Comprehensive Plan Report - dermott.k12.ar.us · Task Completed: 09/22/2015 2. The Leadership Team will create a survey to evaluate the effectiveness of the team. Assigned to: Shakelia

Comprehensive Plan ReportA detailed report showing activity of the school team’s work on the improvement plan including assessments, plans, tasks,

monitoring, and implementation for selected time periods.10/25/2016

DERMOTT ELEMENTARY SCHOOL NCES - 50517000238Dermott School DistrictSchool Success Indicators Key Indicators are shown in RED.School Leadership and Decision MakingEstablishing a team structure with specific duties and time for instructional planningIndicator ID01 - A team structure is officially incorporated into the school governance policy.(36)Status Objective MetNo decision has been made 9/25/2015 Assessment Level of Development: Initial: Limited Development 01/08/2013

Objective Met - 09/25/2015

Index: 6 (Priority Score x Opportunity Score)Priority Score: 2 (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:

6/1/16Currently, the district has a Governance Policy that specifies the team structure for all schools. The Governance Policy has been approved by the School Board. The Leadership Team for the district and buildings are specified and include a description of the teams’ purpose and how they are constituted. New school leaders will be made aware of this team structure due to the Governance Policy being a part of the Teacher Handbook. An evaluation system has been developed and implemented for Leadership Teams at both campuses within the district.

All building and district level teams prepare agendas for their meetings and keep minutes of the proceedings. At the building level, the Leadership Team agendas and minutes are housed in the Indistar system. All other team meeting agendas and minutes are maintained by the facilitator of the team. All district level teams’ agendas and minutes are housed in Indistar. At the district level, the agenda and minutes are shared with all those who have a Leadership Team Indistar login. At the building level, the Leadership Teams’ agenda and minutes are accessible to all those who have a Leadership Team Indistar login. All other teams’ agenda and minutes are accessible to those who make requests.

Both buildings in the district operate with a Leadership Team that includes the principal, teacher leaders, and other staff as appropriate to the size and composition of the building. The Leadership Teams meet at least twice a month in regularly scheduled meetings of at least an hour. During the 2014-2015 and 2015-2016 school years, the high school Leadership Team had a sub team, the Core Leadership Team, which met weekly for at least an hour to review the School Improvement Plan. Currently, both buildings in the district have a Core Leadership Team as well as a Building Leadership Team.

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Plan Assigned to: Shakelia AtkinsHow it will look when fully met: District policy specifies the team structure for all schools which include

a description of the teams’ purposes and how they are constituted. New school leaders are apprised of this expectation and how the effectiveness of teams is determined. A common team structure for a school consists of (but not limited to) a Leadership Team (consisting of principal and teacher leaders), teacher Instructional Teams (teaching common subject area or grade level), student team (a diverse group of student leaders), management team (campus administrators and other personnel as needed) and a School Community Council (with a majority of members being parents.

Target Date: 08/01/2016Tasks:

1. The district policy specifies a team structure that includes a description of the teams' purpose and how they are constituted.

Assigned to: Shakelia JacksonAdded date: 09/15/2015Target Completion Date: 10/01/2015Comments:Task Completed: 09/22/2015

2. The Leadership Team will create a survey to evaluate the effectiveness of the team.Assigned to: Shakelia JacksonAdded date: 05/11/2016Target Completion Date: 04/27/2016Comments:Task Completed: 04/27/2016

3. The Leadership Team will survey staff to determine the effectiveness of the Leadership Team.Assigned to: Henry ShifflettAdded date: 05/11/2016Target Completion Date: 05/02/2016Comments:Task Completed: 04/29/2016

4. The Leadership Team will analyze the data from the Leadership Team Effectiveness Survey. Assigned to: LaWarn RodgersAdded date: 05/11/2016Target Completion Date: 05/04/2016Comments:Task Completed: 05/04/2016

5. The Leadership Team will create a plan to address any concerns found in the data from the survey of Leadership Team effectiveness.

Assigned to: Shakelia JacksonAdded date: 05/11/2016Target Completion Date: 05/11/2016Comments: Page: 2 of 47

Comments:Task Completed: 05/11/2016

Implement Percent Task Complete:Objective Met: 9/25/2015 Experience: 9/25/2015

Wise Ways were used to identify the recommended criteria for team structure in district policy. The district policy was revised to reflect what was suggested.

Sustain: 9/25/2015Continued work to sustain efforts and continue to meet this objective will include ensuring buildings adhere to the policy each year and have the correct team structure in place.

Evidence: 9/25/2015The District Governance Policy for Leadership Teams has been revised and provided to building principals.

Indicator ID04 - All teams prepare agendas for their meetings.(39)Status Objective Met 10/28/2015 Assessment Level of Development: Initial: Limited Development 09/15/2015





6/1/16Currently, the district has a Governance Policy that specifies the team structure for all schools. The Governance Policy has been approved by the School Board. The Leadership Team for the district and buildings are specified and include a description of the teams’ purpose and how they are constituted. New school leaders will be made aware of this team structure due to the Governance Policy being a part of the Teacher Handbook. An evaluation system has been developed and implemented for Leadership Teams at both campuses within the district.


Both buildings in the district operate with a Leadership Team that

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includes the principal, teacher leaders, and other staff as appropriate to the size and composition of the building. The Leadership Teams meet at least twice a month in regularly scheduled meetings of at least an hour. During the 2014-2015 and 2015-2016 school years, the high school Leadership Team had a sub team, the Core Leadership Team, which met weekly for at least an hour to review the School Improvement Plan. Currently, both buildings in the district have a Core Leadership Team as well as a Building Leadership Team.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: Each team has a specific purpose and scheduled time to meet and

works from agendas and minutes.Target Date: 09/09/2016Tasks:

1. Agendas and minutes will be housed in the appropriate binder in the PLC room.Assigned to: Shakelia JacksonAdded date: 09/15/2015Target Completion Date: 10/14/2015Comments:Task Completed: 10/14/2015


Teams created agendas prior to the meetings. Sign-in sheets and minutes are expected of all teams when holding meetings.

Sustain: 10/28/2015Continue the expectation that all teams must prepare agendas and have sign-in sheets and minutes. Occasionally teams will be monitored for these items

Evidence: 10/28/2015Teams that meet have a designated location to house minutes, agendas, and sign-in sheets. These are available as evidence.

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)

Status Objective Met 9/25/2015 Assessment Level of Development: Initial: Limited Development 01/28/2013





6/1/16Currently, the district has a Governance Policy that specifies the team structure for all schools. The Governance Policy has been approved by

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the School Board. The Leadership Team for the district and buildings are specified and include a description of the teams’ purpose and how they are constituted. New school leaders will be made aware of this team structure due to the Governance Policy being a part of the Teacher Handbook. An evaluation system has been developed and implemented for Leadership Teams at both campuses within the district.


Both buildings in the district operate with a Leadership Team that includes the principal, teacher leaders, and other staff as appropriate to the size and composition of the building. The Leadership Teams meet at least twice a month in regularly scheduled meetings of at least an hour. During the 2014-2015 and 2015-2016 school years, the high school Leadership Team had a sub team, the Core Leadership Team, which met weekly for at least an hour to review the School Improvement Plan. Currently, both buildings in the district have a Core Leadership Team as well as a Building Leadership Team.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: The Leadership Team meets at least twice a month in regularly

scheduled meetings of at least an hour.Target Date: 10/15/2015Tasks:

1. Building Leadership Team and Core Leadership Team meeting schedules including dates and times are shared with team members.



Establishing a Core Leadership Team with members who have a more flexible schedule and are able to meet during the day has been more convenient and productive. However, having a Building Leadership Team with lead teachers who also meet together has been effective.

Sustain: 9/25/2015The schedule of meetings will reflect the Core and Building Leadership Teams meeting at least twice per month for at least an hour at each meeting. Also, a schedule of meeting dates and times will be provided

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to members. Evidence: 9/25/2015

Evidence of this indicator being fully and effectively implemented is evidenced through meeting minutes that reflect times and dates of meetings and the shared Google calendar.

