woodland middle school 2012-2017 continuous school

Woodland Middle School

2012-2017

Continuous School Improvement

5 Year Plan

Georgia Department of Education

Adapted from Dr. John D. Barge, State School Superintendent, April 2011

of 24

August 12, 2013—Revision 1.0

Statement of Quality Assurance

Effective and timely use of data allows systems to make decisions to best utilize those interventions that are having a positive impact on

student achievement. To ensure that school improvement stakeholders have a common understanding regarding the development and

implementation of the Continuous School Improvement Plan prior to its approval, each party is asked to carefully review this section

and the plan in its entirety.

http://www.smartdraw.com/specials/flowchart.asp?id=288425



of 24


School Improvement Plan Team Members

Name Position/Title

Gena Williams Principal

Joycelyn Jackson Assistant Principal

Jason Shadden Assistant Principal

Leandra Roberts Language Arts Department Chair

Cynthia Goodson Math Department Chair

Kimberlee Thacker Science Department Chair

Sarah Lillivick Social Studies Department Chair

Sam Lowder Connections Department Chair

Jameel Howard Special Education Department Chair

Kate Whitley Graduation Coach

Katherine Havens Counselor

Rebecca Hill Counselor

Darin Harris Media Specialist

June Eccleston Paraprofessional

April Starks 8th Grade Chairperson

Angela Murphy 7th Grade Chairperson

Andrea Kipp 6th Grade Chairperson



of 24


HENRY

COUNTY

SCHOOLS

Focus 1:

Student

Achievement

Student Efficacy

Jan-Dec 2013 Jan-Dec 2014 Jan-Dec 2015 Jan-Dec 2016 Jan-Dec 2017

-A committee will be

created to help

develop the plan as

we implement the

following strategies

-Students set yearly

goals based on CRCT

data from 2013-2014

-Student portfolios

-Students will set

semester goals

along with yearly

goals.

-Build on student

portfolios

-Students will set

quarterly goals along

with semester and

yearly goals.

-Build on student

portfolios

-Students will

monitor mastery of

standards by

subject area.

-Student-led conferences

grades 6-8

-Assessment profile data

tracking portfolio in the system

for students, teachers, &

parents.

System Level

CCGPS-

Implementation

CCRPI

SchoolNet-

Assessment & RTI

CCGPS-

Across Contents

CCRPI

SchoolNet-

Curriculum

CCGPS-

PARCC

CCRPI

SchoolNet-

Full Implementation

CCGPS-

Full Integration

CCRPI

CCRPI

Our Mission Our Vision Our Beliefs

To create a learning community in which

each student experiences success

To obtain, maintain and sustain continuous

quality school improvement in all academic

and non-academic areas as prioritized by

our school improvement plan

Henry county Schools is committed to the belief that all

students will learn at high levels. We value our

stakeholders-students, employees, parents and

community partners- and believe that student success

occurs when all stakeholders consistently support high

expectations for student, school and district

performance.

SCH NAME: 5-Year Strategic Plan



of 24


Instruction

Focus 2:

Culture, Climate &

Community


Focus 3:

Quality

Assurance

Technology


-A technology

committee has been

formed to attend the

GRESA Technology

conference

-Teachers are

voluntarily utilizing

Reming101,

webpages, flipped

classroom

techniques, and

allowing

Kindles/Nooks for

novels read by

students

-Wireless

capability

-Professional

learning for

teachers on The

Point and SLDS

-Survey families

for BYOT

information to

help us determine

the number of

devices needed.

-Wireless capability

-Build on school

level devices

-Provide PL for

teachers by subject

area on how to

incorporate

technology into

lessons

-Wireless

capability

-Build on school

level devices

-Provide PL for

teachers by subject

area on how to

incorporate

technology into

lessons

-All teachers are able to

integrate technology into their

lesson plans

-Student instruction is

personalized through the use of

technology

System Level TKES/LKES – Year 1

System Wide

TKES/LKES Internal GAPSS Internal GAPSS

The implementation of the strategies and initiatives will be monitored through the Annual Action Plan



of 24


Learning and Leadership Services School Improvement Process

2012-2013

PLAN PLAN PLAN PLAN

DO DO CHECK/ACT

Collect Data

What data do we need

to collect?

