Leslie CountyTeam’s Big Rock Plan for Progress

Big Rock B: Academic Performance

In the first 30 days, we will know we are successfulwhen:
100% of teachers will examine the new Common Core Standards crosswalk through PLC meetings using a set protocol to guide the curriculum work.
(Moved Goal to 60 Days)
The measures/evidence we will use are:
PLC meeting agendas / minutes will reflect no less than 80% of teachers keeping data notebooks/walls which reflect current student achievement. (MOVE THIS TO 120 DAY)
Published list of instructional Non-Negotiables- All teachers (100%) will begin an understanding of concepts presented in the non-negotiables.
First 30 days action strategies: / Who is on point? / How Will We Communicate It?
B1. The school will develop a protocol to use with teachers in PLC meetings to disseminate information from new standards roll out.
(Standards addressed through PLCs, Action plan for new standard roll-out and curriculum development) (See appendix AA) / Susan Brock, Linda Hall / The Educational Recovery Staff will develop the protocol and share the information with the faculty in PLCs.
B2. The school will send teacher representatives to the regional cooperative meetings to participate in the roll out of the new Common Core Standards.(July 24th and 25th) / Mr. Gay / Once the select teachers have attended the regional standards roll out, they will participate in the next weekly leadership meeting to share pertinent information. PLC Facilitators will share this information with teachers in small groups. (ERS staff will be trained).
B3. The school will adopt a list of mutually agreed upon instructional non-negotiables in order to frame and clearly articulate the instructional expectations for all teachers. (Presented and reviewed with staff. staff has met and established purposeful non-negotiables. (August 3 and 4 ) / ERS TEAM and Mr. GAY / Staff input will be sought in regard to the instructional non-negotiables. Once the list of non-negotiables has been developed, this list will be shared with the staff both electronically as well as discussed at the next staff meeting.(Staff meeting August 10th and transformation Team 12th)
B4. The school will plan and implement professional development experiences for teachers to equip teachers to be able to perform their instructional duties as outlined by the school’s instructional non-negotiables. These trainings will be aligned to the goals and activities stipulated by the school improvement grant. Subsequent to any professional development will be a protocol to gain input from teachers as to the information gleaned from the training and its match to its . intended outcomes. Furthermore, subsequent walkthroughs will focus on the implementation of the components of the professional development. (Walk throughs are set to being week of August 16th with intentional focus on current nonnegotiables).
Move this to 60-90 day plan or 120 day plan ( THIS WORK MUST BECOME MOREDEFINED AND SPECIFIC AS TO NEED AND to be EMBEDDED) / ERS Team and Kim Cornett / The PD reflection will be provided to the staff prior to each training. Once the raw data has been gathered and the data disaggregated, the data from the feedback will be provided to teachers in a staff meeting.
If we are not successful, we will:
Reclarify the school’s instructional focus and goals for the year as well as the 30-60-90 day plan.
In 60 days, we will know we are successful when:
70% of teachers are utilizing the school’s instructional non-negotiables in their daily instruction.
100% of mathematics and Language Arts teachers will examine the new Common Core Standards crosswalk through PLC meetings using a set protocol to guide the curriculum work.
The measures/evidence we will use are:
Walkthrough data- Two walkthroughs and through PLC meetings and observation of 100% of the teachers with data being collected and ratios developed with the second walkthrough reflecting 70% of all teachers successfully teaching with non-negotiables.
B5. Conduct two complete cycles of walkthroughs with 100% of the teachers being visited during each cycle. Data will be collected and shared to show percentage of teachers effectively demonstrating non-negotiables. The summary will be shared October 14, 2010. / Mr. Gay, ERS Team / The disaggregated walkthrough data will be shared at each staff meeting, sharing trends and emerging patterns.
B6. The school will provide to teachers the first set of discovery education benchmark data. Subsequent interventions will have begun in PLCs to direct and adapt instructional practice. / SIM, Kim Cornett / Teachers will be given the results of their individual assessment data. Dialogue and decisions will occur in PLCs.
B7. (B3.) The school will create a school assessment / instructional calendar to organize the work of the instructional goals for the upcoming school year.
(Outline instructional goals- move over to 60 day plan). / Kim Cornett, ERS Team / shared with all staff via email.
B8. (B4.) A newsletter will be developed to provide information to all stakeholders on college and career readiness. this letter will consist of practice compass-like assessments and relevant resources for the areas of math, literacy, science, and social studies. / kim cornett / shared with parents and students via distribution list.
In 90 days, we will know we are successful when:
100% of teachers will demonstrate congruent curriculum, instruction and assessment as evidenced by posted and articulated daily learning targets, formative assessment and consistent daily use of instructional non-negotiables.
The measures/evidence we will use are:
Walkthrough Data- 100% of all teachers will be using non-negotiables as indicated through walk-throughs and observations.
Student Formative and congruent instructional Targets- All teachers will be trained on effective formative assessments and congruent targets to ensure Students obtainment mastery of standards. Walk -throughs will indicate at least 85% of teachers use congruent formative assessment strategies.
Progress Monitoring- 100% of all students will be progress monitored in order to examine appropriate Tier II strategies are being employed as indicated by student RtI data with no more than 15% of students serviced.
90 days action strategies: / Who is on point? / How Will We Communicate It?
B9. Based on sixty day walkthrough data, additional individual support will be given to teachers on Instructional Non-Negotiables, formative assessment, and congruent instruction to ensure that 100% of teachers are utilizing key components.
moved to 120 / ERS/ERL / Individual feedback to teachers will be provided on an individual basis. Larger trend data will be provided to the faculty at staff meetings.