School Leadership and Decision MakingFocusing the principal’s role on building leadership capacity, achieving learning goals, and improving instructionIndicator IE13 - The principal offers frequent opportunities for staff and parents to voice constructive

critique of the school’s progress and suggestions for improvement.(64)Status No decision has been made Tasks completed: 4 of 4 (100%)Assessment Level of Development: Initial: Limited Development 11/02/2015




The principal sends weekly memos to the staff titled, "Principal's Corner." This restates expectations and encourages staff to communicate concerns and needed supports. Faculty meetings are held monthly and offer opportunities for staff to give feedback and voice concerns and needed supports. Also, parents and community members meet with the principal as needed to share positive and constructive feedback. Login information to view the School Improvement Plan is made available to the stakeholders via the district website.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: Constructive critique can come through formal channels, such as

teacher representation on the school’s Leadership Team and teacher and parent representation on a School Community Council. Open-air meetings to share goals, plans, and data can also be a forum for constructive input. The principal’s one-on-one meetings with staff and parents is another opportunity. The important consideration is that the school operates with a “culture of candor” in which people are encouraged to voice their constructive observations andrecommendations.


1. A School Community Council will be established that consists of various stakeholders. Assigned to: Shakelia JacksonAdded date: 11/02/2015Target Completion Date: 11/30/2015Comments:Task Completed: 12/09/2015

2. The yearly learning goals and quarterly objectives will be displayed in the hallway. Assigned to: Missy AdamsAdded date: 11/02/2015Target Completion Date: 11/13/2015Comments:

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3. The School Community Council will meet to discuss student progress and welcome feedback.Assigned to: Shakelia JacksonAdded date: 01/22/2016Target Completion Date: 03/01/2016Comments:Task Completed: 02/25/2016

4. The yearly learning goals and quarterly objectives will be displayed in the hallway. Assigned to: Missy AdamsAdded date: 01/22/2016Target Completion Date: 02/02/2016Comments:Task Completed: 02/02/2016

Implement Percent Task Complete: Tasks completed: 4 of 4 (100%)School Leadership and Decision MakingAligning classroom observations with evaluation criteria and professional developmentIndicator IF02 - The Leadership Team reviews the principal’s summary reports of classroom observations

and takes them into account in planning professional development.(66)Status No decision has been made Tasks completed: 2 of 2 (100%)Assessment Level of Development: Initial: Limited Development 01/22/2016




The principal records indicators of effective practice according to the standards outlined in TESS during classroom observations. Peer observations are limited and there are no consistent indicators of effectiveness that are outlined in a feedback form. The principal does not formally aggregate the observational data to show patterns or practice. The Leadership Team does not review this analysis in planning professional development.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: The LEA/School provides all staff high quality, ongoing, job-embedded,

and differentiated professional development (IF11). Professional Development (PD)activities include whole faculty, small group and individual PD based on identified needs from observations (IF08). Teachers develop individual professional development plans based on classroom observations which inform the teachers’ plans (IF06). The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development (IF02).Putting all these pieces together depends upon first instituting standard practices and procedures that: 1. Link the improvement plan to subsequent activities, such as professional development

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How it will look when fully met:

2. Maintain records of participation in trainings3. Gather participant evaluations of trainings4. Cite minutes from Instructional Team meetings show that teams carried the training into their discussions and plans 5. Gather information from individual teachers on changed practices 6. Determine the effectiveness of the changed practices7. Determine improvements in student learning that might result from particular changes in practice.


1. The Building Administrator will present aggregated classroom observation data from February to Leadership Team.


2. The Building Administrator will visit each classroom at least once during the month of March and provide each teacher with feedback.


Implement Percent Task Complete: Tasks completed: 2 of 2 (100%)Indicator IF06 - Teachers are required to make individual professional development plans based on

classroom observations.(70)Status No decision has been made Tasks completed: 1 of 1 (100%)Assessment Level of Development: Initial: Limited Development 03/02/2016




Teachers currently develop individual professional development plans based on their professional growth plan they are required to complete each year. The principal uses observation data to provided teachers with ideas for professional growth. The principal and teachers meet the requirements of the TESS.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: Classroom observations are conducted by the principal, support staff,

and other teachers (peer-to-peer). Feedback and information from the observations are used in developing teachers' professional growth plans. While some professional development is provided for a whole faculty, or a subject area or grade level, each teacher has the opportunity to hone his or her own practice through a personal professional development plan.

Target Date: 12/16/2016

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1. The principal will discuss professional development with teachers when providing feedback after classroom observations.


Implement Percent Task Complete: Tasks completed: 1 of 1 (100%)Indicator IF11 - The school provides all staff high quality, ongoing, job-embedded, and differentiated

professional development.(3984)Status Objective MetNo decision has been made 6/5/2015 Assessment Level of Development: Initial: Limited Development 10/01/2014





Currently teachers are attending PD on and off campus. At the conclusion of each PD session, teachers are required to take a survey on additional PD needs. The local ESC sends out a survey in the spring of each year assessing teacher PD needs. The results of this survey are used to determine what PD the local ESC will offer in the summer.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: The LEA/School provides all staff high quality, ongoing, job-embedded,

and differentiated professional development (IF11). Professional Development (PD) activities include whole faculty, small group and individual PD based on identified needs from observations (IF08). Teachers develop individual professional development plans based on classroom observations which inform the teachers’ plans (IF06).

The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development (IF02).

Putting all these pieces together depends upon first instituting standard practices and procedures that: 1. Link the improvement plan to subsequent activities, such as professional development 2. Maintain records of participation in trainings3. Gather participant evaluations of trainings4. Cite minutes from Instructional Team meetings show that teams carried the training into their discussions and plans 5. Gather information from individual teachers on changed practices 6. Determine the effectiveness of the changed practices7. Determine improvements in student learning that might result from particular changes in practice.


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Tasks:1. Teachers will particpate in survey periodically administered by the curriculum committee to determine individual professional development needs.

Assigned to: Uwanda WrightAdded date: 10/07/2014Target Completion Date: 05/29/2015Comments: The teachers were sent a survey by email on 9-16-14 about what

specific professional development needs they had and would like additional training on during the upcoming October 17, 2014 in house professional development. Teachers were given online surveys to complete after each professional development session held on October 17, 2014 to assess their gain in knowledge and skills as well as to determine what additional assistance is needed. Teachers were also administered an online survey after each session on November 21, 2014 to assess their gain in knowledge and skills as well as determine what additional assistance is still needed. On December 4, 2014, the superintendent sent an online survey to teachers in the district to determine what the strength, weaknesses, and opinions are related to BYOC. The building principal and internal SIS designed a survey to administer to teachers on November 12, 2014 at a faculty meeting to determine their perception of their classroom management strengths and support from administration. Identified teachers will participate in Day 2 of classroom management training on February 2, 2015.The principal asked teachers and staff to complete a survey that would identify their professional development needs on March 15, 2015.

Task Completed: 03/15/20152. The building administrator will informally survey teachers to determine what professional development needs they have.



Internal and external resources were used to provide professional development to teachers who were identified as needing support in unit writing, classroom management, content knowledge, and technology.

Sustain: 6/5/2015Continue to conduct observations, informal and formal CWTS, and provide assistance and support when necessary.

Evidence: 6/5/2015Small group meetings have occurred to provide support to teachers who have been identified as needing specific professional development. Building administrator notes are available as evidence.

