School Improvement Plan - Pagesschools.cms.k12.nc.us/dorothyjvaughanES/Documents... ·...

School Improvement Plan

2017-2018

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: October 3, 2017 Final Copy Due: October 17, 2017

2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report

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Dorothy J. Vaughan Academy Contact Information

School: Dorothy J. Vaughan Academy of Technology Courier #: 475

Address: 8601 Old Concord Road Phone Number: (980)343-0030

Charlotte, NC 28213 Fax Number: (980)343-0034

Learning Community: West Learning Community School Website: http://schools.cms.k12.nc.us/dorothyjvaughanES/Pages/Default.aspx

Principal: Principal Toyia Matthews

Learning Community Superintendent: West Learning Community

Dorothy J. Vaughan Academy School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date Elected

Principal Toyia Matthews [email protected] Assistant Principal Representative Ta-Rai Fridley [email protected] Teacher Representative Natalie Matthews [email protected] Teacher Representative Lindsey Scheppegrell lc.scheppegrell @cms.k12.nc.us Teacher Representative Tanya Mays [email protected] Teacher Representative Paige Anderson [email protected] Inst. Support Representative Patricia McRhoads [email protected] Inst. Support Representative Cheryl Osborne [email protected] Parent Representative Keisha Grier [email protected] 10/02/2017 Parent Representative Kisha Craig (5th) [email protected] 10/02/2017

mailto:[email protected]




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Parent Representative Elizaphan Omerhi (K) [email protected] 10/02/2017 Parent Representative Shona Jackson [email protected] 10/02/2017 Parent Representative Chuck Munn (2nd) [email protected] 10/02/2017 Parent Representative Brandi Jones (4th) [email protected] 10/02/2017 Parent Representative Denise Scott (2nd) [email protected] 10/02/2017 Parent Representative Yesha Shukla (2nd) [email protected]

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.

School: As a global community of lifelong learners, we empower scholars to be multi-literate innovators in an ever-changing world. Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Our mission is to provide a positive and challenging learning environment to maximize student potential through the use of collaboration, rigorous instruction, and diverse learning experiences. Scholars will strive for success and develop critical thinking skills with optimal use of computer science immersion.

Dorothy J. Vaughan Academy Shared Beliefs ● We will engage in meaningful collaboration. ● We will provide rigorous and personalized instruction to meet the diverse learning experiences of our scholars. ● We will strive to develop scholars who think critically with the optimal use of computer science immersion.



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Dorothy J. Vaughan Academy SMART Goals ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG Math. ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG

English/Language Arts. ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG Grade 5

Science.


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Dorothy J. Vaughan Academy 2016-2017 Assessment Data Snapshot

Subject GLP CCR Grade 3 Math 67.2 55.2 Grade 3 Reading 66.7 51.9 Grade 4 Math 57.1 48.6 Grade 4 Reading 51.4 32.9


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Dorothy J. Vaughan Academy Profile

