Comprehensive Plan Report
Comprehensive Plan Report A detailed report showing activity of the district or school team¶s work on the improvement plan including assessments, plans, tasks, monitoring, and implementation for selected time periods. March 16, 2016
Indian Hills Elementary School NCES - 51068000786 North Little Rock School District School Success Indicators
Key Indicators are shown in RED.
School Leadership and Decision Making Establishing a team structure with specific duties and time for instructional planning
Indicator Status Assess
Plan
ID01 - A team structure is officially incorporated into the school governance policy.(36) (All Schools,Focus,Priority) Tasks completed: 3 of 4 (75%) Level of Development:
Initial: Limited Development 11/05/2015
Index:
2
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
Although at the school level, we have a policy for a team structure and teachers are arranged in grade-level teams and leadership teams, at the district level there is not anything in policy.
Assigned to:
Takecia Campbell
How it will look when fully met:
We have met this at the school level; however, the district does not have this in policy. Mrs. Campbell attends the Instructional Leadership Committee at the elementary level and has been told that this will be addressed by the district leadership team at a later date. Mrs. Campbell was told that there is a protocol in place at this time for leadership teams at the school level.
Target Date:
05/25/2016
Tasks: 1. Instructional Team at the Elementary Level will meet again in January for an update. Assigned to:
Takecia Campbell
Added date:
11/30/2015
Target Completion Date:
01/21/2016
Comments:
Teams are established at the elementary level, but not in policy yet. This is being reviewed at the district level to be put in policy.
Task Completed:
1/27/2016 12:00:00 AM
2. District level leadership team will write a policy about team structures. Page: 1 of 19
Assigned to:
District Leadership Team
Added date:
02/11/2016
Target Completion Date:
02/12/2016
Comments:
The policy about team structures was presented to principals for review.
Task Completed:
1/19/2016 12:00:00 AM
3. Executive Director of Elementary Education will give the policy to principals to review. Assigned to:
Ms. Rosie Coleman
Added date:
02/11/2016
Target Completion Date:
02/19/2016
Comments: Task Completed:
1/19/2016 12:00:00 AM
4. The policy making a team structure officially incorporated into the school governance policy will be presented to the school board for a vote. Assigned to:
District Administration
Added date:
02/11/2016
Target Completion Date:
04/22/2016
Comments: Implement Percent Task Complete:
75%
Indicator
ID04 - All teams prepare agendas for their meetings.(39)(All Schools,Focus,Priority)
Status
Objective Met 3/15/2016
Assess
Level of Development:
Initial: Limited Development 09/30/2015 Objective Met - 03/15/2016
Plan
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
PLC Teams meet each week and fill out a learning log agenda that includes members present, norms, instructional focus, assessment data, and how they will continue their learning.
Assigned to:
Takecia Campbell
How it will look when fully met:
Grade level PLC's will meet consistently and will create the agenda learning log prior to meeting and then add minutes during the meeting. All team members will feel a sense of ownership.
Target Date:
01/06/2015
Tasks: 1. Mrs. Campbell will create a template for agendas. Assigned to:
Takecia Campbell
Page: 2 of 19
Added date:
02/11/2016
Target Completion Date:
01/06/2015
Comments:
Complete and on Google Docs
Task Completed:
1/5/2016 12:00:00 AM
2. Teachers will use the template, thereby creating an agenda. Assigned to:
Kim Starr
Added date:
02/11/2016
Target Completion Date:
01/06/2015
Comments: Task Completed: Implement Percent Task Complete:
1/5/2016 12:00:00 AM 100%
Objective Met:
3/15/2016
Experience:
3/15/2016 Teachers were resistant at first, but then when they had multiple ways to report on their PLC they began to do the template each week.
Sustain:
3/15/2016 We will continue to require weekly PLC's with an agenda.
Evidence:
3/15/2016 We have several PLC forms that are paper based and some that are on google docs.
Indicator
ID07 - A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting).(42)(All Schools,Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 09/30/2015
Evidence:
A Leadership team consisting of the appropriate staff members has been in existence for many years. Recently, we have created two leadership teams, one for instruction and one for building operations. The Instructional Leadership Team meets twice a month from 2:30-3:30 pm. Agenda's and minutes are recorded and sent to all staff members. Added date:
Indicator
ID08 - The Leadership Team serves as a conduit of communication to the faculty and staff.(43)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 11/05/2015
Page: 3 of 19
Evidence:
We have had a leadership team for the past six years. Two years ago, we split that team in two to have an instructional team and an operational team. That gives twice the amount of staff input during the meetings and the others are informed at their grade level meetings, weekly principal notes, and leadership team agendas and minutes. Staff members can verbally let their opinions or concerns known during the meeting or to their representative, or they can write their information on a problem response sheet. We have found this year, that we need to print minutes to our meetings for some employees who are not able to check email to receive their information. We have a classified staff member in charge of that task. Added date:
School Leadership and Decision Making Focusing the principal¶s role on building leadership capacity, achieving learning goals, and improving instruction
Indicator
Status Assess
Plan
IE13 - The principal offers frequent opportunities for staff and parents to voice constructive critique of the school¶s progress and suggestions for improvement.(64) (Focus) Tasks completed: 1 of 3 (33%) Level of Development:
Initial: Limited Development 11/30/2015
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
Staff members have several opportunities for voicing their concerns and critiques of the school's progress. They are represented at the Operational Leadership team that addresses school culture and staff needs as well as the Instructional Leadership team where instructional/curriculum issues are addressed. Staff members have monthly vertical and full staff meetings where school progress and problems are discussed and weekly PLC's that have a set agenda with an area for comments or concerns. Parents can be members of the PTA or the Parent Committee chaired by the counselor. They can express their concerns during Executive or open PTA Meetings or send concerns to a parent representative. We need to work on this area more diligently so that we are sure to meet the needs of our stake holders.
Assigned to:
Jennifer Ushery
How it will look when fully met:
Staff will communicate through the aforementioned means. Parents will have multiple ways to communicate with the school and have their voices heard. Community meetings will take place more frequently and stakeholders will be contacted more often for their feedback. We will reach out to more parents to join the parent committee to have a larger body of people representing the parent view point in all school matters. Page: 4 of 19
Target Date:
05/26/2016
Tasks: 1. In addition to the "Report to the Public" and the 2 Parent Committee Meetings, a general request for more volunteer parent and community members will be sent through backpacks and phone message. Another evening meeting will take place to provide additional information and two-way communication for parents and stake holders. Assigned to:
Jennifer Ushery
Added date:
11/30/2015
Target Completion Date:
02/29/2016
Comments:
Parents have had various forms of communication throughout the year.
Task Completed:
3/11/2016 12:00:00 AM
2. Indian Hills will host a luncheon for business partners and parents to present scores, goals and school crisis plan. All stakeholders will have an opportunity to discuss the school's progress and give suggestions for improvement. Assigned to:
Kim Starr
Added date:
02/11/2016
Target Completion Date:
04/28/2016
Comments:
Joint partner and parent Title I planning and goal setting meeting.
