Continuous School Improvement Plan
Summary
JEFFERSON COMMUNITY
School Year 2015-2016
A. General Information
District Identification Information
District Name: Minneapolis Public Schools
District Number: Special District #1
Phone: 612-668-0690
Superintendent: Bernadeia Johnson
Email: Bernadeia.Johnson@mpls.k12.mn.us
District Contact: Nicole Norton
Email: Nicole.Norton@mpls.k12.mn.us
District Address: 1250 W. Broadway Ave
Minneapolis, MN 55411
Fax: 612-668-0685
School Identification and Contact Information
School Name: JEFFERSON COMMUNITY
Phone: 612-668-2720
School Number: 179
Principal: Bridget Hall
Email: bridget.hall@mpls.k12.mn.us
School Address: 1200 W. 26th Street
School Contact: Michael Luseni
Title I Status: School wide Title I
School Designation and Ratings
School Designation:
Focus
Multiple Measure Rating:
16.15%
Focus Rating:
14.49%
School Demographics: School Year 2014
Grade Configuration: H5-8
Native American: 4 %
Total Students: 724
Limited English Proficient: 56 %
African American: 40 %
Asian: 3 %
Special Education: 19 %
Free/Reduced Lunch: 93 %
Hispanic: 46 %
All Students: 100 %
Caucasian: 8 %
Executive Summary
Description of School and Community:
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Jefferson is a vibrant community school located in the heart of the Uptown area of Minneapolis. Jefferson is a school where
children are nurtured and encouraged, where creativity and kindness are cherished, and students are held accountable and
mentored to find their gifts and paths to success. Involvement by our families and the surrounding community greatly
contribute to Jefferson learning environment. Our school mirrors the diversity of our neighborhood and community with the
make up of 5% Native America, 42% African American, 3% Asian, 41% Hispanic, 5% Caucasian, 60% English Language
Learners, 18% Special Ed and 97% receiving free or reduced lunch. Our 765 students, High 5 through 8th grade learners,
include students from outside communities who are attracted to our positive, enriching environment and culture. Our school’s
focus is on raising student achievement in math and literacy for all students, including the continuation of the McKnight Pre K5 Aligned Literacy and AVID for our 4-6 class wide AVID strategies and 7-8th grade AVID programming. In addition, we have
grown our DDL bilingual programming from Prek-2 to PreK-3. All teachers participate in professional development and content
focused coaching to continuously increase instructional effectiveness. Increasing the review of student work artifacts and
protocols is a focus of professional learning communities. The artifacts and data guide our understanding and planning to
facilitate student achievement.
Overview of School Improvement Plan (this includes a summary of the goals, strategies and professional development within
the plan, as well as how the areas of AYP identification will be addressed):
Jefferson Community School has moved to a Focus status on the Multiple Measure Rating. Jefferson has declined in the rating
from 29.77%. Jefferson will increase its focus on improving achievement for all students in Math and Reading according to
MCA assessments and increasing student engagement by meeting or exceeding climate goals. Jefferson Community School is
in its fourth year of the college readiness program AVID for grades 7 and 8 and its first year of class wide grades 4-6 AVID
strategies. The Pre K-3 team is a recipient of the McKnight Pre K-3 Aligned Literacy grant and is in year three of
implementation of this program through the support of the University of Chicago Urban Educator Institute (UEI). As part of
this program, our Hi 5, K, 1, 2, and now 3 bilingual Spanish speaking students are in year three of the Dual Developmental
Language Model (DDL) and receive 80% of their instruction in Spanish. Jefferson School takes a proactive approach to school
improvement and design, especially with the implementation of our positive school wide matrix. To accomplish our goals, 5
high-level strategies have been chosen that support literacy, math and student engagement. The high-level strategies involve
positive behavior, family involvement, professional learning communities, teacher collaboration and Focused Instruction--with
EL as a core focus running through each strategy. The intermediate grade, middle school, and specialists work within specific
content areas to best meet individual student needs through in depth work around Learning Targets aligned with Standards
and Standards-Based Grading. Teachers participate in Professional Development Process Learning Cycles focus on student
achievement through Literacy, Math and building a positive culture of collaboration through the lens of the Social Emotional
Learning lens (SEL). In addition, teachers participate in coaching sessions to increase instructional effectiveness building wide
that connect to our Key Instructional Practices (KIPS). Effective instructional planning that increases academic rigor will be the
