Duval – Chets Creek Elementary – 2017-18 SIP

Problem Solving Quick Report

Action Plan for Improvement
Problem Solving Key
G = Goal B = Barrier S = Strategy AS = Action Step
STRATEGIC PLAN / PERFORMANCE MANAGEMENT
Step (1-5) / Description / Measurable / Step (1.b, 6-8)
G1. / If teachers utilize data to effectively plan for and implement rigorous, differentiated learning opportunities through whole group, small group and individual instruction for all students in Reading, then student achievement will improve. / Summative Results
FSA Reading Proficiency – 83%
FSA Reading Learning Gains – 68%
FSA Reading Bottom Quartile Learning Gains – 56% / 1.b
Progress Monitoring
Student Assessment Data (Common Assessment, iReady, Achieves 3000, FSA) / 8
G1.B1 / Time for professional learning without the loss of instructional time
G1.B1.S1 / Improve teacher knowledge of how to target instruction for all students and calibrate expectations for student performance by evaluating student work during common planning. / Effectiveness:
Classroom Observation that shows targeted instruction for all students / 7
G1.B1.S1.AS1 / Implement weekly teacher meetings during common planning / Fidelity:
Meet with grade level content leads through council meetings, Data Notebooks, Student Portfolios, Teacher Meeting Agendas / 6
G1.B1.S2 / Deepen teacher knowledge on curriculum and use of assessment to inform instruction by utilizing PLC "Professional Learning Communities" Days. / Effectiveness:
Classroom Observation that shows targeted instruction for all students / 7
G1.B1.S2.AS1 / Implement three grade level PLC Days / Fidelity:
Meet with grade level content leads through council meetings, Data Notebooks, Student Portfolios, Teacher Meeting Agendas / 6
G1.B1.S2.AS2 / Implement content specific demonstration lessons
G1.B1.S3 / Target teachers new to the curriculum and school with in class coaching support. / Effectiveness:
Classroom Observation that shows targeted teachers implementing the curriculum effectively. / 7
G1.B1.S3.AS1 / Involve new teachers in a regular coaching cycle that includes, observation, in class coaching and modeling and personalized support / Fidelity:
Meet with the Reading Coach for debrief and updates, Classroom Observations / 6
G1.B1.S4 / Target students in grades 3-5 who need additional support in Reading. / Effectiveness:
Use available Reading data sources to identify students and monitor their performance / 7
G1.B1.S4.AS1 / Analyze student iReady scores to determine students in need of support in Reading and schedule time for daily tiered intervention groups / Fidelity:
Meet with the Reading Interventionist to review student data and progress, Data charts, Data Notebooks, / 6
G1.B2.S1.AS2 / Implement a Reading Boot Camp prior to FSA
G2. / If students are reading in volume, then student achievement will improve. / Summative Results
FSA Reading Proficiency – 83%
FSA Reading Learning Gains – 68%
FSA Reading Bottom Quartile Learning Gains – 56% / 1.b
Progress Monitoring
Student Assessment Data (Common Assessment, iReady, Achieves 3000, FSA); Reading Logs / 8
G2.B1 / Varied, appropriate leveled texts
G2.B1.S1 / Implement programs designed to encourage students to read. / Effectiveness:
Participation level in the programs, student reading level progression, comprehension checks / 7
G2.B1.S1.AS1 / Implement a series book program by grade level / Fidelity:
Monitor and award student participation / 6
G2.B1.S1.AS2 / Implement a Readers to Leaders recognition program to motivate students to read one million words in the year. / Fidelity:
Monitor and award student participation quarterly / 6