3. The district will create and send a survey for parental and community feedback. Assigned to:
Julie Drake
Added date:
02/11/2016
Target Completion Date:
04/29/2016
Comments:
Julie Drake, Parent Coordinator for the district will create and distribute the surveys.
Implement Percent Task Complete:
33%
School Leadership and Decision Making Aligning classroom observations with evaluation criteria and professional development
Indicator
Status Assess
IF02 - The Leadership Team reviews the principal¶s summary reports of classroom observations and takes them into account in planning professional development.(66) (All Schools,Focus,Priority) Tasks completed: 0 of 2 (0%) Level of Development:
Initial: Limited Development 03/14/2016
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Page: 5 of 19
Plan
Describe current level of development:
The instructional Leadership Team is given a report of building trends according to focus walks. The team then discusses needs for improvement as well as bright spots in the building. Now there is a google form that has been created that tallies classroom walk-through data and creates charts that the instructional leadership team will be able to use to identify building strengths and needs.
Assigned to:
Brigetta Starks
How it will look when fully met:
The Instructional Leadership Team will receive summary reports of building walk-through data each quarter. The reports will be discussed and celebrations and needs will be addressed. Professional Development will be planned in conjunction with district and state requirements to address staff needs.
Target Date:
12/16/2016
Tasks: 1. The focus walk summary report will be presented to the Instructional Leadership Team in May for planning next school year's professional development and Title I needs. Assigned to:
Kim Starr
Added date:
03/14/2016
Target Completion Date:
05/11/2016
Comments: 2. The first summary reports will be presented in April. The report will be used to discuss building level professional development opportunities. Assigned to:
Kim Starr
Added date:
03/14/2016
Target Completion Date:
10/14/2016
Frequency:
four times a year
Comments:
Present focus walk data and discuss building needs for each quarter.
Implement Percent Task Complete: Indicator Status Assess
0%
IF06 - Teachers are required to make individual professional development plans based on classroom observations.(70)(All Schools,Focus,Priority) Tasks completed: 0 of 2 (0%) Level of Development:
Initial: Limited Development 02/10/2016
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Page: 6 of 19
Plan
Describe current level of development:
Teachers create their own Professional Growth Plan either by a discussion with an administrator or based on a teacher's need or desire to improve or perfect a skill. Classroom walkthrough data is discussed with teachers and individual feedback is provided, however, that is not always how teachers decide on their PGP and professional development. Some PD is required to all teachers due to district or state regulations.
Assigned to:
Kim Starr
How it will look when fully met:
Teachers will receive summary reports about classroom focus walks and use that information to create their PGP. Teachers will also use their data from testing and evaluation feedback to determine their professional development needs and wants.
Target Date:
05/20/2016
Tasks: 1. Administrator summary will be presented to the Instructional Leadership Team and individual teachers so they can create their PGP. Assigned to:
Kim Starr
Added date:
02/10/2016
Target Completion Date:
04/22/2016
Comments:
Create a spreadsheet or data page to show building trends and focus walk feedback for the administrator summary.
2. Teachers will create their PGP for 2016-2017 using the walk-though data and their personal needs. Assigned to:
Kim Starr
Added date:
02/11/2016
Target Completion Date:
05/26/2016
Comments: Implement Percent Task Complete: Indicator Status Assess
0%
IF11 - The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(3984)(All Schools,Focus,Priority) Tasks completed: 0 of 2 (0%) Level of Development:
Initial: Limited Development 02/10/2016
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Page: 7 of 19
Plan
Describe current level of development:
Due to not having additional funds and a lack of substitutes, it is difficult to have ongoing job-embedded professional development. We do not have facilitators, interventionists or coaches that are able to provide embedded PD and the budget needed for substitute teachers for PD is limited. At this time, we are working with Generation Ready Coaches for math and literacy in 3rd-5th grade and we send teachers to training when offered. We have a limited amount of visits that we can pay for, but have had good results from them.
Assigned to:
Takecia Campbell
How it will look when fully met:
The district will support us in the comprehensive review of building needs by providing the funding and personnel to assist our teachers with needed PD. Teachers will be able to choose their PD needs and goals and have job embedded support and training to improve or perfect their craft. Teacher PGP's will reflect their needs analysis and how they will accomplish their goal or goals using building level and outside resources.
Target Date:
08/15/2016
Tasks: 1. Building level needs analysis conducted. Assigned to:
Instructional Leadership Team
Added date:
02/10/2016
Target Completion Date:
05/20/2016
Frequency:
three times a year
Comments:
Consider summary walk through reports and other teacher data to conduct the needs analysis.
2. Consider hiring Instructional Facilitators to assist with curriculum and teacher needs while working with student groups. Assigned to:
Kim Starr
Added date:
02/10/2016
Target Completion Date:
08/12/2016
Comments: Implement Percent Task Complete:
0%
School Leadership and Decision Making Expanded time for student learning and teacher collaboration
Indicator Status Assess
IG01 - The school monitors progress of the extended learning time programs and other strategies related to school improvement.(3981)(All Schools,Focus,Priority) Tasks completed: 0 of 2 (0%) Level of Development:
Initial: Limited Development 11/30/2015
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Page: 8 of 19
Plan
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
Indian Hills used to have an after-school program through NSLA funds. After two years of data, it was found that the program did not significantly assist students with academic needs or improve test scores. During the school day, we have utilized a modified block scheduling in our 3rd-5th grade classrooms to allow more time on task in literacy and math subject areas. We are addressing student needs through standards-based notebooks and writing rubrics. Students also receive 80 minute blocks of media and art in order to fulfill the research component of Common Core and complete a more in-depth study of artists and methods.
Assigned to:
Kim Starr
How it will look when fully met:
We will reevaluate extended programs at the conclusion of this school year as well as review teacher placement and schedules.
Target Date:
06/10/2016
Tasks: 1. Data from the mid-year STAR assessment and data from the End-of-year ACT Aspire will be analyzed to make instructional decisions for the 2016-2017 school year. Assigned to:
Kim Starr
Added date:
11/30/2015
Target Completion Date:
06/10/2016
Comments: 2. Consider additional needs as warranted with Title I funds if we qualify for School-wide Title I. Assigned to:
Instructional Leadership Team
Added date:
02/11/2016
Target Completion Date:
08/26/2016
Comments: Implement Percent Task Complete:
0%
School Leadership and Decision Making Ensuring High Quality Staff - Recruitment, Evaluation, and Retention
Indicator Status Assess
IH01 - The school works collaboratively with the district to recruit and retain highlyqualified teachers to support school improvement.(3982)(All Schools,Focus,Priority) Tasks completed: 0 of 2 (0%) Level of Development:
Initial: Limited Development 02/11/2016
Index:
2
(Priority Score x Opportunity Score)
Priority Score:
1
(3 - highest, 2 - medium, 1 - lowest)
Page: 9 of 19
Plan
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
In our district, the Human Resources Department devises plans to recruit minority and other high quality teachers. They send people to job fairs and colleges to attract the best and brightest to North Little Rock; however, the building principals do not participate in any of these activities. We fill our positions using a pool of applicants that have been screened by the Executive Director of Elementary Education. Once teachers are hired, retaining them is a matter of building culture and/or job satisfaction. Teachers are able to request transfers if they are not happy in their current position.
