Vision​ ​Statement and School​ ​Improvement​ ​Plan ____________________________________________________________________________

James​ ​Morris​ ​School 2017-2018

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Contributors Staff

Parents

Students

Morris​ ​Board​ ​of Education​ ​Members

Tracy​ ​Barger

Tina​ ​Maritano

Susan​ ​Coffey

Mark​ ​Barone

Dan​ ​Coutu

KC​ ​Chapman

Robin​ ​Moore

Kevin​ ​Curley

Grace​ ​Dotson

Heather​ ​Jones

Barbara​ ​Connery

Pam​ ​Panasci

Margie​ ​Groht

Finley​ ​Edds

Chrissie​ ​Lauretano

Maria​ ​Cook

Karen​ ​Prado

Jennifer​ ​Finch

Zoe​ ​Fenn

Gina​ ​Fleming

Bruce​ ​Richard

Jamie​ ​Kingsley

Charlie​ ​Groht

Sharon​ ​Kozikowski

Laurie​ ​Sweet

Chrissie​ ​Lauretano

Sophie​ ​Taylor

Jean​ ​Leonard

Holly​ ​Torrant

Jessica​ ​Souza

Heather​ ​Mahar

Sarah​ ​White

Denise​ ​Weik

Carrie​ ​Maillet

Alisa​ ​Wright

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School​ ​Improvement​ ​Vision Curriculum

CURRICULUM​ ​will​ ​be​ ​regularly​ ​analyzed,​ ​adjusted​ ​and​ ​strengthened​ ​to​ ​align​ ​with​ ​the​ ​rigor​ ​of Connecticut​ ​State​ ​Standards​ ​across​ ​all​ ​content​ ​areas.

Instruction

INSTRUCTION​ ​will​ ​be​ ​driven​ ​by​ ​individual​ ​student​ ​need​ ​(personalized​ ​learning).

Assessment

Multiple​ ​forms​ ​of​ ​ASSESSMENT​ ​(qualitative​ ​and​ ​quantitative)​ ​will​ ​be​ ​used​ ​to​ ​measure​ ​progress​ ​and inform​ ​decisions.

Positive School Climate

POSITIVE​ ​SCHOOL​ ​CLIMATE​ ​will​ ​align​ ​with​ ​the​ ​mission,​ ​vision,​ ​core​ ​values​ ​and​ ​goals​ ​of​ ​the​ ​school.

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Performance​ ​Summary

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Needs​ ​Assessment Quantitative​ ​Evidence​ ​of​ ​Areas​ ​for​ ​Focus Curriculum ● SBA ○ 47%​ ​of​ ​students​ ​in​ ​Gr.4-6​ ​met​ ​their​ ​SBA​ ​goal​ ​for​ ​ELA. ○ 63%​ ​of​ ​Grades​ ​3-6​ ​students​ ​“at​ ​grade​ ​level”​ ​for​ ​Math,​ ​per​ ​SBA​ ​(59%,​ ​per​ ​STAR) ○ 51%​ ​of​ ​students​ ​in​ ​Gr.4-6​ ​met​ ​their​ ​SBA​ ​goal​ ​for​ ​Math. ● STAR​ ​Reading ○ K:​ ​57%​ ​of​ ​students​ ​grew​ ​at​ ​least​ ​50​ ​SGP​ ​points​ ​(Early​ ​Literacy) ○ Gr.5:​ ​67%​ ​of​ ​students​ ​grew​ ​at​ ​least​ ​50​ ​SGP​ ​points ○ Gr.6:​ ​55%​ ​of​ ​students​ ​grew​ ​at​ ​least​ ​50​ ​SGP​ ​points​ ​(50%​ ​of​ ​students​ ​with​ ​IEP​ ​reading​ ​goals​) ● STAR​ ​Math ○ Gr.1:​ ​60%​ ​of​ ​students​ ​grew​ ​at​ ​least​ ​50​ ​SGP​ ​points​ ​(Early​ ​Literacy) ○ Gr.2:​ ​32%​ ​of​ ​students​ ​grew​ ​at​ ​least​ ​50​ ​SGP​ ​points ○ Gr.3:​ ​62%​ ​of​ ​students​ ​grew​ ​at​ ​least​ ​50​ ​SGP​ ​points ○ Gr.4:​ ​40%​ ​(2​ ​of​ ​5)​ ​students​ ​with​ ​IEP​ ​math​ ​goals​ ​reach​ ​50​ ​SGP ○ Gr.5:​ ​44%​ ​of​ ​students​ ​grew​ ​at​ ​least​ ​50​ ​SGP​ ​points ○ Gr.6:​ ​0​ ​of​ ​7​ ​students​ ​with​ ​IEP​ ​math​ ​goals​ ​reached​ ​50​ ​SGP Instruction ● 2016​ ​Parent​ ​Survey:​ ​57%​ ​feel​ ​their​ ​child​ ​is​ ​expected​ ​to​ ​meet​ ​high​ ​expectations​ ​(down​ ​from​ ​74%) ● 2017​ ​September​ ​Parent​ ​Survey:​ ​One​ ​of​ ​lowest​ ​scoring​ ​questions​ ​was​ ​“Based​ ​on​ ​the​ ​work​ ​I​ ​have​ ​seen​ ​to​ ​this​ ​point,​ ​I​ ​feel​ ​that my​ ​child​ ​is​ ​being​ ​challenged​ ​appropriately.” ● 2017​ ​September​ ​Student​ ​Survey:​ ​75%​ ​of​ ​students​ ​feel​ ​that​ ​students​ ​follow​ ​the​ ​teacher’s​ ​directions​ ​right​ ​away 7

