Clover Park School District

Plan for Improvement

2014-18

Year 4 of a 4-year plan

(Revised June 2017)

Committee 2016-17 Chair(s) 2016-17 Members 2016-17
Academic Improvement Committee Brian Laubach, Deputy Superintendent Ron Banner, Craig Cook, Kylie Danielson, Moureen David, Diana Dix, Maria Flores, Ray Kurtz, Jan Lonsway, Synette Melluzzo, Jeff Murrell, Erin Vidal, Jim Schell, Holly Shaffer, Kristi Smith, Sara Tips, Michael Vincent, Sean Whalen
District Math Committee
  • Ron Banner, Asst. Supt Elementary Schools
  • Kristi Smith, Dir. Of T&L
  • Michael Vincent, Supervisor T&L
Leadership Committee: Angela Laws – HP, David Young – HS, Eric Murrell – CL, Kristi Smith – T&L, Moureen David – SSC, Rene McCord – CPHS, Robert Preston – LB, Ron Banner – SSC, Steve Seberson – MN, Sheri Warrick – OB, Synette Melluzzo – PL, Tanya Simons – Lakes, Tracy Lund – HL

Teachers: Alexander Brenner – ID, Amy D'Andrea – WB, Anita Rhule – HS, Blair Petersen – EG, Christy Kehr – LV, Emily Reimer – LB, Eric Wiley – Lakes, Jeannita Milton – CT, Jim Schell CPEA, Julie Hyres – BW, Julie Dansby – MN, Julie Grant – MW, Kathy Chapman – RN, Kimberly Valden – CL, Kristen Harris – CPHS, Kristina Brawley – ID, Megan Martinson – ID, Michael Newman –PL. Michael Stipek – LL, Michelle Knoll – CT, Nina Kimmel – HP, Paula Cromwell – MW, Ray Kurtz – LB, Robin Washam – CT, Sean Griffioen – HP, Shawn Poeltl – EG, Sid Galligan – HL, Tanisha Champagne – FH, Veronica Leskajan - DW

District Literacy Committee
  • Ron Banner, Asst. Supt Elementary Schools
  • Kristi Smith, Dir. Of T&L
  • Erin Vidal, Supervisor T&L
Leadership Committee (Elementary): Tess McCartan (T&L), Synette Melluzzo (PL), Paula Gayson (BW), Travis Holmgren (LV), Marianne Rupprecht (EG), Jaclyn Shope (FH)

Elementary Teachers: Lena Childs (PL), Anita Bruscas (DO), Ashley Fields (IW), Susan McPike (HS), Kristin Swenson (BW), Linda Kay (CU), Shelley McClellan (FH), Jesse Larson (TI), Amy Rust (TY), Jennifer Wicks (MW), Balarie McLeod (RN), Allie Forbes (LL), Ellen Leckrone (LL), Maureen Richards (CL), Wendy Bryant (IW), Liz Masunaga (LV), Kathleen Schwartze (LV), Cynthia Emery (HS), Kelsie Roeser (OB), Angela Howard (BW) Emily Bradshaw (CT), Kendra Willingham (CT), Susan Kasun (CT), Jessica Connor (CT)

Leadership Committee (Secondary): Greg Wilson (LB), Cynthia Adams (HL), Karen Mauer-Smith (LHS), Sheila Holter (CPHS), Matt Fiteny (CPHS), Steve Seberson (MN), Sean Whalen (SPED), Rebecca Sprague (WB)

Secondary Teachers: Mary Carlisle (HL), Lupe Jackson (HL), Justin Brooks (LB), David Molten (MN), Judy Norris-Handy (WB), Greg Nelson (HP),

Rachel Parks (CP), Josie Turner (CP), Edee O’Connor (LHS), Kym Beckenhauer (CT), Kim Hartley (CT)

District Science Committee
  • Kristi Smith, Dir. T&L
  • Maria Flores, Supervisor T&L
Leadership Committee: Kristi Smith (T&L), Maria Flores, (T&L) Teachers: Michelle Knoll (CT), Marcy Schafer (CT), Leanna Aker (CT), Charlotte Peck (CL), Thomas Thompson (CU), Teresa Luedeke (HS), Matthew Woolery (LL), Patrice Cable (LV), Janet Coppess (OB), Ryan Smolic (FH), Stefanie Santie (RN), Jason Dearborn (HP), Aaron McDonald (HL), Rhonda Bostick (MN), Kathy Blue (WB), Matthew Fiteney(CP), Phil Aponte (CP), Sarah Nainby (CP), Rich Kuras (LHS), EmilyRose Sherman (HL), Christine Jones (DW), Cathy Turner (PL), Jenny Call (MW), Shelby Leeland (BW), Ian Shelley (HL), Diana Dix (EG), Megan Qualls (DW), Kylie Danielson (RN), Michelle Gallow (LK).

