School Improvement Plan - John Ball Park Zoo School Grand Rapids Public Schools
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School Improvement Plan
John Ball Park Zoo School
Grand Rapids Public Schools
Mr. Michael Pascoe
1300 FULTON ST W
GRAND RAPIDS, MI 49504-6100
Document Generated On September 13, 2013TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 Improvement Plan Stakeholder Involvement Introduction 9 Improvement Planning Process 10 School Data Analysis Introduction 12 Student Enrollment Data 13 Student Achievement Data for All Students 15 Subgroup Student Achievement 17 Perception Data - Students 21 Perception Data – Parents/Guardians 22 Perception Data – Teachers/Staff 23
Other 24 School Additional Requirements Diagnostic Introduction 26 School Additional Requirements Diagnostic 27 Plan for School Improvement Plan Overview 30 Goals Summary 31 Goal 1: All students will be proficient in the area of Math. 32 Goal 2: Improve Insructional Practices 33 Activity Summary by Funding Source 35
School Improvement Plan
John Ball Park Zoo School
Introduction
The SIP is a planning tool designed to address student achievement and system needs identified through the school's
comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school
improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary
Education Act (ESEA) as applicable.
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Executive Summary
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Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the
strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of
how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to
reflect on how it provides teaching and learning on a day to day basis.
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Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?
There is no other educational adventure in all of Michigan quite like the Zoo School experience. Located at John Ball Zoological Garden, Zoo
School is designed to heighten an awareness of the environment, stimulate creative thinking, develop leadership, promote intellectual
growth, and increase self-esteem. Zoo School takes hands-on learning to a whole new level as students engage in learning activities
throughout the zoo's natural environment that meet all core subject and curriculum areas in math, science, reading, writing, and social
studies. Zoo School services approximately 60 6th Grade Students and has two full time teachers, a part time secretary, parapro, and
principal.
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School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
Vision Statement
The GRPS will be a place where ALL students become educated, self-directed, and productive members of
society. Upon graduation, all students will be:
Educated, and therefore able to:
Apply skills and knowledge learned from a rigorous and relevant core curriculum.
Demonstrate proficiency in current technologies.
Transfer career and employability skills across multiple settings.
Pursue life-long learning to succeed in a changing global community.
Self-Directed, and therefore able to:
Use a high degree of self-awareness to facilitate making life-directing decisions.
Identify and initiate career-appropriate post-secondary options.
Productive, and therefore able to:
Appreciate and respect cultural and individual diversity.
Actively participate as productive members of a democratic society.
Graduates will meet the specific credit requirements as defined by the rules of this policy. These requirements
will meet or exceed the minimum graduation requirements as defined by the State of Michigan.
Mission Statement
The mission of the GRPS is to ensure that ALL students are educated, self-directed and productive members of
society by:
Ensuring the achievement of high academic standards by ALL students leading to on-time graduation;
Providing rigorous, high-quality instruction supported by an environment conducive to learning;
Equipping students to successfully meet the demands of a workforce in a technological and global society;
Involving parents and community;
Providing a safe and secure environment conducive to learning.
Beliefs Statement
We believe all students can be successful
We value each student's individuality and diversity
We promote lifelong learning
We know a safe and secure environment is essential for a quality education
We acknowledge teacher creativity within the district's instructional model
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Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
Zoo school was named one of "The Coolest Schools in America" this past year by Scholastic Parent & Child Magazine. We continue to
score in the top for the Michigan MEAP testing. Our next goal is to get ready for the CCSS and Smarter Balance assessments.
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Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
I have nothing else to add.
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Improvement Plan Stakeholder Involvement
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Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
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Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.
Our program has two teachers who work with parents and community members. We meet at least monthly with parents at different school
events and parents are often volunteering in the building so discussion with them about the goals of the program is embedded in these
collaborations. Parents who are active in volunteering and have talents that align to this work are selected and communicated with.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
Both teachers have been active in giving feedback to which strategies they support to help in the areas of need present in the data provided
for them. This has occurred at both formal and informal meetings. Teachers also recommended areas of Professional Development they
would like to work and experts who can support. Community and parents give feedback during monthly activities on areas of concern both
behavioral and academic.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.
Teachers will receive the final plan at a future staff meeting. They will get updates next year during staff meetings or Professional Learning
Communities. Parents and community have access to the plan via the school website and will be given opportunities to look at it at
orientation. Updates will be communicated at monthly activities or when asked for when they are volunteering.
