School Strategic Plan Daniell Middle School David Nelson, Principal January Mid-Year Update: Formative Data, What's Working and What Needs to Change/Shift.
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School Strategic PlanDaniell Middle SchoolDavid Nelson, Principal
JanuaryMid-Year Update: Formative Data, What's Working and What Needs to Change/Shift
June-September
School Strategic Plan
Presentations and Review
94.6%of Our Parents Believe Our School Culture
Supports the Academic Achievement of Our Students
91.5%of Our Parents Believe Our School Is
Welcoming and Inviting
• 2013 Georgia Congress of Parents and Teachers
Community Partnership Award
• One of the Highest Performing, Most Diverse Middle Schools in CCSD
(6 student groups, 33 countries, 22 languages)
Strengths• Collaboration • Common
Summative Assessments
• Differentiated Professional Learning
• Experienced staff• Advisement
Program in place• Cohesive Data
Teams (including ESOL, SWD teachers)
Weaknesses• Instructional
Environment• Student self-
efficacy• Differentiation/
Flexible groups• Diagnostic
Assessments
Opportunities• Advisement• Data Teams• Student Self-
Efficacy• Consistent
School-Wide Expectations
Threats• Teachers teaching
more than one grade level
• Class sizes• Fewer teachers
and administrators
PRINCIPAL’S VISION
Everychild should receive,
benefit and thrive froma world class education that
prepares them for high school success.
Providing a World-Class Education for High School Success Means…
•The focus is on learning•All students achieve high standards•Instruction is engaging and rigorous•Reading and writing are taught in all content areas•There is a sense of belonging•Schools and offices are inviting, welcoming, and customer oriented•The strategic plan is accomplished by all working together
Student Learning &Performan
ce
HighlyPerformingWorkforce
Building & Sustaining Relationships with
Effective Communicatio
n
Effective Useof Resources
Safe, Healthy ,and Innovative
Learning Environments
How w
ill we
achi
eve t
he vi
sion?
Data Collected on Status of Vision Being
Implemented at Daniell
Teacher Evaluation ResultsEducational Research on Effect of
Instructional PracticesSchool Council and PTSA Feedback
Discipline RecordsStudent and Parent School Improvement Plan
Perceptual Survey ResultsCRCT ResultsITBS Results
Classroom Keys (GAPSS)College and Career Readiness Performance
Indicators
Areas of
Focus
CCSD and Building
GapsIdentified
Tactical PlanWhat are the desired results?*
How will the school/team(s) accomplish the desired results?
Embed diagnostic assessments (CP 3, ASL 2) to make DI/Flex groups happen (CP 4, SBI 5)
Develop common pre assessments with rigor through collaboration days and common planning time
Perform Classroom Walk Throughs Develop consistent classroom management (IE 1 & 2) & school expectations (especially among black male students)
Analyze discipline reports, implement a strong PBIS, staff book studies
Promote student efficacy (IE 4) Through the Advisement process & student led conferences
Increase percentage of students scoring exceeds on the CRCT (CCRPI 14)
Scheduling, More teachers being trained in AC, Send teachers to AC conference
Targeted, Job-Embedded Differentiated Professional Learning
• Diagnostics, Differentiation, Exceeding Standards:• Data Driven Instruction• AC Conference/Training for Teachers• DI/Flexible Groups• Collaboration Days for Teachers
• Classroom Management:• Classroom Management Training• Book Studies on Classroom Management• Lesson Plan Training
• Student Self-Efficacy:• Advisement/Student-Led Conferences• PBIS
• Personalized Longitudinal Walk-Through Analysis
• Areas of Focus Meetings with Key Staff• Grade Level Teacher Doing/Student Doing
Nine Week Refl ections• Personalized Coaching Feedback• Lesson Planning Notebooks• Common Core Web Walls
Monitoring Plan
How Are We Using the Framework for School Success
• Tier 1: • Establishes Common Expectations in School• Daniell Position Statements
• Tier 2: • Helps Guide the Utilization of District Resources
• Special Ed Supervisor, Lisa Geiger• Professional Learning, Mitchell Askew• RTI Support, Diane Rice
Support Needed• Implementation of Breakthrough Coaching Model• Continued Support of County Personnel in Our Areas of Focus• Funds for Professional Learning Needs ($22,331.18 requested
from Title II)• College Board Conference: $9,900• Book Studies: $432.30• PBIS: $10,162
• Part-Time Support Due to Loss of Full-Time Administrator/Teacher Leaders and Continued Increase of Student Behavior and Learning Needs ( ED 45.8%, Remedial 17.6%, 13.3% SWD, 22.9% Transciency )
• Collaboration Days for Teachers: $1837.50
In Closing
• Next Steps:• Continue Instructional Coaching• Continue to Build Teacher Leadership Capacity• Continue to Monitor and Adjust Our GAPSS
Governance Model after Losing 21.42 Teacher and Administrator Allotments
• We Have Learned:• Our Process We Have Been Using to Determine
Our Needs Is on the Right Track!
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