School Leadership and Decision MakingExpanded time for student learning and teacher collaborationIndicator IH01 - The school monitors progress of the extended learning time programs and other

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Indicatorstrategies related to school improvement.(3981)

Status No decision has been made Tasks completed: 8 of 8 (100%)Assessment Level of Development: Initial: Limited Development 10/07/2014




Currently, the school has extended days. The school day begins at 7:40 and ends at 3:21. The elementary provides double blocking of the computer labs. The extended day beyond 3:21 offers homework, academic tutoring, and enrichment opportunities.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: In addition to what is currently being implemented, a summer school

program will be established. The school will use TLI assessment data to monitor the progress of extended learning time programs and strategies being implemented. Data from surveys administered to parents requesting information on their perception of the success of the programs will be used to monitor the programs progress.


1. Teachers will create pre- and post-tests using TLI. Assigned to: Uwanda WrightAdded date: 10/07/2014Target Completion Date: 05/29/2015Comments: Teachers are using TLI to create Pre- and Post-test. The Pre-tests are

created by the teacher and are housed in each teacher's Assessment Binder. The Post-Tests are created by TLI and are used as interim assessments.

Task Completed: 01/05/20152. The building will distribute surveys to parents to identify percieved areas of success.

Assigned to: Uwanda WrightAdded date: 10/07/2014Target Completion Date: 05/29/2015Comments: On Friday, January 9, 2015, a survey developed by the building

principal and district SIS was sent home with students. The survey sought feedback from parents on their perceived areas of success. The survey focused on the following areas: communication, academics, opportunities to be involved, safety, and fulfillment of the district mission.

Task Completed: 01/09/20153. Selected teachers will attend training on the evaluation process for the 21st Century Program that serves students beyond the school day.

Assigned to: Kristi RidgellAdded date: 10/07/2014Target Completion Date: 11/03/2014Comments: The 21st Century on-site coordinator and the instructional facilitator

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Comments: attended the training and presented the information to the teachers involved in the program. Each Friday after school, the teachers involved in the program meet too receive updates and information. 21st Century on-site coordinator, Mrs. Calbert, and Mrs. Faith assessed the program on November 4, 2014.

Task Completed: 11/03/20144. Monthly incentives are in place to reward students who do not receive any discipline referrals.

Assigned to: Lesa CaineAdded date: 01/27/2015Target Completion Date: 04/30/2015Comments: An incentive program has been developed and sustained by the

Student Safety and discipline team to reward students who do not receive any discipline referrals.

Task Completed: 02/06/20155. Safety walks will be conducted quarterly.

Assigned to: Lesa CaineAdded date: 01/27/2015Target Completion Date: 05/29/2015Comments: The Student Safety and Discipline Team has a scheduled for

conducting safety walks. The results are discussed and reviewed at meetings.

Task Completed: 02/02/20156. During a faculty meeting at the beginning of the 3rd quarter, a list of students who were unrepresented at school functions during 2nd quarter will be distributed to the teachers.

Assigned to: LaWarn RodgersAdded date: 01/27/2015Target Completion Date: 02/27/2015Comments: The Parent Involvement Team Chairperson emailed a list of the

unrepresented students to the faculty and encouraged the teachers to contact those parents with something positive.

Task Completed: 03/11/20157. During 3rd quarter, the staff will be encouraged to make positive contacts to the parents of the unrepresented students for 2nd quarter.

Assigned to: LaWarn RodgersAdded date: 01/27/2015Target Completion Date: 03/20/2015Comments: The Parent Involvement Team Chairperson emailed a list of the

unrepresented students to the faculty and encouraged the teachers to contact those parents with something positive.

Task Completed: 03/11/20158. The building principal will consult with the District Leadership Team to develop a plan for evaluating extended learning time programs.

Assigned to: Shakelia JacksonAdded date: 03/28/2016Target Completion Date: 03/17/2016Comments:

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Implement Percent Task Complete: Tasks completed: 8 of 8 (100%)School Leadership and Decision MakingEnsuring High Quality Staff - Recruitment, Evaluation, and RetentionIndicator II01 - The school works collaboratively with the district to recruit and retain highly-qualified

teachers to support school improvement.(3982)Status Objective Met 6/5/2015 Assessment Level of Development: Initial: Limited Development 01/27/2015





none

Plan Assigned to: Kristi RidgellHow it will look when fully met: There will be a plan to recruit and retain quality staff.Target Date: 03/31/2015Tasks:

1. The principal will attend job fairs at various locations. Assigned to: Kristi RidgellAdded date: 01/27/2015Target Completion Date: 03/31/2015Comments: The principal has attended a job fair at UAM and has gathered

information from others in the district who has attended job fairs when she was unable to attend.

Task Completed: 03/31/20152. The principal will contact the regional cooperative and ERZ for potential employees looking for employment.

Assigned to: Kristi RidgellAdded date: 01/27/2015Target Completion Date: 03/31/2015Comments: The principal has spoken with the ERZ director and the regional

cooperative to seek applicants.Task Completed: 03/31/2015

3. A recruitment plan will be developed to identify what resources are available to potential employees.Assigned to: Kristi RidgellAdded date: 01/27/2015Target Completion Date: 03/31/2015Comments: A brochure has been developed to distribute to potential employees

that includes information about the surrounding area and the district such as demographics, enrollment, mission and vision statements,

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Comments:

goals, school improvement status, and highlights about the county.Task Completed: 02/27/2015


The experience has been positive and successful. Sustain: 6/5/2015

Building administrators and district personnel will continue to attended college fairs and maintain the partnerships created.

Evidence: 6/5/2015Partnerships with Arkansas Teacher Core, Teach for America, colleges, universities, ERZ, and the local education cooperative have been established. Building administrators and district personnel have attended teacher fairs at a variety of universities.

Curriculum, Assessment, and Instructional PlanningEngaging teachers in aligning instruction with standards and benchmarksIndicator IIA01 - Instructional Teams develop standards-aligned units of instruction for each subject and

grade level.(88)Status No decision has been made Tasks completed: 5 of 5 (100%)Assessment Level of Development: Initial: Limited Development 11/11/2015




The district and building requires and expects teachers to develop units of instruction. However, not all teachers comply to the this expectation. Since some courses do not have units developed, not all units are aligned to standards.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: adsfasdfTarget Date: 06/01/2016Tasks:

1. The instructional facilitator will notify the teacher and principal of courses that do not have current lesson plans developed.

Assigned to: Uwanda WrightAdded date: 11/11/2015Target Completion Date: 03/17/2016Comments:Task Completed: 03/17/2016

2. The units of instruction and weekly lesson plans will be reviewed and feedback will be provided to teachers by the instructional facilitator and/ or curriculum coordinator weekly.

Assigned to: Uwanda WrightAdded date: 11/11/2015Target Completion Date: 12/18/2015Comments:

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3. Teachers who do not complete weekly lessons will conference with the building administer. Assigned to: Shakelia JacksonAdded date: 11/11/2015Target Completion Date: 12/18/2015Comments:Task Completed: 11/18/2015

4. The units of instruction and weekly lesson plans will be reviewed and feedback will be provided to teachers by the instructional facilitator and/ or curriculum coordinator weekly.


5. Teachers who do not complete weekly lessons will conference with the building administer. Assigned to: Shakelia JacksonAdded date: 01/22/2016Target Completion Date: 03/17/2016Comments:Task Completed: 03/17/2016

Implement Percent Task Complete: Tasks completed: 5 of 5 (100%)Indicator IIA02 - Units of instruction include standards-based objectives and criteria for mastery.(89)Status No decision has been made Tasks completed: 4 of 4 (100%)Assessment Level of Development: Initial: Limited Development 03/06/2014




Some teachers have units and others are still working on them. The building is preparing professional development in order to implement school wide.

Plan Assigned to: Kristi RidgellHow it will look when fully met: All teachers will use units of instruction to improve student

achievement and ensure all standards are taught. Target Date: 12/31/2015Tasks:

1. Teachers will create and teach from standards based alligned units of instruction. Assigned to: Kristi Ridgell/Uwanda WrightAdded date: 03/06/2014Target Completion Date: 06/01/2015Frequency: four times a yearComments:

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Comments: Teachers are currently working on units of instruction using UBD and BYOC. This task is not fully implemented, however, it is a work process. Teachers are utilizing TLI modules to assist them in creating standards based aligned units of instruction. As of 6/5/15, teachers have developed and revised units throughout the 2014-2015 school year. Revision will continue into 2015-2016.