District Instructional Strategies Committee
  • Kristi Smith, Dir. T&L
  • Jan Lonsway, Supervisor T&L
Leadership Committee: Holly Shaffer (Student Services)

Members: Angela Howard (BW), Debra Thierbach (BW), Anne Hundley (CL), Elijah Wideski (CL), Rene McCord (CP), Gretchen Williams (CP), Jim Schell (CPEA), Christine Bingham (CU), Linda Muir (DW), Madison Jacobs (EG), Jeanette Mikita (FH), John Mitchell (FH), Elizabeth Fassnacht (FH), Tabatha Rowden (FH), Hilary Proctor (FH), Kevin Rupprecht (HP), Gary Higgins (HP), Sandy Bonvouloir (HS), Kevin Galbreath (HD), Roeme Kitchen (HD), Jim Pfeiffer (IW), Kristina Brawley (IW), Tracy Waseen (LL), DeWayne Lindh (LK), Andrea Morgan (LK), Jamie Collins (LK), Elizabeth Masunaga (LV), Jennifer Trueit (LV), Ray Kurtz (LB), Robert Preston (LB), Kecia Betts (LB), Will Giorgini (MN), Karen Reynolds (MW), Leila Davis (MW), Carolyn Watkins (FW), Terri Parks (FW), Pebbles Borrero (FW), Adriana Alexander (OB), Corrie Rosasharn (OD), Annamarie Volz (PL), Stephanie Carr (PL), Angela DeShields (RN), Theresa Gumpert (RN), Holly Galbreath (SPED), Tami Moffatt (SSC), Kristi Smith (SSC), Holly Shaffer (SSC), Jeffrey Miller (TL), Nicole Nordi (TP), Kimberly Tarnowieckyi (WB), Chris Longueira (WB)

Glossary of Terms

TERM

DEFINITION

TERM

DEFINITION

GRR

Gradual Release of Responsibility – I do, we do, you all do, you do

WSLS

Washington State Learning Standards – for use in mathematics and English Language Arts

LAP

Learning and Assistance Program – state

funds to support intervention work for struggling students

SB

Smarter Balance assessment

RtI

Response to Intervention – tiered model for support/delivery of services for

struggling students

NGSS

Next Generation Science Standards –

adopted in 2013 by state of Washington as the new K-12 science standards

Sub-groups

Student sub-groups as defined by

Annual Yearly Progress (AYP) by the federal government

MAP

Measures of Academic Progress – used to measure student growth in mathematics

and reading. Developed by NWEA

MTSS

Multi-Tiered System of Support, used when an RtI model includes academic

and social/emotional/behavior support systems

CAs

Common assessments – formative assessments developed by the district in

mathematics, reading, writing, and science to measure student progress in understanding district curriculum

ELL

English Language Learners

PLC

Professional Learning Community(ies)

PD

Professional Development – funded by basic education funds, federal funds, and /or levy

funds

ELA

English Language Arts – reading, writing, listening, and speaking content standards and

skills

MSP

Measures of Student Progress – given to students in 5th and 8th grades to measure student achievement in science

EOC

End of Course assessment used to measure student progress in Biology. Test given in high school after student completes Biology.

Math

Goal 1 Math: All district and school staff will ensure that 85% of our students will meet or exceed grade-level in mathematics

and disparities among all sub-groups will be eliminated as measured by state, district, and classroom assessments.

Objectives and Strategies

Owner/Lead

Start/End

(Timeline)

Resources

Funding

Source

Evaluation Method

Determination of

Success

A. Curriculum Implementation

Across District

1.     Math Curriculum Guides

Teaching & Learning conducts an annual review  of curriculum, instruction, and materials to ensure alignment and integrity of implementation that maintains a bias free curriculum that is both flexible and incorporates the contributions of diverse cultural groups including units, displays, and exchanges that contribute to intercultural and inclusive understanding.

Director of

Teaching and

Learning

Every spring

and implement in 2015-

2018

State Math Standards, CPSD Math

Curriculum Guides, District adopted instructional materials, Feedback from teacher surveys

PD Provided

Levy

Published to district

webpage annually by August all new and revised curriculum guides

K-12 Mathematics

Curriculum Guides accessed by teachers to develop lessons for instruction.

2. Principals ensure that teachers

implement district adopted curriculum

Assistant

Superintendents

Ongoing

District curriculum guides

District curriculum calendars

PD Menu:

-  Teacher Academy

-  DRST

-  Title II Days

Informal/Formal

Observation Report

Evidence

Secondary communicate syllabi and use of district curriculum & assessments

Teachers implement

the district-developed curriculum.

3. Principals ensure instructional time

and instructional delivery of math curriculum is implemented with fidelity and meet State Math Standards – as indicated in the CPSD curriculum; and 8 Mathematical Practices

Assistant

Superintendents

2012-2018

District curriculum guides

District curriculum calendars

PD Menu:

-  Teacher Academy

-  DRST

-  Title II Days

Informal/Formal

Observation Report

Evidence

Teachers implement

the math instructional delivery with fidelity.

CCSSM is implemented with fidelity.

4. Principals ensure teachers integrate

instructional technology to support core and intervention instruction:

- District adopted curriculum/instructional embedded assessments

- Technology based education instruction

Assistant

Superintendents

Executive Director of Teaching and Learning

Directors of Teaching

& Learning, Information

Technology &

Assessment

2012-2018

District Technology Improvement

Plan (TIP)

PD Menu:

-  Teacher Academy

-  DRST

-  Title II Days

Professional

Development Plan

Informal/Formal Observation Report Evidence

Teacher attendance

Teachers use the technology resources during instruction.

5. Teaching & Learning provides PK-12

training in curriculum guides, state standards, mathematical practices, and the use of time within math blocks.

