Shelby County High School
Plan-On-A-Page
IMPLEMENTATION Component: “Blueprint” for Goal #1
School-wide Problem-of-Practice:
Student achievement data in all tested areas as measured by the school report card is flat or gains are minimal. SPED & ELL students’ achievement data is
significantly lower than the non-gap population. This led us to speculate that collectively we are not doing a good job helping our students be self-motivated
and accountable. This may be because we may not have the same expectations for success for all students and we do not have a clear understanding of the
definition and examples of authentic engagement as well as strategies necessary to authentically engage students in rigorous standards-based coursework.
Is this about rigor?
SMART Goal #1 Statement:
Increase achievement for all student groups at Shelby County High School so the achievement gap decreases from 79.5% in 2012 to 59.5% in 2014 as
measured by the school report card. The Smart Goal should come directly from your CSIP. In this instance, directly from your GAP Target Goal.
Theories-of-Action:
If we increase the level of student motivation, accountability and engagement, then student achievement in all areas will increase, particularly among special
populations. Are you looking for both rigor and engagement or just engagement. ELEOT will allow you to monitor both rigor and engagement…
Construct Your Theories-in-Action (IF, THEN) Statements
Leadership Implementation Strategies
Student Results Indicators
IF I increase the percent of (insert your 1-2
THEN I expect to see an increase in the
measurable leadership strategies)
percent of students “Proficient” or higher on…
(Insert your student assessment)
If we monitor the levels of student
motivation, accountability (I would be most
comfortable if you could share your
definition of accountability. Might it be more
related to rigor?) and engagement through
the walk-through process and the collection
of formative assessments…
Student achievement on monthly formative
assessments in each content area will
increase and gaps between the non-gap
population and special populations will
decrease.
This requires a change in expectation. WiIl
you then be monitoring for rigor.
© 2010 by Leadership and Learning Center
All rights reserved. Copy only with permission. (800) 844-6599
Desired Benefits
Sources of Data to Monitor
(Insert what you expect both you
and students to achieve)
(Insert what data you plan to
monitor)
More students will be
responding to teacher and other
classmates in open-ended
discussion in which students
have to defend their thinking.
More students will be given
choice in assignments and more
teachers will make efforts to
1. Effective Learning
Environments
Observation Tool
(ELEOT) Walkthrough tool
2. Monthly formative
assessments in each
content area.
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Shelby County High School
Plan-On-A-Page
differentiate for interests or
ability.
More assignments will require
application or analyses of
concepts.
More students who are working
in cooperative groups will have
clearly defined roles in which
they solve real-world problems.
More teachers will own the data
when data is made visible at
monthly staff meetings.
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Problem of Practice-focus on low adult expectations for student performance & lack of student engagement. Clarify what
“expectations/accountability”means. Does that mean rigor?
Consider using Smart Goal from your CSIP, your GAP Target Goal should work.
See the note about ELEOT, it will work for both engagement and rigor
Leadership Implementation strategies, what do you mean by accountability? Rigor?
Student Results Indicators, it seems like you need to be clear about the change in expectation, exactly what those expectations
are. It seems like you mean more rigorous expectations. Right?
Sources of Data align well.
© 2010 by Leadership and Learning Center
All rights reserved. Copy only with permission. (800) 844-6599
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