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2016-2017 Pate’s Creek Elementary School Improvement Planning Process Team Members

 

Member Name

Department/Position

Dr. Cynthia McCray

Principal

Krystal Shaw

Asst. Principal

Nichole Webb

Counselor

Kathy Rosser

Kindergarten Chair

Trisha Bradley

1st Grade Chair

Kasey Lummus

2nd Grade Chair

Petrina Rogers

3rd Grade Chair

Tarita Reeves

4th Grade Chair

Audrey Birks

5th Grade Chair

Adrienne Standard-Turner

Special Education Chair

Talisa Johnson

Gifted Exploratory

Ann Wilkinson

Specials Area Chair

Cindy Schade

Paraprofessional Representative

Shannon Hammonds

School Council Chairperson

Holly Veal

School Council Parent

 


 

Process Goal # 1 (Identify S.M.A.R.T. goal here): 100% of grade level teachers will conduct focused-hands-on science/math labs with an integration of technology (STEM) at least twice/month and participate in a school wide STEM nights each semester during the 2016-2017 school year.  

 

Strategic Action

PD Component

Person Responsible

Resources Needed

Date PD will occur:

 

Teachers will work collaboratively to define the meaning of “focused/hands-on.” (What does it look like/feel like?)

Teachers will attend a variety of conferences/ workshops/schools throughout the year to increase knowledge of STEM implementation, curriculum alignment, and assessments.

 

X      Construct Knowledge

ð       Transfer to Teaching

ð       Practice Teaching

ð      Promote Reflection

-STEM focus team members (one/grade)

-Math and Science TOSA

-Administrators

- Science Dept. Chair

 

-PL funds

-Articles, Case studies

-Information/Data from STEM schools

August 2016- April 2017    *STEM conference – June 8-10 (Peachtree City: Project Lead The Way)

Teachers will redeliver content from STEM conferences/workshops/schools to all staff through professional development and peer observation of STEM activities.

 

 

X      Construct Knowledge

ð       Transfer to Teaching

X     Practice Teaching

ð       Promote Reflection

-STEM focus team member

-All Teachers

-Science TOSA

-Science Dept. Chair

-Scheduling flexibility for peer observations and planned meetings for redelivery

August 2016- April 2017     

*STEM redelivery #1:  Pre-planning (Aug 2016)   

Teachers will develop rigorous grade appropriate STEM lesson plans/choice boards for each grade level to implement twice/month. (DOK Leveled work)

 

ð       Construct Knowledge

X      Transfer to Teaching

ð       Practice Teaching

ð       Promote Reflection

STEM focus team members – one representative per grade level

-STEM lesson expectations/ plans

 -resource books to assist with grade appropriate lessons development

-Vertical discussion (to ensure rigor is present at grade levels)

Monthly/Faculty Meetings:

Select 20 STEM activities at the beginning of the year.  Gain knowledge, instructional practices, resources, etc. and present as “TOD” monthly

Teachers will implement STEM activities on school-wide STEM nights, twice/semester.  

 

 

ð       Construct Knowledge

ð       Transfer to Teaching

X      Practice Teaching

ð       Promote Reflection

All Grade Level Teachers

Materials for monthly STEM activities to ensure successful implementation with students

-November 2016                     -February 2017 (Love Your School Night)                                              

 

Teachers will collaborate with grade levels and in leadership to analyze success of STEM day activities and increased rigor across grade levels.

 

 

ð       Construct Knowledge

ð       Transfer to Teaching

ð       Practice Teaching

X      Promote Reflection

-All Grade Level Teachers 

- Administrators

-Math/Science TOSA

 

Monthly

 

 

 

 

 

Process Monitoring of Goal #1

 

How will you monitor change in adult practice?  How will you know if your staff is at full implementation?

 

Measure you will use/develop to monitor changes in adult practices:

Lesson plans review

Focused STEM walk-through form

STEM focus team members will observe teachers on each grade level during weekly and/or school wide STEM days to monitor implementation and student participation. Members will serve as mentors to classroom teachers during the implementation process.

Process you will use to monitor changes in teacher practices:

Focused Walkthroughs from administrators and TOSAs. – Are expectations being met? Are strategies, techniques, practices during planning and professional learning being implemented and utilized? Are the activities generated from current math, science, or ELA standards (constructive response)?

Classroom teachers will provide feedback to administrators/STEM focus team members about successes and challenges with the program. Modifications will be made as needed to ensure success of the program and increased student rigor across grade levels.