Director of

Teaching & Learning

2013-2018

State Math Standards, CPSD Math

Curriculum Guides, District adopted instructional materials

Levy

Schedule of quarterly

trainings

Teacher reflection

Teacher attendance

Teachers implement new learning during instruction

6. Lesson Planning Elements

Principals will ensure teachers plan lessons using the district-adopted lesson planning elements to address the learning of ALL

THEIR STUDENTS and to prepare all

students for the next grade level:

1) Expectations for Learning

(learning targets)

2) Learning Activities

3) Differentiated Instruction

4) Student Engagement

5) Assessment Criteria; and Gradual

Release of Responsibility (GRR)

Assistant

Superintendents

Ongoing

District Curriculum Guides

PD Menu:

-  Teacher Academy

-  DRST

-  Title II Days

Informal/Formal

Observation Report

Evidence

The lesson planning

elements are evident in teachers’ lessons.

7. Integrate the 2014 ELL English Language

Proficiency Development (ELPD) standards into district math curriculum.

Director of Teaching

and Learning

June 2017

District

Unit planning professional development

Compensatory Programs

ELL staff and T&L Supervisor for math

Levy

Title III

Published to district

webpage

Implementation in fall 2018

B. Assessments

1. Teaching & Learning and the Assessment

Office ensures assessments are developed and available to measure the effectiveness of the instruction/learning & aligned to state standards and assessments.

Executive Director of

Teaching and Learning, Directors of Teaching and Learning and Assessment

Ongoing

* Assessment tools

*Versifit – data dashboard

*My School Data – Skyward

*Assessment upload matrix

*Data mining requirements

*OSPI data bases

Levy

Assessment Plan

Written Assessments

Assessments are

available for use by classroom teachers.

2. Principals ensure data results are actively

used to inform and modify instructional efforts that positively impact the achievement gap.

Assistant

Superintendents

Directors of Information Technology and Assessment

Ongoing

Assessment tools

Versifit – data dashboard

My School Data – Skyward

Assessment upload matrix

Data mining requirements

PLC protocol

OSPI data bases

PLC meeting where

applicable according to the assessment plan

PLC protocol

Assessments are used

to inform instruction and modify instructional efforts.

Student growth goals are met.

(Timeline)

Source

Success

3. Principals ensure that teachers

monitor student growth by ensuring assessment (MAP, CAs, IABs, progress monitoring) data is used by teachers to identify students to provide differentiated instruction, re-teaching, interventions, and/or enhancements to positively impact the achievement gap.

Assistant

Superintendents

Directors of Information Technology and Assessment

Ongoing

Assessment tools

Diagnostics & Progress

Monitoring

Versifit – data dashboard

My School Data – Skyward

Assessment upload matrix

Data mining requirements

OSPI data bases

PLC Meeting

schedule developed

Assessments are used

to inform instruction and modify instructional efforts.

Student growth goals are met.

C.  Engagement of All Staff

1. Principals promote teacher participation in

district-led and building-based Professional Development opportunities to develop culturally responsive personnel who demonstrate the use of culturally responsive pedagogy.

Assistant

Superintendents

Ongoing

District Professional

Development Plan

PD Menu:

-  Teacher Academy

-  DRST

-  Title II Days

PD Attendance

sign in sheets/forms

All teachers are

implementing the CPSD curriculum and effective mathematical instructional and culturally responsive practices.

D. Interventions

1. Principals ensure that teachers follow the

RtI/MTSS model:

TIER ONE: All students will receive Tier I instruction. Students may receive differentiated instruction during core instruction. Intervention materials are not to replace core materials during core instructional time.

TIER TWO: Identified students will be served through Basic, LAP, Title I, ELL, or SPED resources during the school day through push-in or pull-out services in addition to their core instructional time.

TIER THREE: Students needing Tier III services will receive them in addition to Tier I and Tier II services.

- Efforts to eliminate disparities in achievement, course placement, and program placement.

Assistant

Superintendents

Ongoing

Interventionist

RtI/MTSS materials

PD Menu:

-  Teacher Academy

-  DRST

-  Title II Days

LAP

Title I Title III Basic SPED

MAP

SB Summative

Assessments

IABs

Common

Assessments

Schedule of

Interventions

All students are served.

2. Teaching & Learning supports 6-8 teachers in the

continued implementation of compacted math curriculum with fidelity.

- Provide access to all students small group enrichment

Director of

Teaching

& Learning

Ongoing

PD Menu:

Compacted math

Curriculum

K-5 Enrichments by

Module

Title I / LAP

DoDEA

Increase number of

students successfully completing compacted math curriculum and entering higher levels of math.

Teachers of

compacted math curriculum are supported.

E. Transitions

1. Principals prepare students for

transitions between levels using the Math Course Sequence document for College and Career Readiness (revised in SY15-16)

PK- K

5th – 6th

8th – 9th

12th to college + career

Assistant

Superintendents

Annually

Math Course

Sequence for College and Career Readiness (Transition Document)

Student Placement

Grades

Test scores – MAP scores sent to feeder schools in spring for scheduling

Graduation rate

2. Teaching & Learning assists in

developing a plan (and communicates

the plan) for district collaboration for math teachers elementary/middle, and middle/high

Executive

Director of

Teaching

& Learning, Director

of Teaching and

Learning

Annually

Plan for district

Collaborations & Summer Teacher Academy

Basic

Attendance of

participating principals and teachers

Teachers collaborate

3. Develop a plan to monitor and/or serve

transitioned ELL students

- Efforts to eliminate disparities in achievement, course placement, and program placement.