result of purposeful collaboration between classroom teachers, special education teachers, and English Language teachers and
through the use of our QComp funds, teacher can meet with associate educators as well for planning. Our Tiered Instruction
"WIN" time will be starting this October with an all hands on approach to support all students 25 minutes a day in one of the
three areas (Literacy, Math, and Climate) with fluidity. Increasing the Core implementation is the other key area with best
practices in literacy differentiation are implemented during the Reader's Workshop and Writer's Workshop (150 minutes). The
workshop model allows for targeted support and instruction for all students. There is additional support through Reading
Corps and LLI (Leveled Literacy Instruction). All students, grades Pre K-5 are assessed using the STEP Literacy Tool assessment
four times a year, and grades 5-8 (plus any students that have stepped out of STEP) are assessed using the Fountas and Pinnell
assessment three times a year. Assessment data aligned with the Common Core Standards, drives instructional planning.
Students in Pre K through third grade, who are native Spanish speakers, receive their core instruction in Spanish (Literacy,
Math, Morning Meeting) through the Dual Developmental Language Model (DDL). Middle School students participate in core
literacy based instruction and receive individual coaching on independent reading strategies during independent reading time
in all advisory classes. In addition, AmeriCorps members serve in the middle grades as a support in tutoring English Language
learners who have been in the country for 6 years but are not showing growth on the WIDA. In Math, Investigations is the
program/tool being used to achieve standards based instruction and assessment. Staff use formative measures to adjust
instruction to meet the needs of all learners during core instructional time. We have 70 minutes of core instruction and
Middle School provides math instruction at grade level and advanced level using the CMP curriculum with a 55 minute block
with focused math courses and Literacy intervention using Read 180. It is the goal to improve academic achievement by
increasing the time that students are actively engaged in productive learning experiences. Decreasing the amount of out of
class time for inappropriate behavior and increasing their time learning is a top priority. As educators at Jefferson Community
School, we develop students' social emotional intelligence to foster academic achievement and promote good citizenship,
using the Responsive Classroom and Second Step programs, as well as adding the SWAG programming and Project Success to
support students in role playing of social skills-all embedded within our school wide behavior matrix. Family and community
partnership is an essential component of Jeffer
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School Leadership Team
Describe how stakeholders, including staff, parents and community members participate in the process of developing,
implementing and evaluating the School Improvement Plan.
Development:
The Instructional Leadership Team is responsible for writing the SIP. As a team, we analyze school wide data as it is released
and accessible. The Data Team and the Instructional Leadership Team analyze and disaggregate the data to identify strengths
and opportunities for all students and staff. Parents review the Family Involvement Plan during a PTO meeting. Information
from the review is used to revise the family involvement piece of the SIP.
Implementation:
The Instructional Leadership Team is responsible for monitoring data, adjusting staff development to ensure that teachers are
using the most effective instructional strategies and materials and to make sure that the SIP is being implemented. School
wide data determines the alignment of staff development. Data meetings provide opportunities for further analysis and
intentional planning. Monthly family nights involve multiple stakeholders. At these family nights we will share information
about our SIP and solicit feedback.
Evaluation of strategies:
Staff reviews the SIP early in the school year and gives input during a staff meeting. Data indicating a necessary change in the
SIP is analyzed and discussed and appropriate changes are made. The Instructional Leadership Team is assigned the task of
rewriting or amending the SIP. The Site Council, including parents, staff, and community members, reviews the SIP monthly. All
input from monitors is reviewed and a decision about modifying the SIP is made. January-February: The Instructional
Leadership Team and Site Council reviews current data regarding SIP goals and presents a summary of progress towards
meeting the goals to staff. The SIP is revised as needed by the Instructional Leadership Team based on the feedback from staff.