Assessment ● Per​ ​Student​ ​Survey​ ​(Grades​ ​4-6): ○ “Doing​ ​well​ ​in​ ​school​ ​is​ ​important​ ​to​ ​me”​ ​increased​ ​from​ ​93%​ ​to​ ​98%. ● Per​ ​Staff​ ​Survey ○ 67%​ ​of​ ​staff​ ​responded​ ​that​ ​they​ ​have​ ​ready​ ​access​ ​to​ ​student​ ​achievement​ ​data​ ​for​ ​their​ ​students. ○ 89%​ ​of​ ​staff​ ​say​ ​“Teachers​ ​actively​ ​use​ ​student​ ​achievement​ ​data​ ​in​ ​collaboration​ ​with​ ​peers​ ​on​ ​a​ ​regular​ ​basis.” Climate ● 2017​ ​September​ ​Student​ ​Survey:​ ​44%​ ​of​ ​students​ ​report​ ​that​ ​“​We​ ​are​ ​being​ ​taught​ ​about​ ​bullying​ ​and​ ​how​ ​to​ ​prevent​ ​it.” ● 2017​ ​September​ ​Student​ ​Survey:​ ​74%​ ​of​ ​students​ ​report​ ​that​ ​“Students​ ​are​ ​well​ ​behaved” ● 2017​ ​September​ ​Student​ ​Survey:​ ​30%​ ​of​ ​students​ ​report​ ​that​ ​“I​ ​have​ ​been​ ​bullied​ ​by​ ​someone​ ​this​ ​school​ ​year” ● 2017​ ​September​ ​Parent​ ​Survey:​ ​Lowest-scoring​ ​questions: ○ “The​ ​school​ ​has​ ​in​ ​place​ ​clear​ ​and​ ​effective​ ​anti-bullying​ ​measures.” ○ “The​ ​general​ ​sense​ ​in​ ​the​ ​parent​ ​community​ ​is​ ​one​ ​of​ ​positivity​ ​and​ ​satisfaction​ ​regarding​ ​JMS.” ● 2016​ ​Student​ ​Survey​ ​of​ ​Grades​ ​4-6:​ ​56%​ ​feel​ ​that​ ​students​ ​are​ ​well​ ​behaved​ ​(57%​ ​two​ ​years​ ​ago) ● 2016​ ​Parent​ ​Survey:​ ​52%​ ​feel​ ​bullying​ ​is​ ​a​ ​problem​ ​(up​ ​from​ ​36%​ ​in​ ​2014) ● 2016​ ​Staff​ ​Survey:​ ​25%​ ​of​ ​CLASSIFIED​ ​Staff​ ​responded​ ​positively​ ​to,​ ​“The​ ​students​ ​in​ ​my​ ​school/school​ ​district​ ​show respect​ ​for​ ​our​ ​teachers.” ● 2016​ ​Staff​ ​Survey:​ ​38%​ ​of​ ​staff​ ​(56%​ ​of​ ​certified​ ​staff)​ ​responded​ ​positively​ ​to,​ ​“I​ ​know​ ​the​ ​specifics​ ​of​ ​how​ ​my school/district​ ​intends​ ​to​ ​improve​ ​student​ ​achievement​ ​in​ ​the​ ​coming​ ​year.”

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Qualitative​ ​Evidence​​ ​of​ ​Areas​ ​for​ ​Focus Curriculum ● Apparent​ ​gaps​ ​between​ ​written​ ​curriculum​ ​and​ ​implemented​ ​curriculum,​ ​e.g.​ ​higher-order​ ​reading,​ ​writing​ ​and​ ​math​ ​skills ● Per​ ​Parents​:​ ​The​ ​role​ ​of​ ​handwriting​ ​and​ ​keyboarding​ ​skills​ ​needs​ ​to​ ​be​ ​clarified ● Per​ ​Parents​:​ ​Hands-on​ ​science​ ​and​ ​multicultural​ ​awareness​ ​appears​ ​limited ● Per​ ​Parents​:​ ​Communication​ ​of​ ​age-appropriate​ ​supplemental​ ​resources​ ​for​ ​parents​ ​looking​ ​to​ ​further​ ​challenge​ ​students and​ ​provide​ ​them​ ​with​ ​extension​ ​learning​ ​opportunities Instruction ● Need​ ​for​ ​raised​ ​expectations​ ​in​ ​upper​ ​grades,​ ​as​ ​evidenced​ ​by​ ​engagement​ ​and​ ​students’​ ​performance​ ​on​ ​rigorous standards-based​ ​assessments ● Per​ ​Students​:​ ​Increase​ ​opportunities​ ​to​ ​work​ ​with​ ​students​ ​from​ ​other​ ​classes ● Per​ ​Students​:​ ​Increase​ ​opportunities​ ​for​ ​hands-on​ ​learning ● Per​ ​Students​:​ ​Increase​ ​opportunities​ ​for​ ​movement​ ​during​ ​the​ ​day ● Per​ ​Students​:​ ​Add​ ​a​ ​greenhouse​ ​and​ ​real-world​ ​things​ ​to​ ​explore​ ​in​ ​the​ ​science​ ​lab​ ​(e.g​ ​engine,​ ​microscopes,​ ​construction apps) Assessment ● Apparent​ ​gaps​ ​between​ ​local​ ​assessments​ ​and​ ​standardized-based​ ​assessments,​ ​e.g.​ ​SBA,​ ​AchieveTheCore Climate ● Students’​ ​academic-stamina,​ ​attention​ ​to​ ​detail,​ ​work​ ​completion,​ ​growth​ ​mindset ● Per​ ​Students​:​ ​Bus​ ​behaviors