 

What student achievement measure will you use to monitor the impact of this process? 

 

How will you know if this process goal is impacting student learning (formative & summative)?

Measure you will use to monitor impact on student achievement:

Teacher Determination:  Students will be able to more effectively demonstrate the SMPs.  Students’ ability to answer constructive response questions will improve. 

SLO and Milestones Assessment data will increase.

What is your current baseline on this measure: 

2016 Georgia Milestones math and science data (3-5) % proficient % developing % distinguished

 

What is your goal/target on this measure:  Increase of 10% proficient  and 10% distinguished and  5% developing from 2016 data to 2017

Timeline for monitoring student performance via this measure:   

August 2016-2017

 

 

 

 

 

Process Goal # 2 (Identify S.M.A.R.T. goal here): During the 2016-2017 school year, 100% of teachers will increase their proficiency in the use of Close Reading instruction that incorporates utilization of students’ Lexile levels. 

 

Strategic Action

PD Component

Person Responsible

Resources Needed

Date PD will occur:

Teachers will receive professional learning on the following:

1.      how to use Lexile levels (data) to strengthen literacy instruction

2.      differentiating and personalizing instruction with the use of Lexile levels  

Lexile Correlation Chart (F&P) will guide teacher’s understanding in current scores.

Professional Learning on Close Reading (refresher course for returning teachers) (full course for new teachers)

 

X    Construct Knowledge

ð       Transfer to Teaching

ð       Practice Teaching

ð      Promote Reflection

Robin Dykes – Griffin RESA (PL- Lexile)

ELA TOSAs (PL – close reading)

Administrators will provide expectations

Ann Wilkinson – media specialist

Research on Lexile levels

Funds for PL (if needed)

 

 

August – October 2016

The TOSA will conduct CLOSE READING model lessons with grade level teachers and provide feedback on areas of strength and improvement opportunities.

 

 

ð       Construct Knowledge

X    Transfer to Teaching

        Practice Teaching

ð       Promote Reflection

Administrator – scheduling

TOSA- presentations

Teachers – participants

Lexile leveled passages

Guided reading support

August – November 2016

 

  1. Teachers will collaborate to design and implement effectively close reading lessons utilizing Lexile Scores. Implementation of DOK Level 3-4
  2. They will observe one teacher on their grade level and one teacher above their grade level and provide feedback to the teacher, based on the expectations created. 

 

ð       Construct Knowledge

ð       Transfer to Teaching

X     Practice Teaching

X     Promote Reflection

Teachers

Walkthrough Reflection form

September – May  (#1)

October – November 2016 (#2)

 

Teachers will provide a close reading workshop to parents using strategies and resources that will help their child succeed   (PTO/ Reading Night)

 

ð       Construct Knowledge

ð       Transfer to Teaching

X       Practice Teaching

ð       Promote Reflection

Teachers

Administrators

TOSA- support

 

Materials for teachers

TOSA support

Dykes’ support (if needed)

 

November, 2016

 

 

 

ð       Construct Knowledge

ð       Transfer to Teaching

ð       Practice Teaching

ð       Promote Reflection

 

 

 

 

 

 

 

 

Process Monitoring of Goal #2

 

How will you monitor change in adult practice?  How will you know if your staff is at full implementation?

 

Measure you will use/develop to monitor changes in adult practices:

Close Reading Expectations reviewed and discussed monthly/ aligned to TKES. TOD (Teacher on Display) during faculty meeting – based on observations during the previous month.

 

 

Process you will use to monitor changes in teacher practices:

Administrators, ELA TOSA, and Reading EIP teacher will conduct focused walk-throughs of close reading lessons twice a year. Teachers will conduct peer observations twice/year. Data will be analyzed and discussed at grade level common planning meetings. 

 

What student achievement measure will you use to monitor the impact of this process? 

 

How will you know if this process goal is impacting student learning (formative & summative)?

Measure you will use to monitor impact on student achievement:

Lexile Band scores of 2017 Georgia Milestones ELA test

What is your current baseline on this measure:

2016 Lexile Stretch Band on the Georgia Milestones ELA test:  103- Level 1   125- Level 2  97 – Level 3   30% of the students in grade 3-5 achieved level 3.

 

What is your goal/target on this measure:

40% of the students in grade 3-5 will receive Level 3 on the Lexile Stretch Band on the 2017 ELA Milestones Assessment.  

Timeline for monitoring student performance via this measure:

August 2016- May 2017

 

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