Data collected and reviewed includes MAP, OLPA, Kindergarten and 1st Grade Assessments, Math benchmark assessments,
STEP, Fountas & Pinnell, and formative data collected through the Professional Learning Communities and the Data Team.
April-May: The Instructional Leadership Team and Site Council review all available current data to measure progress toward SIP
goals.
Describe the Leadership Team’s plan for communicating the goals, strategies and professional development within the School
Improvement Plan to staff and community.
The Instructional Leadership Team (ILT) presents the School Improvement Plan draft to staff. Staff then provides feedback to
the ILT. The recommendations are then taken into consideration by ILT members and a final draft is presented to staff, Site
Council and PTO. The finalized draft is then submitted to the district. Once approved by the district, the plan is posted on the
school website. As a follow up, a family friendly condensed version of the SIP is sent home in English, Spanish and Somali.
School Leadership Team, cont.
This School Improvement Plan has been developed with the involvement of the community to be served and individuals who will
carry out the plan. The planning process is used to align all major programs at your site to improve teaching and learning. The
planning team assumes responsibility for planning and implementing the School Improvement plan. It should represent the
diversity of the school population and include all stakeholder groups (principals, teachers, other staff, students, family and
community).
Category
Name
Teacher Name and Grade/Subject
Eric Hedican/ Specialist
Teacher Name and Grade/Subject
Erin Raaum/DDL, Grade 1-2
Teacher Name and Grade/Subject
Jessica Larson/Middle Grades Coordinator
Teacher Name and Grade/Subject
Robyn Minehan/Math Interventionist
Teacher Name and Grade/Subject
Christine Sedesky/Kindergarten
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Signature
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Teacher Name and Grade/Subject
Jamie Lass/Grade 5
Teacher Name and Grade/Subject
Tammy Torak/ Grade 3
Teacher Name and Grade/Subject
Maddy Shadduck / ESL
Teacher Name and Grade/Subject
Nina Anderson/Title I
Parent Name
Julia Boyce
Community Member
Roger Conheim
Student Name
Other Staff Name
Lora Vagts / SSW
Other Staff Name
Danielle Cowell/Assessment Coordinator
Other Staff Name
Mary Hrera-Johnson/CFC
Other Staff Name
Billie Stensby/Instructional Specialist
Other Staff Name
Elizabeth Hale/Family Liaison
Other Staff Name
Mary Bradbury/CFC
Other Staff Name
Ashley Gillingham/Admin TOSA
Technical Assistance Provider
Principal Name
Bridget Hall
Principal Name
Michael Luseni/AP
Date SIP is approved and signed by Team: ___________________
School Improvement Goals
Based on the priority needs for our school, the goals are:
Reading Smart Goal(s):
The percent of all students who earn an achievement level of Meets the Standards or Exceeds the Standards on the Reading MCA
at JEFFERSON COMMUNITY will increase from 17.1% (based on current enrollment) to 22.1% in 2015, to 27.1% in 2016, to 32.1% in
2017. The percent of students who earn an achievement level of non-proficient and demonstrate high growth on the Reading MCA
at JEFFERSON COMMUNITY will increase from 13.1% (based on current enrollment) to 21.1% in 2015, to 29.1% in 2016, to 37.1% in
2017
Professional Development Strategies to Support Reading
Success Criteria to Evaluate Effectiveness of Professional
Goal(s)
Development Strategies
Develop teachers' instructional practices and ability to
Teachers will show proficiency or exemplary skills in the
differentiate instruction for all learners using MN state
instructional domain in Standards of Effective Instruction.
standards, focused instruction and the criteria outlined in the
Students will show progess through common assessments that
Standards of Effective Instruction. Develop teachers' skills in
assess proficiency and attainment of standards.