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Focus​ ​Area​ ​Initiatives

One​ ​core​ ​initiative​ ​for​ ​each​ ​priority​ ​that​ ​will​ ​drive​ ​our​ ​improvement​ ​efforts.​ ​ ​Each​ ​initiative​ ​should: • Be​ ​research-based • Directly/indirectly​ ​impact​ ​student​ ​achievement • Be​ ​high​ ​leverage Curriculum ● JMS​ ​educators​ ​will​ ​help​ ​all​ ​students​ ​meet​ ​district​ ​expectations​ ​for​ ​mastery​ ​and​ ​growth​ ​through​ ​the​ ​use​ ​of​ ​mathematics​ ​and ELA​ ​curricula​​ ​BY ○ Identifying​ ​priority​ ​standards​ ​for​ ​each​ ​grade-level ○ Pacing​ ​and​ ​planning​ ​accordingly ○ Focusing​ ​on​ ​mastery​ ​of​ ​skills​ ​in​ ​sequence​ ​along​ ​the​ ​progressions ○ Utilizing​ ​checklists​ ​and​ ​assessments​ ​to​ ​measure​ ​progress ○ Continuously​ ​reviewing​ ​data,​ ​reflecting​ ​collaboratively,​ ​and​ ​adjusting​ ​our​ ​approach​ ​as​ ​necessary Instruction ● JMS​ ​educators​ ​will​ ​help​ ​all​ ​students​ ​meet​ ​district​ ​expectations​ ​for​ ​mastery​ ​and​ ​growth​ ​through​ ​the​ ​use​ ​of​ ​Mathematics​ ​and English​ ​Language​ ​Arts​ ​(ELA)​ ​instruction​​ ​BY ○ Implementing​ ​a​ ​common​ ​understanding​ ​and​ ​approach​ ​to​ ​the​ ​communication​ ​of​ ​Learning​ ​Targets​ ​and​ ​Success Criteria ○ Utilizing​ ​the​ ​a​ ​“workshop”​ ​model​ ​of​ ​instruction​ ​to​ ​encourage​ ​students’​ ​communication,​ ​complex​ ​thinking​ ​and problem​ ​solving,​ ​and​ ​vocabulary ○ Providing​ ​students​ ​with​ ​increased​ ​opportunities​ ​for​ ​rigorous,​ ​multifaceted​ ​learning​ ​tasks​ ​and​ ​assessments. Assessment ● JMS​ ​educators​ ​will​ ​help​ ​all​ ​students​ ​meet​ ​district​ ​expectations​ ​for​ ​mastery​ ​and​ ​growth​ ​through​ ​the​ ​use​ ​of​ ​Mathematics​ ​and English​ ​Language​ ​Arts​ ​(ELA)​ ​assessment​​ ​BY ○ Reflecting​ ​upon​ ​their​ ​learning​ ​on​ ​an​ ​ongoing​ ​basis ○ Tracking​ ​and​ ​documenting​ ​their​ ​own​ ​growth​ ​and​ ​areas​ ​of​ ​need ○ Developing​ ​a​ ​growth-mindset ○ Articulating​ ​and​ ​celebrating​ ​their​ ​own​ ​learning​ ​(e.g.​ ​student-led​ ​conferences​,​ ​Celebration​ ​of​ ​Learning) 10

○ Preparing​ ​for​ ​the​ ​rigors​ ​of​ ​standards-based​ ​assessments​ ​of​ ​grade-level​ ​expectations ● Teachers​ ​will​ ​actively​ ​analyze​ ​student​ ​achievement​ ​data​ ​in​ ​collaboration​ ​with​ ​peers,​ ​coaches​ ​and​ ​administrators​ ​on​ ​a​ ​regular basis,​ ​including ○ Data-review​ ​meetings ○ PLC​ ​meetings ○ Grade-level​ ​meetings ○ Coaching​ ​meetings ● High​ ​Stakes​ ​Assessment​ ​Participation​:​ ​JMS​ ​will​ ​have​ ​a​ ​95%​ ​or​ ​greater​ ​student​ ​participation​ ​rate​ ​in​ ​high​ ​stakes​ ​assessment for​ ​the​ ​2017-18​ ​school​ ​year. Climate ● JMS​ ​staff​ ​will​ ​help​ ​students​ ​maximize​ ​their​ ​learning​ ​opportunities,​ ​academic​ ​production,​ ​and​ ​preparation​ ​for​ ​future challenges​ ​BY ○ Implementing​ ​a​ ​whole-school​ ​common​ ​understanding​ ​of​ ​expectations​ ​-​ ​behavioral,​ ​professional,​ ​social,​ ​and academic ○ Practicing​ ​habits​ ​of​ ​a​ ​growth​ ​mindset ○ Emphasizing​ ​and​ ​celebrating​ ​independent​ ​reading ○ Inviting​ ​the​ ​community​ ​to​ ​be​ ​active​ ​participants​ ​in​ ​our​ ​school​ ​culture.