Director of

Teaching & Learning

Fall 2015 begin implementation

Full implementation by Spring 2018

ELL Handbook - Guidelines

TBIP

Distribute to ELL

teachers.

Monitor the performance of students not meeting state standard who have transitioned from ELL support services

Guidelines on  how to serve students who

transitioned out of ELL

services are communicated from

Compensatory Programs

F.  Professional Development

1. Assistant Superintendents and Teaching & Learning

ensure that District and Principal PD are aligned to district established goals, professional practices and RtI framework.

Professional development opportunities on a) State Math standards

b) SB Assessments

c) Unit/Lesson planning, the use of district curriculum, and the use of aligned assessments. d) IAB and Airways

e) My School Data – Skyward f) Data Dashboard - Versifit

Assistant

Superintendents

Executive Director of Teaching and Learning

Directors of Teaching and Learning, Information Technology and Assessment

Ongoing

PD Menu:

-  Teacher Academy

-  DRST

-  Title II Days

Online learning platform for staff

Title II

Levy

PD Survey

Reflection Forms

Number of free clock hours awarded

Committee attendance

Teachers use district

instructional and professional practices day-to-day

2. Teaching & Learning provides

professional development for teachers in the use of instructional technology in core and intervention instruction.

Laptops, iPads Manipulatives Calculators

TI-Nspire handhelds/Navigators Interactive projectors and SMART software Assessment/Data tools

Others

Executive Director of

Teaching & Learning

Directors of Teaching and Learning, Informational Technology Services, and Assessment

2011-2018

Conduct a baseline

of technology

available in schools to determine where additional resources

are needed

Levy

Basic

Grants

Professional

Development Plan

Teacher reflection surveys

Teacher attendance

Teachers use the technology resources during instruction.

G. Communications: Parent and Community

1. Principals will ensure that parents (and

community) will be actively encouraged to have an increased role in assisting students achieve in math by:

a) Setting common criteria for involving parents and community in support of math in their school; b) Focusing on targeting Math using SB

released items and information;

c) Developing a baseline of activities for school, family, and community partners to support this goal. Work with appropriate district departments to ensure that a strategy is integrated with district systems;

d) Developing a comprehensive communication plan to share the goal, its related resources and materials, with all

stakeholders.

e) Communicate math pathways document to parents and students

Assistant

Superintendents

Ongoing

Parent Connections

Council

Director of Community

Relations

Executive Director of

Teaching &

Learning

Director of Assessment

& Evaluation

State learning

standards and released

assessment items

Basic Ed

Title I Title III

Sign-in/reflection sheets

from parent involvement activities

Increase in the number of parents/community members

participating in district- and school-led activities

Literacy

Goal 2 Literacy: All district and school staff will ensure 85% of our students will meet or exceed grade-level in literacy and

disparities among all sub-groups will be eliminated as measured by state, district, and classroom assessments.

Objectives and Strategies

Owner/Lead

Start/End

(Timeline)

Resources

Funding

Source

Evaluation

Method

Determination of

Success

A. Curriculum Implementation Across District

1. ELA Curriculum Guides:

Teaching & Learning conducts an annual review of curriculum, instruction, and materials to ensure alignment and integrity of implementation that maintains a bias free curriculum that is both flexible and incorporates the contributions of diverse cultural groups including units, displays, and exchanges that contribute to intercultural and inclusive understanding.

Director of

Teaching and

Learning

Ongoing

ELA State Standards,

CPSD

ELA Curriculum Guides, District adopted instructional

materials, feedback

from teacher surveys

Levy

Published to

district webpage

K-12 ELA Curriculum

Guides accessed by teachers to develop lessons for instruction.

2. Principals ensure that teachers implement

district adopted curriculum and materials.

Assistant

Superintendents

Ongoing

Curriculum Guides

Consultant Teachers

Basic

Informal/Formal

Observation Report

Evidence

Secondary communicate syllabi including use of district curriculum and assessment

Teachers implement the

district-developed curriculum.

3. Principals ensure instructional time and literacy

instructional delivery is implemented with fidelity and meet:

- Washington State Standards for ELA (CCSS ELA) as indicated in CPSD curriculum

- ELA shifts

Assistant

Superintendents

2012-2018

Curriculum Guides

Basic

Informal/Formal

Observation Report

Evidence

Teachers implement literacy

instruction to time guidelines and standards adopted.

4. Principals ensure teachers integrate instructional

technology to support core and intervention instruction:

- District approved technology based education

Assistant

Superintendents

Executive Director of Teaching and Learning

Directors of Teaching& Learning, Information Technology & Assessment

2012-2018

District Technology

Improvement Plan

(TIP)

PD Menu:

-  Teacher Academy

-  DRST

-  Title II Days

Basic

Professional

Development Plan

Informal/Formal Observation Report Evidence

Teachers use the

technology resources in the district during daily classroom instruction

5. Lesson Planning Elements:

Principals will ensure teachers plan lessons using the district-adopted lesson planning elements to address the learning of all students and to prepare all students for the next grade level:

1) Expectations for Learning

(learning targets)

2) Learning Activities

3) Differentiated Instruction

4) Student Engagement

5) Assessment Criteria; and Gradual

Release of Responsibility (GRR)

Assistant

Superintendents

Ongoing

Professional

Development Consultant Teachers BEST Mentors

Basic

Informal/Formal

Observation Report

Evidence

The lesson planning

elements are evident in

teachers’ lessons.