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using data to inform instruction. Additionally, teachers will
receive professional development to strengthen Readers and
Writers Workshop and Key Instructional Practices (KIPs).
Family Involvement Strategies to Support Reading Goal(s)
1. We have parent teacher conferences where teachers discuss
the STEP tool and the Fountas & Pinnell Reading Assessment.
This helps parents understand their child's ability in reading and
strategies for reading at home. 2. We have monthly family night
events which support academic skills. 3. We have a book fair. 4.
In February we have a family reading night event to support I
Love to Read month. 5. The Jefferson Journal is sent home biweekly and includes a section specifically geared towards literacy
strategies for parents to use at home.
Extended Learning Opportunities that Support Reading Goal(s)
1. We have hired licensed teachers to work with students who
are at least two grade levels behind based on the STEP
assessment and the Fountas & Pinnell assessment data. They
are using the Leveled Literacy Intervention program to work with
no more than three students at a time to ensure focused
instruction. This is in addition to instruction in the classroom.
These support teachers communicate with classroom teachers
throughout the year, and as goals are met the students will be
exited from the program. 2. We have two Reading Corps
members who instruct students as an intervention. They meet
with students daily to reinforce classroom instruction. Our goal
is to ensure that targeted groups of students will have a
consistent one-on-one reading experience on a weekly basis
throughout the year. This is supported through volunteers from
The Breck School, the University of Minnesota and Temple Israel.
Success Criteria to Evaluate Effectiveness of Family Involvement
Strategies
1. Families are able to identify specific literacy strategies which
they can use at home to increase students’ literacy skills. For
example, building fluency through tracking minutes read. This
information is gathered through the parent survey and anecdotal
records during parent/teacher conferences. 2. Participation by
families at the Family Reading Night event by comparing this
year's attendance and involvement in comparison to data
collected in previous years. 3. At book fairs we can compare
volume and type of books sold from previous years to ascertain if
families are supporting their child's literacy skills by investing in
books.
Success Criteria to Evaluate Effectiveness of Extended Learning
Opportunities
We will look at the data of each individual student receiving
services to determine if the supplemental support students are
receiving is impacting their academic achievement. The principal
and literacy coaches meet with grade level teachers in a six week
cycle to review data and discuss which changes in the support
system are necessary to positively impact student achievement.
Math SMART Goal(s):
The percent of all students who earn an achievement level of Meets the Standards or Exceeds the Standards on the Math MCA at
JEFFERSON COMMUNITY will increase from 18.2% (based on current enrollment) to 23.2% in 2015, to 28.2% in 2016, to 33.2% in
2017. The percent of students who earn an achievement level of non-proficient and demonstrate high growth on the Math MCA at
JEFFERSON COMMUNITY will increase from 9.5% (based on current enrollment) to 17.5% in 2015, to 25.5% in 2016, to 33.5% in
2017.
Professional Development Strategies to Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Professional
Development Strategies
Develop teachers' instructional practices and ability to
Teachers will demonstrate proficient and exemplary instruction
differentiate instruction for all learners using MN state
through the SOEI observation process. Using commmon
standards, focused instruction and the criteria outlined in the
assessments based on MN state standards, teachers will increase
Standards of Effective Instruction. Additionally, teachers will
student achievement through Focused Instruction at specified
build on their learning through professional development based grade levels.
on district specified Math curricula, and Key Instructional
Practices (KIPs).
Family Involvement Strategies to Support Math Goal(s)
Success Criteria to Evaluate Effectiveness of Family Involvement
Strategies
Jefferson will be holding a family math night. We will also hold The plan will be monitored and progess reviewed at monthly
parent/teacher conference nights. We will include a section on leadership meetings. The Principal and Family Liason will
math in our monthly newsletter to families. We will contact
present data and progress toward goals. We will contact families
families by phone, email, and in writing concerning individual
by phone, email, and in writing concerning individual student
student progress, opportunities for tutoring, and zero hour and progress, opportunities for tutoring, and zero hour and afterafter-school learning opportunities.
school learning opportunities.