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School Data Analysis
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Introduction
The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members
about school data. The SDA can serve as a guide to determine a school’s strengths, challenges, and directions for improvement based on an
analysis of data and responses to a series of data related questions. This data collection and analysis process includes the identification of
content area achievement gaps and reflections on causation. Please note that questions related to gaps and causes for a gap are marked
with an asterisk (*). This diagnostic represents the various types of student data that should be continuously collected, reviewed, and
analyzed in conjunction with other local school data. Completion of the SDA is required.
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Student Enrollment Data
How do student enrollment trends affect staffing?
Student enrollment is very consistent therefore staffing is not impacted.
How do student enrollment trends affect staff recruitment?
Student enrollment is very consistent therefore staffing recruitment is not needed.
How do student enrollment trends affect budget?
Student enrollment is very consistent therefore budget is not affected.
How do student enrollment trends affect resource allocations?
Student enrollment is very consistent therefore resource allocation is not adjusted.
How do student enrollment trends affect facility planning and maintenance?
We have more applicants than spots to fill so we are looking at expanding the program which means we would need a larger facility and
maintenance for it.
How do student enrollment trends affect parent/guardian involvement?
We have a whole new group of students each year so we have a plan for getting parents involved every year.
How do student enrollment trends affect professional learning and/or public relations?
We have more applicants than spots available so public relations is not a problem and professional learning is done through the district so
our enrollment does not impact that.
What are the challenges you noticed based on the student enrollment data?
The only challenge we have is new parents each year and deciding how to expand the program.
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© 2013 AdvancED www.advanc-ed.orgSchool Improvement Plan John Ball Park Zoo School What action(s) will be taken to address these challenges? We already have a plan in place for communicating to parents and getting them adjusted to the program. We have meetings set with John Ball Zoo and our district leadership for expanding the program. What are the challenges you noticed based on student attendance? Our challenge is getting the content to students who miss the experiences because they are out. We had only a few students who missed multiple days and was dealt with on a case by case solutions because each student had unique situation. What action(s) will be taken to address these challenges? We will continue to communicate with parents when students are out for extended periods of time. SY 2013-2014 Page 14 © 2013 AdvancED www.advanc-ed.org
School Improvement Plan
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Student Achievement Data for All Students
This area includes data questions.
Which content area(s) indicate the highest levels of student achievement?
In Math the highest level of was in the area of Whole Numbers which is at a 79% passing rate. In Reading the highest level of was in the
area of Informational Text which was 79% passing rate. In Social Studies the highest area was Economic Perspective which was 76%
passing rate.
Which content area(s) show a positive trend in performance?
In Math, Connections, Whole Numbers, and Properties of 2D Shapes/Angles all showed a positive trend in performance. In Reading,
Narrative and Informational Texts showed a positive trend in performance. In Social Studies, all areas showed an increase except for
Geographic Perspective.
In which content area(s) is student achievement above the state targets of performance?
All areas of Reading where above the state target areas.
What trends do you notice among the top 30% percent of students in each content area?
In Math, student struggled with N.MR.05.13 Fractions divided by whole numbers and N.ME.05.12 Multiplying fractions using the area model.
In Reading, students struggled with R.CM.05.03 analyze global themes, universal truths, and principles within and across text to create a
deeper understanding by drawing conclusions, making inferences, and synthesizing and R.CM.05.02 retell through concise summarization
grade-level narrative and informational text.
What factors or causes contributed to improved student achievement?
I think the Project based learning and extension of 6th grade curriculum contributes to this school doing so well.
How do you know the factors made a positive impact on student achievement?
The areas that students do projects are the areas they do well on when taking the MEAP test.
Which content area(s) indicate the lowest levels of student achievement?