Analyze Data to prioritize Needs

Where are we? What are these data telling us? What are these data not telling me?

Determine Potential Root Causes

What are possible root causes?

of the data?

Establish SMART Goals

What results do we want to

achieve?

Student Learning

Demographic

Perception

Process

Student Learning

What are our

students’ overall

strengths and areas

of need? What are

the student

learning trends for

the last three

years? How does

our student data

compare to the

Absolute Bar for

each Annual

measurable

Objective (AMO0

Demographic

How do these data

Influence student

Placement? How

Do these data

influence access

To rigorous

Coursework?

How do these data

influence school-

wide policies and

procedures

(discipline plan,

schedule, etc.)?

Perception

Do either data

Sources align

With our

Perceptions?

Are

There

Discrepancies

Between

“perceived”

Practice and

“observed”

practice?

Process

What do our data

tell us about the

effectiveness of

our school?

practices? How do

these processes

help maximize

student learning?

How do these

processes create

barriers to student?

learning?

What adult

practices

might be in the

cause of the

data?

What student

practices

might be the

cause of the

data?

Specific

and strategic

Measurable

Attainable

Results-based

and relevant

Time Bount

Identify Actions, Strategies, and Intervention

How will we get there? What will we do to support students in meeting goals?

Determine Artifacts and Evidence

What changes and improvements will we expect from adults and students?

How will student learning be impacted?

What research-

based action(s)

will support

students in

meeting the

goal?

What knowledge

and skills

(professional

learning) will

adults need to

support students in

meeting the goal?

What organizational

structure might be

needed to support

students in meeting

the goal?

When will we do these actions?

What resources will we need to

implement? How much will this

action coast? Who is responsible

for implementing the action?

Who will be responsible for

monitoring the implementation?

As a result of

implementing this

action, strategy, or

intervention, adults

will …

As a result of

implementing this action,

strategy, or intervention, students will…

What is the evidence

of student learning?

Complete School

Improvement Plan

Implement the Plan

How do we make this plan operational?

Monitor

How will we monitor implementation?

Review Elementary and

Secondary Education Act

(ESEA) requirements.

What job-embedded

professional learning will

support implementation?

How do we narrow

the focus?

What adult and student

practices will be implemented?

How do we

celebrate progress?

What data will we collect? How will data be

gathered? What will we look for to determine

quality? How do we determine impact on student

learning? How will we revise our plans?



of 24


Henry County Schools

Annual Action Plan RUBRIC

rlb

6/14/2012

This document is a draft of the Annual Action Plan Rubric. It is designed to serve as the monitoring tool used to determine the depth and rigor of the content of the Annual Action Plan for all 50 schools. There are a total of 9 indicators.



of 24


Plan: The Planning is combined of What and How questions: What is required? How much is

required? Where it is required? Who should do it? When is it required? Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART goals? LK Instructional Leadership 1.3 Uses Student Achievement data to determine school effectiveness and directs school staff to actively analyze data

for improving results.

P 1.1 Collecting all relevant student learning data including student learning

(achievement), demographic, perception and process Not Addressed Emergent Operational Fully Operational No evidence of the school’s

identification of the 4 types of

data to inform the development

of the Annual Action Plan.

There is some evidence of the

school leadership team

members using 1-2 types of

data to inform the development

of the Annual Action Plan.

Some teachers, leadership

team members and

administrators review data to

include but not limited to

(Student learning

(achievement), demographic,

perception and process) to

inform the development of the

Annual Action Plan.