Dorothy J. Vaughan Academy of Technology, a member of Magnet Schools of America, is a full CMS K-5 magnet school. Currently, it is the only K-5 full magnet program for Computer Science Immersion available for families in CMS. In its first year, the school is comprised of students coming from 47 different elementary schools. The student body is comprised of 393 students. The demographics are as follows: 285 African-Americans (72.5%), 61 Hispanics (15.5%), 21 White (5.3%), 16 Asian (4.1%), and two or more (2.0%), 1 American Indian (0.3%), and 1 Pacific Islander (0.3%). The school has 179 Females (45.5%) and 214 Males (54.5%). DJV scholars will each receive a Chromebook to use during the school day. This one–to-one technology is aimed to immerse students in a curriculum that emphasizes the language of technology through reading, writing, mathematics, science, social studies, and the arts. The school is in its inaugural year. In addition, we are members of CMS Personalized Learning cohort IV, implementing a focus on the Whole Child Approach. Students will be encouraged to embrace a growth mindset, exhibit positive character traits that will impact their lives in the larger community. As innovators at Dorothy J. Vaughan Academy, through a partnership with Code to the Future, scholars will use programs such as Scratch and Minecraft, as well as, the programming language Java Script. The major component of the Computer Science magnet is the immersion of coding language into core curriculum; as a result, students will be learning content through technology integration. Students will have a Coding block, which allows them to collaborate and develop critical thinking and problem-solving skills. The faculty and staff bring a wealth of experience and expertise to Dorothy J. Vaughan Academy. The staff demographics are as follows: twenty classroom teachers, one ½-time TD teacher, one ½-time ESL teacher, one ½-time EC teacher, one full-time EC Assistant, four instructional associates, and 4 Connect Teachers (Art, Music, PE, and Media). In addition, our staff members are committed to continuous professional learning and growth. Approximately 95% of the faculty hold master’s degrees; one holds an advanced degree, and four are National Board Certified. Teachers are receiving on-going professional development in computer science through Code to the Future and Personalized Learning, Literacy, and Restorative Practices - all through CMS. The uniqueness of the school attracted candidates internationally and from seven different states. There is also representation from four neighboring counties on the staff.


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The school is developing partnerships with various organizations whose supports are directly aligned with the goals of the school. Some of these partnerships include Synechron, Google Fiber, Newell Baptist Church, Chick-Fil-A, UNC Charlotte Department of Infomatics, YMCA, and the Charlotte Mecklenburg University Public Library. These organizations will be critical to teacher development, student outreach, and culture-building. Parental involvement has been pivotal in the first year of Dorothy J. Vaughan Academy of Technology. The PTA and DJV parents have been instrumental in supporting a family environment with strong visibility, volunteering countless hours, and providing resources for students and staff.


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Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:

I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:

I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:

I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas:

I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:

I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign Four focus areas:

I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 2: Recruit, develop, retain and reward a premier workforce Strategic Plan Focus Area: III. Retention/quality appraisals Data Used: Faculty/Staff Surveys, Observation of Cafeteria Data, and Discipline Data

Strategies (determined by what data) ● Task ● Task ● Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End) ● Interim

Dates 1. Provide teachers with a thirty minute duty-free lunch period daily.

Literacy Instructional Coach/ Principal Intern

Students and teachers will have a break during the day to:

• Positive social interactions

• Established culture and trust

CMS Cafeteria Monitor Budget

Lunch Monitor September 2017- June 2018

2. Hire qualified lunch monitor based on the allotted hours from the district.

Principal • Feedback from faculty and staff

• Orderly cafeteria • Reduction of Discipline

Referrals

CMS Cafeteria Monitor Budget

Lunch Monitor September 2017- June 2018

3.Implement school-wide behavior strategies in the cafeteria:

• Teach L.E.N.S. behaviors and procedures during the first two weeks of school

• Reinforce and practice procedures throughout the school year.

Grade level teams

• Positive Interactions between students and staff

• Orderly cafeteria • Conversations in the

cafeteria are at a level 1 • Reduction of Discipline

Referrals

N/A Lunch Monitor Teachers Instructional Coaches Administration

September 2017- June 2018 • Dec.

2017 • March

2018


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SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Strategic Plan Focus Area: I. College- and career-readiness II. Academic growth/high academic achievement III. Access to rigor

Data Used: Formative assessment data (MAP, Reading 3D, teacher made assessments)





Personnel Involved


Dates

1. Teachers will have at least five hours planning weekly based on a four-day rotation. The rotation is as follows:

• 55-minute planning for Math every four days

• 55-minute planning for Literacy every four days

• 80-minute PLC flexible planning based on learner’s needs.