Task Completed: 06/05/20152. Units of instruction (including daily activities)must be turned in the Friday before the unit will be taught.

Assigned to: Kristi RidgellAdded date: 03/06/2014Target Completion Date: 08/29/2014Comments: Teachers are turning their units of instruction including daily activities

(lesson plans)by Friday. This task is fully implemented.Task Completed: 06/02/2014

3. Teachers will keep a binder in their classroom and electronic copy (shared folder) of their units to be accessible at all times.

Assigned to: Kristi RidgellAdded date: 03/06/2014Target Completion Date: 05/30/2014Comments: Fully implemented

Sustained practiceTask Completed: 06/02/2014

6. Teachers will keep units of instruction in a binder in their classroom and upload the components into BYOC.

Assigned to: Kristi RidgellAdded date: 10/14/2014Target Completion Date: 05/29/2015Comments: Teachers have begun developing units of instruction and have received

feedback and guidance throughout the year. This task will be ongoing but for the 2014-2015 school year, this task is considered complete.

Task Completed: 06/05/2015Implement Percent Task Complete: Tasks completed: 4 of 4 (100%)Curriculum, Assessment, and Instructional PlanningEngaging teachers in assessing and monitoring student masteryIndicator IIB01 - Units of instruction include pre-/post-tests to assess student mastery of standards-based

objectives.(91)Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 02/04/2014




Not all teachers have units of study complete, therefore pre and post tests are not given by all teachers.

Plan Assigned to: Lesa CainePage: 16 of 47

Plan Assigned to: Lesa CaineHow it will look when fully met: All teachers will give Pre and Post Tests to assess student mastery of

standards based objectives.Target Date: 12/16/2016

Indicator IIB04 - Teachers individualize instruction based on pre-test results to provide support for some students and enhanced learning opportunities for others.(94)

Status Tasks completed: 0 of 2 (0%)Assessment Level of Development: Initial: Limited Development 11/02/2015




6/1/16More teachers than previously noted are administering pre-assessments and reviewing the data from those assessments. Most teachers use Quiz Builder from the TLI Program to create pre-assessments that are parallel to the TLI Interim Assessments. More teachers are differentiating for both the students in need of extra help in reaching the objectives and students demonstrating early mastery who benefit from enhanced assignments. However, most of the adjustments to lessons and differentiating of assignments are centered on those students who are in need of extra help reaching the objectives.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: The pre-test is a quick formative assessment at the beginning of a

lesson or unit todetermine each student’s mastery of standards-aligned objectives prior to teaching the lesson orunit. The data from the pre-test enables the teacher to modify the lessons and to differentiateassignments for students, providing extra help for some and enhancing the assignments forothers.


1. All teachers will document in their lesson plans when pre-assessments will be administered. Assigned to: Uwanda WrightAdded date: 11/02/2015Target Completion Date: 03/17/2016Comments:

2. Teachers will document in their weekly lesson plans remediation, differentiation, and enrichment opportunities.


Implement Percent Task Complete: Tasks completed: 0 of 2 (0%)Indicator IIB05 - All teachers re-teach based on post-test results.(95)Status Page: 17 of 47





Some teachers have an individualized process for re-teaching.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: All teachers will re-teach based on post-test results. Target Date: 10/14/2016Tasks:

1. Teachers will reteach and retest areas of student weakness. Documentation muust be provided to determine student level of mastery.

Assigned to: Kristi RidgellAdded date: 03/06/2014Target Completion Date: 09/30/2014Comments: Literacy Facilitator provided a list of the weak skills to the teacher for

remediation and re-teaching to reach mastery of the skills.Fully implemented

Task Completed: 06/02/20142. Formative and summative assessments will be analyzed to determine areas of student weakness. PLC meetings will be used to analyze the assessment data.

Assigned to: Kristi RidgellAdded date: 03/06/2014Target Completion Date: 09/30/2014Comments: Fully implemented. Teachers analyze the assessments during their

PLCs meetings to determine students' weaknesses.Task Completed: 06/02/2014

3. AIPs/IRIs will be created and used to address each students area(s) of weakness.Assigned to: Kristi RidgellAdded date: 03/06/2014Target Completion Date: 11/03/2014Comments: Fully implemented.Task Completed: 06/02/2014

6. Formative and summative assessments will be analyzed to determine areas of student weakness and strength. PLC meetings will be used to analyze the assessment data.

Assigned to: Uwanda WrightAdded date: 10/14/2014Target Completion Date: 05/29/2015Comments: PLC Feedback sheets submitted to the principal reflect teachers

identifying student weaknesses and strengths.Task Completed: 04/22/2015

Implement Percent Task Complete: Page: 18 of 47

Implement Percent Task Complete: Tasks completed: 4 of 4 (100%)Curriculum, Assessment, and Instructional PlanningAssessing student learning frequently with standards-based assessmentsIndicator IID02 - The school tests each student at least 3 times each year to determine progress toward

standards-based objectives.(100)Status Objective Met 9/25/2015 Assessment Level of Development: Initial: Limited Development 02/19/2013





The school currently tests students at least three times per year through interim assessments designed by The Learning Institute. Also, students are administered the STAR, DIBLES, and DRA assessments as well. The Leadership Team consistently reviews the TLI results but the DIBLES, DRA, and STAR results are seldom reviewed if at all. In 2014-2015, the instructional teams and teachers did not systematically review assessment data and make adjustments in instructional plans to differentiate assignments and supports for individual students. However, within the current school year, teachers have reviewed diagnostic data and have begun assigning students to appropriate groups based on results.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: The school administers interim assessments at least three times a year

to all students. The Leadership Team reviews the results and provides supports to the Instructional Teams based on the analysis of results. The instructional teams and individual teachers systematically review the results to make adjustments in instructional plans and differentiate assignments and supports for individual students. These interim assessments are designed to measure students’ progress toward year-end standards-based assessments. The assessments help teachers make adaptations in instruction and to identify students in need of additional assistance. Instructional Teams and individual teachers review the results to make the necessary adjustments. They also enable the school to see areas of strength and weakness in the curriculum and instructional plans. Leadership Teams review the results for the entire school and across grade levels and subject areas.


1. A testing calendar for math, literacy, and science will be developed that includes at least 3 interim assessments.

Assigned to: Uwanda WrightAdded date: 09/15/2015Target Completion Date: 09/11/2015Comments:Task Completed: Page: 19 of 47

Task Completed: 09/11/2015Implement Percent Task Complete:

Objective Met: 9/25/2015 Experience: 9/25/2015

Each year, the instructional facilitator and teachers review the curriculum guide and make the necessary changes. The instructional facilitator determines the dates for the interim assessments and The Learning Institute provides the interim assessments on the dates provided. The teachers analyze this data in their PLCs and plan for instructional changes based on the results. During the current year, students AIPs were developed using the data from the interim assessments provided by The Learning Institute.

Sustain: 9/25/2015To sustain the efforts to continue to meet this objective, teachers will continue to review the curriculum guide each year and make adjustments. The instructional facilitator will continue to submit testing dates to The Learning Institute while ensuring that reading, writing, language, math, and science tests are administered at least three times a year.

Evidence: 9/25/2015Evidence that this Objective has been full and effectively implemented is provided through the TLI Assessment Schedule.

Indicator IID06 - Yearly learning goals are set for the school by the Leadership Team, utilizing student learning data.(104)





The school has previously aligned learning goals with the state designated Annual Measurable Objectives for math and literacy. The school monitored these goals by developing and reviewing Interim Measurable Objectives quarterly. The goals were both reasonable and sufficiently challenging as determined by the building Leadership Team with guidance from the district School Improvement Specialist. The quarterly Interim Measurable Objectives are determined by the previous years’ interim assessments results. The goals are set by subject level.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: The Leadership Team sets annual goals for student learning outcomes.