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School​ ​Improvement​ ​Goals​ ​and​​ ​Action​ ​Plans Curriculum VISION Curriculum​ ​will​ ​be​ ​regularly​ ​analyzed,​ ​adjusted​ ​and​ ​strengthened​ ​to​ ​align​ ​with​ ​the​ ​rigor​ ​of​ ​Connecticut​ ​State​ ​Standards​ ​across​ ​all content​ ​areas. GOAL-1 ● Math​:​ ​Teachers​ ​and​ ​administrators​ ​will​ ​identify​ ​gaps​ ​and​ ​overlaps,​ ​specifically​ ​in​ ​the​ ​area​ ​of​ ​fractions​. STRATEGY ● Math:​ ​Driven​ ​by​ ​regular​ ​data​ ​reviews​ ​by​ ​teachers,​ ​coaches,​ ​and​ ​administration,​ ​JMS​ ​will​ ​supplement,​ ​refine,​ ​and​ ​align existing​ ​math​ ​curriculum​ ​to​ ​address​ ​gaps​ ​in​ ​whole-district​ ​student​ ​performance​ ​data. Implementer Administrator

Resources​ ​Needed

Action(s)

Assessment​ ​Method(s)

Ongoing:​ ​Facilitate​ ​and​ ​support teachers​ ​in​ ​developing​ ​pacing​ ​and long​ ​term​ ​planning

● Cover​ ​sheets ● Time​ ​with​ ​teachers​ ​at grade-level​ ​meetings

● PD​ ​feedback​ ​from​ ​teachers ● Completion​ ​of​ ​Cover​ ​Sheets and​ ​long-term​ ​plans

Ongoing​:​ ​Analyze​ ​math-unit formative​ ​assessment​ ​data​ ​and​ ​STAR screenings,​ ​and​ ​follow-up​ ​with teachers​ ​and​ ​coaches​ ​about​ ​the curriculum-based​ ​lessons​ ​being​ ​done to​ ​address​ ​students’​ ​needs​ ​in identified​ ​areas​ ​of​ ​focus

● Student-data​ ​files ● STAR​ ​progress monitoring​ ​data ● Curriculum​ ​pacing​ ​guides

Notes​ ​from​ ​coaches​ ​meetings​ ​and one-on-one​ ​meetings​ ​with​ ​teachers

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Teachers​ ​& Math​ ​Coach

By​ ​the​ ​end​ ​of​ ​February​ ​grade-level meetings​: ● Map​ ​the​ ​progression​ ​and percentage​ ​of​ ​curriculum​ ​time devoted​ ​to​ ​fractions​ ​and​ ​major works​ ​(by​ ​grade)

● Curriculum ● District​ ​Calendar

● Minutes​ ​from​ ​grade-level meetings ● Curriculum​ ​doc​ ​revisions

Teachers​ ​& Math​ ​Coach

Ongoing​:​ ​Refining​ ​the​ ​strategies​ ​to instruct​ ​fractions​ ​appropriately​ ​at each​ ​grade​ ​level

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Minutes/observations/reflections from​ ​coach’s​ ​time​ ​with​ ​teachers

Teachers, Math​ ​Coach​ ​& Administrators

Ongoing​:​ ​Assess​ ​student​ ​progress toward​ ​grade-level​ ​standards​ ​in fractions​ ​and​ ​prerequisite​ ​skills

● Fraction​ ​assessments from​ ​math​ ​curriculum ● STAR​ ​screenings​ ​and progress-monitoring ● Smarter​ ​Balance​ ​IABs and​ ​Mini-assessments from​ ​Achieve​ ​the​ ​Core

Curriculum Instructional​ ​coaches Professional​ ​videos Progression​ ​documents

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Notes​ ​and​ ​documented adjustments​ ​that​ ​result​ ​from ongoing​ ​analysis​ ​of​ ​student progress

VISION Curriculum​ ​will​ ​be​ ​regularly​ ​analyzed,​ ​adjusted​ ​and​ ​strengthened​ ​to​ ​align​ ​with​ ​the​ ​rigor​ ​of​ ​Connecticut​ ​State​ ​Standards​ ​across​ ​all content​ ​areas. GOAL-2 ● ELA​:​ ​Teachers​ ​and​ ​administrators​ ​will​ ​identify​ ​priority​ ​standards​ ​and​ ​benchmarks​ ​for​ ​each​ ​grade-level​ ​which​ ​includes​ ​a focus​ ​on​ ​critical,​ ​analytical​ ​READING​ ​and​ ​WRITING​.​ ​Students​ ​will​ ​also​ ​be​ ​given​ ​regular​ ​opportunities​ ​for​ ​LISTENING and​ ​responding​ ​analytically​. STRATEGY ● ELA:​ ​Teachers,​ ​coaches,​ ​and​ ​administrators​ ​will​ ​supplement,​ ​refine,​ ​and​ ​align​ ​existing​ ​ELA​ ​curriculum​ ​to​ ​address​ ​gaps​ ​in whole-district​ ​student​ ​performance​ ​data. Action(s)