• 25 minute for data analysis every four days, alternating between math & literacy weekly

Instructional Coaches Grade Level Chairs

• Instruction and assessments are aligned to the standards

• Increase in performances on MAP, Reading 3D, common assessments, and EOGs

• Planning documents reflect a deep understanding of the standards and the IPA process

• Data analyses follow a

NA Grade Level Teams Instructional Coaches Instructional Associates Connect Teachers

August 2017-June 2018


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protocol which includes plans for students at various levels of mastery

2. 1/2 day planning one day per quarter (led by Instructional Coaches/administrators) with a focus on:

• Data analysis • Examining student work

samples • Planning using “backwards

design” • Personalized instruction for

students

Principal Assistant Principal

• Long-term plans • Small group plans • Pre and Post

Assessments • Tasks with rubrics • Evidence of standards

aligned instruction • Increase in

performance on MAP, Reading 3D, common assessments and EOGs

NA Grade Level Teams Instructional Coaches Instructional Associates Connect Teachers

October 2017 January 2018 March 2018


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SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Strategic Plan Focus Area: I. Physical safety II. Social and emotional health III. High engagement IV. Cultural competency

Data Used: Student and Staff Surveys, Discipline Referral Data, Action Plan results from counselor





Personnel Involved


Dates

1. Bully Prevention • School leaders will routinely

discuss Title IX during SLT meetings.

• Teachers will deliver Title IX Lessons to students.

• Counselor will lead Bully Prevention classroom lessons

• Counselor-led small group/individual sessions as needed.

• Teachers and students will maintain class meetings.

• Administration will respond to bullying situations.

• Counselor will maintain Bully

Principal Assistant Principal Counselor

• Students’ ability to communicate and internalize the expectations outlined in L.E.N.S

• Decrease in total number of discipline referrals

• Character education embedded in the classroom community

• Surveys of students, staff, and parents

• Data from needs assessment

NA All Staff September 2017- June 2018


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Reporting/Gratitude Box 2. Character Education

• Students will participate in “Leader in Me” lessons.

• Teachers will integrate the “Leader in Me” character traits into instruction.

• Teachers will model the “Leader in Me” habits.

• Faculty and staff will recognize students who routinely exemplify specific character traits.

• School will hold Character Celebrations based on the “Leader in Me” Habits

Principal Assistant Principal Counselor Restorative Practice Committee

• Classroom walkthroughs

• Surveys of students, staff, and parents


• Attendance and recognitions during Character Celebrations

• Student interactions reflect an understanding from the “Leader in Me” lessons

NA All Staff September 2017- June 2018

3. School-wide behavior plan • Students will learn the

procedures for and routinely practice the L.E.N.S. behavior matrix.

• Teachers and students will participate in classroom meetings, which include a 20-minute lesson to maintain effective dialogue and build community.

Classroom Teachers

• Student and teacher surveys

• Students will internalize lessons and show evidence of following procedures.


• Classroom walkthroughs

NA All Staff August 2017- June 2018


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4. Healthy Active Child 30 min. • School ensures 30 minutes of

recess each day. • Students participate in

sensory lab during Physical Education

PE Teacher Classroom Teachers

• Students will have opportunities throughout the day to move and learn about healthy living.

• Student Surveys • Growth from BOY to

EOY according to Presidential Fitness Test

• Participation in the Fun Run Partnership with the YMCA

NA PE Teacher Classroom Teachers

August 2017- June 2018

4. School Health Team • School health team will

monitor the effectiveness of healthy lifestyle initiatives implemented in the school.

• Lessons will be incorporated into the classroom on healthy choices.

• Teachers will be given opportunities to become healthier with various challenges.

PE Teacher Nurse Administration

• Staff attendance will be reflective of a healthy staff.

• Participation in activities, such as, GOTR

NA Administration School Health Team

October 2017-June 2018


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SMART Goals: 90-Day Plan Goals. Strategic Plan Goal: Strategic Plan Focus Area: Data Used:

Strategies (determined by what data) • Task • Task • Task (PD)




Personnel Involved

Timeline (Start—End) • Interim

Dates

1.

2.

3.

4.

See 90-Day Plan


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The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s continuous improvement initiative.