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© 2013 AdvancED www.advanc-ed.orgSchool Improvement Plan John Ball Park Zoo School Math was above the state average but lower than the Reading results. Particularly Decimal Fractions was the lowest area and actually dropped from last year. In Reading, Word Study and Comprehension did not see increases, but did not decrease either. In Social Studies, Geographic Perspective dropped and Knowledge, Process, and Skills is at a very low rate of 49% passing. Which content area(s) show a negative trend in achievement? In Math, Decimal Fractions dropped .7%. In Reading, no areas dropped. In Social Studies Geographic Perspective dropped from 75% to 69%. In which content area(s) is student achievement below the state targets of performance? Math was below the state targets of performance, 78% vs the 90% target. What trends do you notice among the bottom 30% of students in each content area? In Math, these students struggled with N.MR.05.21 Solving for a variable with fractions and N.FL.05.14 Adding and subtracting fractions with unlike denominators. In Reading, students struggled with R.NT.05.03 analyze how characters' traits and setting define plot, climax, the role of dialogue, and how problems are resolved and R.CM.05.02 retell through concise summarization grade-level narrative and informational text. What factors or causes contributed to the decline in student achievement? The factors contributing to this is a misalignment of curriculum in math and ELA. How do you know the factors made a negative impact on student achievement? Students do very well on areas covered by teachers so areas of need are areas not covered by teachers. Also, curricular materials have not been updated. What action(s) could be taken to address achievement challenges? The first step is to find holes in the curriculum to address deficiencies. The second step is to create units to address this deficiencies. This can be done during Professional Learning Communities. SY 2013-2014 Page 16 © 2013 AdvancED www.advanc-ed.org
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Subgroup Student Achievement
Statement or Question:Which subgroup(s) show a trend toward increasing overall performance?
Response:
•White
•Male
•Female
•Economically Disadvantaged
Statement or Question:For which subgroup(s) is the achievement gap closing?*
Response:
•None
In what content areas is the achievement gap closing for these subgroups?*
We do not have any subgroups that need achievement gap closure.
How do you know the achievement gap is closing?*
We do not have any subgroups that need achievement gap closure.
What other data support the findings?
We do not have any subgroups that need achievement gap closure.
What factors or causes contributed to the gap closing? (Internal and External)*
We do not have any subgroups that need achievement gap closure.
How do you know the factors made a positive impact on student achievement?
We do not have any subgroups that need achievement gap closure.
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What actions could be taken to continue this positive trend?
We do not have any subgroups that need achievement gap closure.
Statement or Question:Which subgroup(s) show a trend toward decreasing overall performance?
Response:
•None
Statement or Question:For which subgroup(s) is the achievement gap becoming greater?*
Response:
•None
In what content areas is the achievement gap greater for these subgroups?*
We do not have any subgroups that need achievement gap closure.
How do you know the achievement gap is becoming greater?*
We do not have any subgroups that need achievement gap closure.
What other data support the findings?*
We do not have any subgroups that need achievement gap closure.
What factors or causes contributed to the gap increasing? (Internal and External)*
We do not have any subgroups that need achievement gap closure.
How do you know the factors lead to the gap increasing?*
We do not have any subgroups that need achievement gap closure.
What actions could be taken to close the achievement gap for these students?*
We do not have any subgroups that need achievement gap closure.
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How is each of the English Language Learners (ELLs) demographics achieving in comparison to the school aggregate?
We do not have any ELL students.
How do you ensure that students with disabilities have access to the full array of intervention programs (Title 1, Title III, Section
31a, credit recovery programs, after-school programs, etc.)?
We have a social workers that comes in and works with our only Special Education student. Administrator has also supported student above
IEP requirements.
How are students designated ‘at risk of failing’ identified for support services?
Teachers and administrators monitor GradeBook for failures and missing assignments. MAP scores are also discussed to see if students
need extra support.
What Extended Learning Opportunities are available for students (all grade configurations respond)?
Zoo school does many Extended Learning Opportunities with our partnership with John Ball Zoo. We also do camps and after school field
trips and teacher embed content that goes beyond state requirements for 6th Grade.
Label Question Value
What percentages of students participate in Extended Learning 100.0
Opportunities, either for additional support or increased challenge?
What is the school doing to inform students and parents of Extended Learning Opportunities?
We inform parents at orientation, email them regularly, and have monthly meetings were these opportunities are discussed.
Label Question Value
What is the total FTE count of teachers in your school? 2.0
Label Question Value
How many teachers have been teaching 0-3 years? 0.0
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Label Question Value
How many teachers have been teaching 4-8 years? 1.0
Label Question Value
How many teachers have been teaching 9-15 years? 0.0
Label Question Value
How many teachers have been teaching >15 years? 1.0
What impact might this data have on student achievement?
The teacher with the least amount of experience has the most Professional Development that the district has been offering so his instruction
has some of the latest research based unit design. The teacher with over 40 years of experience has a wealth of experience teaching this
grade level and at this location which means students get every opportunity available at this location. Both of these help increase student
achievement.
Label Question Value
Indicate the total number of days for teacher absences due to 3.0
professional learning or professional meetings.
Label Question Value
Indicate the total number of days for teacher absences due to illness. 1.0
What impact might this data have on student achievement?
Our students rarely have substitutes therefore the content covered is taught by the most highly qualified staff and students get the
consistency needed to be successful. Teachers have very little trouble covering all the content because they are almost never out.