6. Integrate the 2014 ELL English Language

Proficiency Development (ELPD) standards into district ELA curriculum.

Director of

Teaching & Learning

June 2017

District unit planning professional

development

Compensatory Programs ELL staff and T&L Supervisors for ELA

TBIP

Distribute to ELL

teachers

Establish a baseline of the number of students not meeting state

standard who have transitioned from ELL support

services

ELL transition plan developed and

communicated for implementation in fall

2018

B. Assessments

1. The Assessment department ensures

assessments are developed and available to measure the effectiveness of the instruction/learning aligned to curriculum and state standards.

Executive Director of

Teaching and Learning, Directors of Teaching and Learning and Assessment

Ongoing

i-Ready, MAP, SB,

IAB, Assessment

Calendar

Versifit – data dashboard

My School Data –

Skyward

Assessment upload matrix

Data mining requirements

Basic

Assessment Plan

2. Principals ensure data results are actively used to

inform and modify instructional efforts to positively impact the achievement gap.

Assistant

Superintendents

Directors of Information Technology and Assessment

Ongoing

i-Ready, MAP,

DIBELS NEXT, SB, IAB, and other aligned

assessments

Versifit – data dashboard

My School Data –

Skyward

Assessment upload matrix

Data mining requirements

Teaching and

Learning

Compensatory

Programs

PLC

Meetings

Assessments are used to

inform instruction

and modify instructional efforts.

Student growth goals are met in classes and sub groups.

3. Principals ensure that teachers monitor student

growth by ensuring assessments (DIBELS Next, i- Ready, MAP, SB, BAS, progress monitoring, diagnostics) data is used by teachers to identify students to provide differentiated instruction, re- teaching, interventions, and/or enhancements.

Assistant

Superintendents

Directors of Information Technology and Assessment

Ongoing

i-Ready, MAP,

DIBELS Next, SBA, BAS

Versifit – data dashboard

My School Data –

Skyward

Assessment upload matrix

Data mining requirements

Teaching and

Learning

Compensatory

Programs

PLC

Meetings

Assessments are used

to inform instruction and modify instructional efforts

C. Engagement of All Staff

1. Principals promote teacher participation in

district-led and building-based Professional Development opportunities to develop culturally responsive personnel.

Assistant

Superintendents

Ongoing

District Professional

Development Plan

Basic

PD Attendance

sign in sheets/forms

All teachers are

implementing the

CPSD curriculum

D. Interventions

1. Principals ensure that teachers follow the RtI/MTSS

model:

TIER ONE: All students will receive Tier I instruction. Students may receive differentiated instruction during core instruction. Intervention materials are not to replace core materials during core instructional time.

TIER TWO: Identified students will be served through Basic, LAP, Title I, ELL, or SPED resources during the school day through push- in or pull-out services in addition to their core instructional time.

TIER THREE: Students needing Tier III services will receive them in addition to Tier I and Tier II services

Assistant

Superintendents

Ongoing

Interventionist

RtI materials

LAP

Title I Compensatory Basic

SPED

MAP

SB Summative

Assessments

IABs

DIBELS

i-Ready

All students are

served

E. Transitions

1. Principals prepare students for transitions

between levels: PreK – K

5th  – 6th

8th  – 9th

12th to college + career

Assistant

Superintendents

Ongoing

Teaching and

Learning will develop a course sequence document for ELA and Social Studies to assist

Basic

Student

Placement

Test scores – MAP scores

sent to feeder schools in spring for scheduling

Graduation rate

2. Develop a plan to monitor and/or serve transitioned ELL

students.

Director of

Teaching & Learning

Fall 2015 begin

implementation

Full implementation by Spring 2018

Committee work

TBIP

Distribute to ELL

teachers

Number of transitioned students not meeting state standards

ELL transition

plan developed and communicated for

implementation in

fall 2018

F. Professional Development

1. Assistant Superintendents and Teaching & Learning

ensures that District and Principal PD are aligned to district established goals.

Professional development opportunities on:

a) ELA standards, strategies and materials

b) Smarter Balanced ELA Assessment Design (Claims and

Targets)

c) Unit and lesson planning

d) Professional Learning Communities

e) Instructional technology as it relates to ELA

curriculum and materials f) IAB and Airways

g) My School Data – Skyward

h) Data Dashboard - Versifit

Assistant

Superintendents

Executive Director of Teaching and Learning

Director of Teaching and Learning, Information Technology and Assessment

Ongoing

PD Menu:

- Teacher Academy

- DRST

- Title II Days

Online learning platform for staff

Title II

Levy

PD Survey

Reflection Forms

Number of free clock hours awarded

Committee attendance

Teachers use district

professional practices day-to-day

G. Communication: Parent and Community

1. Principals will ensure that parents (and community) will

be actively encouraged to have an

increased role in assisting students achieve in literacy by:

a) Developing a baseline of activities for school, family, and community partners to support literacy

b) Developing a comprehensive communication plan to share the goal, its related resources and materials, with

all stakeholders

c) For K-4 families: Develop with families a home/school strategies plan to implement for all students performing below grade level in reading

Assistant

Superintendents

Ongoing

Director of Community

Relations

Executive Director of

Teaching and Learning

Directors Teaching and Learning, and Assessment and Evaluation

Director of Student

Services

SB & ELA shift(s)

materials

OSPI K-4 recommended intervention strategies list

Basic

Annual Parent Survey

Parent-Teacher

Conference Attendance

Plan developed and

shared with assistant superintendent

Science

Goal 3 Science: All district and school staff will ensure that 85% of our students will meet or exceed grade-level in science and

disparities among all sub-groups will be eliminated as measured by state, district, and classroom assessments.

