School Improvement Plan 2009-2010
School Improvement Plan 2009-2010
| ( Circle One ) |
| S.M.A.R.T. GOAL: Each student will use science notebooks to organize observations and evidence to support their explanation and reflection of science content and concepts. There will be an emphasis on the guiding questions embedded in each lesson. (Changing a system, properties of a system, structures of a system) | |||
S.M.A.R.T. Action and Processes
| S.M.A.R.T. Results
|
Instructional Leadership Team
Plan / Map | Resources
| Evidence of Implementation: | Evidence of
Impact: |
| Instruction:
What are we going to do? | Schedule of Activities
| PLC Team Involved
| Materials Needed
| Budget Required
| What are teachers doing?
(Are we working our plan?) | What are students doing?
(Is our plan working?) |
| Implement district science kit program
Become familiar/learn new Science PEs in each grade band for: EALR 1 – Systems EALR 2 – Inquiry EALR 3-Application EALR 4 – Life/Physical Science Strengthen instructional planning and delivery for Systems of Science | Use district calendar, pacing guide which includes grade level science vocabulary
Use district and OSPI web sites Collaborate and share ideas with Cedar Wood Teachers | Classroom Teachers
Science Advocate Science Cadre 5th grade team Science Advocate | Teachers accessing Science Pacing Guides to plan for instruction (P Drive)
Classroom teachers teach science curriculum with fidelity, implement supplemental lessons as appropriate, collaborate in grade level and professional learning team (PLT) meetings to improve teaching and learning opportunities for students. |
| Use On-going formative and summative assessment to inform instruction and monitor student progress
| Administer pre and post tests
Analyze assessment data | Classroom Teachers
LAP Teachers Science Cadre Professional Learning Team District Science Facilitator Principal | A variety of assessments:
Teacher developed, Unit Tests, Notebook Samples on P Drive, WASL/MSP | Frequent and on-going use of formative and summative assessment to influence instructional planning and instruction; and to monitor student progress. |
| All students will use Science Notebooks
| Teacher sharing instructional strategies for effectively teaching students how to use science journals | Classroom Teachers
Science Cadre Anna Williamson | District provided science journals
Articulated vocabulary Notebook Toolkits | Integrate use of notebooks in units, as appropriate.
Use reflection questions integrated in notebook units. | Students use science notebooks to show evidence of scientific thinking
Science notebooks used by students as a resource for class discussions and higher level thinking tasks (e.g. some tests) |
| Integrate science instruction – in and out of the classroom: | Teachers collaborate with specialists (Library - Joan Litkow and Technology - Debbie Wrobel) | Classroom Teachers
Science Cadre Building Specialists |
| Integrate GLAD strategies with science units
| Implement a variety of GLAD strategies into each science unit to
· Total Physical Response (TPR) · Video Snippet as a visual · Deconstructing · Teaching Vocabulary · Visual pictorial · Concrete examples · Chants | Grade level teams
ELL Coach ELL Paras Science Cadre Professional Learning Team meetings (PLTs) | Evidence of GLAD strategies present throughout classroom | ELL students (and all students) will make greater connections to content and process as evidenced on unit and classroom assessments |
| School wide emphasis on Systems
| Science instruction with special emphasis on systems
Library and technology lessons integrate systems during instruction Utilize United Streaming videos School assembly on systems Information and tips on Systems through: · Morning Announcements · Assemblies · Work Samples · Student Displays · Vocabulary Scheduled professional development during the 2009-10 school year | Classroom Teachers
PLTs Science Cadre Partnerships with Cedar Wood 5th grade teachers District Science Facilitator | Science notebook
WASL stems Science curriculum | Teachers provide intentional modeling and instruction on necessary components of a system as related to science PEs
Staff participate in professional development opportunities | Students will know Dancing Definition of systems as it relates to various units of study
Students will understand the interdependence of the parts of a system by classroom discussions and science notebook writing Students will understand how properties and characteristics are used to identify, describe and categorize substances, materials and objects (living and non-living), discussions and science notebook writing Students will understand interactions within a system and the input and output of that system |
| Teachers will provide one investigation in the year to model the scientific process as part of/or in addition to the science curriculum
Controlled Scientific Investigation for Science Fair: · Guided Question · Prediction · Procedure · Materials · Observation of Data · Conclusion | Create a list of investigations with a manipulated variable per grade level
| Classroom teachers
Support staff and paras (Ensuring support to ELL/Special Education students) District Science Facilitator | Investigations
Tri-Boards | District Science for teacher release
Building funds | Classroom tri-board of investigation displayed in the science fair
Investigation to be selected at grade level meeting Create practice opportunities for students Fourth and fifth grade students present Science Fair Investigation to their own classroom before the day of the Science Fair Exhibit in the gym | 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 |