Resources​ ​Needed

Administrators

Ongoing,​ ​at​ ​grade-level​ ​meetings: ● Facilitate​ ​teachers’ creation/revision​ ​of​ ​“Cover sheets”​ ​that​ ​identify​ ​units,​ ​pacing, and​ ​grade​ ​level​ ​expectations ● Provide​ ​teachers​ ​with​ ​models​ ​and guidance​ ​and​ ​models​ ​for calendar-based​ ​pacing​ ​and prioritizing​ ​of​ ​standards

● Cover​ ​Sheet​ ​template​ ​for each​ ​grade ● Models​ ​of​ ​pacing​ ​and standards-prioritization ● Time​ ​for​ ​teachers, coaches​ ​and administrators​ ​to​ ​work together​ ​(i.e.​ ​grade-level​ ​/ PD​ ​time)

Cover​ ​Sheets​ ​created​ ​throughout the​ ​year

Instructional Coaches

Ongoing: ● Introducing​ ​a​ ​standard close-reading​ ​protocol​ ​(3-6) ● Introduce​ ​and​ ​model​ ​higher-level questioning​ ​techniques​ ​(3-6)

● https://nieonline.com/tbti mes/downloads/CCSS_re ading.pdf ● Close-reading​ ​protocols ● DOK​ ​resources​ ​on questioning ● Calkins​ ​Learning Progression

● Gr.​ ​3-6​ ​teachers’​ ​adoption​ ​and observed​ ​usage​ ​of close-reading​ ​protocol ● Gr.​ ​3-6​ ​teachers’​ ​adoption​ ​and observed​ ​usage​ ​of​ ​ ​higher-level questioning​ ​techniques ● Ongoing​ ​(bi-monthly) reflective-discussion​ ​notes

Implementer

● Observe​ ​and​ ​facilitate​ ​reflective discussion​ ​with​ ​teachers​ ​(3-6)

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Assessment​ ​Method(s)

Instructional Coach

During​ ​October​ ​PD,​ ​and​ ​Ongoing: ● Introduce/review​ ​phonological awareness​ ​study​ ​procedures​ ​and scope​ ​and​ ​sequence

● Sounds​ ​Sensible

● Teachers’​ ​PD-feedback​ ​forms on​ ​Sound​ ​Sensible​ ​program introduced/reviewed​ ​during Oct​ ​PD ● Notes​ ​from​ ​coaching​ ​session

Teachers

Ongoing: ● Find​ ​and​ ​create​ ​listening​ ​and responding​ ​activities ● Provide​ ​explicit​ ​instruction​ ​on how​ ​to​ ​listen​ ​to​ ​and​ ​follow directions ● Develop​ ​higher-level​ ​questioning techniques ● Find/develop​ ​a​ ​listening​ ​rubric

● ReadWorks ● Responsive​ C ​ lassroom books ● DOK​ ​questioning resources

● Teachers​ ​will​ ​find​ ​and​ ​create activities​ ​to​ ​encourage​ ​listening and​ ​responding ● Teacher​ ​created​ ​checklist​ ​to track​ ​students​ ​following directions ● Listening​ ​rubrics​ ​created​ ​for​ ​all classrooms

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Instruction VISION:​ ​Instruction​ ​will​ ​be​ ​driven​ ​by​ ​individual​ ​student​ ​need​ ​(personalized​ ​learning). GOAL(S): ● Teachers​ ​will​ ​clearly​ ​articulate​ ​the​ ​goal​ ​and​ ​expectations​ ​for​ ​success​,​ ​as​ ​measured​ ​by​ ​average​ ​growth​ ​on​ ​observational rubric(s),​ ​e.g.​ ​Learning​ ​Target​ ​&​ ​Success​ ​Criteria​ ​Rubric. ● Teachers​ ​to​ ​increase​ ​the​ ​level​ ​of​ ​rigor​ ​within​ ​assigned​ ​tasks,​ ​as​ ​measured​ ​by​ ​average​ ​growth​ ​on​ ​Depth-of-Knowledge (DOK)​ ​rubric(s),​ ​e.g.​ ​DOK​ ​Look-Fors’​ ​Rubric. STRATEGY ● Teachers,​ ​coaches,​ ​and​ ​administrators​ ​will​ ​use​ ​the​ ​Learning​ ​Target​ ​&​ ​Success​ ​Criteria​ ​Rubric​ ​to​ ​reflect​ ​upon​ ​lesson planning​ ​and​ ​implementation ● Teachers,​ ​coaches,​ ​and​ ​administrators​ ​will​ ​use​ ​the​ ​DOK​ ​rubric​ ​/​ ​look-fors​ ​document​ ​to​ ​reflect​ ​upon​ ​lesson​ ​planning​ ​and implementation Implementer

Resources​ ​Needed

Action(s)

Assessment​ ​Method(s)

Admininstrator

August​ ​2017: Provide​ ​staff​ ​with​ ​clearly-articulated expectations​ ​for​ ​learning​ ​targets​ ​and success​ ​criteria​ ​and​ ​DOK

Rubric​ ​for​ ​learning​ ​targets and​ ​success​ ​criteria​,​ ​and Depth​ ​of​ ​Knowledge​ ​rubric​s

● Walkthroughs ● Informal​ ​observations ● Formal​ ​observations

Administrator

Ongoing: Model​ ​expectations​ ​for​ ​learning target​ ​and​ ​success​ ​criteria​ ​during professional​ ​development​ ​and​ ​staff activities

