Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Academics & Accountability
Educational Leadership
Facilities and Operations
Finance and Operations
Food and Nutrition Services
Human Resources
Public Information and Communications
School Safety and Discipline
Special Education
Student Support Services
Superintendent
Technology and Information Services
Transportation

Performance Based Assessment

Guided Math Training

Raising the rigor of Math instruction and assessment in all grade levels.

Improve writing across the content areas in all grade levels.

Continued development of rigorous integrated, inquiry units of study based on
CCGPS and Assessment Data (assessment team to lead monitoring of rigorous balanced and PBA assessments; Design team to lead discussion and reflection on the rigor and quality of integration of inquiry units. Twenty first century team to lead reflections and discussions on the quality of technology integration.)
Teaching and Assessing For Learning

Continued professional learning opportunities for teachers and administrators related to Assessment For Learning,
Performance Based Assessment, Guided
Math Training, and the design of rigorous and differentiated inquiry units of study that integrate content areas.

Professional learning opportunities and resources for writing in grades K-5.

Continued support for the implementation of
BYOT and updated technology to connect our students’ learning globally.

Please provide feedback on how the CMES five year vision for school improvement accompanying this executive summary, reflects the vision and long term goals of the
FCBOE and district department plans.
© 2013 FCS Public Information & Communications Dept.

Belief: We are each responsible for EVERY child.
Mission: Empowering Young Minds for a Bright Future.
Goals: Our goal is to create and foster critical thinkers who are risk takers, tenacious in their learning, and set high goals, while accepting
responsibility for their own learning and life choices.
Outcome: The FCS Learner Profile becomes a reality for all students.
Instructional Domains Leading to Teacher Effectiveness (Class Keys) – Assessed by the TKES Performance Standards and Rubrics
1.
Planning and professional knowledge
2.
Instructional planning
3.
Instructional strategies
4.
Differentiated instruction
5.
Assessment strategies
6.
Assessment uses
7.
Positive Environment
8.
Rigor/Academic Challenge
9.
Professionalism
10.
Communication
Year One
Focus: Assessment
Domains:
(4) Differentiated Instruction
(5)Assessment Strategies
(6)Assessment Uses
Actions


:
Depth of Knowledge Training
Identifying types of assessments
 and purpose of assessment
Deconstruction/Rigor of standards
(WHAT of Assessment)



Designing rigorous common assessments to guide instruction and monitor student progress.
Monitoring and documenting classroom assessment practices
(reading, writing, math)
Running Record/ Guided Reading



Training
Training and implementation of
Horizon Intensive Phonics in grades
K-2.
Math framework training for grades
K-5.
Power Planning/Professional
Year Two
Focus: Assessment
Domains:
(4) Differentiated Instruction
(5)Assessment Strategies
(6)Assessment Uses
(8) Academically Challenging
Actions


:
Performance Based Assessment
Students self reflection and goal
 setting – Student Led
Conferences
BYOT implementation – using technology to assess and engage students



Inquiry – High level questioning to empower students’ as self inquisitors, risk takers, and learners
Continued work with Running
Records/Guided Reading
Continued work with the

 development of rigorous common assessments
Love and Logic training for parents
Training for all staff members on
Year Three
Focus: Instructional Design
Domains:
(2) Instructional planning
(3) Instructional strategies
(4) Differentiated Instruction
(8) Academically Challenging
*Year Four
Focus: Instructional Design
Domains:
(2) Instructional planning
(3) Instructional strategies
(8) Academically Challenging
(4) Differentiated Instruction
Actions

:
Performance Based Assessment, continued



Deconstructing ELA and Math
CCGPS
Training on inquiry/questioning

CRISS Strategies (free form mapping, venn diagrams, compare/contrast)
Continued technology training for full BYOT implementation



Develop integrated inquiry units of study based on CCGPS
Assemble assessment team to monitor rigorous creation of performance based, common, formative, and summative assessments
Assemble and train design team to facilitate the creation of rigorous
Actions: (Main Focus in
Bold Face)
 Using BYOT and technology to

 broaden the scope of student experiences
Performance Based Assessment


Improve Rigor in Math Instruction and assessment
Implement Guided Math

Data Teams – researching, monitoring assessment results to drive differentiated instruction
Power Planning/Professional
Learning Time

Focus on writing instruction across the curriculum (6 + One Traits; training on great writing practice in all grade levels; form collaborative teacher teams with other schools/classrooms with
Year Five
Focus: Teach and Reflect
Domains:
(2) Instructional planning
(3) Instructional strategies
(5)Assessment Strategies
(6)Assessment Uses
(8) Academically Challenging
Actions:

A Focus on High Leverage
Teaching Strategies

Classroom Environment

Reflection on our work over the last four years with assessment, instruction, differentiation, and academically challenging work for students.

Planning for the future…
© 2013 FCS Public Information & Communications Dept.

Learning Time
 true collaboration.
Data Teams – researching, monitoring assessment results to drive differentiated instruction
Power Planning/Professional
Learning Time

& integrated inquiry units of study
Data Teams– researching, monitoring assessment results to drive differentiated instruction
Brain Based Learning Training
 successful writing instruction
Collaborative planning time




Data Teams – researching, monitoring assessment results to drive differentiated instruction
Power Planning/Professional
Learning Time

Collaborative planning time
© 2013 FCS Public Information & Communications Dept.