All teachers, leadership team members and

administrators review and discuss the 4 types

of data including (student learning

(achievement), demographic, perception and

process to inform the development of the

Annual Action Plan.



of 24


Plan: The Planning is combined of What and How questions: What is required? How much

is required? Where it is required? Who should do it? When is it required? Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART goals? LK Instructional Leadership 1.2 Analyzes current academic achievement data and instructional strategies to make appropriate educational

decisions to improve classroom instruction, increase student achievement and improve overall school effectiveness.

LK Planning and Assessment 3.9 Uses assessment information in making recommendations or decisions that are in the best interest of the

learner/school/district.

P 1.2 Analyzing data to prioritize needs. Not Addressed Emergent Operational Fully Operational No formalized and systematic

data analysis process is in place

that allows the school to

prioritize needs based on

student learning questions,

demographic questions,

perception data questions or

process data questions.

Although student achievement

summative data is included as

part of the school analysis

process, no comprehensive

review of student learning

(achievement) demographic,

perception, or process data is

evident.

We look at the students failing

and meet with them to provide

support and to emphasize the

amount of responsibility they

have with their grades. We talk

about the supports in place for

them and offer tutoring.

A formalized and systematic

review of data to include but

not limited to student learning

(achievement), demographic,

perception data, or process data

is evident. Greater emphasis

should be given to deeper

questioning of these types of

data targeted to determine

student’s overall strengths and

areas of need and trends for the

last 3 years. Identify processes

that create barriers to student

learning, maximize student

learning, determine data

sources that align with

perceptions, or demographic

data that influences school

wide policies and procedures.

A formalized and systematic review of data

that includes student learning (achievement),

demographic, perception, and process is fully

operational in all aspects of the Annual

Improvement Plan. Through the exhaustive

questioning of these various data sources the

school is poised to address barriers to student

achievement and identify methods to

maximize student achievement. This process

for analyzing data will ensure that individual

learners, subgroups of students and the

school community as a whole are successful.



of 24


Plan: The Planning is combined of What and How questions: What is required? How much

is required? Where it is required? Who should do it? When is it required? Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART goals? LK Instructional Leadership 1.7 Works collaboratively with staff to identify needs and to design, revise, and monitor instruction to ensure

effective delivery of the required curriculum.

P 1.3 Determine potential root causes. Not Addressed Emergent Operational Fully Operational Determination of potential root

causes is not evident at the

school level within the Annual

Action Plan. Hence, the

school’s plan is not reflective

of identification of possible

causes from the data or if adult

practices or student practices

are the cause of the data.

Determination of potential root

causes is apparent in some

aspects of the Annual Action

Plan at a cursory level. More

emphasis in determining

possible causes of this data and

influential impacts on the data

would yield greater results.

Determination of potential root

causes is apparent in most of

the Annual Action Plan beyond

the cursory level identifying

actual causes of the data. It is

evident that the school has

identified possible causes of

their data as evidenced in their

goal setting, strategies or

interventions employed.

We identified where we are as

a school, and infused

vocabulary development and

analyzing the data. We look at

the data from the CRCT and

determine the root causes –

behavior, absenteeism, etc.

Determination of potential root causes is

apparent in all aspects of the Annual Action

Plan identifying actual causes of the data. It

is evident that the school has identified

possible causes of their data as evidenced in

the goal setting, strategies and interventions

employed.



of 24


Plan: The Planning is combined of What and How questions: What is required?

How much is required? Where it is required? Who should do it? When is it

required? Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and

SMART goals?

P 1.4 Establish SMART Goals Not

Addressed

Emergent Operational Fully Operational

None of the goals written

within the Annual Action

Plan include the 5

components of a SMART

goal framework (i.e.

Specific and strategic;

Measurable; Attainable;

Results-based, relevant and

Time-bound.

Some of the goals written


Plan include some

components of a SMART

goal framework (i.e

Specific and Strategic;



Time-Bound.

All of the goals written


Plan include all components

of the SMART goal

framework including (i.e.

Specific and Strategic;



time-bound.