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Perception Data - Students
Which area(s) indicate the highest overall level of satisfaction among students?
Students satisfaction is highest is the area of learning. They fell they learn a lot while at Zoo School.
Which area(s) show a positive trend toward increasing student satisfaction?
The area of positive trending is in the amount of time working together with other students in class.
What area(s) indicate the lowest overall level of satisfaction among students?
The lowest overall level of satisfaction is in the behavior of other students. They felt that other students acted out in class and took time
away from their learning.
Which area(s) show a trend toward decreasing student satisfaction?
There was a decrease in the amount of respect for their teachers.
What are possible causes for the patterns you have identified in student perception data?
We had a few students who needed extra services that we could not give them due to the small nature of this school and the lack of full time
administration and support staff.
What actions will be taken to improve student satisfaction in the lowest areas?
I am planning on having the Para Professional work more directly with students who have behavior problems and arrange meetings with
parents earlier in the year to be more proactive.
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Perception Data – Parents/Guardians
Which area(s) indicate the overall highest level of satisfaction among parents/guardians?
The highest over rating was for high expectations for students, providing a challenging curriculum, and staff caring for students.
Which area(s) show a trend toward increasing parents/guardian satisfaction?
There was an increase in the way parents felt welcome and comfortable in the school.
Which area(s) indicate the overall lowest level of satisfaction among parents/guardians?
The lowest area was useful information about ways they can help their child improve.
Which area(s) show a trend toward decreasing parents/guardian satisfaction?
There was a decrease in the knowledge and skill of the principal in leading the school.
What are possible causes for the patterns you have identified in parent/guardian perception data?
The decreases can be attributed to having a new administrator to the building and the positives are due to a solid and consistent teaching
staff.
What actions will be taken to increase parent/guardian satisfaction in the lowest areas?
We will create a newsletter monthly that will include clarification on how parents can assist students and a section for the principal to show
how he is helping staff improve instruction.
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Perception Data – Teachers/Staff
Which area(s) indicate the overall highest level of satisfaction among teachers/staff?
Some of the areas indicated the highest level of satisfaction include supporting students, working well with other staff members, and
willingness and support to improve instruction.
Which area(s) show a trend toward increasing teacher/staff satisfaction?
One area that showed increasing satisfaction was in the area of support for instructional practices improvements.
Which area(s) indicate the lowest overall level of satisfaction among teachers/staff?
The lowest area of satisfaction was being informed of important issues and events at the district level.
Which area(s) show a trend toward decreasing teacher/staff satisfaction?
One area that showed a decrease was in the area of engagement in staff meetings, PLCs, and other professional development opportunities.
What are possible causes for the patterns you have identified in staff perception data?
I think some of the causes is having a new administrator for the building and at the district level and the amount of changes that are
happening district wide because of budget and failing schools.
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Other
How does your school use the MiPHY online survey health risk behavior results to improve student learning? (Enter N/A if you
have not completed the MiPHY survey.)
N/A
Describe how decisions about curriculum, instruction and assessment are made at this school and which stakeholders are
involved in the process.
Decisions around curriculum, instruction, and assessment are discussed during PLC's and between staff when time is available. All teachers
are involved in the process.
What evidence do you have to indicate the extent to which the Common Core State Standards are being implemented?
Teachers have student do research projects which includes both reading and writing as described by CCSS. Assessments in all subject
areas are project based and having students use and site from multiple experiences/resources. Lastly, much of the learning is aligned to real
world situations.
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School Additional Requirements Diagnostic
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Introduction
This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.
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School Additional Requirements Diagnostic
Assurance Response Comment Attachment
Literacy and math are tested annually in grades Yes District wide this is true but our
1-5. program is 6th grade only so we
do not test grades 1 - 5.
Assurance Response Comment Attachment
Our school published a fully compliant annual Yes www.grps.org/zoo Zoo Annual Ed
report. (The Annual Education Report (AER) Report
satisfies this). If yes, please provide a link to the
report in the box below.
Assurance Response Comment Attachment
Our school has the 8th grade parent approved No We are a 6th Grade only
Educational Development Plans (EDPs) on file. program.
Assurance Response Comment Attachment
Our school reviews and annually updates the No We are a 6th Grade only
EDPs to ensure academic course work program.
alignment.