Objectives and Strategies

Owner/Lead

Start/End

(Timeline)

Resources

Funding

Source

Evaluation

Method

Determination of

Success

A. Curriculum Implementation Across District

1. Science Curriculum Guides:

Teaching & Learning conducts an annual review  of curriculum, instruction, and materials to ensure alignment and integrity of implementation that maintains a bias free curriculum that is both flexible and incorporates the contributions of diverse cultural groups including units, displays, and exchanges that contribute to intercultural and inclusive understanding.

Director of

Teaching and

Learning

Spring & Summer

2015

and implement in

2015-2016, and

2016-2017, and

2017-18

Next Generation Science

Standards (NGSS), OSPI Science Standards, CPSD Science Curriculum Guides, District adopted instructional materials, feedback from teacher

surveys

PD Provided

Levy

Published to

district

webpage

K-12 Science

Curriculum Guides accessed by teachers to develop lessons for instruction.

2. Principals ensure that teachers implement

and teach district approved curriculum.

Assistant

Superintendents

Ongoing

District science curriculum guides

Basic

Informal/Formal Observation Evidence

Teachers implement

the district-developed curriculum.

3. Principals ensure instructional time (define

instructional time for elementary & secondary) and

science instructional delivery of science curriculum is implemented with fidelity and meet:

a. Next Generation Science

Standards and OSPI Science Standards as indicated in CPSD curriculum

b. Science & Engineering Practices

Assistant

Superintendents

2015-2018

Next Generation Science

Standards (NGSS), OSPI Science Standards, CPSD Science Curriculum Guides, District

adopted instructional materials

Basic

Informal/Formal Observation Evidence

Elementary school schedules reflect science instruction during the week

Teachers implement

the science instructional delivery with fidelity.

GRR is implemented during instruction.

NGSS transition plan is implemented with fidelity in K-5

4. Lesson Planning Elements

Principals will ensure teachers plan lessons using the district-adopted lesson planning

elements to address the learning of all students

and to prepare all students for the next grade level:

1) Expectations for Learning (learning targets)

2) Learning Activities

3) Differentiated Instruction

4) Student Engagement

5) Assessment Criteria; and Gradual

Release of Responsibility (GRR)

Assistant

Superintendents

ongoing

District Guides

NGSS

OSPI science standards

CPSD Lesson Plan

Elements

5E Science Lesson Planning

Model

Basic

Informal/Formal Observation Evidence

The lesson planning

elements are evident in teachers’ lessons.

5.Integrate the 2014 ELL English Language

Proficiency Development (ELPD) standards into district science curriculum

Director of

Teaching

and Learning

June 2017

ELPD standards

Science curriculum guides

Unit planning professional development

Compensatory

Programs

ELL staff and T&L Supervisor for science

Title III

ELDs embedded

in district science curriculum

guides

Implementation in fall 2018

B. Assessments

1. Teaching & Learning and the Assessment Office

ensures assessments are developed and available to measure the effectiveness of the instruction/learning & aligned to state standards and assessments.

Executive

Director of Teaching and Learning, Directors of Teaching and Learning and Assessment

Ongoing

NGSS-like assessments

provided by Teaching & Learning

PLC protocol

Versifit – data dashboard

My School Data – Skyward

Assessment upload matrix

Data mining requirements

Basic Ed

Written

assessments are available

PLC Schedule

Teacher participation

High quality

assessments are developed and/or selected and implemented according to the timeline

2. Principals ensure that data results are actively used in PLCs to inform and modify instructional

efforts.

Assistant

Superintendents

Directors of Teaching and Learning and Assessment

Ongoing

CAs and other district assessments

NGSS assessment

PLC Protocol

Versifit – data dashboard

My School Data – Skyward

Assessment upload matrix

Data mining requirements

Teaching &

Learning

PLC Meetings

once a month where applicable according to

the

assessment plan

Assessments are

used to inform instruction and modify instructional efforts.

Student growth goals are met in classes and sub-groups

C.  Engagement of All Staff

1. Principals ensure that there is teacher

participation in district-led and building-based

Professional Development that are culturally responsive pedagogy.

Assistant

Superintendents

Ongoing

Professional

Development Plan

Title II

DoDEA grants

PD attendance

sign-in sheets

Teacher participation in science

trainings

D. Interventions

1. Extended Day

Principals ensure that teachers follow district’s extended day elementary science program for all 16 Elementary schools, and continue DoDEA pilot in two middle schools and 1 high

Assistant

Superintendents

2015-2018

Extended day science program

Levy

DoDEA Invitational

100% of schools

participate in

district-led science

Students participate in

school and district-led science extended day program

E. Transitions

- Monitor and/or serve transitioned ELL

students

Director of

Teaching & Learning

Fall 2015 begin implementation

Full implementation by Spring 2018

ELL Handbook - Guidelines

TBIP

Collaboration between the ELL staff and general ed

teachers

Number of transitioned students meeting state standard s

Transitioned students are meeting state standards.