Reflection/Feedback​ ​tool

Teachers’​ ​feedback​ ​(e.g.​ ​exit ticket,​ ​reflection,​ ​survey)

Administrator

Ongoing: Provide​ ​feedback​ ​to​ ​teachers​ ​and coaches​ ​regarding​ ​students’ awareness​ ​of​ ​learning​ ​target​ ​and success​ ​criteria

Scheduled​ ​time​ ​for walkthough​ ​observations​ ​and check-ins​ ​with​ ​students

One-on-one​ ​meeting​ ​notes

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All​ ​teachers​ ​and coaches

Ongoing: Post​ ​both​ ​learning​ ​targets​ ​and​ ​success criteria​ ​for​ ​all​ ​lessons

Rubric​ ​for​ ​learning​ ​targets and​ ​success​ ​criteria

Feedback​ ​on​ ​LT/SC​ ​rubric​ ​from: ● Walkthroughs ● Informal​ ​observations ● Formal​ ​observations

Teachers​ ​and coaches

By​ ​December: Demonstrate​ ​proficiency​ ​writing​ ​and communicating​ ​high-quality​ ​learning targets​ ​and​ ​success​ ​criteria

● Rubric​ ​and​ ​examples from​ ​administration ● Grade-level​ ​time​ ​to discuss

Exit​ ​ticket/survey​ ​of​ ​learning (December​ ​grade​ ​levels)

By​ ​February: Demonstrate​ ​proficiency​ ​in​ ​creating​ ​a structure​ ​that​ ​promotes​ ​students’ contributions​ ​to​ ​the​ ​development and/or​ ​revision​ ​of​ ​success​ ​criteria prior​ ​to​ ​activity

Check-ins/Feedback​ ​from students

Feedback​ ​from​ ​administrator

Decline​ ​in​ ​student misunderstandings​ ​and/or under-performances

By​ ​June​: Demonstrate​ ​proficiency​ ​in​ ​creating​ ​a structure​ ​that​ ​promotes​ ​students’ self-reflection​ ​relative​ ​to​ ​the​ ​success criteria.

Grade​ ​level​ ​discussions​ ​on student​ ​contributions​ ​to success​ ​criteria

Increase​ ​in​ ​student​ ​success

All​ ​teachers​ ​and coaches

Feedback​ ​from​ ​coaches

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Feedback​ ​on​ ​LT/SC​ ​rubric​ ​from: ● Walkthroughs ● Informal​ ​observations ● Formal​ ​observations Feedback​ ​on​ ​LT/SC​ ​rubric​ ​from: ● Walkthroughs ● Informal​ ​observations ● Formal​ ​observations

Assessment VISION:​ ​Multiple​ ​forms​ ​of​ ​assessment​ ​(qualitative​ ​and​ ​quantitative)​ ​will​ ​be​ ​used​ ​to​ ​measure​ ​progress​ ​and​ ​inform​ ​decisions. GOAL(S): ● Students​ ​will​ ​gain​ ​greater​ ​exposure​ ​to​ ​and​ ​and​ ​experience​ ​with​ ​rigorous​ ​standards-based​ ​assessments​ ​and​ ​be​ ​better prepared​ ​for​ ​rigorous​ ​assessments​ ​(e.g.​ ​Smarter​ ​Balanced​ ​Assessment​ ​SBA),​ ​as​ ​measured​ ​by​ ​the​ ​frequency​ ​and​ ​number​ ​of such​ ​opportunities​ ​this​ ​school​ ​year​ ​versus​ ​the​ ​prior​ ​year. STRATEGY ● Teachers,​ ​coaches,​ ​and​ ​administrators​ ​will​ ​use​ ​the​ ​Learning​ ​Target​ ​&​ ​Success​ ​Criteria​ ​Rubric​ ​to​ ​reflect​ ​upon​ ​lesson planning​ ​and​ ​implementation. ● Teachers​ ​will,​ ​on​ ​an​ ​ongoing​ ​basis,​ ​collect​ ​both​ ​quantitative​ ​and​ ​qualitative​ ​measures​ ​of​ ​student​ ​performance. Implementer Instructional Coaches

Resources​ ​Needed

Assessment​ ​Method(s)

● Readworks​ ​articles​ ​with​ ​a listening​ ​component ● SBA​ ​Interims/Practice tests, ● Achieve3000 ● Newsela ● F&P​ ​Continuum ● Podcasts ● (other?)

Grade-specific​ ​list​ ​of​ ​assessments provided​ ​to​ ​teachers​ ​and​ ​principal

Action(s) By​ ​November​ ​1st​: Identify​ ​and​ ​share​ ​with​ ​teachers grade-appropriate​ ​rigorous standards-based​ ​assessments By​ ​December​ ​1st: Ensure​ ​that​ ​each​ ​teacher​ ​has​ ​a​ ​plan​ ​to incorporate​ ​grade-appropriate rigorous​ ​standards-based​ ​assessments throughout​ ​the​ ​rest​ ​of​ ​the​ ​year. Throughout​ ​Remainder​ ​of​ ​Year: Check-in​ ​and​ ​provide​ ​support​ ​for teachers​ ​as​ ​they​ ​implement​ ​their​ ​plan

Collect​ ​notes​ ​and/or​ ​copy​ ​of​ ​each teacher’s​ ​plan​ ​for​ ​incorporating grade-appropriate​ ​rigorous standards-based​ ​assessments​ ​on​ ​an ongoing​ ​basis Notes​ ​from​ ​meetings​ ​with​ ​teachers

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Teachers

By​ ​November​ ​1st​: Meet​ ​with​ ​instructional​ ​coaches​ ​to identify​ ​grade-appropriate​ ​rigorous standards-based​ ​assessments

Grade-specific​ ​list​ ​of​ ​assessments in​ ​hand.