Assigned to:
Kim Starr
How it will look when fully met:
Principals would work with Human Resources to find the best candidates to fill openings in our schools.
Target Date:
07/01/2016
Tasks: 1. Principals will attend a job fair with the Human Resources Director. Assigned to:
Karli Saracini
Added date:
03/16/2016
Target Completion Date:
04/29/2016
Comments: 2. Principal and Assistant Principal will hire for vacancies or additional positions as needed. Assigned to:
Kim Starr
Added date:
03/16/2016
Target Completion Date:
08/19/2016
Comments: Implement Percent Task Complete:
0%
Opportunity to Learn Post-Secondary School Options
Indicator
VA01 - The school provides all students with guidance and supports (academic, financial, etc.) to prepare them for college and career.(4541)(All Schools,Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 11/30/2015
Page: 10 of 19
Evidence:
At the elementary level, we make sure that students are exposed and instructed in technology devices and software. We also work hard to have most lessons have a "real life" application so students can begin to think about what they would like to do when they grow up. We have special speakers throughout the curriculum that covers multiple careers as it relates to common core standards and themes from the units taught. The counselor hosts a career day each year where she enlists adults from a variety of career paths that may require a high school diploma, a college degree or advanced degrees. She has our community partners speak to groups of students about their job and after their presentation, they allow students to ask questions. In order to sustain our efforts in this area, we will continue to find resources to expose students to a variety of college and career choices through the common core standards, unit themes, and career days. Added date:
Curriculum, Assessment, and Instructional Planning Engaging teachers in aligning instruction with standards and benchmarks
Indicator Status Assess
IIA01 - Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(88)(All Schools,Focus,Priority) Tasks completed: 2 of 3 (67%) Level of Development:
Initial: Limited Development 11/30/2015
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Page: 11 of 19
Plan
Describe current level of development:
Indian Hills is divided into grade levels with teams of teachers who work together to implement the common core standards. In kindergarten and 1st grade, the teachers have created standard-based units and assessments. Grades 2nd through 5th have units that have been developed by the district literacy coach and building level coaches from those schools who have one. Common assessments were created last year that followed PARCC, so new ones are now in the process of being created at the district level. At the school level, our teachers are working with coaches from Generation Ready to develop standards-based math notebooks and rubrics to assess where each child is according to the common core standard. Grade levels are also required to create pre and post tests for each unit of study. Teachers are in the process of understanding the data and changing instruction according to that data. Students who are in Special Education receive instruction from their grade level teacher and special education teacher as appropriate. Students who are ELL receive additional help from the ELL teacher twice a week.
Assigned to:
Natalee McGill
How it will look when fully met:
Teachers will have well-developed units with pre and post tests. Students will understand their learning and instructional needs using their standards-based notebooks and rubrics. Students who are special education and ELL will receive differentiated instruction with a specialist according to their IEP or ELL plan. Teachers will effectively use data to influence their instruction to further differentiate for all student needs. Units will be reviewed and changed according to common core standards and student/teacher needs.
Target Date:
05/25/2016
Tasks: 1. Teachers will create pre and post tests. Students and teachers will create standards-based notebooks to track student learning and needs. Assigned to:
Takecia Campbell
Added date:
11/30/2015
Target Completion Date:
12/18/2015
Comments: Task Completed:
1/26/2016 12:00:00 AM
2. Teachers will review units for effectiveness and addressing the common core standards. Assigned to:
Rachel Wheeler
Added date:
11/30/2015
Target Completion Date:
05/25/2016
Comments: 3. Special Education and ELL teachers will review and track student learning and work with grade level teachers to assist their students according to their IEP or ELL Plan. Assigned to:
Natalee McGill
Added date:
11/30/2015
Page: 12 of 19
Target Completion Date:
03/18/2016
Comments:
LPAC and Annual Reviews have been conducted to track student learning.
Task Completed:
3/11/2016 12:00:00 AM
Implement Percent Task Complete:
67%
Curriculum, Assessment, and Instructional Planning Engaging teachers in assessing and monitoring student mastery
Indicator Status Assess
Plan
IIB04 - Teachers individualize instruction based on pre-test results to provide support for some students and enhanced learning opportunities for others.(94)(Focus,Priority) Tasks completed: 3 of 4 (75%) Level of Development:
Initial: Limited Development 11/30/2015
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
Teachers in 2nd, 3rd, 4th and 5th grade have started to implement a pre and post test to assist with instructional planning and the creation of literacy and math groups. This is still relatively new and they are reporting their findings to the assistant principal. They have the data now, but are struggling with the way it should influence their instruction and differentiation. Teachers in kindergarten and 1st grade are not giving pre tests, but are recording student progress through running records and math sprints/exit tickets daily.
Assigned to:
Takecia Campbell
How it will look when fully met:
All teachers will have pre and post tests and use that data to influence direct teaching and groups in their classrooms. Through various means, students will understand their learning and needs and will conference with the teacher to reach their goals.
Target Date:
03/18/2016
Tasks: 1. Teachers will create pre and post tests for each unit of study. Assigned to:
Takecia Campbell
Added date:
11/30/2015
Target Completion Date:
02/26/2016
Comments:
Teachers are filling out charts with student achievement information. Math units have pre and post assessments while literacy has post assessments, but not all have pre assessments.
Task Completed:
2/24/2016 12:00:00 AM
2. Teachers will use PLC time to compare and discuss data to better serve and differentiate for the students in their classroom and grade level. Page: 13 of 19
Assigned to:
Takecia Campbell
Added date:
11/30/2015
Target Completion Date:
03/18/2016
Frequency:
monthly
Comments:
Teachers have been shown PLC protocol for examining student work with our Generation Ready Math Coach.
Task Completed:
3/15/2016 12:00:00 AM
3. Teachers will use data from pre and post test to enhance or assist in student learning. Assigned to:
Takecia Campbell
Added date:
11/30/2015
Target Completion Date:
03/18/2016
Comments:
Teachers will continue to use student samples, standardsbased notebooks and pre and post tests to enhance student learning.
