APS SCHOOL MANAGEMENT PLAN
PROGRESSIVE PLAN FORMAT
FIRST SEMESTER ACTION PLAN: 2015-2016
ATTACHMENT 2B
School Performance Priorities and Actions to be Taken
to Address Student Achievement
OAKRIDGE ELEMENTARY SCHOOL
School Name:
School Principal:
SCHOOL
ANNUAL
PERFORMANCE
PERFORMANCE
PRIORITIES
GOALS
(Based on Summative
Performance Data)
ALIGNMENT
WITH
STRATEGIC
PLANNING
GOALS
Goal 1: Challenge
and Engage All
Students
Goal 2: Eliminate
Achievement Gaps
During the 2015-16
school year, 100% of
Goal 3: Recruit,
Oakridge students
Retain and Develop
will read with 70%
High Quality Staff
or greater
proficiency on endof-year assessments.
Improve overall
student reading
proficiency.
DR. LYNNE WRIGHT
ACTIONS TO SCHOOL PRIORITIES
(Align Action Steps with Timeline, Responsible
Parties and Anticipated Evidence)
1. Pilot universal reading screenings (K-3: PALs,
4-5: RAPID)
2. Provide Tier 2 reading instruction to all
students grades 1-5 who are identified as reading
2 academic quarters below expectations
3. Provide Tier 2 reading instruction to all
students in grades 4 and 5 who did not meet
expectations on the previous year’s reading SOL
4. Identify ESOL/HILT teachers to participate in
Reading Recovery and LLI training and provide
instruction to students grades K-5, identified as
requiring Tier 3 intervention
5. Identify one teacher at each grade-level to
participate in LLI training and provide
instruction to students grades K-5, identified as
requiring Tier 3 intervention
6. Identify grades 3-5 students who have exited
ESOL/HILT and failed the reading SOL, to
participate in after-school tutoring
7. Identify grades K-5 students for ATSS Tier 3
intervention and provide services, 30 minutes a
day, 4-5 days a week
8. Identify K-5 students at Tier 1 who require
TIMELINE
FOR
ACTIONS
RESPONSIBLE
1. Completed
by end-of-first
quarter
1. Literacy Coach,
Classroom
Teachers
2. Students
assessed,
identified and
grouped,
intervention
started
9/28/15
2. Reading
specialists,
ESOL/HILT
teachers, Special
Education Teachers
3. Students
identified and
grouped,
intervention
started
9/28/15
PARTIES
(Be Specific)
5. Staff
identified
August 2015
6. September
2015
(Progress Monitoring at
30, 60, 90 and 120 Days)
3. Reading
specialists,
ESOL/HILT
teachers, Special
1-13: 30 Day Progress
Education Teachers
Monitoring
4. Administration
5. Administration
4. Staff
identified
August 2015
EVIDENCE OF
PROGRESS
TOWARD
ANNUAL GOAL
6. Administration,
ESOL/HILT
teachers
7. Classroom
teachers,
Specialists, ATSS
Coach
8. Classroom
SCHOOL
ANNUAL
PERFORMANCE
PERFORMANCE
PRIORITIES
GOALS
(Based on Summative
Performance Data)
ALIGNMENT
WITH
STRATEGIC
PLANNING
GOALS
ACTIONS TO SCHOOL PRIORITIES
(Align Action Steps with Timeline, Responsible
Parties and Anticipated Evidence)
TIMELINE
FOR
ACTIONS
project-based learning extension opportunities, 30 7. On-going
minutes a day, 4-5 days a week
8. On-going
9. Create a Tier 3 data umbrella to monitor the
intervention learning cycle
9. September
2015
10. Continue to align MOSAIC exemplary project 10. On-going
lessons and experiences with reading/writing
standards
11. November
2015
11. Facilitate data-driven quarterly meetings to
monitor student progress on IA benchmark or
12. Weekly
PALS quick-check assessments, grades K-5
13. On-going
12. Facilitate weekly PLC meetings specific to
grade level standards and formative assessments
RESPONSIBLE
PARTIES
(Be Specific)
EVIDENCE OF
PROGRESS
TOWARD
ANNUAL GOAL
(Progress Monitoring at
30, 60, 90 and 120 Days)
teachers,
specialists, ATSS
coach
9. Team Leads
10. Exemplary
Project Teacher,
classroom teachers
11. Literacy Coach,
ATSS Coach,
Classroom
Teachers,
Specialists
12. Literacy Coach
13. Create and develop an ATSS implementation
team, including instructional coaches, counselors,
administrators, and an ATSS coach
Improve overall
student
mathematics
proficiency.