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Extended Learning Opportunities that Support Math Goal(s)
Students identified as needing additional support are
recommended to take advantage of ALC and Summer School
programs.
Success Criteria to Evaluate Effectiveness of Extended Learning
Opportunities
Academic data from Classroom For Success, formative and
summative assessments is reviewed in PLCs to ensure that
students who could benefit from additional opportunities have
been identified and informed. Classroom teachers will present
data and student lists at grade level team meetings.
Climate SMART Goal(s):
The number of All Students who are suspended at Jefferson Community School will decrease from 222 by 10% each year for the
next three years. The number of African American Students who are suspended at Jefferson Community School will decrease from
109 by 10% each year for the next three years. Attendance The percent of students who attend school 95% of the time at Jefferson
Community School will increase from 44% in 2014 to 52% in 2015, to 60% in 2016, and to 68% in 2017.
Additional Climate Goal(s):
Professional Development Strategies to Support Climate
Goal(s)
Positive school-wide engagement plan created to support
professional development, evaluate effectiveness, and create
school-wide expectations for all common areas. Grade levels and
individual classroom create and revise engagement plans to
meet the needs of students at Jefferson. Build on staff
knowledge of Responsive Classroom and Second Step strategies.
Continued professional development around culturally
responsive teaching and learning through the work of Dr.
Anthony Muhammad and Dr. Sharokky Hollie. Implement Check
and Connect.
Family Involvement Strategies to Support Climate Goal(s)
Families are given specific behavior expectations for bus,
classroom, lunch and playground at the beginning of the year in
the Jefferson School Calendar and School Information.
Throughout the school year there are family involvement nights
to support school behavior expectations.
Success Criteria to Evaluate Effectiveness of Professional
Development Strategies
We will rely on data available regarding the number of referrals
submitted and attendance records to determine if we have met
our goals to reduce referrals and increase attendance. Behavior
data is reviewed by behavior team weekly and Positive SchoolWide Engagement team quarterly.
Success Criteria to Evaluate Effectiveness of Family Involvement
Strategies
Families are able to identify the climate expectations of the
building. Families seeing these expectations in action during the
school day and at family involvement nights.
Schoolwide Reform Strategies:
Action Plan
Schoolwide reform strategies are selected to strengthen the core academic program, increase the amount and quality of learning
time, address the needs of historically underserved populations and provide opportunities for all children to meet the State’s
proficient and advanced levels of student academic achievement. The action plans describe in detail how the school plans to
implement and monitor the effectiveness of the reform strategies.
Strategy
Family Involvement: Schools will improve partnerships with parents, families and the community through the following actions:
communicating student learning goals as well as academic successes and areas of growth; providing and communicating academic,
behavioral, and social support options for parents; providing opportunities for collaboration and feedback with parents and the
community.
Research and Rationale
Research indicates that through high school, family involvement contributes to positive growth for students, including higher
academic achievement, better attendance, more course credits earned, more responsible preparation for class, and other
indicators of success in school (Catsambis, 2001; Simon, 2004). The studies of homework and targeted outcomes reinforce the
importance of well-designed, subject-specific or goal-linked activities for family and community involvement for strongest impact
on student achievement and success in school. The research identifies "essential elements" for effective programs and specific
processes and paths that strengthen (1) leadership for partnerships (2) program plans (3) outreach to involve more families (4)
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responses of families and community partners (5) impact on student achievement and other indicators of success in school.
This strategy supports:
Reading Goal(s):
X
Math Goal(s):
Climate Goal(s):
X
X
Action Plan
Start Date:
Action Step
10/9/2014
Plan and implement family events.
Track attendance at all family events.