Task Completed:
3/15/2016 12:00:00 AM
4. Teachers will continue to create pre tests and standards-based notebooks in literacy. Assigned to:
New Assistant Principal
Added date:
03/15/2016
Target Completion Date:
09/16/2016
Comments: Implement Percent Task Complete:
75%
Curriculum, Assessment, and Instructional Planning Assessing student learning frequently with standards-based assessments
Indicator
IID02 - The school tests each student at least 3 times each year to determine progress toward standards-based objectives.(100)(All Schools,Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 02/10/2016
Evidence:
Our district uses STAR assessment that is given to all students in the fall, winter and spring. Data from the STAR assessment is used to establish student groups according to need and the data shows teachers the mastery of each common core standard assessed by student and by standard. Added date:
Indicator
IID06 - Yearly learning goals are set for the school by the Leadership Team, utilizing student learning data.(104)(Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 03/14/2016
Page: 14 of 19
Evidence:
Goal setting has become one of the first tasks completed at the beginning of the school year. In the past, we have not received data from the summative state assessments until summer causing our goal setting to take place during our beginning of school professional development. Each grade level studies and analyzes their summative data creating a grade level goal. Together as a staff we look for similarities and differences in data and the grade level goals to come to an agreement on an instructional, operational and studentspecific goal. We try not to have more than 3 goals each year. This year we also created a building level rigor statement and each grade level created a statement specific to them as well. Added date:
Indicator
Status Assess
Plan
IID11 - Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives). (109)(Focus) Tasks completed: 0 of 4 (0%) Level of Development:
Initial: Limited Development 03/14/2016
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
At this time, the leadership team reviews the results of the STAR Assessment and a limited amount of pre and post tests. This is the first year we have implemented the required use of pre and post tests. We have also implemented standards-based notebooks especially in math. Since the notebook creation, we have noticed that the notebooks are an easier way to "red flag" students in need of intervention. In literacy, we are looking for ways to measure student success on the standards. We are able to use writing rubrics to gauge a need for intervention.
Assigned to:
Natalee McGill
How it will look when fully met:
When this objective is fully met we will have either pre and post tests for each unit or a standards-based notebook that indicates student achievement and needs. Students who do not perform well on tests or don't master required standards will receive classroom intervention. If the student continues to struggle, the teacher will bring the student's testing and classwork to the RTI team for further assistance.
Target Date:
12/16/2016
Tasks: 1. Teachers will create standards-based notebooks for math and literacy. Assigned to:
New Assistant Principal
Added date:
03/14/2016
Page: 15 of 19
Target Completion Date:
09/23/2016
Comments:
Teachers will have notebooks created for the 1st nine week standards.
2. Teachers will create unit pre and post tests as appropriate according to standards and district pacing guides. Assigned to:
New Assistant Principal
Added date:
03/14/2016
Target Completion Date:
10/28/2016
Comments: 3. Teachers will present notebook and pre/post test data to leadership team. Assigned to:
New Assistant Principal
Added date:
03/14/2016
Target Completion Date:
11/18/2016
Comments: 4. By December pre/post tests and standards-based notebooks will be implemented in all grades. Students who are in need of intervention will be targeted and assisted either in the classroom or through the RTI process. Assigned to:
New Assistant Principal
Added date:
03/14/2016
Target Completion Date:
12/09/2016
Comments: Implement Percent Task Complete:
0%
Classroom Instruction Expecting and monitoring sound instruction in a variety of modes
Indicator
IIIA01 - All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment.(110)(All Schools,Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 02/10/2016
Evidence:
Teachers use writing portfolio guides aligned to writing standards and rubrics. Units for literacy and Social Studies are provided by the district that include curriculum alignment, instruction and assessment. Literacy coaches and lead teachers meet monthly. A math pacing guide is provided to all teachers from the district that includes prerequisite skills, resources and reviews that can be used to help all students master their appropriate grade-level standards. Math coaches and lead teacher meetings occur monthly to address needs and district level trends. Science is in the process of being adopting with new standards. Teachers are being trained on them this year will be trained further this summer. A pacing guide will be developed as well. Added date:
Page: 16 of 19
Indicator
Status Assess
Plan
IIIA07 - All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.(116) (Focus,Priority) Tasks completed: 0 of 4 (0%) Level of Development:
Initial: Limited Development 03/15/2016
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
Teachers at Indian Hills look at multiple data sources such as classroom work, exit tickets, STAR assessment and other tests (ACT Aspire interim). We have also begun using the standards-based notebooks so that each teacher knows exactly what his or her students know and are able to do. Teachers have groups for students who are struggling, on level, or achieving and use a variety of strategies. Teachers also differentiate in the classroom in literacy with their reading groups and some in math with their flexible groups.
Assigned to:
Kim Starr
How it will look when fully met:
When this is fully met, students will receive instruction that is differentiated for their needs, yet allows them to work toward the grade level standard. Teachers will implement flexible groups in literacy and math as well as work with students to create rubrics for writing. Teachers will use their standards-based notebooks and other available assessments to make sure that each student is able to perform the standard at grade level. The role of the teacher will be more of a facilitator and students will have increased control of their learning. Each classroom will look like a workshop where students are engaged in rigorous work.
Target Date:
12/16/2016
Tasks: 1. Teachers will receive additional training on rigor and standards. Assigned to:
Kim Starr
Added date:
03/15/2016
Target Completion Date:
07/29/2016
Comments: 2. Teachers and administrators will examine summative data to create school goals and appropriate curriculum. Assigned to:
Kim Starr
Added date:
03/15/2016
Target Completion Date:
08/12/2016
Comments: 3. Teachers will begin procedures and assessment with their students to start flexible groups. Standards-based notebooks and pre and post tests will be created for each unit. Assigned to:
New Assistant Principal Page: 17 of 19
Added date:
03/15/2016
Target Completion Date:
10/28/2016
Comments: 4. Classroom data will be collected and presented to the instructional leadership team for the 1st nine weeks in order to make sure that students are receiving differentiated assignments and are progressing according to the objective. Assigned to:
Kim Starr
Added date:
03/15/2016
Target Completion Date:
12/02/2016
Comments: Implement Percent Task Complete:
0%
Family Community Engagement Defining the purpose, policies, and practices of a school community
Indicator
IVA01 - The school¶s Title I Compact (Or Non-Title I schools roles and expectations for parents, students, and teachers) includes responsibilities (expectations) that communicate what parents (families) can do to support their students¶learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home). (3983)(All Schools,Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 11/30/2015
Page: 18 of 19
Evidence:
Indian Hills gives every parent a district handbook and an individual school handbook the 2nd week of school or upon enrollment. Inside the handbooks, parents are told how the school operates, policies, where to pick up their child, how to get involved, and other helpful information. Parents and community members are invited to the "Report to the Public" within the first month, where data from the spring assessment and school policies and procedures are shared. At the conclusion of the meeting, there is an open forum for questions and answers. Additionally, teachers do group email newsletters, daily communicator folders, class "DoJo," and personal notes or phone calls. In each of these methods, parents are given an opportunity for two-way communication and several ways they can assist their child at home. The list of daily activities and assignments as well as the behavior of their child is communicated either immediately or each afternoon through one of these means. Parents are also welcome to make an appointment with their child's teacher during planning or after school. Indian Hills has a very active PTA with several activities monthly for parents to get involved and have influence over school-wide decisions. The counselor also has a parent committee that is specifically used to make sure the educational needs of families and other stake holders are met. In order to sustain our efforts, administrators and teachers will continue the various communication sources and find additional ways to involve parents in the instructional process and progress of our school. Parent Committees and PTA will strive to involve more individuals from diverse cultures represented in our student body and teaching force. Added date:
Page: 19 of 19
Indian Hills Elementary School NCES - 51068000786 North Little Rock School District School Success Indicators
Key Indicators are shown in RED.