PURPOSE OF THE CONTINUOUS IMPROVEMENT INITIATIVE: Articulate in a few sentences what you hope to achieve by participating in the continuous improvement initiative.

By participating in the continuous improvement initiative, we would like to enable our students to develop critical thinking skills and creativity through computer science supported teaching and learning that focus on improving student engagement and the development of the whole student.

GOAL SETTING:

Goals 2016-2017

RESULTS

2017-2018 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

4 K-5 Literacy

NA ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG English/Language Arts.

Reading 3D, MAP and ongoing standards- aligned assessments

5 K-5 Math

NA ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG Math.

MAP and ongoing standards aligned assessments (CMS Topic assessments & quarterly assessments)

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K-5 Science NA ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG Grade 5 Science.

Benchmarks and standards-aligned assessments

90-DAY ACTION


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90-Day Action Plan – Priority #1

Continuous Improvement Initiative Focus Area (Big Rock): Literacy: 69% of students will meet or exceed projected growth from Fall to Winter according to the NWEA MAP Normative Data.

School’s Priority: • Culture of Collaboration and Practice • Internal and external alignment of the standards • Learning Pathways for Teachers that address their professional learning needs • Literacy Interventions that address student deficits • Communication of Literacy Expectations

School Leader Responsible:

Toyia Matthews- Principal Ta-Rai Fridley- Assistant Principal Patricia McRhoads, Instructional Coach- literacy

Desired Outcome: The school will develop a collaborative culture in which there is an emphasis on aligned, intentional instruction that responds to the unique needs of students. As a result, students will meet or exceed growth throughout the year which will ultimately increase the CCR rate of student based on end of grade assessments. Root Cause(s) to Address Hypothesis of Priority: Based on 2016-17 EOG data, 42.4% of students are College and Career Ready (Level IV and V). There will be an emphasis on moving Level III students to Level IV. More specifically, in Reading (4-5), approximately 20% of students scored a Level 3.

ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome (Focus on

teacher practice and systems & processes) Person

Completing Action

Timeline Resources Needed / Source

Implement and sustain a collaborative environment • Conduct PLC meetings that focus on the development of standards-aligned

assessment and instruction. • Teachers and Instructional Coach develop assessments (formal

and informal) that are aligned to the rigor of the standard. • Teachers plan lessons that have both internal and external

alignment to the standards • Teachers will analyze exit tickets to determine next steps in

McRhoads August 2017-January 2018

• Instructional Coach • Expectations • PLC Norms and team

goals • Observation and

Feedback Protocols


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classroom instruction. • Instructional coaches & School leaders conduct coaching sessions with

individual teachers using Paul Bambrick-Santoyo’s Rigor and Management Trajectories.

Implement Effective MTSS process to support struggling readers/writers • Identify students in lowest quartile MAP, Mastery Connect • Provide LLI pullouts for students using trained personnel • Maintain Intervention Team protocols and clearly communicate with

staff and teachers

Long, Osborne, McRhoads

August 2017-January 2018

• Mastery Connect • MAP • DDI protocols • Common Interim

assessment data Develop school wide learning pathways for teachers and provide professional development based on those teachers’ needs in the following areas:

• Foundational Literacy: Phonics/Fluency/Vocabulary • Closed Reading • Academic Conversations • Guided Reading • Written Response to Reading

McRhoads, Kilpatrick, Matthews

August 2017- January 2018

• Pathways for teachers • Literacy/ ILT

Resources

Implement school-wide focus on internal and external alignment of standards and provide interventions for students based on their deficits in those skills necessary for attainment of standards mastery (MTSS)

• TAs will lead LLI intervention for identified students • TAs will participate in LLI training first week of October

Instructional Coach


• Assessment Data • LLI Kits

Communicate/Define, plan, practice and monitor the school’s Literacy Expectations for Reader’s Workshop

McRhoads, Kilpatrick

August 2017- January 2018

• DJV Literacy Expectations

Implement school wide focus on writing using ILT structures • Teachers will be developing student exemplars and rubrics to establish

baseline and determine strategies to be used in instruction.

