

Early Childhood

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Reporting – November through January

ReportingCategory

Monthly ProgressNovember December January

Literacy

Math

Attendance

Suspension

Graduation

Early Childhood

Reporting – February through April

ReportingCategory

Monthly ProgressFebruary March April

Literacy

Math

Attendance

Suspension

Graduation

Early Childhood

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Reporting – May through July

NOTE: June and July information only required for year-round schools.

ReportingCategory

Monthly ProgressMay June July

Literacy

Math

Attendance

Suspension

Graduation

Early Childhood

Bi-Annual Summary Reporting

NOTE: Period 1 includes from August to December; Period 2 includes January through May or July.

ReportingCategory

Bi-Annual Summary ReportingPeriod 1 Period 2

Literacy

Math

Attendance

Suspension

Graduation

Early Childhood

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SUPPLEMENTAL SECTION: IDEA Implementation of Compliance Plan

MPSCIFM #

CIFM Items Requiring Intervention2007-08 2008-09 CIFM Name and Descriptor for Items Identified for “Intensive Monitoring” in 2009-10

% %

Summary

Hypothesize:What is your STAFF doing that may have contributed to the results you are observing in your CIFM results?

What is your STAFF not doing that may have contributed to the results you are observing in your CIFM results?

CIFM Compliance Strategies

Instructions: Identify your emphasis to raise your CIFM scores to meet compliance. Describe specific resources needed to support this strategy. Identify school level staff responsible for this strategy.

MPSCIFM # Strategies/Activities Funding

ConsiderationsResponsible Leadership

Strategy Review Dates

Results of Strategy Review & Revisions

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SUPPLEMENTAL SECTION: SIFI Schools

Adequate Yearly Progress – School Review Summary

2009-10 Adequate Yearly ProgressMet AYP SIFI Status Student Populations that Missed AYP

Test Participation Yes / No Status1 Student Group2

Reading Yes / No Status1 Student Group2

Mathematics Yes / No Status1 Student Group2

Other Academic Indicator Select one of the other academic indicators, attendance or graduation.

Attendance (85%) Yes / No Status1 Provide Current Results

Graduation Yes / No Status1 Provide Current Results1 SIFI Status: Satisfactory, Missed AYP, Level 1, Level 1 Improved, Level 2, Level 2 Improved, Level 3, Level 3 Improved, Level 4, Level 4 Improved, Level 5, Level 5 Improved2 Student Groups: All Students, Black, not of Hispanic origin, Economically Disadvantaged

Report your schools AYP status. Additional information will be required depending on your SIFI status:

2009-10 Adequate Yearly Progress

Met AYP SIFI Status

School Status Yes / No Status1

1 SIFI Status: Satisfactory, Missed AYP, Level 1, Level 1 Improved, Level 2, Level 2 Improved, Level 3, Level 3 Improved, Level 4, Level 4 Improved, Level 5, Level 5 Improved

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Level 1 / Level 1 Improved

Date Received and reviewed sanction list with DIFI Supervisor. ______________



Outline your initial corrective action plan.



Describe the restructuring of your internal organization of school.

Date of restructuring _____________

Describe your school’s corrective action plan.

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Implementation of Corrective Action Plan to begin on ____________

Describe a plan for restructuring (implemented if school moves to Level 5).



Implementation of Restructuring Plan to begin on ____________

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