School Leadership and Decision Making Establishing a team structure with specific duties and time for instructional planning
Indicator Status Assess
Plan
ID01 - A team structure is officially incorporated into the school governance policy.(36) (All Schools,Focus,Priority) Tasks completed: 3 of 4 (75%) Level of Development:
Initial: Limited Development 11/05/2015
Index:
2
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
Although at the school level, we have a policy for a team structure and teachers are arranged in grade-level teams and leadership teams, at the district level there is not anything in policy.
Assigned to:
Takecia Campbell
How it will look when fully met:
We have met this at the school level; however, the district does not have this in policy. Mrs. Campbell attends the Instructional Leadership Committee at the elementary level and has been told that this will be addressed by the district leadership team at a later date. Mrs. Campbell was told that there is a protocol in place at this time for leadership teams at the school level.
Target Date:
05/25/2016
Tasks: 1. Instructional Team at the Elementary Level will meet again in January for an update. Assigned to:
Takecia Campbell
Added date:
11/30/2015
Target Completion Date:
01/21/2016
Comments:
Teams are established at the elementary level, but not in policy yet. This is being reviewed at the district level to be put in policy.
Task Completed:
1/27/2016 12:00:00 AM
2. District level leadership team will write a policy about team structures. Page: 1 of 19
Assigned to:
District Leadership Team
Added date:
02/11/2016
Target Completion Date:
02/12/2016
Comments:
The policy about team structures was presented to principals for review.
Task Completed:
1/19/2016 12:00:00 AM
3. Executive Director of Elementary Education will give the policy to principals to review. Assigned to:
Ms. Rosie Coleman
Added date:
02/11/2016
Target Completion Date:
02/19/2016
Comments: Task Completed:
1/19/2016 12:00:00 AM
4. The policy making a team structure officially incorporated into the school governance policy will be presented to the school board for a vote. Assigned to:
District Administration
Added date:
02/11/2016
Target Completion Date:
04/22/2016
Comments: Implement Percent Task Complete:
75%
Indicator
ID04 - All teams prepare agendas for their meetings.(39)(All Schools,Focus,Priority)
Status
Objective Met 3/15/2016
Assess
Level of Development:
Initial: Limited Development 09/30/2015 Objective Met - 03/15/2016
Plan
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
PLC Teams meet each week and fill out a learning log agenda that includes members present, norms, instructional focus, assessment data, and how they will continue their learning.
Assigned to:
Takecia Campbell
How it will look when fully met:
Grade level PLC's will meet consistently and will create the agenda learning log prior to meeting and then add minutes during the meeting. All team members will feel a sense of ownership.
Target Date:
01/06/2015
Tasks: 1. Mrs. Campbell will create a template for agendas. Assigned to:
Takecia Campbell
Page: 2 of 19
Added date:
02/11/2016
Target Completion Date:
01/06/2015
Comments:
Complete and on Google Docs
Task Completed:
1/5/2016 12:00:00 AM
2. Teachers will use the template, thereby creating an agenda. Assigned to:
Kim Starr
Added date:
02/11/2016
Target Completion Date:
01/06/2015
Comments: Task Completed: Implement Percent Task Complete:
1/5/2016 12:00:00 AM 100%
Objective Met:
3/15/2016
Experience:
3/15/2016 Teachers were resistant at first, but then when they had multiple ways to report on their PLC they began to do the template each week.
Sustain:
3/15/2016 We will continue to require weekly PLC's with an agenda.
Evidence:
3/15/2016 We have several PLC forms that are paper based and some that are on google docs.
Indicator
ID07 - A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting).(42)(All Schools,Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 09/30/2015
Evidence:
A Leadership team consisting of the appropriate staff members has been in existence for many years. Recently, we have created two leadership teams, one for instruction and one for building operations. The Instructional Leadership Team meets twice a month from 2:30-3:30 pm. Agenda's and minutes are recorded and sent to all staff members. Added date:
Indicator
ID08 - The Leadership Team serves as a conduit of communication to the faculty and staff.(43)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 11/05/2015
Page: 3 of 19
Evidence:
We have had a leadership team for the past six years. Two years ago, we split that team in two to have an instructional team and an operational team. That gives twice the amount of staff input during the meetings and the others are informed at their grade level meetings, weekly principal notes, and leadership team agendas and minutes. Staff members can verbally let their opinions or concerns known during the meeting or to their representative, or they can write their information on a problem response sheet. We have found this year, that we need to print minutes to our meetings for some employees who are not able to check email to receive their information. We have a classified staff member in charge of that task. Added date:
School Leadership and Decision Making Focusing the principal¶s role on building leadership capacity, achieving learning goals, and improving instruction
Indicator
Status Assess
Plan
IE13 - The principal offers frequent opportunities for staff and parents to voice constructive critique of the school¶s progress and suggestions for improvement.(64) (Focus) Tasks completed: 1 of 3 (33%) Level of Development:
Initial: Limited Development 11/30/2015
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
Staff members have several opportunities for voicing their concerns and critiques of the school's progress. They are represented at the Operational Leadership team that addresses school culture and staff needs as well as the Instructional Leadership team where instructional/curriculum issues are addressed. Staff members have monthly vertical and full staff meetings where school progress and problems are discussed and weekly PLC's that have a set agenda with an area for comments or concerns. Parents can be members of the PTA or the Parent Committee chaired by the counselor. They can express their concerns during Executive or open PTA Meetings or send concerns to a parent representative. We need to work on this area more diligently so that we are sure to meet the needs of our stake holders.
Assigned to:
Jennifer Ushery
How it will look when fully met:
Staff will communicate through the aforementioned means. Parents will have multiple ways to communicate with the school and have their voices heard. Community meetings will take place more frequently and stakeholders will be contacted more often for their feedback. We will reach out to more parents to join the parent committee to have a larger body of people representing the parent view point in all school matters. Page: 4 of 19
Target Date:
05/26/2016
Tasks: 1. In addition to the "Report to the Public" and the 2 Parent Committee Meetings, a general request for more volunteer parent and community members will be sent through backpacks and phone message. Another evening meeting will take place to provide additional information and two-way communication for parents and stake holders. Assigned to:
Jennifer Ushery
Added date:
11/30/2015
Target Completion Date:
02/29/2016
Comments:
Parents have had various forms of communication throughout the year.
Task Completed:
3/11/2016 12:00:00 AM
2. Indian Hills will host a luncheon for business partners and parents to present scores, goals and school crisis plan. All stakeholders will have an opportunity to discuss the school's progress and give suggestions for improvement. Assigned to:
Kim Starr
Added date:
02/11/2016
Target Completion Date:
04/28/2016
Comments:
Joint partner and parent Title I planning and goal setting meeting.