All of the goals written within the

Annual Action Plan include all

components of a SMART goal

framework including (i.e. Specific and

Strategic; Measurable; Attainable;

Results-based, relevant and time-

bound) for both achievement goals

and Culture, Climate and Community

goals.

Leader Keys Evaluation System- Performance Goal Setting pg. 17 of 84



of 24


DO: After planning you must realize your plan- put words into actions. DO Standard 1: Identifying actions, strategies, interventions and determine artifacts and evidence for monitoring and

implementing the Annual Action Plan.

D 1.1 Identify, actions, strategies and interventions Not Addressed Emergent Operational Fully Operational There is little or no evidence

that the identified actions,

strategies, and/or interventions

will support individual learners,

subgroups of students or the

school community meet their

goals. Moreover, these actions,

strategies and/or interventions

are not research-based, lack

definition of what the adult

learner will need to know and

be able to do, absent of a

timeline, monitoring process

and vague on resources

necessary for successful

implementation.

A few of the identified actions,

strategies, and/or interventions




goals. A few of the identified

actions, strategies and/or

interventions are aligned to

short or long term goals.

However, they would be

enhanced by having a timeline,

monitoring process,

identification of necessary

resources, defining what the

adult learner should know and

be able to do and be research-

based.

Most of the identified actions,





goals. Most of the identified

actions, strategies and/or

interventions are research based

and aligned to short or long

term goals. Most of the actions,


have a monitoring process,

identifiable resources aligned to

the goals, a timeline for

(implementation/completion)

and define what the adult

learner should know and be

able to do.

All of the identified actions, strategies, and/or

interventions will support individual learners,

subgroups of students or the school

community meet their goals. All of the

identified actions, strategies and/or

interventions are research-based and aligned

to short or long term goals. All of the actions,

strategies and/or interventions have a

monitoring process, identifiable resources

aligned to the goals, a timeline for

(implementation/completion) and define what

the adult learner should know and be able to

do.



of 24


DO: After planning you must realize your plan-put words into actions. DO Standard 1: Identifying actions, strategies, interventions and determine artifacts and evidence for monitoring and


D 1.2 Determine Artifacts and Evidences for monitoring Not Addressed Emergent Operational Fully Operational The principal and assistant

principal(s) do not have a

systematic approach to

determine changes and

improvements expected for

adults and students within the

plan. There is little or no

evidence of how student

learning will be measured or

how adult instructional

practices will change.

The principal and assistant

principal(s) and leadership

team members have a

simplistic approach to

determining changes and



plan. This process would be

enhanced with a more

comprehensive approach that

includes evidence of how

student learning will be

measured and how adult

instructional practices are

expected to change.

The principal, assistant


team members have a

comprehensive approach for




plan. This process will be

enhanced by ensuring the

following are evidenced in the

plan: (As a result of


adults will… and As a result of


students will…)

The principal, assistant principal(s) leadership

team members, parents and students have a

comprehensive approach for determining

changes and improvements expected for adults

and students within the plan. It is clearly

evident how student learning will be measured

and how adult instructional practices will

change.



of 24


DO: After planning you must realize your plan-put words into actions. DO Standard 1: Identifying actions, strategies, interventions and determine artifacts and evidence for implementing and

monitoring the Annual Action Plan.

D 1.3 Implement the Annual Action Plan Not Addressed Emergent Operational Fully Operational There is little or no evidence

within the plan that there is job-

embedded professional

learning, prioritization of

actions, strategies and

interventions, explicit

expectations for adult and

student practice expectations

and a prescriptive manner for

celebrating progress.