Success Criteria
Interim 1
Checkpoint
Interim 2
Checkpoint
End Point
Checkpoint
attendance at family
events
10/7/2014
attendance at family
events
12/15/2014
attendance at family
events
3/9/2015
Personnel
Required Resources
Family liason
Implementation Notes
Strategy
PDPLC Strategy: Teachers will engage in Professional Learning Communities that improve instructional practices through action
planning, collaboration, and professional development that is based on student achievement data. Teachers will examine and
analyze data from common formative, benchmark and summative data, and monitor and evaluate results to promote academic
achievement.
Research and Rationale
Research on schools that improve student achievement levels reveals that students learn more in schools where teachers are
engaged in Professional Learning Communities and work collaboratively to address student needs that have been identified
through data analysis. Based on the National Staff Development Council(NSDC), "The most powerful forms of staff development
occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson
planning, and problem solving." The NSDC standard states: Staff development that improves the learning of all students organizes
adults into learning communities whose goals are aligned with those of the school and district.
http://www.nsdc.org/standards/learningcommunities.cfm Phillips, J.(2003,Spring).Powerful learning: Creating learning
communities in urban school reform. Journal of Curriculum and Supervision, 18(3), 240-258. Weiss, I. R. and Pasley J. D. (2006).
Scaling up instructional improvement through teacher professional development: Insights from the local systemic change initiative.
Philadelphia, PA: Consortium for Policy Research in Education (CPRE) Policy Briefs. Read at
http://www.cpre.org/Publications/rb44.pdf
This strategy supports:
Reading Goal(s):
X
Math Goal(s):
X
Climate Goal(s):
X
Action Plan
Start Date:
Action Step
10/9/2014
Plan: Teachers create a plan and team by Oct. 24.
Data team provides data to grade level PDPLCs.
PDPLC teams discuss the data that was analyzed and the SIP priorities to identify the focus area for their first
action plan.
• Teams use the PDPLC form to record their focus area and the rationale for how their
focus area will impact students and their practice.
• Individual team members will describe how the team focus will impact their practice and
student learning.
Success Criteria
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Interim 1
Checkpoint
ILT will review plans for 10/7/2014
alignment to the SIP
using the following
questions:
1.What instructional
approaches/strategies
will be implemented that
support the focus area
and goal?
2. What ongoing
evidence of teacher
learning will be used to
monitor teacher
performance and
progress toward goal
attainment?
3. How will professional
practice be impacted?
4. Describe the
professional learning
and/or resources needed
to support your team’s
focus area and goal.
Personnel
Interim 2
Checkpoint
ILT will review progress
12/15/2014
monitoring.
• Individual team members
will document the results
and evidence of the
implementation
of their action plan and
impact on student learning.
• Each PDPLC team
member will analyze and
share evidence of their
work with their
team.
• PDPLC team members
will summarize and
synthesize collective results
of their
implementation and the
impact on student learning.
End Point
Checkpoint
ILT will facilitate a
3/9/2015
monitoring and
sharing session so that all
teams can learn about the
impact on student learning
and
professional practices
across teams.
Required Resources
PDPLC Coordinators
Implementation Notes
Start Date:
Action Step
10/28/2014
Do/Study/Act: All teachers implement their PDPLC action plan. PDPLC meet weekly and leads and/or team
members will report to ILT on progress on action plans and goals.
Success Criteria
Interim 1
Checkpoint
Do: Leads or team
10/7/2014
members will report and
summarize action plans
and goals for site PDPLCs
to ILT. Review for
alignment with SIP.
Personnel
Interim 2
Checkpoint
End Point
Checkpoint
Study: Leads or team
members report progress
towards goals to ILT
12/15/2014
Act: Using PCPLC progress, 3/9/2015
ILT determines professional
development needs and
makes adjustments
accordingly.
Required Resources
PCPLC Coordinators, Leads, ILT
Implementation Notes
Strategy
Focused Instruction and Key Instructional Practices: All staff will fully implement Focused Instruction and KIPs across content areas
to improve core teaching and provide standards based learning through formative, summative, and benchmark assessments to
assure greater academic achievement for all Jefferson students.