These goals are based on student learning data and are both reasonable and sufficiently challenging. The goals include goals for the whole school, grade levels, subject areas, and student subgroups.


1. The core Leadership Team will analyze the literacy, math, and science TLI assessment data from 2014-2015 to determine 2015-2016 grade, subject, and whole school yearly learning goals.

Assigned to: Shakelia JacksonAdded date: 09/15/2015Target Completion Date: Page: 20 of 47

Target Completion Date: 09/16/2015Comments:Task Completed: 09/09/2015

2. The Leadership Team will review the literacy, math, and science TLI assessment data at the end of the 1st quarter to monitor the progress towards meeting the grade, subject, and whole school yearly learning goals.


3. The Leadership Team will review the literacy, math, and science TLI assessment data at the end of the 2nd quarter to monitor the progress towards meeting the grade, subject, and whole school yearly learning goals.


Implement Percent Task Complete: Tasks completed: 3 of 3 (100%)Indicator IID07 - The Leadership Team monitors school-level student learning data.(105)Status Objective Met 6/5/2015 Assessment Level of Development: Initial: Limited Development 02/05/2014





The core leadership team analyzed the target test data in both Mathematics and Literacy. The building leadership team reviewed analyzed Target Test data. At the beginning of the year the teachers identified students with greatest need.

Plan Assigned to: Kristi RidgellHow it will look when fully met: The entire Leadership Team will analyze student learning data and

identify the strengths and weaknesses based on interim assessments. Other sources or assessments such as State assessments, teacher made assessments, Star, Dibels, DRA, AIPs, IRIs will be used during decision making.

IMOs will be written in a series for no less than 4 quarters to chart progress in both Mathematics and Literacy.


1. Prior to mid May of the current year the next set of IMOs in the areas of Mathematics and Literacy will Page: 21 of 47

be written in a series for the next school year.Assigned to: Uwanda WrightAdded date: 10/14/2014Target Completion Date: 05/29/2015Comments: During a Building Leadership Team Meeting on Tuesday, June 2, 2015,

elementary team members reviewed interim assessment data and IMO data to establish IMO percentages for Student Progress and Monitoring for mathematics and literacy for the 2015-2016 school year.

Task Completed: 06/02/20152. The Leadership team will look at the current year interim test results to determine the cause for successful IMOs and IMOs not met for the 3rd and 4th Quarters.

Assigned to: Kristi RidgellAdded date: 02/05/2014Target Completion Date: 03/31/2014Frequency: four times a yearComments: Fully implemented. After analyzing the interim test results, the

leadership team chair updated the IMOs charts to the current status. We discussed the results as a leadership team.

Task Completed: 06/02/20143. Prior to mid April of the current year the next set of IMOs in the areas of Mathematics and Literacy will be written in a series for the next school year.

Assigned to: Kristi RidgellAdded date: 02/05/2014Target Completion Date: 04/15/2014Comments: This was completed in professional development on July 28 and July

29, 2014.Task Completed: 07/29/2014

4. Prior year data including Post tests and current Year Pretest Interim assessment data will be provided to the Leadership team for decision making.

Assigned to: Kristi RidgellAdded date: 02/05/2014Target Completion Date: 05/29/2015Comments: Not fully implemented. Current year pre test has not be given by 100%

of the teachers. Updated 10/8/2014 it was decided by the leadership team to carry over to the 2014-2015. Comment on 4/22/15: The leadership team has used interim assessment data for baseline data in making decisions regarding IMO development, academic incentives, and to identify teachers who may need support.

Task Completed: 04/22/20155. The Leadership team will analyze interim test data to identify factors contributing to student achievement and concerns or barriers contributing to lack of mastery.

Assigned to: Kristi RidgellAdded date: 10/14/2014Target Completion Date: 05/29/2015Comments: The Leadership Team has reviewed interim test data and compared it

to STAR Reading Data and Benchmark Data. Factors contributing to

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Comments:

achievement and lack of mastery were discussed.Task Completed: 04/01/2015

6. During monthly faculty meetings, teachers will be provided data from CWTs. Assigned to: Kristi RidgellAdded date: 01/27/2015Target Completion Date: 04/30/2015Comments: The principal shares CWT data and/ or observation data with the staff

regulalry at faculty meetings.Task Completed: 02/18/2015

7. Leadership team members will partner with nonmember teachers and conduct CWTs. Assigned to: Kristi RidgellAdded date: 01/27/2015Target Completion Date: 04/30/2015Comments: Several leadership team members have partnered with a nonmember

and conducted classroom walk throughs together.Task Completed: 04/22/2015


The student learning data was evaluated quarterly to monitor instructional delivery and student successes.

Sustain: 6/5/2015The Leadership Team will continue to use interim assessment data to make decisions and monitor student achievement.

Evidence: 6/5/2015Leadership Team meeting minutes and artifacts reflect a variety of data that has been reviewed for decision making.

Indicator IID10 - Instructional Teams use student learning data to identify students in need of instructional support or enhancement.(108)

Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 02/19/2013




First grade uses DRA and Dibels to determine students eligible for Reading Recovery. Kindergarten and second grade use Dibels and/or DRA to identify students for small group reading intervention.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: Instructional team/PLC will analyze standardized test results, STAR

test data, Dibels and DRA, IRI and AIP's, interim testing and teacher recommendation based on formative assessments and needs assessments (personal social/home environment/ Social History or personal data form) to identify the students in need of interventions or enhancement.

Target Date: 10/14/2016

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Target Date: 10/14/2016Indicator 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)





In 2014-2015, teachers developed unit plans during instructional team meetings. However, the instructional facilitator was on medical leave for several months and the quality of the plans was not reviewed. It is uncertain what assessments were developed to correlate with these unit plans. The assessments were not monitored. During the current year, 2015-2016, there is some evidence that unit plans are being adjusted based on data. As a result of diagnostic testing within the current year, students are being identified as needing extra help or are surging ahead.

Plan Assigned to: Uwanda WrightHow it will look when fully met: This indicator is linked to several others and assumes that teachers

meet as Instructional Teams, develop units of instruction, and create formative assessments including unit pre-tests and post-tests. The nature of a pre-test varies according to the grade level and subject, but its purpose is to get a quick read on students’ readiness for new learning. Likewise with a post-test. For the early grades, the pre-tests and post-tests may be several mini-assessments in which the teacher gauges mastery at different points in a unit before presenting smaller doses of new learning. However administered, these teacher-created assessments yield valuable information for the Instructional Team. This indicator emphasizes that ongoing, teacher-created assessments are used by the Instructional Teams to refine the curriculum, develop more effective instructional plans, and also to alert teachers to students who need extra help or enhanced assignments.


1. Math and Literacy vertical teams will discuss test/assessment data and make adjustments to curriculum. Two math and literacy vertical team meetings will be held during second semester to discuss test/assessment data and make adjustments to curriculum.

Assigned to: Kristi RidgellAdded date: 01/27/2015Target Completion Date: 06/08/2015Comments: The first vertical team meeting was held Friday, February 13, 2015.

Comment on 4/22/15: The dates available for the second vertical team meeting will extend beyond the due date of this task, 4/30/15. Therefore, the completed date for this task is being changed from 4/30/15 to 6/8/15. All teachers in grades 1-6 and the Math/ Literacy Instructional Facilitator attended a curriculum meeting at The Learning Institute on May 11-12, 2015 to give feedback and update the curriculum maps for the 2015-2016 school year.

Task Completed: 05/12/2015

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2. The 2nd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 1 assessment.


3. The 3rd grade Instructional Team will review and develop a plan to address identified areas math interim assessment data analyzed by the individual teacher after the Module 1 assessment.


4. The 4th grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 1 assessment.




6. The 1st grade Instructional Team will review and develop a plan to address identified areas of weakness related to the writing interim assessment data analyzed by the individual teacher after the Module 1 assessment.