Assurance Response Comment Attachment
The institution complies with all federal laws Yes
and regulations prohibiting discrimination and
with all requirements and regulations of the
U.S. Department of Education. It is the policy of
this institution that no person on the basis of
race, color, religion, national origin or ancestry,
age, gender, height, weight, marital status or
disability shall be subjected to discrimination in
any program, service or activity for which the
institution is responsible, or for which it receives
financial assistance from the U.S. Department
of Education.
References: Title VI of the Civil Rights Act of
1964, Section 504 of the Rehabilitation Act of
1973, The Age Discrimination Act of 1975, The
Americans with Disabilities Act of 1990, Elliott-
Larsen prohibits discrimination against religion.
Assurance Response Comment Attachment
The institution has designated an employee to Yes Mel Atkins, Jr.
coordinate efforts to comply with and carry out Executive Director of Community
non-discrimination responsibilities. If yes, list Affairs
the name, position, address and telephone 1331 Franklin SE
number of the employee in the comment field. Grand Rapids, Mi 49507
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© 2013 AdvancED www.advanc-ed.orgSchool Improvement Plan John Ball Park Zoo School Assurance Response Comment Attachment The institution has a School-Parent Involvement Yes Zoo Parent Plan (that addresses Section 1118 activities) Involvement Plan that is aligned to the District's Board Policy. If yes, please attach the School-Parent Involvement Plan below. Assurance Response Comment Attachment The institution has a School-Parent Compact. If Yes See previous statement. GRPS Parent yes, please attach the School-Parent Compact Compact below. Assurance Response Comment Attachment The School has additional information Yes PD Plan Zoo PD Plan necessary to support your improvement plan (optional). SY 2013-2014 Page 28 © 2013 AdvancED www.advanc-ed.org
School Improvement Plan
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Plan for School Improvement Plan
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School Improvement Plan
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Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding
1 All students will be proficient in the area of Math. Objectives:1 Academic $0
Strategies:1
Activities:3
2 Improve Insructional Practices Objectives:1 Organizational $0
Strategies:1
Activities:2
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Goal 1: All students will be proficient in the area of Math.
Measurable Objective 1:
66% of Sixth grade Female students will demonstrate a proficiency in the area of math in Mathematics by 05/30/2014 as measured by MEAP data.
Strategy 1:
Differentiated Instructioin - The school staff will implement and participate in a variety of activities such as: academic rigor, project learning, data analysis, and use
PLCs to enable them to differentiate instruction to meet the individualized needs of all students. The teaching staff will develop lessons and units that have a clear
structure which allows for different pathways according to student needs.
Research Cited: Beach, T.A. (2010). Combine Methodologies of Differentiated Instruction in the Heterogeneous Classroom. South Carolina Middle School Association
Journal, February 26, 2011.
"Offering each student the chance to learn the subject material in ways that address each student individually can benefit children in retaining information that will later
be necessary to become thoughtful, productive adults. Through differentiation combined with curriculum layering, teachers can create a student-centered classroom
that is supportive to each student."
Cusumano, C. (2007). How Differentiated Instruction Helps struggling Students. Leadership, 36(4), 8-10.
"Accelerating learning by examining and aligning three major systems in the school to support differentiation and a consistent focus on improved student learning the
school's academic delivery structure, professional development, and human/fiscal resource allocation."
Activity - Project Learning Activity Type Begin Date End Date Resource Source Of Staff
Assigned Funding Responsible
All staff will provide opportunities throughout the school year for students to Professional 09/03/2013 05/30/2014 $0 No Funding Assistant
be engaged in a variety of project learning activities that support the Learning Required Principal Bill
instructional goals. These projects will be differentiated in nature and Smith and
provide choice to students regarding the type of project they will complete teachers John
and will be rigorous and challenging for all students. Fordney and
Dennis
Kretschman.
Activity - Monitoring Activity Type Begin Date End Date Resource Source Of Staff
Assigned Funding Responsible
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The Administrator and (add others) will monitor the level of use and Professional 09/03/2013 05/30/2014 $0 No Funding Assistant
effectiveness of differentiated instruction in the classrooms Classroom Learning Required Principal Bill
Observations and through the teacher evaluation process. Smith and
teachers John
Fordney and
Dennis
Kretschman.
Activity - Professional Learning Communities Activity Type Begin Date End Date Resource Source Of Staff
Assigned Funding Responsible
The staff will actively participate in PLCs to review and reflect on teaching Professional 09/03/2013 05/30/2014 $0 No Funding Assistant
practices, student achievement, differentiated instruction techniques and Learning Required Principal Bill
implementation of instructional moves and goals. The staff will design next Smith and
steps (bridge to practice) that will then be implemented by PLC members in teachers John
their classrooms as a tool to monitor overall effectiveness on student Fordney and
achievement. Dennis
Kretschman.
