School Improvement Plan 2006-2008
School Improvement Plan 2006-2008
S.M.A.R.T. Processes
| S.M.A.R.T. Results
|
Instructional Leadership Plan
| 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?) |
| Before-school math program for students identified as at-risk of not meeting standard in 3rd, 4th and 5th grades.
| Identify students at-risk of not meeting standard in Math in 12/06, and again in 9/07
Develop/purchase curriculum | Shelley Petillo, Brian Fitch
Shelley Petillo, Penny Creek Staff | Curricular materials that emphasize the | 30 hours @ per diem for 3 certificated staff
20 hours @ hourly rate for 3 paraeducators | Instruction on making connections and articulation of math thinking in writing.
| Students in before-school groups meet or exceed standard in the areas of math communication/making connections in math. |
| Use of WASL academy model at Penny Creek across grade levels.
Implementing a monthly “Frog Friday” | Explore successful WASL academy models for implementation (2007)
Staff and volunteers will use WASL-based activities to instruct students in math workshop including WASL released items (2007/2008) Implementation of “Frog Fridays” to begin January 2008 | Shelley Petillo
Kimberly Gilmore Shelley Petillo Math Committee Grade Level Teams | Collection of current math academy work, including assessments, and released items
| N/A | Third, fourth and fifth grade teachers are using math released items as instructional tools to coach students in articulation of math thinking and strategies in classrooms.
Teachers in all grade level are using assessments that require students to explain their mathematical thinking in various methods. | Students are demonstrating their understanding of math concepts in pictures, numbers and words.
Students are able to explain one or more strategies for solving problems. |
| All staff use district curriculum and commit to following the math calendar.
Using common math vocabulary on the math calendar | Grade level teams work collaboratively to ensure progress on the math calendar and share out math vocabulary strategies at grade level release time and grade level team meetings
Math Committee will organize mini-presentations from staff members to share at staff meetings (Dustin Ooley-style) | Penny Creek Staff
Lead: Math Committee Support: PC Staff | District Math calendar
Math Vocabulary (on district Math calendar) | N/A | Teachers meet to collaborate regularly to discuss common classroom assignments or developed assessments for discussion.
| Students participate in the outlined activities for mathematics according to the district calendar. |
| Emphasis on instructional practices:
Launch Modeled instruction (I do) Shared instruction (We do) Guided instruction Independent instruction Closure | Professional development session on XXXXX
Extended day professional development (XXXX implementation training and collaborative time for grade levels . | Shelley Petillo,
Kimberly Gilmore, and Monica Wagenhoffer | Math facilitator to assist in demonstrating what this looks like at each grade level.
Examples of successful elements plans for all grade levels . | N/A | Teachers reflect on their lessons to include these practices. | Students engage and participate in powerful math lessons in the classroom.
Students perform at or exceed standard in math as indicated on classroom assignments and classroom based assessments. |
|
Establish a common expectation for communicating math thinking for all grade levels that incorporate the following questions: (K-5) What is the answer? (K-5) How did you get it? (Show your thinking/ show how you got your answer) (2-5) Can you find another way to solve it? (2-5) How do you know you’re right? | Extended day professional development XXXXX for implementation training and collaborative time for grade levels.
Math Team to collect resources, draft and present at staff meeting in Fall/Winter 2007 | Math Team | Survey from teachers about current practices
Collect drafts and resources from other schools with this in place. | N/A | Teachers consistently use common math communication tool to support math communication and making connections in mathematics. | Students consistently use common math communication tool to support math communication and making connections in mathematics.
Students meet or exceed standard in the areas of math communication and making connections on classroom assignments and classroom based assessments. |
|
Distribution of Item Specs for all grade levels in Making Connections for grades 3-5 distributed to all staff |
Shelley: Print up the Item Specs Math committee will collect and present at a staff meeting. Create a “grab and go” document for teachers to use as a resource tool. |
Shelley Petillo, Kimberly Gilmore Math Committee |
Item Specs from OSPI |
N/A |
Teachers using strategies to increase student success in the areas of Making Connections in Math on Classroom Based Assessments. |
Students will effectively communicate understanding of the MC strand, both verbally and in writing. |
S.M.A.R.T.
=
S
pecific &
S
trategic,
M
easurable,
A
ttainable,
R
esults-oriented,
T
ime-bound.
|