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Research and Rationale
Focused Instruction, which is sometimes called aligned or managed instruction, is simply an instructional process that reflects what
we know to be good teaching and learning. It aligns what we teach with how we teach and what we assess in a continuous cycle.
Features of Focused Instruction include the following: Planning lessons using high-quality curriculum derived directly from state
standards Engaging students in rigorous learning using a variety of instructional strategies Adapting instruction to meet individual
students’ needs at all levels Conducting frequent assessments to provide students with the opportunity to demonstrate their
knowledge and skills Using data to identify students who would benefit from additional help or accelerated learning opportunities.
This strategy supports:
Reading Goal(s):
X
Math Goal(s):
Climate Goal(s):
X
Action Plan
Start Date:
Action Step
10/9/2014
Differentiated professional development for Focused Instruction provided in our PD cycle.
Success Criteria
Interim 1
Checkpoint
PD attendance
10/7/2014
Benchmark Assessments
SOEI observations
Personnel
Interim 2
Checkpoint
End Point
Checkpoint
PD attendance
Benchmark Assessments
SOEI Observations
12/15/2014
PD attendance
Benchmark Assessments
SOEI observations
3/9/2015
Required Resources
ILT, SOEI observers
Implementation Notes
Start Date:
Action Step
10/7/2014
SOEI observations and coaching around using focused instruction for domain 1 planning and preparation.
Success Criteria
Interim 1
Checkpoint
Interim 2
Checkpoint
End Point
Checkpoint
SOEI Observations
10/7/2014
SOEI Observations
12/15/2014
SOEI Observations
3/9/2015
Personnel
Required Resources
SOEI Observers
Implementation Notes
Strategy
All school staff will engage in designing, developing, implementing and maintaining a School-wide Positive Behavior Support plan.
Research and Rationale
School-wide Positive Behavior Support is a systems approach to establishing the social culture and behavioral supports needed for
all children in a school to achieve both social and academic success.
Cohen, R., Kincaid, D., and Childs, K. (in press). Measuring school-wide positive behavior support implementation: Development
and validation of the "Benchmarks of Quality." Journal of Positive Behavior Interventions
Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and Vincent, C. (2004).Validity of office discipline referral measures as indices of schoolwide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavioral Interventions 6, 131-147.
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This strategy supports:
Reading Goal(s):
Math Goal(s):
Climate Goal(s):
X
Action Plan
Start Date:
Action Step
10/7/2014
School leadership will monitor and adjust School-wide Student Engagement Support plan to ensure best
practices and student engagement improves. Quarterly Review to reflect on implementation and adjust as
necessary.
Success Criteria
Interim 1
Checkpoint
Observe and monitor
10/7/2014
implementation of
Student Engagement
Plan: - Review the data
Behavior support, PLCs
and Data Teams collect Review implementation
data (SOEI, informal
observations) -Conduct
classroom and schoolwide observations with
an emphasis on Domain
2 - Review PLC logs Conduct twice yearly
Implementation Survey
to collect baseline data
and progress monitor
Student Engagement
Plan
Interim 2
Checkpoint
Communicate student
12/15/2014
engagement successes and
challenges to staff and
parents -Continually collect
and analyze student
climate data -Make
adjustments to
engagement plan as
needed -Identify areas of
growth in engagement plan
implementation -Select and
provide PD for individual
teachers or whole staff as
needed
Personnel
End Point
Checkpoint
Review year- long data 3/9/2015
Based on findings make
recommendations for staff
PD, summer school, 2015
student placements and
adjustments to the Student
Engagement Plan
Required Resources
Administration, Behavior Support, School Social
Worker, ILT
Implementation Notes
Start Date:
Action Step
10/7/2014
Staff will implement School-wide Student Engagement Support plan to include best practices.