F.  Professional Development

1. Assistant Superintendents and Teaching &

Learning ensure that District and Principal

PD are aligned to district established goals, professional practices and RtI framework.

a) Ongoing professional development opportunities on NGSS

b) Professional development opportunities on

Science Assessment Design

c) Sufficient and ongoing professional development to support teachers in creating unit/lesson plans, the use of district curriculum, and aligned assessments.

d) Professional development opportunities about PLC process to science teachers.

Assistant

Superintendents

Executive Director of Teaching and Learning

Directors of Teaching and Learning, Instructional Technology, and Assessment

Ongoing

PD Menu:

- Teacher Academy

- DRST

- Title II Days

Online learning platform for staff

PD Menu:

PD Survey

Reflection

Forms

Number of free clock hours awarded

Committee attendance

Teachers use district

professional practices day-to-day

2. Teaching & Learning supports teachers in the

use of and integration of instructional technology: Laptops/iPads

Manipulatives/Calculators

Online Websites

TI-Nspire handhelds TI Navigators Interactive projectors Smart software, Science Probes, Software

Websites,

Assessment data tools

Others

Executive Director of

Teaching & Learning

Directors of Teaching and Learning, Information Technology Services and Assessment

2015-2018

District Guides

NGSS

OSPI science standards

Online learning platform for staff

DoDEA grants

Basic Ed

Professional

Development Plan

Teacher reflection surveys

Informal/Formal Observation Evidence

Teacher attendance

Teachers use the technology resources during instruction.

G. COMMUNICATIONS: Parent and Community

1. Principals will ensure that parents (and

community) will be actively encouraged to have an increased role in assisting students achieve in science by:

a) Setting common criteria for involving parents and community in support of

science in their school;

b) Focusing on targeting NGSS Science and state science standards using released items and information;

c) Providing activities for school, family, and community partners to support this goal. Work with appropriate district departments

to ensure that a strategy is integrated with

district systems;

d) Developing a comprehensive communication plan to share the goal, its related resources and materials, with all stakeholders.

Assistant

Superintendents

Ongoing

Parent Connections Council

Director of Community

Relations

Executive Director of Teaching & Learning

Directors of Teaching and

Learning, and Assessment

& Evaluation

NGSS & OSPI science standards and released

assessment items

Basic Ed

Title I Title III

Sign-in/reflection

sheets from parent involvement activities

Increase in the

number of parents/communit y members participating in district- and

school-led activities

2. Principals ensure that schools implement the

STEM Fair process

·  STEM projects to include science, technology, engineering, math

·  Online scoring

·  Online registration

·  School STEM Fair to involve parents and community members

·  All schools to participate in the district annual STEM Fair

Assistant

Superintendents

2015-2018

STEM Fair committee

Updated STEM Fair resources

T & L

School participation

in the annual district

STEM Fair

100% school

participation in the annual district STEM Fair

Professional Practice

Goal 4: As a result of professional practices, & intentional strategies all students will grow academically a minimum of one year & students below grade level will grow academically a minimum of 1.5 years; & the district graduation rate will reach 85% or greater by June 2018

Objectives & Strategies

Owner/Lead

Start/End

(Timeline)

Resources

Funding

Source

Evaluation

Method

Determination of

Success

A. Engagement of All Staff

1.     Principals ensure resident teachers receive mentoring by trained

mentor that includes:

- Collaborative planning

- Reflective, data-driven conversations around

evidence of student learning

- Facilitation of professional growth planning using Danielson instructional model

- Facilitated instructional rounds to observe master teachers

Assistant

Superintendents

Ongoing

Release Time or Compensation for Resident Teachers to Meet with Assigned Mentor

BEST

Principals Collect

& Review Informal/Formal Observation Report Evidence

Proficient Status or Better on Informal/Formal Observation Report Evidence

B. Professional Development

1.     Implement MTSS to include RtI & PBIS

Directors of Student Services, Teaching and Learning, and Special Education

Executive Director of

Teaching & Learning

Assistant

Superintendents

Ongoing

Student Services, Teaching & Learning, & SPED Departments

Teaching

& Learning DoDEA BEST

Published in District RtI/MTSS Plan

RtI & PBIS Plans Accessed by Schools to Develop Behavior Intervention Support for Students.

2.     Implement 5-year induction model for resident teacher support to include:

·   Quality mentorship

·   Quality orientation

·   Targeted PD

·   Mentor PD

·   Student-teacher selection, support, & hiring practices

Executive Director of

Teaching & Learning

Director of Teaching and

Learning

Ongoing

Consultant Teachers Serving as

Mentors

Pay for After-School Trainings

District Release Time for

Instructional Rounds

Executive Director of Human

Resources

BEST

Annual Resident

Survey

Annual Principal

Survey

New Teachers Achieve Full Certification within 5 Years

Student Teachers Employed by the District

Teacher Retention

Rate

Teachers Retained for Multiple Years of

Service

New Teachers Achieve Overall Proficiency or Better on Annual Evaluations

National Board &/or Professional

Certification

3.     Develop induction model for new administrators, deans & interns to include:

·   Quality mentorship

·   Quality orientation

·   Targeted PD

·   Mentor PD

·   Administrative intern selection, support & hiring practices

Assistant

Superintendents

Ongoing

Executive Director of Human

Resources

Basic

Annual Principal

Survey

Admin Interns are Employed by the District

Principals Retained for Multiple Years of Service.