During the 2015-16
school year, 100% of
Oakridge students
will have 70% or
greater proficiency
on end-of-year
mathematics
assessments
Goal 1: Challenge
and Engage All
Students
Goal 2: Eliminate
Achievement Gaps
Goal 3: Recruit,
Retain and Develop
High Quality Staff
1. Pilot universal mathematics screening (grades
2-5: SMI)
2. Provide Tier 2 math instruction to all students
grades 1-5 who are identified as performing one
year below expectations
3. Provide Tier 2 mathematics instruction to all
students in grades 4 and 5 who did not meet
expectations on the previous year’s mathematics
SOL
4. Identify ESOL/HILT and Special Education
teachers to participate in Do the Math training
and provide instruction to students grades K-5,
identified as requiring Tier 3 intervention
5. Identify grades 3- 5 students who have exited
ESOL/HILT and failed the mathematics SOL to
participate in after-school tutoring
13. Administration
1. Completed
by end-of-first
quarter
1. Math Coach,
Classroom
Teachers
2. Students
assessed,
identified and
grouped,
intervention
started
9/28/15
2. Math specialists,
ESOL/HILT
teachers, Special
Education Teachers
3. Students
identified and
grouped,
intervention
started
9/28/15
4. Staff
3. Math specialists,
ESOL/HILT
teachers, Special
Education Teachers
4. Administration
5. Administration,
ESOL/HILT
teachers
1-13: 30 Day Progress
Monitoring
SCHOOL
ANNUAL
PERFORMANCE
PERFORMANCE
PRIORITIES
GOALS
(Based on Summative
Performance Data)
ALIGNMENT
WITH
STRATEGIC
PLANNING
GOALS
ACTIONS TO SCHOOL PRIORITIES
(Align Action Steps with Timeline, Responsible
Parties and Anticipated Evidence)
6. Identify grades K-5 students for ATSS Tier 3
intervention and provide services, 30 minutes a
day, 4-5 days a week
TIMELINE
FOR
ACTIONS
identified
August 2015
5. September
2015
7. Identify K-5 students at Tier 1 who require
project-based learning extension opportunities, 30 6. On-going
minutes a day, 4-5 days a week
7. On-going
8. Create a Tier 3 data umbrella to monitor
intervention learning cycle
8. September
2015
9. Facilitate data-driven quarterly meetings to
monitor student progress on IA benchmark or
9. November
quarterly math assessments, grades K-5
2015
10. Facilitate weekly PLC meetings specific to
grade level mathematics standards and formative
assessments
10. Weekly
11. Create and develop an ATSS implementation
team, including instructional coaches, counselors,
administrators, and an ATSS coach
12. On-going
RESPONSIBLE
PARTIES
(Be Specific)
EVIDENCE OF
PROGRESS
TOWARD
ANNUAL GOAL
(Progress Monitoring at
30, 60, 90 and 120 Days)
6. Classroom
teachers,
Specialists, ATSS
Coach
7. Classroom
teachers,
Specialists, ATSS
Coach
8. Team Leads
9. Math Coach,
ATSS Coach,
Classroom
Teachers,
Specialists
11. On-going
10. Math Coach
11. Administration
13. December
2015
12. Math Special: CUBE (Creating Understanding
By Enrichment) school-wide focus on using
problem solving protocols
12. Math
Specialists
13. Math
Specialists
13. Creating traveling school store
Increase overall
performance on the
CLASS Protocol
Increase or maintain
Oakridge’s mean
scores on the CLASS
Domains: Emotional
Support Classroom
Organization,
Instructional
Support, and
Student
Engagement, as
measured by the
Goal 1: Challenge
and Engage All
Students
1. Train and certify three additional CLASS
observers/coaches
2. Recertify three CLASS coaches
Goal 2: Eliminate
Achievement Gaps
Goal 3: Recruit,
Retain and Develop
High Quality Staff
1. July 2015
1. Administration
2. November
2015
2. Administration
3. Administration
3. Create CLASS committee of previously and
currently certified CLASS observers to develop
and maintain CLASS professional development
and implementation
3. September
2015
4. On-going
4. CLASS Coaches,
Classroom
Teachers
4. Provide school-wide CLASS professional
5. On-going
5. CLASS Coaches,
1-6: 120 Day Progress
Monitoring
SCHOOL
ANNUAL
PERFORMANCE
PERFORMANCE
PRIORITIES
GOALS
(Based on Summative
Performance Data)
CLASS Observation
Protocol. Expected
outcomes will result
in an increase/
maintaining of the
mean score Highly
Effective in all
Domains.
ALIGNMENT
WITH
STRATEGIC
PLANNING
GOALS
Goal 5: Meet the
Needs of the Whole
Child
ACTIONS TO SCHOOL PRIORITIES
(Align Action Steps with Timeline, Responsible
Parties and Anticipated Evidence)
development on county-wide professional
development days
5. Watch and discuss CLASS Videos at each staff
meeting and weekly at grade-level PLC meetings
6. Create monthly staff videos of Oakridge
instruction to use for CLASS observations and
professional development
TIMELINE
FOR
ACTIONS
6. On-going
RESPONSIBLE
PARTIES
(Be Specific)
Classroom
Teachers
6. CLASS Coaches,
Classroom
Teachers
EVIDENCE OF
PROGRESS
TOWARD
ANNUAL GOAL
(Progress Monitoring at
30, 60, 90 and 120 Days)