Success Criteria
Interim 1
Checkpoint
Staff implement Student 10/7/2014
Engagement Plan which
includes: -PLCs collection
and analysis of 2012-13
suspension and referral
data, including bus
referrals Implementation of
strategies to build
relationships with
students and parents
(Morning Meeting,
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Interim 2
Checkpoint
Problem-Solving support is 12/15/2014
given when necessary Student goals and Rules are
posted -Students follow the
expectations and are
redirected or provided
opportunities to problemsolve when needed Students in need of
additional social/emotional
support are identified –
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End Point
Checkpoint
Social emotional
support/interventions are
provided to students in
need of additional help by
the teacher, student
support staff consulted as
necessary -Communicate
student goals and
classroom expectations to
families -Begin to develop
interventions for students
who struggle with social
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Active Recess,
Communicating with
Parents) –
Implementation of
strategies to ensure
students know defined
expectations, rituals and
routines ( model and
practice, PBIS matrix) –
Goal-setting with
students
is introduced and
implemented based on
student behavior and
developmental needs –
Problem-solving team
meets to review student
data and discuss student
engagement concerns Cycle is ongoing
Personnel
expectations (Tier 2
strategies), communicate
student behavior successes
and areas of growth to
staff members and parents
–Problem-solving team
continually meets -Cycle is
ongoing
Required Resources
Lead: Administration, Student Engagement
Support, School Social Worker, ILT
Implementation Notes
Strategy
Teacher Collaboration: Sustain a system for ESL and content teachers to collaboratively deliver differentiated English language
development, academic language, and content instruction to English Learners.
Research and Rationale
Collaboration is intentional planning which values input, expertise, and skills to achieve a common goal. Effective teaching of
language through academic content requires that "teachers across the grade levels and subject areas have to work collaboratively
to shoulder the responsibility of equipping students with the lexical skills to successfully navigate today’s high-stakes, standardsbased educational environment" (Feldman, K., & Kinsella, K., 2005, p. 10). PLCs or school environments where teachers learn and
reflect together have shown increased student achievement. Abdallah, J. (2009, February). Empirical research: Benefits of coteaching for ESL classrooms. Academic Leadership. Chapman, C. & Hyatt, C.H. (2011). Critical conversations in co-teaching: A
problem-solving approach. Bloomington, IN: Solution Tree Press. Honigsfeld, Dove. (2010). Co-Teaching Strategies for English
Learners. Corwin Rojas, V. P. (n.d.). Co-teaching Models. Resource materials provided to Multilingual Department, Minneapolis
Public Schools. Villa, R.A., Thousand, J.S., & Nevin, A.I. (2008). A guide to co-teaching: Practical tips for facilitating student learning.
Thousand Oaks, CA: Corwin Press.
This strategy supports:
Reading Goal(s):
Math Goal(s):
X
Climate Goal(s):
X
X
Action Plan
Start Date:
Action Step
10/9/2014
Identify and explicitly communicate academic language needed for greater access to grade level content.
Success Criteria
Interim 1
Checkpoint
Interim 2
Checkpoint
End Point
Checkpoint
Look at WIDA data and
Determine Goals
10/7/2014
Determine Goals
12/15/2014
Progress monitor
implementation
3/9/2015
Personnel
Required Resources
ILT, PDPLC leads, ESL Lead, IS
Implementation Notes
Start Date:
Action Step
Draft Printed On: 1/21/2015
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10/7/2014
Do-Study-Act with structured language strategies and interactions.
Do: Co-plan for structured language interaction
Study: WIDA and Formative Assessments to determine language needs
Act: Use assessment data to drive differentiated language instruction
Success Criteria
Interim 1
Checkpoint
Interim 2
Look at ACCESS growth
10/7/2014
Bring strategies to teams
12/15/2014
and allow for modification
Personnel
Checkpoint
End Point
Checkpoint
Progress monitor
3/9/2015
implementation and
provide additional support
through PD.
Required Resources
ILT, PDPLC leads, ESL team, IS
Implementation Notes
Draft Printed On: 1/21/2015
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