7. The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the reading, writing, and language interim assessment data analyzed by the individual teacher after the Module 1 assessment.

Assigned to: Uwanda WrightAdded date: 09/15/2015Target Completion Date:

Page: 25 of 47

Target Completion Date: 10/13/2015Comments:Task Completed: 10/13/2015

8. The 4th grade Instructional Team will review and develop a plan to address identified areas of weakness related to the reading, writing, and language interim assessment data analyzed by the individual teacher after the Module 1 assessment.




10. The 5th grade Instructional Team will review and develop a plan to address identified areas of weakness related to the science interim assessment data analyzed by the individual teacher after the Module 1 assessment.


11. The Leadership Team will review 3rd grade Module 1 math interim assessment data analyzed by the Instructional Teams.


12. The Leadership Team will review 4th grade Module 1 math interim assessment data analyzed by the Instructional Teams.



Assigned to:Page: 26 of 47


14. The Leadership Team will review 1st grade Module 1 writing interim assessment data analyzed by the Instructional Teams.


15. The Leadership Team will review 2nd grade Module 1 reading, writing, and language interim assessment data analyzed by the Instructional Teams.


16. The Leadership Team will review 3rd grade Module 1 reading, writing, and language interim assessment data analyzed by the Instructional Teams


17. The Leadership Team will review 4th grade Module 1 reading, writing, and language interim assessment data analyzed by the Instructional Teams.







20. The Leadership Team will review 5th grade Module 1 science interim assessment data analyzed by the Instructional Teams.






24. The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 2 assessment.


25. The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the science interim assessment data analyzed by the individual teacher after the Module 2 assessment.

Assigned to: Uwanda WrightAdded date: 11/12/2015Target Completion Date: 12/18/2015Comments:Task Completed:

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Task Completed: 01/05/201626. The 4th grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 2 assessment.

















34. The Leadership Team will review 2nd grade Module 2 reading, writing, language, and math interim assessment data analyzed by the Instructional Teams.


35. The Leadership Team will review 3rd grade Module 2 math interim assessment data analyzed by the Instructional Teams.




37. The Leadership Team will review 5th grade Module 2 math and science interim assessment data Page: 30 of 47

analyzed by the Instructional Teams. Assigned to: Shakelia JacksonAdded date: 11/12/2015Target Completion Date: 12/09/2015Comments:Task Completed: 12/03/2015

38. The Leadership Team will review 6th grade Module 2 science interim assessment data analyzed by the Instructional Teams.




40. The 1st grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 3 assessment.




42. The 2nd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the reading, writing, and language interim assessment data analyzed by the individual teacher after the Module 3 assessment.


Page: 31 of 47


43. The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 4 assessment.


44. The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the reading, writing, and language interim assessment data analyzed by the individual teacher after the Module 3 assessment.


45. The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the science interim assessment data analyzed by the individual teacher after the Module 3 assessment.

















53. The Leadership Team will review 1st grade Module 3 writing and math interim assessment data analyzed by the Instructional Teams.


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54. The Leadership Team will review 2nd grade Module 3 reading, writing, language, and math interim assessment data analyzed by the Instructional Teams.


55. The Leadership Team will review 3rd grade Module 3 math, reading, writing, and language interim assessment data analyzed by the Instructional Teams.








Implement Percent Task Complete: Tasks completed: 55 of 57 (96%)Classroom InstructionExpecting and monitoring sound instruction in a variety of modesIndicator IIIA01 - All teachers are guided by a document that aligns standards, curriculum, instruction,

and assessment.(110)Status Objective Met 6/5/2015 Assessment Level of Development: Initial: Limited Development 03/06/2014

Page: 34 of 47





Some teachers can produce some components of written curriculum.

Plan Assigned to: Kristi RidgellHow it will look when fully met: A written curriculum will be in place for all teachers. Target Date: 05/30/2015Tasks:

1. An assessment must be administered after each skill or group of connected skills is taught. Assigned to: Kristi RidgellAdded date: 03/06/2014Target Completion Date: 08/29/2014Comments: Fully implemented. Grades 3-6 took target test that identified CCSS for

each nine weeks.Task Completed: 06/02/2014

2. An assessment will be administered after each module of standards aligned by the TLI curriculum pacing guide is taught.

Assigned to: Uwanda WrightAdded date: 10/14/2014Target Completion Date: 05/29/2015Comments: A interim assessment schedule developed by TLI has been

implemented during the 2014-2015 school year. Math, science, and literacy assessments have been administered after each module of standards has been taught.

Task Completed: 03/20/20153. Common summative assessments, including pre- and post-tests, will be given by teachers at each grade level to monitor student progress.

Assigned to: Kristi RidgellAdded date: 10/14/2014Target Completion Date: 04/10/2015Comments: Comment updated on 3/6/15: All teachers have common summative

assessments except 2nd grade. Interventions are in place to provide support to an identified teacher. These supports will allow monitored collaboration in PLCs to ensure common pre-tests are used for 2nd grade teachers. Therefore, a new due date of 4/10/15 instead of 12/19/15 is more attainable. Comment on 4/22/15: All grade level teachers share common summative assessments, include pre- and post-tests. However, due to the interventions and support being provided to a second grade teacher, all pre-tests for grade have not been common between the two teachers. It is determined by the leadership team, that this task has been met with regard to the special circumstances presented by the second grade.

Task Completed:Page: 35 of 47

Task Completed: 04/22/2015Implement Percent Task Complete:

Objective Met: 6/5/2015 Experience: 6/5/2015

The teachers used TLI curriculum pacing guides for the first time this year. The interim assessments scores for literacy were for the most part consistent and proficient throughout the year. The Core Guides and Curriculum Pacing guides were used to guide instruction and develop unit plans. For mathematics, the TLI documents proved to be successful, however, low scores could be contributed to ineffective teachers. Teachers have attended professional development at TLI to continue the work for next year.

Sustain: 6/5/2015Teachers will continue to use TLI and IMO statuses will be evaluated using TLI assessments that are created based on the pacing guides teachers are expected to follow.

Evidence: 6/5/2015TLI interim assessment data, Units of instruction, TLI curriculum pacing guides

Indicator IIIA02 - All teachers develop weekly lesson plans based on aligned units of instruction.(111)Status Tasks completed: 10 of 10 (100%)Assessment Level of Development: Initial: Limited Development 01/08/2013




Some teachers are developing weekly lesson plans. However, not all are based on aligned units of study for CCSS.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: All (85 %) of teachers will have weekly lesson plans posted in the

shared instruction folder (by noon on Monday of the teaching week). These plans will be based on units of study aligned to CCSS.


1. The building administrator will spot check lesson plan binders located in classrooms monthly.Assigned to: Kristi RidgellAdded date: 02/05/2014Target Completion Date: 02/07/2014Frequency: monthlyComments: Fully implemented.Task Completed: 06/06/2014

2. Staff will be trained in UBD (template and the backward design process). Please note that this training is ongoing and will not be completed until the end of the 2013 - 2014 school year.

Assigned to: Arneice GardnerAdded date: 01/08/2013Target Completion Date: 05/30/2014

Page: 36 of 47

Target Completion Date: 05/30/2014Comments: Fully implemented, staff attended an after school professional

development on UBD.Task Completed: 06/02/2014

3. All classroom teachers will place completed lesson plans in the shared instruction folder.Assigned to: Kristi RidgellAdded date: 02/03/2014Target Completion Date: 05/30/2014Comments: Not fully implemented, not all teachers lesson plans were in shared

folder.The shared folder is no longer used by the district. The shared folder has been replaced with Building your own Curriculum. We will complete lesson plans/units in the BYOC for the 2014-2015 school year.

Task Completed: 06/02/20144. All classroom teachers will place a hard copy of their lesson plans in a lesson plan binder located in each classroom for teacher use as well as observation and coaching purposes.