Goal 2: Improve Insructional Practices
Measurable Objective 1:
collaborate to improve instructional practices by 05/30/2014 as measured by classroom observations using Danielson Rubric.
Strategy 1:
Improvement-Focused Teacher Evaluation System - The Administrator will collaborate with teachers to implement and use an improvement focused evaluation system.
Building principals and teachers will follow a cyclical process of classroom observation using the Danielson Rubric to guide feedback and identify areas of improvement.
The purpose of the system is to identify quality teaching, provide consistent objective feedback, and targeted professional learning to instructors, to ultimately improve
the educational outcomes for GRPS students.
Research Cited: “Measures of Effective Teaching Project” January 2013, American Institutes for Research, Cambridge Education, University of Chicago, The
Danielson Group, Dartmouth College, Educational Testing Service, Empirical Education, Harvard University, National Board for Professional Teaching Standards,
National Math and Science Initiative, New Teacher Center, University of Michigan, RAND, Rutgers University, University of Southern California, Stanford University,
Teachscape, University of Texas, University of Virginia, University of Washington , and Westat.
“…guiding principles based on three years’ of study, observation, and collaboration with districts…these guiding principles …fall in to three overarching
imperatives…Measure Effective teaching; Ensure High-Quality Data; and Invest in Improvement. Well designed evaluation systems will continually improve
overtime…”
Activity - Classroom Observation and Feedback Activity Type Begin Date End Date Resource Source Of Staff
Assigned Funding Responsible
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John Ball Park Zoo School
The administration and staff will use pre-observation conversation, Professional 09/03/2013 05/30/2014 $0 No Funding Assistant
observation notes, and post observation conversation to give specific and Learning Required Principal Bill
quality feedback to staff around instruction using the Danielson Rubric as Smith and
the standard of quality instruction. teachers John
Fordney and
Dennis
Kretschman.
Activity - Professional Learning Activity Type Begin Date End Date Resource Source Of Staff
Assigned Funding Responsible
All staff will actively participate in professional learning which supports Professional 09/03/2013 05/30/2014 $0 No Funding Assistant
understanding of student engagement techniques, especially those Learning Required Principal Bill
connected to Danielson Rubric. Smith and
teachers John
Fordney and
Dennis
Kretschman.
SY 2013-2014 Page 34
© 2013 AdvancED www.advanc-ed.orgSchool Improvement Plan
John Ball Park Zoo School
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
No Funding Required
Activity Name Activity Description Activity Type Begin Date End Date Resource Staff
Assigned Responsible
Professional Learning The staff will actively participate in PLCs to review and Professional 09/03/2013 05/30/2014 $0 Assistant
Communities reflect on teaching practices, student achievement, Learning Principal Bill
differentiated instruction techniques and implementation of Smith and
instructional moves and goals. The staff will design next teachers John
steps (bridge to practice) that will then be implemented by Fordney and
PLC members in their classrooms as a tool to monitor Dennis
overall effectiveness on student achievement. Kretschman.
Classroom Observation and The administration and staff will use pre-observation Professional 09/03/2013 05/30/2014 $0 Assistant
Feedback conversation, observation notes, and post observation Learning Principal Bill
conversation to give specific and quality feedback to staff Smith and
around instruction using the Danielson Rubric as the teachers John
standard of quality instruction. Fordney and
Dennis
Kretschman.
Professional Learning All staff will actively participate in professional learning Professional 09/03/2013 05/30/2014 $0 Assistant
which supports understanding of student engagement Learning Principal Bill
techniques, especially those connected to Danielson Smith and
Rubric. teachers John
Fordney and
Dennis
Kretschman.
Project Learning All staff will provide opportunities throughout the school Professional 09/03/2013 05/30/2014 $0 Assistant
year for students to be engaged in a variety of project Learning Principal Bill
learning activities that support the instructional goals. Smith and
These projects will be differentiated in nature and provide teachers John
choice to students regarding the type of project they will Fordney and
complete and will be rigorous and challenging for all Dennis
students. Kretschman.
Monitoring The Administrator and (add others) will monitor the level of Professional 09/03/2013 05/30/2014 $0 Assistant
use and effectiveness of differentiated instruction in the Learning Principal Bill
classrooms Classroom Observations and through the Smith and
teacher evaluation process. teachers John
Fordney and
Dennis
Kretschman.
Total $0
SY 2013-2014 Page 35
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