ILT Team August 2017- January 2018

• Rubrics • Writing Samples • ILT Resources


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PROGRESS INDICATORS

Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

Weekly

Classroom Observation/Data Collection based on coaching caseload

Frequency of observation based on teacher needs

Weekly/Bi-weekly

Exit Ticket/Common Assessment Data

Pacing calendar based on standards mastery

September/ February

Reading 3D Data MAP Data


Continuous Improvement Initiative Focus Area (Big Rock): Math: 70% of the students will meet or exceed projected growth from Fall to Winter according to the NWEA MAP Normative Data.

School’s Priority: • Collaborative Culture • Emphasis on students as problem-solvers • Standards-Aligned Instruction • Professional Learning • Evaluating student work and rubrics • Tight Routines and Procedures


Toyia Matthews- Principal Ta-Rai Fridley- Assistant Principal Cheryl Osborne, Instructional Coach- math

Desired Outcome: The school will develop a collaborative culture that will emphasize standards-aligned assessment and continuous practice. As a result, students will achieve or exceed growth from Fall to Winter Math MAP testing. Root Cause(s) to Address Hypothesis of Priority: In Math, 51.9% of Grade 4 and 5 students were College and Career Ready


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according to the 2016-2017 results. Students are coming from forty-seven different schools; as a result, their experiences vary.



Completing Action

Timeline Resources Needed / Source


assessment and instruction. • Implement and sustain the DDI cycle:

• Teachers and Instructional Coach engage in unpacking the standards

• Teachers develop assessments (formal and informal) that are aligned to the rigor of the standard.

• Prior to beginning unit, teachers take the assessment to create exemplars of student work, assess using rubric/establish baseline, and identify skills and strategies that will be necessary during instructional delivery

• Teachers plan lessons that have both internal and external alignment to the standards

• Conduct coaching sessions with individual teachers using Paul Bambrick-Santoyo’s Rigor and Management Trajectories.

Osborne August 2017-January 2018

PLC Norms Unpacked Standards District Curriculum Maps District Assessments

Establish MTSS Framework in Math that will include interventions from: • Kathy Richardson (K-2) • Do the Math (3-5) • Or other appropriate intervention according to individual students’ needs • Continuous monitoring of student progress based on interventions. • AIMSweb for establishing baseline and extended progress monitoring.

Osborne- Math Instructional Coach Classroom Teachers Instructional


Various Interventions AMC online access & training for teachers Train instructional assistants in Do the Math & Kathy Richardson activities


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assistants Implement and monitor procedural routines and processes for Whole Group Instruction in Math

Osborne- Math Instructional Coach Teachers

August-October 2017

Math manipulatives and training for the Pearson online components

Implement Professional learning in the following areas: • Concrete, Represent, Abstract instructional strategy • Incorporating read-alouds in math • Using Manipulatives to support student learning • Effectively using Dreambox & Edgenuity

Osborne- Math Instructional Coach Teachers

August-October 2017

PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

Weekly

Progress Monitoring through various platforms (TenMarks, Dreambox, and Mastery Connect, and Pearson)

Weekly/Bi-weekly

Exit Tickets, Common Assessments

September/ February

MAP Data


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Continuous Improvement Initiative Focus Area (Big Rock) – Science: 70% of students will demonstrate mastery of district benchmark for Grade 5 Science.

School’s Priority:

• Collaborative Culture • Integration of Technology • Emphasis on students as problem-solvers and critical thinkers • Standards-Aligned Instruction • Professional Learning • Evaluating student work and rubrics • Tight Routines and Procedures


Toyia Matthews- Principal Ta-Rai Fridley- Assistant Principal Patricia McRhoads- , Instructional Coach- literacy Cheryl Osborne, Instructional Coach- math Desired Outcome:

The desired outcome is for students to be proficient or career and college ready. In addition, prepared for middle school science content and thus the 8th grade science summative assessment. Root Cause(s) to Address Hypothesis of Priority: Dorothy J. Vaughan is a new school; as a result, the teachers are still gathering data to determine student gaps and areas of focus.