Assigned to: Kristi RidgellAdded date: 02/04/2014Target Completion Date: 05/30/2014Comments: Not fully implemented, not 100% of teachers place a hard copy of their

lesson plans in a lesson plan binder located in each classroom for teacher use as well as observation and coaching purposes.

We will carry this task over to the 2014-2015 school year.Task Completed: 06/02/2014

5. Continue training and implement UBD through PLC's and staff development. Individual assistance will be given to teachers during prep time as needed by the curriculum and instruction team.(year 2)

Assigned to: Arneice GardnerAdded date: 05/06/2013Target Completion Date: 06/30/2014Frequency: monthlyComments: Fully implemented.Task Completed: 06/02/2014

6. Continue training new staff and implement UBD through PLC's and staff development. Have lesson plans aligned to UBD units. (year 3)

Assigned to: Missy AdamsAdded date: 05/06/2013Target Completion Date: 06/30/2015Comments:Task Completed: 06/02/2014

7. Teachers will incorporate the use of technology where appropriate in their weekly instruction. To include but not limited to Interwrite boards, computers, Ipads, laptops, calculators, and the internet (i.e. www.Khanacademy.org).

Assigned to: Kristi RidgellAdded date: 03/06/2014Target Completion Date: 08/29/2014

Page: 37 of 47

Target Completion Date:Comments: Not fully implemented, not 100% of teachers use the technology, to include but not limited to Interwrite boards, computers, Ipads, laptops, calculators, and the internet) where appropriate in the their weekly instruction.

We will carry this task over to the 2014-2015 school year.Task Completed: 06/02/2014

9. Teachers will include the use of manipulatives/hands-on/authentic activites in their weekly instruction.Assigned to: Kristi RidgellAdded date: 03/06/2014Target Completion Date: 08/29/2014Comments: Not fully implemented, not 100% of teachers include the use of

manipulatives/hands-on/authentic activities in their weekly instruction.

We will carry this task over to the 2014-2015 school yearTask Completed: 06/02/2014

10. Continue training and implementation UBD through PLC's and staff development. Individual assistance will be given to teachers during prep time as needed.

Assigned to: Uwanda WrightAdded date: 10/14/2014Target Completion Date: 05/29/2015Comments: Teachers have received formal UBD training on October 17, 2014

during an in-house Professional Development day. On several sessions, individual assistance has been provided to teachers during their prep time to support them in their unit writing. Units are reviewed and feedback is provided to teachers regularly.

Task Completed: 03/20/201511. Teachers will incorporate the use of technology where appropriate in their weekly instruction. This will be documented in unit plans and BYOC. To include but not limited to Interwrite boards, computers, Ipads, laptops, calculators, and the internet.

Assigned to: Missy AdamsAdded date: 10/14/2014Target Completion Date: 05/29/2015Comments: Teachers are required to submit unit plans that incorporate the use of

technology within each unit. Teachers are encouraged to plan to incorporate technology into their classroom instruction or assessment at least once per week when appropriate. There is a designated location in BYOC that teachers submit this information.

Task Completed: 04/22/2015Implement Percent Task Complete: Tasks completed: 10 of 10 (100%)Indicator IIIA35 - Students are engaged and on task.(144)Status Objective Met 12/2/2014 Assessment Level of Development: Initial: Limited Development 04/15/2013


Index: 6 (Priority Score x Opportunity Score)Priority Score: (3 - highest, 2 - medium, 1 - lowest)

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Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished within



We need to improve in using higher levels of Bloom's and research based instructional practices. (page 29 self-audit report)The school's instructional program has begun to engage all students by using newly modeled research-based practices to improve student academic performance. A few teachers still need assistance and support in lesson design, planning and delivery at the Elementary school (page 39 self-audit report)

Plan Assigned to: Kristi RidgellHow it will look when fully met: All (85% or more) students in each class are actively engaged in using

effective, varied, and research-based practices to improve student academic performance. Higher levels of Bloom's will be utilized in these practices.


1. 1. CWTs and lesson plans will show if all students in each class are actively engaged in using effective, varied, and research based instructional strategies to improve student academic performance. Higher levels of Bloom's will be utilized in these practices

Assigned to: Missy AdamsAdded date: 04/15/2013Target Completion Date: 06/30/2014Frequency: three times a yearComments: Fully implemented. According to CWT reports this task has been met.Task Completed: 06/02/2014

2. Determine needed professional development necessary for teachers to effectively address all levels of Bloom's.

Assigned to: Kristi RidgellAdded date: 04/15/2013Target Completion Date: 08/29/2014Frequency: twice a yearComments: This task was fully completed and professional development is always

based on the needs of the teachers.Task Completed: 06/02/2014

Implement Percent Task Complete:Objective Met: 12/2/2014 Experience:

12/2/2014Classroom walkthroughs and informal observations have been conducted. Activities included in lesson plans and units are reviewed.

Sustain:

12/2/2014Continue CWTs, formal and informal observations and review of lesson

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plans. Evidence:

12/2/2014CWT data and Bloomboard ratings

Classroom InstructionExpecting and monitoring sound homework practices and communication with parentsIndicator IIIB01 - All teachers maintain a file of communication with parents.(150)Status Objective Met 12/2/2014 Assessment Level of Development: Initial: Limited Development 02/04/2014





Teachers have been encouraged to make regular contact with parents. Most, but not all teachers communicate with parents on a regular basis.

Plan Assigned to: Pat TorrenceHow it will look when fully met: All teachers will make regular contact with parents and a maitain a file

of communication.Target Date: 05/30/2014Tasks:

1. Teachers will create a Communication Binder to document communication with parents to include school to home communication as well as home to school communication.

Assigned to: Pat TorrenceAdded date: 02/04/2014Target Completion Date: 02/28/2014Comments: Fully implemented, teachers sent communication folders home weekly

for parents to view and sign and return to school.Task Completed: 06/02/2014

2. All teachers will make at least 2 positive parent contacts each month.Assigned to: Pat TorrenceAdded date: 02/04/2014Target Completion Date: 05/30/2014Frequency: monthlyComments: Not fully implemented, not 100% of all teachers made contacts.Task Completed: 05/30/2014

3. Teachers will record all parent contacts on the monthly Parent Contact Record.Assigned to: Pat TorrenceAdded date: 02/04/2014Target Completion Date: 05/30/2014Frequency: Page: 40 of 47

Frequency: monthlyComments: Fully implemented, teachers recorded and turned in parent contact

record.Task Completed: 06/02/2014


Teachers keep an updated parent contact log. Parent/ teacher conferences are held quarterly. Several reoccurring events are held each quarter.

Sustain: 12/2/2014Continue to involve parents and communicate the expectation that documentation is required by the teachers.

Evidence: 12/2/2014Teachers maintain communication files and submit regular to the parent involvement coordinator.

Classroom InstructionExpecting and monitoring sound classroom managementIndicator IIIC08 - All teachers display classroom rules and procedures in the classroom.(163)Status Objective Met 10/8/2014 Assessment Level of Development: Initial: Limited Development 02/05/2013





Classroom rules were posted in all classrooms except the PE room, which is used only during inclement weather, and the reading intervention. (91% of the classrooms have rules posted)

Plan Assigned to: Kristi RidgellHow it will look when fully met: 100% of classrooms will have rules and procedures displayed. Rules

for common areas of the school (hall, playground, cafeteria, etc.) will be displayed.


1. Rules will be developed for common areas of the school. Areas will include hallways, cafeteria, playground, bus area, and restrooms.