B10. PLCs will refine curriculum with the finalization of curriculum map of 4.1 Core Content, EPAS, and AP Standards. Common Core Standards will be integrated in vital areas to prevent major future gaps. Work has begun with this process. / Susan Brock, Linda Hall / Information will be shared with teachers in PLCs.
B11 (B8). The school will plan and implement professional development experiences for teachers to equip teachers to be able to perform their instructional duties as outlined by the school’s instructional non-negotiables. These trainings will be aligned to the goals and activities stipulated by the school improvement grant. On-going and specifically determined through job embedded professional development. / Kevin Gay / PLC meetings will be the communication vehicle for professional development and for curriculum development.
B12. MONTHLY ADMINISTRATIVE MEETINGS WILL BE HELD IN ORDER TO UPDATE/DEBRIEF THE QUARTERLY REPORT AND TO ELICIT PARTNERSHIP WITH THE AREA TECHNICAL CENTER; ESPECIALLY WITH SENIOR INTERVENTION. / KEVIN GAY / THIS WILL BE SHARED WITH ALL STAKEHOLDERS.
B13. Collaboration walk -throughs will be developed. / Linda Hall / Sent to all teachers and use to refine document
If we are not successful, we will:
Evaluate processes in place for teacher support. Use of teacher evaluation process will need to be utilized. PLC monitoring and administrative feedback will be monitored and supported.
In 120 days, we will know we are successful when:
65% of teachers will be able to continue to create comprehensive units of study through PLC meetings and utilize the components without guidance from the ERS team.
The measures/evidence we will use are:
Unit/lesson plans, monitored in weekly PLC meetings, will exhibit congruent alignment and other components of instructional non-negotiables.
Teachers will request specific resources and/or strategies that pertain to current lessons.
120 days action strategies: / Who is on point? / How Will We Communicate It?
B14. effective lessons will be shared with teachers during PLC. Specific features will be highlighted for emphasis so that strategieswill be internalized and implemented. (Continue to support Teacher planning) / ERL / These lessons will be planned by the administrative team.
B15. Research-based resources will be provided, purchased for teacher use in curriculum development. (Continued into 120) / Kim Cornett / PLC leaders along with administrative team members will offer suggestions.
B 16. Model lessons will be created and taught in each of the content areas. Other teachers of the content will be permitted to view and provide feedback on the lessons. / ERL, Kevin Gay / PLC groups will plan for this event.
B17. Through Learning Walk pre-conferences and debreifing, teachers will be focused on highly effective teaching and learning Stratigies. / ERL, ERS Team / A schedule for learning walks will be determined and shared via email.
B18. PD on appropriate collaborative models for SpEd teachers. Training will include co-teaching model, modeling best practices, and ensuring least restrictive environment. / ERS Team / Meet with Special Education teachers in order to review best practices in collaboration.
B19. Administrative team will conduct work sessions with PLC leaders to guide curriculum compacting and 70 day curriculum plans leading to assessment. / ERS Team / PLC Leaders will set agenda and purpose for PLC work and processes.
B20. A Unit of study rubric will be created in order to consistently provide feedback to teachers concerning the curriculum being developed currently. Job-embedded professional development will be provided as deficiencies become apparent. / Susan Brock / PLC Leads will be trained on using the rubric and used during PLC with curriculum development.
B21. Beginning with the January semester, college and career ready transition courses will be in place for identified juniors and seniors. Courses are offered through Language Arts. / Kim Cornett / Teachers will be recruited and training on appropriate methods and modeled.
B22. The literacy Team will plan and outline a monthly activity/genere (i.e. January-historical speeches, Feb-Black History Month). School-wide activities that focus on skills will be planned for each content area. / BJ Martin / Notifications shared and communicated during PLC planning.
B23. All classroom teachers will receive professional development on literacy and writing strategies (i.e. compare/contrast, vocabulary, comprehension, writing to learn). / ERS Team / School-wide faculty meetings for initial communication with on-going support and models.
If we are not successful, we will:
Continue with our processes to move teachers and instruction to gain high student achievement
In 150 days, we will know we are successful when:
PLC processes are embedded with best practice which is reflected in the agendas and is evident in 75% of classroom walk throughs.
The measures/evidence we will use are:
Unit/lesson plans, monitored in weekly PLC meetings, will exhibit congruent alignment and other components of instructional non-negotiables.
Teachers will request specific resources and/or strategies that pertain to current lessons.
150 days action strategies: / Who is on point? / How Will We Communicate It?
B24. Administrative Team will create work sessions for teachers to begin the next school-wide learning strategy form silver and strong: interactive Lecture. / Kevin Gay / Full faculty Meeting and follow-up visits to classrooms.
B25. All content area teachers will have the opportunity to visit other schools to observe best practices on a monthly rotation. / ERS Staff / After CHETAL review, look-fors will be identified
B26. teachers will explicitly teach/model ORQ strategies and use live scoring (Dirty 4) during instruction. All teachers will participate in a Live Scoring process. / ERS Staff / Job-embedded modeling and sweeps of classrooms with administrative team
B27. All content teachers will integrate writing strategies (i.e., Admit/Exit Slips, journaling, notemaking, open response, on-demand) into their daily instruction. / ERS Staff (BJ Martin) / Review strategies and model through Full faculty meeting. Support to follow with ERS Staff.
B28. All content teachers will integrate literacy strategies (i.e., Frayer Model, Interactive Word Wall, Anticipation Guides, Jigsaw) into their daily instruction. / ERS Staff/Kevin Gay / Review strategies and model through Full faculty meeting. Support to follow with ERS Staff.
B29. All content teachers will create weekly formative/interim (i.e., discovery ed., EPAS, KCCT-Like and Common) Assessments. / Kevin Gay / Communicate with all teachers
If we are not successful, we will:
Continue with our processes to move teachers and instruction to gain high student achievement