By​ ​December​ ​1st: Draft​ ​a​ ​calendar/plan​ ​to​ ​incorporate grade-appropriate​ ​rigorous standards-based​ ​assessments throughout​ ​the​ ​rest​ ​of​ ​the​ ​year.

Copy​ ​of​ ​calendar/plan​ ​given​ ​to instructional​ ​coaches

Throughout​ ​Remainder​ ​of​ ​Year: Implement​ ​plan,​ ​thereby​ ​ensuring​ ​that students​ ​have​ ​more​ ​opportunities​ ​for standards-based​ ​assessments​ ​this school​ ​year​ ​than​ ​they​ ​did​ ​last​ ​school year

Students’​ ​performance​ ​results​ ​on respective​ ​assessments

Meet​ ​in​ ​PLCs​ ​to​ ​reflect​ ​on assessment​ ​results​ ​and​ ​instructional practices​ ​that​ ​will​ ​positively​ ​affect student​ ​progress. Administrator

Meeting​ ​time​ ​with instructional​ ​coaches

Ongoing​: Meet​ ​with​ ​instructional​ ​coaches​ ​to strategies​ ​on​ ​how​ ​best​ ​to​ ​support teachers​ ​and​ ​students​ ​during​ ​this implementation Review​ ​and​ ​document​ ​effectiveness of​ ​implementation

PLC​ ​meeting​ ​time

PLC​ ​minutes

Ongoing​ ​meetings​ ​with coaches

Coaches’​ ​notes Teachers’​ ​plans Observations Students’​ ​performance​ ​results

Documentation​ ​from​ ​coaches. Time​ ​in​ ​classrooms 19

Positive​ ​School​ ​Climate

VISION James​ ​Morris​ ​School’s​ ​climate​ ​will​ ​align​ ​with​ ​the​ ​mission,​ ​vision,​ ​core​ ​values​ ​and​ ​goals​ ​of​ ​the​ ​school. GOAL 100%​ ​of​ ​students​ ​will​ ​report​ ​a​ ​positive​ ​perception​ ​of​ ​the​ ​JMS​ ​learning​ ​environment,​ ​including​ ​student-​ ​and​ ​staff-behaviors, professionalism​ ​and​ ​quality​ ​of​ ​work. STRATEGY Regularly​ ​teach,​ ​practice,​ ​and​ ​recognize​ ​positive​ ​school​ ​behaviors,​ ​high​ ​expectations​ ​for​ ​personal​ ​growth,​ ​etiquette,​ ​and​ ​social interactions​ ​in​ ​the​ ​classroom​ ​and​ ​hallways. Implementer

Action(s)

Resources​ ​Needed

Administrator

● Lead​ ​the​ ​development​ ​and implementation​ ​of​ ​a​ ​school-wide common​ ​understanding​ ​of expectations​ ​for​ ​behaviors, professionalism​ ​and​ ​quality​ ​of work.

● Input​ ​from​ ​staff,​ ​students​ ​and parents ● Ongoing​ ​communications​ ​with students,​ ​staff​ ​and​ ​families

● ● ● ● ●

● Morning-meeting​ ​time​ ​in​ ​each classroom ● Lunch​ ​with​ ​small​ ​groups​ ​of students

● Calendar​ ​of​ ​meetings ● Notes​ ​from​ ​meetings ● Student-survey​ ​results

● School​ ​climate​ ​meetings ● Principal’s​ ​Coffee​ ​meetings ● Written​ c​ ommunications​ ​to community

● Notes​ ​from​ ​meetings ● Parent-survey​ ​results ● Copies​ o​ f​ ​written communications

First​ ​Trimester: ● Communicate​ ​expectations​ ​to​ ​all students

● Communicate​ ​expectations​ ​to parents​ ​and​ ​community

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Assessment​ ​Method(s) Student​ ​surveys Parent​ ​surveys Staff​ ​surveys Notes​ ​from​ ​parent​ ​meetings Incident​ ​reports

School Psychologist

Classroom Teachers

● Monthly​ ​check-ins​ ​with​ ​teachers and​ ​staff​ ​regarding​ ​student behaviors ● Facilitate​ ​Second​ ​Step​ ​lessons​ ​in each​ ​classroom​ ​(weekly) ● Facilitate​ ​Friendship​ ​Groups during​ ​lunch​ ​(including​ ​both typical​ ​students​ ​and​ ​at-risk students) ● Facilitate​ ​lessons​ ​and​ ​activities​ ​for all​ ​students​ ​addressing​ ​bullying prevention​ ​in​ ​the​ ​month​ ​of October ● Facilitate​ ​Anti-Bullying Awareness​ ​Month​ ​activities (October) ● Facilitate​ ​JMS’s​ ​response​ ​to​ ​the districtwide​ ​Kindness​ ​Initiative

