Week+7+Data+Driven+Decisions

====Team after reviewing each team members comments in our Voice Thread, place what you feel are the top three needs (goals) here. The Reporter will then select the top three choices and place on the School Improvement Chart located in[| Google Docs]. Team members will then complete the chart identifying the following information:==== ====Action Steps: What broad steps are needed to reach the goals? What has to happen? What will teachers do? When identifying steps for achieving a goal, remember that the overall steps should either have a direct impact on students or be an important step preparing to have impact, such as ongoing professional development and instructional preparations.==== ====**Benchmarks:** How will you check implementation of each step towards meeting the goal? This can be accomplished in many ways, from teachers’ submitting implementation check sheets to school administrators doing walk through observations to verify progress toward the goal.==== ====How will you check implementation of each step towards meeting the goal? This can be accomplished in many ways, from teachers’ submitting implementation check sheets to school administrators doing walk through observations to verify progress toward the goal.==== ====**Desired outcomes:** What are your reasonable and measurable outcome(s) for the goal? In other words, how will you evaluate the effectiveness of your actions? The obvious answer is through improved student performance as evidenced by increased test scores. Remember, while the steps to reach a goal involve what teachers will do, the effectiveness of those actions emerges in changes in student performance.====

What gaps do you see in student performance, particularly when looking at subgroups? || 1. Provide professional support for regular and special education teachers to differentiate for special education students. 2. Improve use of ELL instructional strategies for all teachers. 3. Increase technological aptitude and awareness for teachers through professional development. || ﻿1, 2, & 3. || 1. Work through shared governance structure to agree on primary goals and prioritize them. (department chair meeting ideal) This will focus the enitre school on a few specific goals.
 * ===Question addressed:=== || ====**Goals For the Calm Waters Middle School**:==== || ===**Responsibilities:** Who is the person(s) that is responsible for making sure the steps to reach the goal occur?=== || ====**Action Steps:**==== || ====**Benchmarks:**==== || ====**Desired outcomes:**==== ||
 * ====** John Binnert **====

2. Create PLC outline to include benchmarks for completion of multiple tasks related to each goal to ensure participation of every teacher.

3. Monitor and evaluate as the PLC meetings transpire. This should include classroom observations and instructional modeling.

4. Refine through department chair meetings.

5. Repeat steps 2 - 4 as needed ad infinitum, allowing educational philosophy, school vision, best pratices, and student input to "rule the roost" of the conversation. || August - September: Department chairs meet and discuss the results of the state testing window. Goals are shared and prioritized.

September: PLC outline created with PLC coordinator. Necessary trainings and questionnaries on technology, special education, sheltered instruction, etc. are designed and given budget room.

September - December: Principal, AP, department chairs, general ed teachers, and special ed teachers observe each other with focus areas on technology use, language acquisition instruction, and differentiated instruction. PLC meetings are continually evaulated, discussed, and defined at department chair meetings.

January - ?: Department chairs bring questions and answers about and to the three primary goals of Clear Waters MS to the department chair meetings. Revisions to the PLC model are done on an as-needed basis, and the transition from classroom success to high-stakes testing success is discussed, both in philosophy and reality. More professional development opportunites (some mandatory but most optional) are provided for all faculty members. || 1. HIGHER QUALITY TEACHING and Positive School Culture created through continual dialogue and instructional develpment/philosophy.

2. Increased student awareness, curricular achievement, and most importantly, confidence.

3. Students are more prepared for the 21st century workforce through technology applications learned at Clear Waters.

4. School meets AYP and makes the superintendent and state/federal bureaucrats happy. ||
 * ==== Jon Bruno- What are the technology ====

uses and needs with in the school?
|| Move the Calm Waters Middle School towards 21st century technology skills. Also- The rewriting of the schools improvement plans to reflect technology integration and student achievement. || * __//**All stakeholders-**//__ **which includes (from top to bottom) Superintendent, Principal, Teachers, Parents** || * **1. Creation of professional development training sessions to address current and future school wide technology integration** > **2.Creation of a school wide committee that includes all stakeholders - the plan must address proper integration of technology.** > **3. Schedule time for collaboration among teachers to address a variety of professional topics.** Outcome of these meetings can be reported to principal so that appropriate professional development can be designed. **Also it can be accomplished through the use of web 2.0 technology** || * **1. September 2010-Creation of the school improvement committee- meeting through October 2010. Finished document review and board adopted by November 2010.** > **2.September- Technology training begins- every Monday, Wednesday after school for 1 hr (Smart board, Web 2.0) tools.** > //**Professional development hours or credit are offered to the staff.**// > **#3. Beginning in January 2011- (Informal) Teacher observations by peers and other administrators.** > **#4 October2010- June 2011 - Teacher share of best practices and teaching strategies which is focused on improving students achievement (using Web 2.0 tools).** || * **1. Increase students scores and achievement, ( to meet AYP).**

(in agreement with this goal based on teacher needs)
(in agreement with this goal based on teacher needs)
 * **2. Increased school morale, positive school culture through collaboration.**
 * **3. Better (correct) use of technology as an interactive tool.** (in agreement with this goal based on overall school needs) ||
 * ==== Fawn Brunson- What needs do the teachers report? ==== || ==== Increase student achievement by providing teachers on-going professional development that supports their teaching and learning needs. ==== || ====The principal is initially responsible for making sure that resources are available and that he is aware of teacher's specific needs; teachers are responsible for following with the PD training and making needs known to principal. ==== || # ==== Survey the teachers on desired/needed professional development. ====
 * 1) ==== Principal conducts research on best practices that support teacher needs. ====
 * 2) ==== Professional development activities are provided to staff. ==== || August-September: teachers are surveyed; surveyed is tallied *

September: principal or designated person(s) conducts research on best practices related to teacher needs.

 * ==== End-of-September: professional development is designed and presented to staff. ====
 * ==== End-of-October: staff have selected and participated in the first professional development session. Teachers will complete an evaluation of the professional development session. Principal and/or leadership team will review evaluations to determine is it is meeting teacher needs. ====
 * ==== November - June : new strategies are observed by principal and/or designee during informal and formal observations; increased student achievement should be noted through test scores. ==== ||  ||
 * question || goals || responsible parties || actions steps || benchmarks || desired outcome ||
 * ==== Karen Bryer- which needs are of greatest concerns? ==== || ==== 1. Increase differentiated instruction in the area of reading utilizing existing resources: sped, teachers and support, existing technology ====

2. begin ongoing professional development program || 1. Principal should create instructional leadership team to pursue this goal and create time within schedule for group to meet regularly- may mean covering classes or providing coverage or releasing from other duties

group will then be responsible and should report to principal || 1. Survey staff on reading instruction 2. form action research group of sped, remedial and reading teachers as well as content area teachers 3. action research group researches methods for providing differentiated instruction in reading particularly to ELL, sped, low income, diverse student populations. 4. collect baseline data on student perf. 5.. implement new strategies with subgroups. 6. monitor student progress and adjust methods accordingly || by end of sept: form team and begin research by end of oct: identify strategies to implement and have baseline data on students by end of dec: review data to check progress report out on findings; remainder of year: continue loop of researching methods, collecting data, implementing and checking as needed for groups of students not making progress checking every six to eight weeks for student progress in reading. || 1. increased student achievement i in reading for all subgroups ||
 * ==== Kenneth Caesar ==== ||  ||   ||   ||   ||   ||