There is some evidence within

the plan that there is job-

embedded professional



interventions, explicit





The majority of the evidence

within the plan shows that there

is job-embedded professional



interventions over a (5-year)

time period, explicit





The entire plan shows that there is clearly

aligned job-embedded professional learning,

prioritization of actions, strategies and

interventions over a (5 year) time period,

explicit expectations for adult and student

practice expectations and a prescriptive and

intentional manner for celebrating progress.



of 24


DO: After planning you must realize your plan-put words into actions. DO Standard 1: Identifying actions, strategies, interventions and determine artifacts and evidence for monitoring and


LK Professionalism 7.8 Demonstrates the importance of professional development by providing adequate time and resources

for teachers and staff to participate in professional learning (i.e. peer observation, mentoring, coaching, study groups, learning

teams)

LK Professionalism 7.9 Evaluates the impact professional development has on the staff/school/district improvement and

student achievement

D 1.4 Embedded Professional Learning within plan Not Addressed Emergent Operational Fully Operational There is little or no evidence of

job-embedded professional

learning identified within the

plan to support adult learning

and professional growth.

There is some evidence of job-

embedded professional learning

opportunities identified within

the plan to support adult

learning and professional

growth. There is little or no

evidence within the plan that

identifies how the anticipated

effect of professional learning

will change adult practices and

how it will be measured.

The majority of the plan

provides evidence of job-

embedded professional learning

opportunities that will support

adult learning and professional

growth. There is some evidence

that identifies how the

anticipated effect of

professional learning will

change adult practices and how

it will be measured. The plan

would be enhanced by

identifying specific job-

embedded modalities (i.e. peer

observations, modeling,

instructional coaching, teacher

meetings)

The entire plan provides evidence for

opportunities of job-embedded professional

learning that will support adult learning and

professional growth. There is clear evidence

that identifies how the anticipated effect of

professional learning will change adult

practices and how they will be measured. The

plan is prescriptive by identifying specific job-

embedded modalities (peer observations,

modeling, instructional coaching, teacher

meetings.)



of 24


Check/Act: Monitor and measure the processes and products against policies, objectives and

requirements. Report the results. Take actions to continually improve process performance. CA Standard 1: Collection of data (who will collect, what will be collected, how to collect data) Determine impact on

student learning. How good is good enough? (Quality)

LK Planning and Assessment 3.5 Collaboratively develops, implements and monitors a school improvement plan that results

in increased student learning.

LK Planning and Assessment 3.6 Collaboratively plans, implements, supports and assesses instructional programs that

enhance teaching and student achievement and lead to school improvement.

CA 1.1 Monitor the implementation of the 5-yr Strategic Plan via the AAP (Annual

Action Plan) Not Addressed Emergent Operational Fully Operational The principal and assistant

principal(s) do not have a

systematic approach to

determine changes and



plan. There is little or no

evidence of how student

learning will be measured or

how adult instructional

practices will change.

The principal and assistant


team members have a

simplistic approach to




plan. This process would be

enhanced with a more

comprehensive approach that

includes evidence of how

student learning will be

measured and how adult

instructional practices are

expected to change.

The principal, assistant


team members have a

comprehensive approach for




plan. This process will be

enhanced by ensuring the

following are evidenced in the

plan: (As a result of


adults will… and As a result of


students will…)

The principal, assistant principal(s) leadership

team members, parents and students have a

comprehensive approach for determining

changes and improvements expected for adults

and students within the plan. It is evident how

student learning will be measured and how

adult instructional practices will change.



of 24


______________________________________________________________ Principal Signature/Date

______________________________________________________________ Evaluator Signature/Date

Comments:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Rating Point Value Number of

Standards Rated at

that Level

Computation

Fully Operational 3 3x ______ =

Operational 2 2x __7____ = 14

Emergent 1 1x ___2___ = 2

Not Addressed 0 0x ______ =

Add the four numbers in the computation column to compute the total score Total = 16



Page 17 of 24


TIMELINE

*XO will also visit your school to perform monitoring visit after review of submitted document.

