S
S
S
c
c
c
h
h
h
o
o
o
o
o
o
l
l
l
I
I
I
m
m
m
p
p
p
r
r
r
o
o
o
v
v
v
e
e
e
m
m
m
e
e
e
n
n
n
t
t
t
P
P
P
l
l
l
a
a
a
n
n
n
2
2
2
0
0
0
0
0
0
6
6
6
-
-
-
2
2
2
0
0
0
0
0
0
7
7
7
T
T
a
a
r
r
g
g
e
e
t
t
:
: 70.5%
percent of students will meet standard in all strands in science as measured by the
WASL
f
f
r
r
o
o
m
m
5
5
4
4
.
.
4
4
%
%
b
b
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i
n
n
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f
f
i
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c
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n
n
t
t
t
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5
5
7
7
%
%
i
i
n
n
s
s
y
y
s
s
t
t
e
e
m
m
s
s
S
S
.
.
M
M
.
.
A
A
.
.
R
R
.
.
T
T
.
.
G
G
o
o
a
a
l
l
:
:
Improve students’ understanding of systems (in science) as measured by 5
th
grade science WASL
and classroom performance assessments as indicated by district curriculum.
S
S
.
.
M
M
.
.
A
A
.
.
R
R
.
.
T
T
.
.
P
P
r
r
o
o
c
c
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e
s
s
s
s
e
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s
s
S
S
.
.
M
M
.
.
A
A
.
.
R
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.
.
T
T
.
.
R
R
e
e
s
s
u
u
l
l
t
t
s
s
Instructional Leadership Plan (Map)
Resources
Evidence of
Implementation:
Evidence of
Impact:
Instructional Practices:
(What are we going to do?)
Schedule of
Activities
People/Team
Involved
Materials Needed
Budget
Required
Are we working our plan?
(What are teachers doing?)
Is our plan working?
(What are students doing?)
School-wide
emphasis on systems
In-service by
Joan and
Kimberly to
teach principles
of systems to
entire staff on
the January 10
th
staff meeting.
Entire Staff
Science
Notebook
WASL stems
Science
Curriculum
I-728
funds
for
plannin
g in-
service
Teachers providing
intentional modeling
and instruction on
necessary components
of a system as related
to science GLEs
Principal created grade
level meeting agenda
Students will
understand the
interdependence of
the parts of a system
by classroom
discussions and
science journal writing
Students will
understand how
properties and
characteristics are
used to identify,
describe and
categorize
substances, materials,
and objects (living and
non-living) by
classroom
S
S
c
c
h
h
o
o
o
o
l
l
:
:
W
W
o
o
o
o
d
d
s
s
i
i
d
d
e
e
P
P
r
r
i
i
n
n
c
c
i
i
p
p
a
a
l
l
:
:
W
W
a
a
y
y
n
n
e
e
K
K
e
e
t
t
t
t
l
l
e
e
r
r
D
D
a
a
t
t
e
e
:
:
1
1
0
0
/
/
1
1
8
8
/
/
0
0
6
6
discussions and
science journal
writing.
Students will
understand how
interaction within and
among systems
causes changes in
matter and energy by
classroom
discussions and
science journal
writing.
Teachers will provide
one investigation in
the year to model the
scientific process in
addition to the
science curriculum
Create a list of
investigations
with a
manipulated
variable per
grade level.
Provide in-
service on
investigation as
opposed to
observation
Anna Williamson
will provide in-
service for
grades 2-3
Classroom
teachers
Anna
Williamson
Investigations
District
Science
for
teacher
release
Tri-
boards
Classroom tri board of
investigation displayed
in the science fair
Investigation to be
selected at grade level
meeting
Recording and writing
explanations with
supporting evidence
in their science
notebooks
Coming to
intermediate grades
with experience in
experimental design
Students are able to
independently
implement an
experimental design
Scientific explanations
should always use
evidence from
observation, data, or
text
S.M.A.R.T. = Specific & Strategic, Measurable, Attainable, Results-oriented, Time-bound.