3. The district will create and send a survey for parental and community feedback. Assigned to:
Julie Drake
Added date:
02/11/2016
Target Completion Date:
04/29/2016
Comments:
Julie Drake, Parent Coordinator for the district will create and distribute the surveys.
Implement Percent Task Complete:
33%
School Leadership and Decision Making Aligning classroom observations with evaluation criteria and professional development
Indicator
Status Assess
IF02 - The Leadership Team reviews the principal¶s summary reports of classroom observations and takes them into account in planning professional development.(66) (All Schools,Focus,Priority) Tasks completed: 0 of 2 (0%) Level of Development:
Initial: Limited Development 03/14/2016
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Page: 5 of 19
Plan
Describe current level of development:
The instructional Leadership Team is given a report of building trends according to focus walks. The team then discusses needs for improvement as well as bright spots in the building. Now there is a google form that has been created that tallies classroom walk-through data and creates charts that the instructional leadership team will be able to use to identify building strengths and needs.
Assigned to:
Brigetta Starks
How it will look when fully met:
The Instructional Leadership Team will receive summary reports of building walk-through data each quarter. The reports will be discussed and celebrations and needs will be addressed. Professional Development will be planned in conjunction with district and state requirements to address staff needs.
Target Date:
12/16/2016
Tasks: 1. The focus walk summary report will be presented to the Instructional Leadership Team in May for planning next school year's professional development and Title I needs. Assigned to:
Kim Starr
Added date:
03/14/2016
Target Completion Date:
05/11/2016
Comments: 2. The first summary reports will be presented in April. The report will be used to discuss building level professional development opportunities. Assigned to:
Kim Starr
Added date:
03/14/2016
Target Completion Date:
10/14/2016
Frequency:
four times a year
Comments:
Present focus walk data and discuss building needs for each quarter.
Implement Percent Task Complete: Indicator Status Assess
0%
IF06 - Teachers are required to make individual professional development plans based on classroom observations.(70)(All Schools,Focus,Priority) Tasks completed: 0 of 2 (0%) Level of Development:
Initial: Limited Development 02/10/2016
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Page: 6 of 19
Plan
Describe current level of development:
Teachers create their own Professional Growth Plan either by a discussion with an administrator or based on a teacher's need or desire to improve or perfect a skill. Classroom walkthrough data is discussed with teachers and individual feedback is provided, however, that is not always how teachers decide on their PGP and professional development. Some PD is required to all teachers due to district or state regulations.
Assigned to:
Kim Starr
How it will look when fully met:
Teachers will receive summary reports about classroom focus walks and use that information to create their PGP. Teachers will also use their data from testing and evaluation feedback to determine their professional development needs and wants.
Target Date:
05/20/2016
Tasks: 1. Administrator summary will be presented to the Instructional Leadership Team and individual teachers so they can create their PGP. Assigned to:
Kim Starr
Added date:
02/10/2016
Target Completion Date:
04/22/2016
Comments:
Create a spreadsheet or data page to show building trends and focus walk feedback for the administrator summary.
2. Teachers will create their PGP for 2016-2017 using the walk-though data and their personal needs. Assigned to:
Kim Starr
Added date:
02/11/2016
Target Completion Date:
05/26/2016
Comments: Implement Percent Task Complete: Indicator Status Assess
0%
IF11 - The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(3984)(All Schools,Focus,Priority) Tasks completed: 0 of 2 (0%) Level of Development:
Initial: Limited Development 02/10/2016
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Page: 7 of 19
Plan
Describe current level of development:
Due to not having additional funds and a lack of substitutes, it is difficult to have ongoing job-embedded professional development. We do not have facilitators, interventionists or coaches that are able to provide embedded PD and the budget needed for substitute teachers for PD is limited. At this time, we are working with Generation Ready Coaches for math and literacy in 3rd-5th grade and we send teachers to training when offered. We have a limited amount of visits that we can pay for, but have had good results from them.
Assigned to:
Takecia Campbell
How it will look when fully met:
The district will support us in the comprehensive review of building needs by providing the funding and personnel to assist our teachers with needed PD. Teachers will be able to choose their PD needs and goals and have job embedded support and training to improve or perfect their craft. Teacher PGP's will reflect their needs analysis and how they will accomplish their goal or goals using building level and outside resources.
Target Date:
08/15/2016
Tasks: 1. Building level needs analysis conducted. Assigned to:
Instructional Leadership Team
Added date:
02/10/2016
Target Completion Date:
05/20/2016
Frequency:
three times a year
Comments:
Consider summary walk through reports and other teacher data to conduct the needs analysis.
2. Consider hiring Instructional Facilitators to assist with curriculum and teacher needs while working with student groups. Assigned to:
Kim Starr
Added date:
02/10/2016
Target Completion Date:
08/12/2016
Comments: Implement Percent Task Complete:
0%
School Leadership and Decision Making Expanded time for student learning and teacher collaboration
Indicator Status Assess
IG01 - The school monitors progress of the extended learning time programs and other strategies related to school improvement.(3981)(All Schools,Focus,Priority) Tasks completed: 0 of 2 (0%) Level of Development:
Initial: Limited Development 11/30/2015
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Page: 8 of 19
Plan
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
Indian Hills used to have an after-school program through NSLA funds. After two years of data, it was found that the program did not significantly assist students with academic needs or improve test scores. During the school day, we have utilized a modified block scheduling in our 3rd-5th grade classrooms to allow more time on task in literacy and math subject areas. We are addressing student needs through standards-based notebooks and writing rubrics. Students also receive 80 minute blocks of media and art in order to fulfill the research component of Common Core and complete a more in-depth study of artists and methods.
Assigned to:
Kim Starr
How it will look when fully met:
We will reevaluate extended programs at the conclusion of this school year as well as review teacher placement and schedules.
Target Date:
06/10/2016
Tasks: 1. Data from the mid-year STAR assessment and data from the End-of-year ACT Aspire will be analyzed to make instructional decisions for the 2016-2017 school year. Assigned to:
Kim Starr
Added date:
11/30/2015
Target Completion Date:
06/10/2016
Comments: 2. Consider additional needs as warranted with Title I funds if we qualify for School-wide Title I. Assigned to:
Instructional Leadership Team
Added date:
02/11/2016
Target Completion Date:
08/26/2016
Comments: Implement Percent Task Complete:
0%
School Leadership and Decision Making Ensuring High Quality Staff - Recruitment, Evaluation, and Retention
Indicator Status Assess
IH01 - The school works collaboratively with the district to recruit and retain highlyqualified teachers to support school improvement.(3982)(All Schools,Focus,Priority) Tasks completed: 0 of 2 (0%) Level of Development:
Initial: Limited Development 02/11/2016
Index:
2
(Priority Score x Opportunity Score)
Priority Score:
1
(3 - highest, 2 - medium, 1 - lowest)
Page: 9 of 19
Plan
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
In our district, the Human Resources Department devises plans to recruit minority and other high quality teachers. They send people to job fairs and colleges to attract the best and brightest to North Little Rock; however, the building principals do not participate in any of these activities. We fill our positions using a pool of applicants that have been screened by the Executive Director of Elementary Education. Once teachers are hired, retaining them is a matter of building culture and/or job satisfaction. Teachers are able to request transfers if they are not happy in their current position.