Completing Action Timeline Resources Needed / Source


assessment and instruction. • Implement and sustain the DDI cycle:

ILT Grade Level Teams

August 2017- February 2018

• Discovery Ed • Science Planning

Documents and Essential Standards


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• Teachers and Instructional Coach engage in unpacking the standards

• Teachers develop assessments (formal and informal) that are aligned to the rigor of the standard.

• Teachers plan lessons that have both internal and external alignment to the standards

Conduct coaching sessions with individual teachers using Paul Bambrick-Santoyo’s Rigor and Management Trajectories.

• Formative Data • Student Work Samples • Data Analysis Protocols • DJV Data Tracker

Establish a partnership with non-profit that focuses on hands-on Science. Partnership will allow students to make real-world connections with science content



• Science Planning Documents and Essential Standards

• Formative Data • Student Work Samples

Embedding Best Practices

• Emphasize academic vocabulary found in NC Essential Standards within the classroom curriculum.

• Incorporate close reading strategies into the Science curriculum • Provide authentic opportunities for Science instruction






Establish and maintain collaboration around Science • Science planning that consistently analyzes formative data to determine

explicit action steps for classroom instruction • Plan with assessments in hand • Facilitate instructional planning using DiscoveryEd and other Science

resources and standards • Conduct Data chats that:

o Take a deep dive that student assessments and next steps







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• Establish and maintain system for observation, feedback, and coaching • Conduct Get Better Faster Pulse Check to establish baseline for teachers • Conduct professional learning for teachers or PLCs based on data gathered

from pulse checks • Consistently observe and provide immediate feedback for teachers during

Math Block • Provide exemplars, model, plan and practice with teachers to ensure quality

Science instruction

Matthews Fridley Osborne McRhoads


• GBF Rigor and Management Trajectories

• Coaching Data

PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

Weekly

Classroom Observation/Data Collection based on coaching caseload

Frequency of observation based on teacher needs

Weekly

Exit Ticket/Common Assessment Data

Pacing calendar based on standards mastery


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Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement Data Used: All





Personnel Involved


Dates

1. Common assessments • Pre- and post- assessment

created in Mastery Connect aligned to the objectives

• Analysis of written tasks with common rubrics

Instructional Coaches

• Targeted classroom instruction

• Increased student performance

NA Grade level teams

September 2017-June 2018

2. Data disaggregation • Process of monitoring

student achievement by objective in order to facilitate remediation/intervention (MTSS process)

Instructional Coaches, Administration

• Increased student achievement

• Decrease number of students receiving Tier II or Tier III interventions

NA Classroom teachers Support Staff MTSS team Counselor

September 2017-June 2018

3. Flexible grouping • Process of grouping

students according to


• Targeted use of support staff to meet students’ needs


September 2017- June 2018


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academic needs • Routinely monitoring data

to determine students’ strengths and areas for growth


Instructional coaches

4. Additional learning opportunities

• Students will have opportunities to learn through computer-science immersion.

• Students will engage in Personalized Learning.


• Evidence of lesson plans developed using specific student data


• Increase in students’ understanding of coding (Epic Build Showcases)



5. Late and make-up work • The school has established

school-wide expectations for completing assignments.


• Increased student

achievement



6. Grade reporting • Teachers will routinely

update grades using PowerSchool.

• Teachers and parents will be able to monitor student mastery of specific standards using Mastery


• Evidence of two-way

communication between school and home





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Connect. • Students and parents will

receive progress reports and report cards at designated times.


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Dorothy J. Vaughan Academy - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting ● Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption. ● 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used. ● Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of the curriculum to teach students designated for specific skill needs and to address the large number of students requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals. ● This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance

their achievement on the performance goals.


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