● Administration​ ​support​ ​for programs​ ​and​ ​time​ ​in​ ​schedule to​ ​implement​ ​them

● Incident​ ​reports​ ​(monthly) ● Observation​ ​data​ ​related​ ​to targeted​ ​social​ ​skills ● Student​ ​surveys

● Teach/Model​ ​Whole​ ​Body Listening ● Using​ ​visuals,​ ​model​ ​appropriate circle​ ​time​ ​behavior​ ​on​ ​the​ ​rug ● Reinforcement​ ​for​ ​rug​ ​behaviors ● Teach,​ ​model,​ ​and​ ​facilitate students’​ ​practice​ ​of​ ​desired behaviors ● Track​ ​on/off​ ​task​ ​behavior ● Adjust​ ​focus​ ​areas​ ​based​ ​on tracked​ ​data ● Introduce​ ​and​ ​use​ ​SLANT​ ​for active​ ​engagement:​ ​“Sit​ ​up,

● ● ● ● ● ● ● ●

Behavior​ ​Sticker​ ​Chart Stickers Whole​ ​Body​ ​Listening​ ​rubric Visual​ ​cues Teacher​ ​created​ ​progress​ ​chart Incentive​ ​system Visual​ ​cues/reminders Administrator​ ​observation​ ​of students ● Individual​ ​student​ ​recording sheet ● Students​ ​need​ ​access​ ​to Google​ ​Calendar

● Graph​ ​on​ ​chart​ ​paper​ ​the number​ ​of​ ​teacher interventions ● Tallies​ ​of​ ​off-task​ ​behaviors ● Graphed​ ​trends ● Tally​ ​marks​ ​tracking disruptive​ ​(off​ ​task) behavior​ ​with​ ​incentives (iPad​ ​choice​ ​time)​ ​to decrease​ ​the​ ​interruptions, therefore​ ​increasing​ ​on​ ​task behavior ● Students​ ​reflect​ ​each​ ​day​ ​to

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Instructional Coaches

Listen,​ ​Ask​ ​and​ ​answer​ ​questions, Nod​ ​your​ ​head,​ ​Track​ ​the​ ​speaker” ● Facilitate​ ​end​ ​of​ ​day​ ​discussion about​ ​behavior​ ​and​ ​setting​ ​a​ ​goal for​ ​the​ ​next​ ​day ● Teach​ ​and​ ​use​ ​nonverbal​ ​signals to​ ​communicate​ ​with​ ​students ● Build​ ​appropriate​ ​social​ ​skills ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​(use​ ​words​ ​to​ ​request​ ​break​ ​or ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​state​ ​feelings;​ ​take​ ​5​ ​breathing) ● Build​ ​self-calming​ ​strategies​ ​to increase​ ​self-regulation​ ​behavior

● Model​ ​hw​ ​assignments,​ ​done by​ ​teacher​ ​as​ ​a​ ​model,​ ​posted on​ ​hw​ ​for​ ​nightly​ ​reference.

● Explicitly​ ​teach​ ​oratory​ ​skills utilizing​ ​a​ ​speaking​ ​rubric ● Facilitate​ ​leadership​ ​club​ ​(LAW), and​ ​promote​ ​service​ ​learning​ ​from within ● Collect​ ​evidence​ ​(qualitative​ ​and quantitative)​ ​on​ ​student​ ​discourse ● Facilitate​ ​reflective​ ​conversations around​ ​data​ ​collected​ ​on quantitative​ ​and​ ​qualitative​ ​on student​ ​discourse ● Work​ ​with​ ​teacher​ ​to​ ​create​ ​short and​ ​long-term​ ​goals ● Provide​ ​professional​ ​development on​ ​the​ ​5​ ​practices​ ​for​ ​orchestrating productive​ ​mathematics discussions,​ ​which​ ​promote student​ ​discourse

● Collaboration/Planning/ Reflection​ ​time​ ​with​ ​5th​ ​and 6th​ ​grade​ ​teachers​ ​in​ ​district and​ ​a​ ​Ford’s​ ​Theatre​ ​teaching artist ● Modeling​ ​of​ ​lessons ● Write​ ​oratory​ ​curriculum ● Conduct​ ​weekly​ ​leadership club​ ​meetings​ ​inviting​ ​guest speakers​ ​when​ ​possible ● Collaboration​ ​time​ ​with teachers ● Time​ ​to​ ​go​ ​into​ ​teachers classrooms​ ​during​ ​their​ ​math time​ ​for​ ​coaching

● ● ● ● ●

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create​ ​a​ ​goal​ ​for​ ​the following​ ​day. Individual​ ​student​ ​behavior record,​ ​as​ ​needed. Tracking-the-speaker​ ​tallies Students’​ ​weekly​ ​reflections on​ ​their​ ​poster​ ​and​ ​set​ ​goals for​ ​the​ ​next​ ​week. Tally​ ​chart​ ​for​ ​quality homework Tally​ ​Sheet​ ​earning Monthly​ ​Golden​ ​___ Awards​ ​(Specials)

● Students’​ ​growth​ ​on​ ​oratory rubric ● Student​ ​engagement​ ​survey ● Classroom-data​ ​collection ● Monitoring​ ​of​ ​teachers’ goals ● Notes​ ​/​ ​Minutes​ ​from teacher​ ​meetings​ ​and​ ​PD sessions

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