Assigned to:
Kim Starr
How it will look when fully met:
Principals would work with Human Resources to find the best candidates to fill openings in our schools.
Target Date:
07/01/2016
Tasks: 1. Principals will attend a job fair with the Human Resources Director. Assigned to:
Karli Saracini
Added date:
03/16/2016
Target Completion Date:
04/29/2016
Comments: 2. Principal and Assistant Principal will hire for vacancies or additional positions as needed. Assigned to:
Kim Starr
Added date:
03/16/2016
Target Completion Date:
08/19/2016
Comments: Implement Percent Task Complete:
0%
Opportunity to Learn Post-Secondary School Options
Indicator
VA01 - The school provides all students with guidance and supports (academic, financial, etc.) to prepare them for college and career.(4541)(All Schools,Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 11/30/2015
Page: 10 of 19
Evidence:
At the elementary level, we make sure that students are exposed and instructed in technology devices and software. We also work hard to have most lessons have a "real life" application so students can begin to think about what they would like to do when they grow up. We have special speakers throughout the curriculum that covers multiple careers as it relates to common core standards and themes from the units taught. The counselor hosts a career day each year where she enlists adults from a variety of career paths that may require a high school diploma, a college degree or advanced degrees. She has our community partners speak to groups of students about their job and after their presentation, they allow students to ask questions. In order to sustain our efforts in this area, we will continue to find resources to expose students to a variety of college and career choices through the common core standards, unit themes, and career days. Added date:
Curriculum, Assessment, and Instructional Planning Engaging teachers in aligning instruction with standards and benchmarks
Indicator Status Assess
IIA01 - Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(88)(All Schools,Focus,Priority) Tasks completed: 2 of 3 (67%) Level of Development:
Initial: Limited Development 11/30/2015
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Page: 11 of 19
Plan
Describe current level of development:
Indian Hills is divided into grade levels with teams of teachers who work together to implement the common core standards. In kindergarten and 1st grade, the teachers have created standard-based units and assessments. Grades 2nd through 5th have units that have been developed by the district literacy coach and building level coaches from those schools who have one. Common assessments were created last year that followed PARCC, so new ones are now in the process of being created at the district level. At the school level, our teachers are working with coaches from Generation Ready to develop standards-based math notebooks and rubrics to assess where each child is according to the common core standard. Grade levels are also required to create pre and post tests for each unit of study. Teachers are in the process of understanding the data and changing instruction according to that data. Students who are in Special Education receive instruction from their grade level teacher and special education teacher as appropriate. Students who are ELL receive additional help from the ELL teacher twice a week.
Assigned to:
Natalee McGill
How it will look when fully met:
Teachers will have well-developed units with pre and post tests. Students will understand their learning and instructional needs using their standards-based notebooks and rubrics. Students who are special education and ELL will receive differentiated instruction with a specialist according to their IEP or ELL plan. Teachers will effectively use data to influence their instruction to further differentiate for all student needs. Units will be reviewed and changed according to common core standards and student/teacher needs.
Target Date:
05/25/2016
Tasks: 1. Teachers will create pre and post tests. Students and teachers will create standards-based notebooks to track student learning and needs. Assigned to:
Takecia Campbell
Added date:
11/30/2015
Target Completion Date:
12/18/2015
Comments: Task Completed:
1/26/2016 12:00:00 AM
2. Teachers will review units for effectiveness and addressing the common core standards. Assigned to:
Rachel Wheeler
Added date:
11/30/2015
Target Completion Date:
05/25/2016
Comments: 3. Special Education and ELL teachers will review and track student learning and work with grade level teachers to assist their students according to their IEP or ELL Plan. Assigned to:
Natalee McGill
Added date:
11/30/2015
Page: 12 of 19
Target Completion Date:
03/18/2016
Comments:
LPAC and Annual Reviews have been conducted to track student learning.
Task Completed:
3/11/2016 12:00:00 AM
Implement Percent Task Complete:
67%
Curriculum, Assessment, and Instructional Planning Engaging teachers in assessing and monitoring student mastery
Indicator Status Assess
Plan
IIB04 - Teachers individualize instruction based on pre-test results to provide support for some students and enhanced learning opportunities for others.(94)(Focus,Priority) Tasks completed: 3 of 4 (75%) Level of Development:
Initial: Limited Development 11/30/2015
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
Teachers in 2nd, 3rd, 4th and 5th grade have started to implement a pre and post test to assist with instructional planning and the creation of literacy and math groups. This is still relatively new and they are reporting their findings to the assistant principal. They have the data now, but are struggling with the way it should influence their instruction and differentiation. Teachers in kindergarten and 1st grade are not giving pre tests, but are recording student progress through running records and math sprints/exit tickets daily.
Assigned to:
Takecia Campbell
How it will look when fully met:
All teachers will have pre and post tests and use that data to influence direct teaching and groups in their classrooms. Through various means, students will understand their learning and needs and will conference with the teacher to reach their goals.
Target Date:
03/18/2016
Tasks: 1. Teachers will create pre and post tests for each unit of study. Assigned to:
Takecia Campbell
Added date:
11/30/2015
Target Completion Date:
02/26/2016
Comments:
Teachers are filling out charts with student achievement information. Math units have pre and post assessments while literacy has post assessments, but not all have pre assessments.
Task Completed:
2/24/2016 12:00:00 AM
2. Teachers will use PLC time to compare and discuss data to better serve and differentiate for the students in their classroom and grade level. Page: 13 of 19
Assigned to:
Takecia Campbell
Added date:
11/30/2015
Target Completion Date:
03/18/2016
Frequency:
monthly
Comments:
Teachers have been shown PLC protocol for examining student work with our Generation Ready Math Coach.
Task Completed:
3/15/2016 12:00:00 AM
3. Teachers will use data from pre and post test to enhance or assist in student learning. Assigned to:
Takecia Campbell
Added date:
11/30/2015
Target Completion Date:
03/18/2016
Comments:
Teachers will continue to use student samples, standardsbased notebooks and pre and post tests to enhance student learning.