(This work will encompass strands of key items that will emerge as job-embedded professional development initiatives and thus, make up most of our academic performance section of the plan.)

  1. Introduction of the document—common core—reading the document/discussion of acronyms/understanding the clusters and strands/seeing implications for the literacy strands across the content areas
  2. Introduction of the new unit/lesson plan format and its sections
  1. Unit organizer
  2. essential questions
  3. targeted content (dlts)
  4. establishing assessments—cpe’s and formatives
  5. procedures to include research-based learning strategies
  6. creating daily lessons that are congruent and focused completely on the non-negotiables and the standards
  1. as this work occurs through PLCs, the CASL keys will be identified as valuable and for adding efficiency to the curriculum work. The keys will be debriefed as they surface through the weeks of the PLC model. For example, during week one of the unpacking, a need for CLEAR TARGETS will become apparent. this presents the perfect opportunity for small group professional development on this stiggins piece. CLEAR PURPOSE for assessment will also surface as being a necessity.
  2. Week 2 of the PLC model, designing the learning check or unit assessment, should include SOUND DESIGN. As this information is presented and utilized, unit of study and lesson work will continue to be written using the common core.
  3. Instructional activities will be planned during week 3 and pd will continue with the differentiated strategies that have been agreed on by the PLC groups. The new common core document will be continually referenced for congruent learning.
  4. Week 4 of the model includes analysis of student work samples with Feedback for and by students. The stiggins feedback work will be presented in context at this point. Students will begin to collect and create their own feedback as lead by the teachers. The STUDENT INVOLVEMENT key will also be presented at this point.
  5. The school’s literacy model will frame the application of common core literacy strands to the content areas.

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