Item

Person(s) responsible Submit to Date due

Bridge SIP for 1st semester Principal XO N/A

5-year SIP toolkit XOs Principals August 31, 2012

*CSIP monitoring visit # 1 Principal XO October 26, 2012

5-year CSIP (1st draft) Principal XO November 9, 2012

5-year CSIP (Final version) Principal XO December 7, 2012

5-year CSIP Implementation Principal N/A January 4, 2013

*CSIP monitoring visit #2 Principal XO March 29, 2013

*CSIP monitoring visit #3 Principal XO July 6, 2013

*CSIP monitoring visit #4 Principal XO September 28, 2013

Begin Year 2 CSIP work Principal N/A October 12, 2013

5-year, year two CSIP Draft Principal XO November 9, 2013

5-year, year two CSIP Final Principal XO December 6, 2013



Page 18 of 24


Annual Action Plan

Year 2012-13

Focus Area: Student Achievement

Measurable Goal(s):

Language Arts: Increase the percentage of students’ exceeds rate by two (2) percentage points per year.

6th 7th

8th

Reading 42% to 44% 53% to 55% 33% to 35%

Lang. Arts 47% to 49% 29% to 31% 46% to 48%

Math: Improve grades 6 - 8 achievement for all students performing at Level III on the Math portion of the CRCT by 3% from 38% in 2012 to 41% in 2013 (*based on 2011 scores

as benchmark data)

Improve 6th

grade student achievement for students performing at Level III on the Math portion of the CRCT by 3% from 41% in 2012 to 44% in 2013 (*based on 5th

grade 2011

scores as benchmark data)

Improve 7th

grade student achievement for students performing at Level III on the Math portion of the CRCT by 3% from 27% in 2012 to 30% in 2013 (*based on 2011 scores as

benchmark data)

Improve 8th

grade student achievement for students performing at Level III on the Math portion of the CRCT by 3% from 46% in 2012 to 49% in 2013 (*based on 2011 scores as

benchmark data)

Social Studies: Increase the percentage of students’ exceeds rate by three (3) percentage points per year.

6th

Grade: Students will show performance growth from 34.8%-37.8%

7th Grade: Students will show performance growth from 53.7%-56.7%

8th Grade: Students will show performance growth from 28.3%-31.3%

Science: To improve student achievement at all grade levels in the Science content area.

a. To improve 6th grade student achievement by increasing the number of students performing at Level II and Level III on the Science portion of the CRCT by 9% from 75% to

84% using the 2012 scores as benchmark data.

b. To improve 7th grade student achievement by increasing the number of students performing at Level II and Level III on the Science portion of the CRCT by 9% from 76% to

85% using the 2012 scores as benchmark data. c. To improve 8th grade student achievement by increasing the number of students performing at Level II and Level III on the Science portion of the CRCT by 5% from 85% to

90% using the 2012 scores as benchmark data.



Page 19 of 24


School Keys

Strands and

Standards

Actions, Strategies, and

Interventions

Implementation

date/Completion

date

Estimated

Costs and

Funding

Sources, and

Resources

*Primary

Initiative

owner/ Team

members

Evaluation of Implementation of Strategies and Impact on

Student Learning

Artifacts Evidence

C 2.2

C 3.1

Vocabulary

Development –

Teachers will be

provided research on the

effects of vocabulary

development. Content

areas will research and

share strategies

throughout the year on

vocabulary development

strategies.

Ongoing NA All certified

personnel

Vocabulary

development strategies

researched and

developed by each

content area

Vocabulary

assessments by subject

area

Word walls

Vocabulary development will

be documented through

various assessments by each

teacher

Vocabulary development

strategies will be documented

in the teacher lesson plans.

CRCT scores for 2013

A 1.1

A 1.3

A 2.1

A 2.3

Data Analysis –using

pre-assessments for

analyzing data and

planning for instruction.

Subject area meetings

will be held with the

administrators to discuss

the data and plans for

the next area of focus for

each subject.