New Principals Achieve Overall Proficiency or Better on Annual Evaluations.

4.     District teacher PD aligned to:

·   Student achievement /

instructional content

·   Instructional framework

·   RtI & PBIS framework

·   Language acquisition strategies

·   Behavior/attendance model

·   District technology plan

·   Informal/formal observation data

·   5-year induction model

Executive Director of

Teaching

and Learning,

Director of Teaching and

Learning

Ongoing

Teacher Academy

Title II Days

Committee Attendance

Basic Title II Levy DoDEA LAP

PD Survey

Reflection Forms

Number of Free Clock Hours Awarded

Teachers Use District Professional

Practices Day- to-Day

Teacher PD Survey Data

5.     Building teacher PD aligned to district:

- Student achievement /

instructional content

- Instructional framework

- RtI/MTSS framework

- Language acquisition strategies

- Behavior/attendance model

- District technology plan

- Informal/formal observation

report evidence

- 5-year induction model

Assistant

Superintendents

Ongoing

Building TRI Teaching & Learning

Building TRI Basic

Title II Levy DoDEA LAP

SIP/PD Plan Per Building by October 2014

Reflection Forms

Informal/Formal Observation Report Evidence

Teachers Use District Professional

Practices Day-to-Day

6.     Principals participate in PD aligned to district established goals when needed in:

- Parent engagement strategies

- Working with ELL parents/use of interpreters

- Use of common tools (e.g.,

Blackboard Connect, Web

Pages)

- Transition activities

- Orientation activities

- Student behavior and attendance

Assistant

Superintendents

Ongoing

Principal Meetings

Basic

Annual Principal

Survey

Reflection Forms

Increased Parent & Family Participation in School-Based Activities

G. Communications: Parent & Community

1.     Notify public regarding PD activities via district website or newsletter, include emphasis on academic issues

Director of Community

Relations Office

Ongoing

ITS

Community Perception Survey

Data

CEE – EES Parent Survey Data

Marketing Survey

Twitter, Facebook, District App

Promotional materials

Basic

Community Perception Survey Data

CEE – EES Parent Survey Data

Marketing

Survey

Improved Results on Periodic

Parent/Community Surveys

2.     Principals update school website message & school calendar; send out school newsletter & Connect-Ed message at least once a month

Assistant

Superintendents

Ongoing

ITS

School Webpages

Basic

CEE- EES Parent

Survey Data

Improved Results on Periodic

Parent/Community Surveys

3.     Principals track & monitor parent & teacher participation in parent- teacher events (open houses, parent-teacher conferences)

Assistant

Superintendents

Ongoing

Parent Involvement Coordinator

Staff Meetings

Basic

Parent Surveys

Parent Attendance

Increased Parent & Family Participation in School-Based Activities

4.     Principals regularly monitor &

ensure:

- Teachers use Skyward parent access features

- Teachers enter assessment & evaluation scores in skyward within 1 week of receipt

- Grades are to be posted before an assignment is marked missing in the gradebook

- Progress monitoring data is entered in databases

- Staff responsible for discipline &

attendance update Skyward within 1 day of absence / incident

- Office staff track monthly withdrawn students to ensure

enrollment in receiving school

Assistant

Superintendents

Directors of Teaching and Learning, and Information Technology

Ongoing

Skyward

PD Menu

-Teacher Academy

- DRST

- Title II Days

Online learning platform for staff

Basic

Grade Book Postings by Teacher

Homework Calendar Postings by Teacher

Progress Monitoring Data Print-Outs

Attendance

Records

Behavior Referral

Data

Increased Parent Involvement

5.     All principals provide assistant superintendent with annual parent engagement plan by Oct. 30 that includes:

- Back-to-school open house opportunity

- Parent communication on

college bound, summer school, graduation plan, fall & spring conferencing

- All-parent involvement in fall conferences

- Parent involvement in spring conferences (focus on at-risk students)

- Conference plan for students performing below standard at mid-quarter

- Plan for engaging parents in curriculum goals, assessment targets & homework support

Assistant

Superintendents

Ongoing

Parent Involvement Coordinator

Title I

 

Compen satory Program s

 

Basic

 

Mini Grants

Parent

Engagement Plan

 

Attendance

Records

 

Parent Surveys

 

Increased Parent Participatio n

Increased Parent Involvement

6.     Principals develop plan for transitioning students from one level to next (PK-K, 5-6, 8-9, 12- College/Career):

- Parent communication

- Spring informational events for parents

- Students & parents site visits

- Student site visits during school day

- Letters in enrollment packets

- Open house events before start of school

Assistant

Superintendents

Ongoing

Student Services

 

Teaching & Learning

Compensatory Programs

Basic

Parent

Engagement Plan

 

Attendance

Records

 

Parent Surveys

 

Increased Parent Participatio n

Increased Parent Involvement