Assigned to: Missy AdamsAdded date: 02/11/2013Target Completion Date: 03/15/2013Comments:Task Completed: 03/15/2013

2. Common classroom rules will be developed.Assigned to: Pat Freeman

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Assigned to: Pat FreemanAdded date: 02/11/2013Target Completion Date: 08/19/2013Comments:Task Completed: 08/19/2013

3. All classroom teachers will post rules. Assigned to: Uwanda WrightAdded date: 02/11/2013Target Completion Date: 02/14/2014Comments: Fully implemented, rules were posted in all rooms of the elementary

building.Task Completed: 06/02/2014

4. All teachers will post procedures in classrooms.Assigned to: Kristi RidgellAdded date: 02/11/2013Target Completion Date: 08/18/2014Comments: It was decided by the administrative team that this action was not fully

implemented. Procedures were not made by all teachers.Task Completed: 09/30/2014

5. Develop common consequences for rules (one set for K-2 and one set for 3-6) to be distributed to all teachers in the form of large posters and handouts.

Assigned to: Missy AdamsAdded date: 02/03/2014Target Completion Date: 08/18/2014Comments: Fully implemented, common consequences are currently in place.Task Completed: 06/02/2014

Implement Percent Task Complete:Objective Met: 10/8/2014 Experience:

10/8/2014Staff was provided rules and consequences to be posted in the classroom. The leadership conducted CWTs to confirm that they were posted.

Sustain:

10/8/2014Follow up with CWTs in the classroom. If the teacher need another poster, it was provided to them

Evidence:

10/8/2014CWTs documentation

Indicator IIIC10 - All teachers reinforce classroom rules and procedures by positively teaching them.(165)Status No decision has been made Tasks completed: 4 of 4 (100%)Assessment Level of Development: Initial: Limited Development 09/15/2015

Index: (Priority Score x Opportunity Score)Page: 42 of 47




As of 9/11/15:The building administrator currently provides isolated feedback to ensure that those teachers are establishing and positively teaching and reinforcing consistent rules and procedures in their classroom. Ongoing reinforcement of rules and procedures is observed through classroom walkthroughs and observations. During faculty meetings rules, procedures and best practices are shared. Also weekly memos highlight specific rules and/ or procedures that need more attention. Currently, four teachers have registered for classroom management training.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: The faculty and staff develop a discipline management plan that guides

student behavior throughout the school. Each teacher establishes rituals and routines within the classroom that produces an atmosphere conducive to learning. Each teacher consistently teaches the campus and classroom plans to all students. Each teacher consistently teaches the rules and procedures in their classroom. Each teacher consistently enforces the agreed upon rules and regulations.


1. During in-service, the building administrator will establish the disciplinary procedures expected to be followed by all staff.


2. For the remaining four weeks in the first quarter, the Principal’s Corner weekly memo will include a different classroom management strategy.


3. The Leadership Team will research behavior systems/ programs to consider implementing in the 2016-2017 school year.


4. Members of the Leadership Team will present selected recommendations for behavior systems/

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programs to the staff during a faculty meeting for feedback and input. Assigned to: Shelby ToddAdded date: 05/11/2016Target Completion Date: 05/12/2016Comments:Task Completed: 05/12/2016

Implement Percent Task Complete: Tasks completed: 4 of 4 (100%)Family Engagement in a School CommunityExplain and communicate the purpose and practices of the school communityIndicator FE04 - 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)






6/1/16The district has adopted a School Compact that meets all the Title 1 requirements. The compact is shared with parents/ guardians and students at the beginning of each school year through the information provided in the registration packet. The district will hold annual meetings to solicit stakeholder feedback for updating the School Compact.

Plan Assigned to: Shakelia AtkinsHow it will look when fully met: No Child Left Behind stipulates that each school in the Title I program

develop an agreement, or “compact,” that outlines how parents, school staff, and students will share responsibility for improving academic achievement. Compacts describe how the school and parents can work together to help students achieve the state’s standards.


1. Each grade-level PLC will develop a list of teacher responsibilities and family responsibilities to include in the School Compact.

Assigned to: Kristi RidgellAdded date: 03/19/2015Target Completion Date: 06/08/2015Comments: Comment on 4/22/15: It was determined by the elementary principal

that this task requires more time to complete. A timeline has been developed to ensure the completion of this task. The completed date has been changed from 4/10/15 to 6/8/15. As of 6/4/15, each grade level PLC has established a list of teacher responsibilities and family

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Comments:

responsibilities.Task Completed: 06/04/2015

2. The Leadership team will review each grade-level PLC's submission that is to be included in the School Compact and accept it or suggestion revisions.

Assigned to: Kristi RidgellAdded date: 03/19/2015Target Completion Date: 06/08/2015Comments: Comment on 4/22/15: It was determined by the elementary principal

that this task requires more time to complete. A timeline has been developed to ensure the completion of this task. The completed date has been changed from 4/14/15 to 6/8/15. As of 6/4/15, the School Compact submission developed by each grade level PLC was shared with other grades in a faculty meeting to suggest changes or revisions. These changes were shared with the Leadership Team.

Task Completed: 06/03/20153. The school compact is distributed to all students/ parents for review and signing during Open House or upon enrollment in the district.


4. The Leadership Team will include stakeholders in reviewing the School Compact to seek feedback for needed revisions.

Assigned to: Shakelia JacksonAdded date: 05/11/2016Target Completion Date: 06/02/2016Comments:


The Federal Programs Coordinator ensures that the School Compact contains the required components for Title I. All students receive the School Compact in the registration packet distributed at the beginning of school. It requires school, parent, and student signature.

Sustain: 9/25/2015To sustain full implementation of the this objective, the building will continue to ensure all required Title I components are noted within the document and all students/parents receive the School Compact each year.

Evidence: 9/25/2015This objective has been fully and effectively implemented and is evidenced through the School Compact contents and the mandatory student registration packet.

High School: Opportunity to LearnEnsure content mastery and graduationIndicator HS04 - The school provides all students with guidance and supports (academic, financial, etc.) to

prepare them for college and career.(4541)Page: 45 of 47

Indicator HS04 - The school provides all students with guidance and supports (academic, financial, etc.) to prepare them for college and career.(4541)





6/1/16The counselor introduced a variety of careers to the students during bi-monthly classroom sessions. The level of education for the careers discussed was presented to the students. The counselor created monthly schedules that were shared with teachers that included times for the sessions and session topics. The principal observed the counselor during some of the sessions.

Plan Assigned to: LaWarn RodgersHow it will look when fully met: The school has a guidance plan that includes options for students as

they plan their college and career opportunities. The school routinely tracks their recent graduates' success at the next level as they pursue their college and career goals.


1. The counselor will implement a student needs assessment to determine if students know about the job/career they will choose.

Assigned to: LaWarn RodgersAdded date: 09/30/2015Target Completion Date: 09/30/2015Comments:Task Completed: 09/30/2015

2. The counselor will use data from the students needs assessment to develop careers to highlight on a monthly basis for K-6.


3. The Counselor will utilize lessons, stories and activities on career choices to reinforce the concept that scholars can choose from many occupations or career clusters based on individual abilities and preferences. These lessons will highlight one cluster of the 16 career clusters per month delivered K-6 grades.


4. The Counselor will develop an on-going Anti-bullying Task Force that will meet two times per quarter comprised of scholars grades K-6 with the sole purpose of helping them to band together against bullying

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by utilizing intervention strategies.Assigned to: LaWarn RodgersAdded date: 11/18/2015Target Completion Date: 12/18/2015Comments:Task Completed: 12/14/2015

5. The Counselor will host one informative parent survival class per term to bring parents into the school district to learn a skill that will sustain their ability to connect learning at school and at home.


6. The Counselor will begin to develop a school/community resource guide for parents. Its purpose will be to let parents know about financial services, healthcare services, educational services and other well-being organizations offered in surrounding communities. This guide will be ongoing in development.


7. The Counselor will incorporate anti-bullying and career exploration experiences into monthly classroom guidance lessons.


Implement Percent Task Complete: Tasks completed: 7 of 7 (100%)

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Documents

Comprehensive Plan Report - dermott.k12.ar.us · Task Completed: 09/22/2015 2. The Leadership Team will create a survey to evaluate the effectiveness of the team. Assigned to: Shakelia