Ongoing NA All certified

personnel

Data analysis forms for

each subject area with

evidence of planning for

instruction based on the

assessment results

The point data

GRASP data are used

to determine student

areas of weakness and

support is provided with

SIEP/ Extended Day,

HOWL, and morning

tutoring by the teachers

Data analysis forms will be

completed by the teachers to

determine the effectiveness of

the strategies employed

during the unit of study

Lesson plans

CRCT scores for 2013



Page 20 of 24


QAP Quarterly Action Plan

Rationale:

This tool is designed to provide a systemic approach to ensuring the monitoring and allocation of support and

resources to all schools in Henry County. Moreover, through this monitoring process led by the Executive Officers

(of each respective area) in conjunction with school-based leaders (principals) provides the foundation for

ensuring the following:

Develop knowledge and skills to monitor and improve group processes (i.e. leadership teams, data teams,

departments, etc.)

Align professional learning with expected adult outcomes

Describe desired classroom practices and communicate how these practices connect to the school

improvement goals

Monitor a comprehensive plan for conducting ongoing evaluation of the impact of professional

development on teacher practices and student achievement

Use and maximize the use of technology available to enhance teaching strategies and student achievement

How the Quarterly Action Plans will impact and guide the following components necessary for Continuous

Improvement efforts in the district:

AST (Area Support Team) (Mr. Greg Benton, Dr. Raymond Bryant, Jr., Mr. Philip Mellor)

o Data and trends extrapolated by review of QAP’s will be shared, discussed and acted upon

appropriately by AST members

o Provides central guidance and focus for AST members to align themselves with school needs and

areas of support



Page 21 of 24


o Determines/guides level of support providing by AST including time (frequency and duration) and

resources

Content Coordinators, Title, CTAE (Dr. Don Warren)

o Timely review of QAP’s to discuss trends, initiative implementation challenges and/or successes

germane to content coordinators, CTAE and Title 1.

o Provides evidence of successes/challenges of district and school initiatives and subsequent district

level response

o Determines or guides allocation of human, technological or other resources to schools

SACS/AdvanceED (Mr. Tony Pickett)

o Provides systemic process for monitoring implementation of district strategies and initiatives at

district level

o Tangible artifact that yields evidence of challenges and successes with initiatives



Page 22 of 24


Quarterly Action Plan (QAP) From __1_/__31_/__13_ to __1_/31___/_14___

School:____WMS___________ Date completed:____/_____/______

Date reviewed/revised:____/____/____Date reviewed/revised:___/____/___ Date reviewed/revised: __/____/_____

Initiative(s) from SIP Specific Actions planned

Implementation

date/

Completion

date

*Primary initiative

owner

Team members

Evidence of completion or

Status of ongoing work

What’s working? What is not working? What needs

revising?

Data Analysis Data analysis by subject areas August 2013 –

May 2014

Subject area

teachers

Data analysis planning sheets and student

achievement results using the pre/post assessments

Data Analysis

Connections will conduct data analysis

using the Student Learning Objectives

Assessment each nine weeks or 18

weeks.

August 2013-May

2014

Connections

teachers

Data analysis planning sheets and student

achievement results using the pre/post assessments



Page 23 of 24


School Action Plan-Status Report

School Keys: PO 2.3 School Improvement Plant Implementation Monitored: The implementation of the school improvement plan

and its impact upon student achievement data are closely monitored by the administration and the school leadership team.

Submitted by (Team Members):

Key Accomplishments/Artifacts/Data Points: School Keys-PL 1.1 Describe/Provide evidence of how

teachers can articulate what strategies/interventions are being implemented and how the

strategies/interviews of the Annual Action Plan are impacting student learning.

Current Activities: School Keys-PO 3.1 Describe how you use the available materials, financial

resources, and personnel in a manner that enhances student learning.

Challenges/Concerns/Needs: School Keys-Problem Solving Process-Describe any barriers and/or

obstacles that impede the academic achievement or organizational productivity within a school site.

Next Steps: School Keys-PL 1.3 Describe how school leaders and teachers can articulate the next steps for

professional learning and for improving instruction.

*Additional artifacts and information may be requested.

Reviewer, Date & Comments

woodland middle school 2012-2017 continuous school

Documents