Task Completed:
3/15/2016 12:00:00 AM
4. Teachers will continue to create pre tests and standards-based notebooks in literacy. Assigned to:
New Assistant Principal
Added date:
03/15/2016
Target Completion Date:
09/16/2016
Comments: Implement Percent Task Complete:
75%
Curriculum, Assessment, and Instructional Planning Assessing student learning frequently with standards-based assessments
Indicator
IID02 - The school tests each student at least 3 times each year to determine progress toward standards-based objectives.(100)(All Schools,Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 02/10/2016
Evidence:
Our district uses STAR assessment that is given to all students in the fall, winter and spring. Data from the STAR assessment is used to establish student groups according to need and the data shows teachers the mastery of each common core standard assessed by student and by standard. Added date:
Indicator
IID06 - Yearly learning goals are set for the school by the Leadership Team, utilizing student learning data.(104)(Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 03/14/2016
Page: 14 of 19
Evidence:
Goal setting has become one of the first tasks completed at the beginning of the school year. In the past, we have not received data from the summative state assessments until summer causing our goal setting to take place during our beginning of school professional development. Each grade level studies and analyzes their summative data creating a grade level goal. Together as a staff we look for similarities and differences in data and the grade level goals to come to an agreement on an instructional, operational and studentspecific goal. We try not to have more than 3 goals each year. This year we also created a building level rigor statement and each grade level created a statement specific to them as well. Added date:
Indicator
Status Assess
Plan
IID11 - Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives). (109)(Focus) Tasks completed: 0 of 4 (0%) Level of Development:
Initial: Limited Development 03/14/2016
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
At this time, the leadership team reviews the results of the STAR Assessment and a limited amount of pre and post tests. This is the first year we have implemented the required use of pre and post tests. We have also implemented standards-based notebooks especially in math. Since the notebook creation, we have noticed that the notebooks are an easier way to "red flag" students in need of intervention. In literacy, we are looking for ways to measure student success on the standards. We are able to use writing rubrics to gauge a need for intervention.
Assigned to:
Natalee McGill
How it will look when fully met:
When this objective is fully met we will have either pre and post tests for each unit or a standards-based notebook that indicates student achievement and needs. Students who do not perform well on tests or don't master required standards will receive classroom intervention. If the student continues to struggle, the teacher will bring the student's testing and classwork to the RTI team for further assistance.
Target Date:
12/16/2016
Tasks: 1. Teachers will create standards-based notebooks for math and literacy. Assigned to:
New Assistant Principal
Added date:
03/14/2016
Page: 15 of 19
Target Completion Date:
09/23/2016
Comments:
Teachers will have notebooks created for the 1st nine week standards.
2. Teachers will create unit pre and post tests as appropriate according to standards and district pacing guides. Assigned to:
New Assistant Principal
Added date:
03/14/2016
Target Completion Date:
10/28/2016
Comments: 3. Teachers will present notebook and pre/post test data to leadership team. Assigned to:
New Assistant Principal
Added date:
03/14/2016
Target Completion Date:
11/18/2016
Comments: 4. By December pre/post tests and standards-based notebooks will be implemented in all grades. Students who are in need of intervention will be targeted and assisted either in the classroom or through the RTI process. Assigned to:
New Assistant Principal
Added date:
03/14/2016
Target Completion Date:
12/09/2016
Comments: Implement Percent Task Complete:
0%
Classroom Instruction Expecting and monitoring sound instruction in a variety of modes
Indicator
IIIA01 - All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment.(110)(All Schools,Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 02/10/2016
Evidence:
Teachers use writing portfolio guides aligned to writing standards and rubrics. Units for literacy and Social Studies are provided by the district that include curriculum alignment, instruction and assessment. Literacy coaches and lead teachers meet monthly. A math pacing guide is provided to all teachers from the district that includes prerequisite skills, resources and reviews that can be used to help all students master their appropriate grade-level standards. Math coaches and lead teacher meetings occur monthly to address needs and district level trends. Science is in the process of being adopting with new standards. Teachers are being trained on them this year will be trained further this summer. A pacing guide will be developed as well. Added date:
Page: 16 of 19
Indicator
Status Assess
Plan
IIIA07 - All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.(116) (Focus,Priority) Tasks completed: 0 of 4 (0%) Level of Development:
Initial: Limited Development 03/15/2016
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)
Describe current level of development:
Teachers at Indian Hills look at multiple data sources such as classroom work, exit tickets, STAR assessment and other tests (ACT Aspire interim). We have also begun using the standards-based notebooks so that each teacher knows exactly what his or her students know and are able to do. Teachers have groups for students who are struggling, on level, or achieving and use a variety of strategies. Teachers also differentiate in the classroom in literacy with their reading groups and some in math with their flexible groups.
Assigned to:
Kim Starr
How it will look when fully met:
When this is fully met, students will receive instruction that is differentiated for their needs, yet allows them to work toward the grade level standard. Teachers will implement flexible groups in literacy and math as well as work with students to create rubrics for writing. Teachers will use their standards-based notebooks and other available assessments to make sure that each student is able to perform the standard at grade level. The role of the teacher will be more of a facilitator and students will have increased control of their learning. Each classroom will look like a workshop where students are engaged in rigorous work.
Target Date:
12/16/2016
Tasks: 1. Teachers will receive additional training on rigor and standards. Assigned to:
Kim Starr
Added date:
03/15/2016
Target Completion Date:
07/29/2016
Comments: 2. Teachers and administrators will examine summative data to create school goals and appropriate curriculum. Assigned to:
Kim Starr
Added date:
03/15/2016
Target Completion Date:
08/12/2016
Comments: 3. Teachers will begin procedures and assessment with their students to start flexible groups. Standards-based notebooks and pre and post tests will be created for each unit. Assigned to:
New Assistant Principal Page: 17 of 19
Added date:
03/15/2016
Target Completion Date:
10/28/2016
Comments: 4. Classroom data will be collected and presented to the instructional leadership team for the 1st nine weeks in order to make sure that students are receiving differentiated assignments and are progressing according to the objective. Assigned to:
Kim Starr
Added date:
03/15/2016
Target Completion Date:
12/02/2016
Comments: Implement Percent Task Complete:
0%
Family Community Engagement Defining the purpose, policies, and practices of a school community
Indicator
IVA01 - The school¶s Title I Compact (Or Non-Title I schools roles and expectations for parents, students, and teachers) includes responsibilities (expectations) that communicate what parents (families) can do to support their students¶learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home). (3983)(All Schools,Focus,Priority)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation 11/30/2015
Page: 18 of 19
Evidence:
Indian Hills gives every parent a district handbook and an individual school handbook the 2nd week of school or upon enrollment. Inside the handbooks, parents are told how the school operates, policies, where to pick up their child, how to get involved, and other helpful information. Parents and community members are invited to the "Report to the Public" within the first month, where data from the spring assessment and school policies and procedures are shared. At the conclusion of the meeting, there is an open forum for questions and answers. Additionally, teachers do group email newsletters, daily communicator folders, class "DoJo," and personal notes or phone calls. In each of these methods, parents are given an opportunity for two-way communication and several ways they can assist their child at home. The list of daily activities and assignments as well as the behavior of their child is communicated either immediately or each afternoon through one of these means. Parents are also welcome to make an appointment with their child's teacher during planning or after school. Indian Hills has a very active PTA with several activities monthly for parents to get involved and have influence over school-wide decisions. The counselor also has a parent committee that is specifically used to make sure the educational needs of families and other stake holders are met. In order to sustain our efforts, administrators and teachers will continue the various communication sources and find additional ways to involve parents in the instructional process and progress of our school. Parent Committees and PTA will strive to involve more individuals from diverse cultures represented in our student body and teaching force. Added date:
Page: 19 of 19
