E.C. GOODWIN SCHOOL IMPROVEMENT
PLAN
2015-2016
School Improvement Planning Guide 2015-2016
Dr. Nivea Torres, Superintendent of Schools
CTHSS Superintendent’s Theory of Action
Richard Elmore (2000) argues that the problem of scaling up school improvement, whether it is in a school or a school system, is one of
capacity building and specialization. Building a broad base of capacity is not possible if control is limited to a few individuals. The solution,
he argues, is the broader distribution of leadership. This plan attempts to build on those principles of distributed leadership in order to
empower other district leaders and to develop capacity within the organization.


If we devote time and resources to developing the capacity of our teachers to deliver systematic instruction aligned to the Connecticut
Core Standards (CCCS) and the Common Career Technical Core (CCTC), then we will improve the achievement of all of our students
and create a pathway for college and career readiness.
If all adult members of the school community support the concept of Professional Capital by practicing individual and collective acts
of investment in an inspirational vision and a coherent set of actions, then we will have engaged in collectivity responsibility,
teamwork, and collaboration that results in whole system change.
The school improvement planning process provides a framework to measure the level of program implementation, effectiveness of identified
strategies and performance monitoring. CTHSS has streamlined the planning process to ensure that it is coherent, comprehensive, actionable,
and results-oriented. The new school improvement plan (SIP) template is designed to provide a step-by-step, strategic approach to promote
ongoing improvement district-wide. Through the planning process, school teams will:
-
Articulate the core values of their school;
Provide a data profile and needs analysis;
Identify four SMART goals to address the prioritized areas of need;
List specific strategies and implementation milestones to achieve each goal.
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School Improvement Planning Guide 2015-2016
Vision
To be the best technical high school in the nation.
CTHSS Mission
The mission of the Connecticut Technical High School System is to provide a unique and rigorous high school learning environment that:
-
ensures both student academic success, and trade/technology mastery and instills a zest for lifelong learning;
prepares students for post-secondary education, including apprenticeships, and immediate productive employment;
and responds to employers’ and industries’ current and emerging and changing global workforce needs and expectations through
business/school partnerships.
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School Improvement Planning Guide 2015-2016
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School Improvement Planning Guide 2015-2016
2014-2017 CTHSS Strategic Plan
Foundational Imperatives
The following set of foundational imperatives, developed by the CTHSS Board, establishes a common focus that will drive the strategic
direction of the CTHSS.
 The core mission of the CTHSS is to provide world-class career technical and academic education in preparation for careers in business
and industry.
 The CTHSS provides a healthy, safe and supportive environment in which students pursue their college and career pathways while
developing leadership skills essential for their success.
 The CTHSS strives to recruit, retain and advance students and staff of all backgrounds who share a wide range of perspectives and who
contribute to the systems’ core mission of creating a talented and diverse workforce for the state of Connecticut.
 The CTHSS will focus on attracting students who have an interest, affinity and aptitude for careers in business and industry.
 The CTHSS program offerings will lead to a career in business and industry or post-secondary learning pathways in a high-demand job,
which results in a high living wage.
 The CTHSS will work closely with the Board of Regents and establish partnerships that create a clear and integrated pathway for
students through post-secondary education, leading to licensure, certifications or degrees.
 CTHSS students will graduate with a strong academic background and the technological, problem-solving, team-building,
communication and competitive skills required for success in life and careers.
 The CTHSS will be aligned with and responsive to the needs of employers and the economic development priorities of the state
through the development of corporate partnerships.
 CTHSS graduates will be academically prepared, so they have the option to attend college immediately after graduation or at some
time in the future.
 The core of the CTHSS education is STEM (Science, Technology, Engineering and Mathematics). All students will receive a relevant
integrated education that connects science, technology, engineering and math to every area of learning as it pertains to every
curriculum in all career clusters.
 In order to respond to employer needs and to provide adult learning opportunities, the CTHSS will develop additional career technical
education programs for committed adult students.
 In order to provide learning opportunities for a wider population of high school students, the CTHSS will develop opportunities,
including alternative part-time career technical education (CTE) programs for committed high school students who do not meet the
current entrance requirements for traditional CTHSS enrollment.
 The recruitment, retention and professional development of highly talented and skilled administrators, teachers, consultants and staff
is the cornerstone of student success and the CTHSS being able to meet its goals. Assuring this requires continuous professional
learning options, including coaching, mentoring, modeling and providing adequate resources, materials and equipment.
 The CTHSS will increase its visibility and be recognized nationally and internationally for its high-quality and innovative programs,
along with its outstanding graduates. Relationships will be established locally, regionally, nationally, globally with employers,
governmental agencies and other partners.
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School Improvement Planning Guide 2015-2016
CTHSS Student Learning Objectives (SLOs)
2015-16
District Literacy Student Learning Objective
Students will demonstrate growth against the district’s Student Growth Percentile (SGP) of 62% compared to their SGP
based on the STAR assessments,Fall 2015 to Spring 2016.
•
•
CTHSS SGP by Year:
2013: 54%, 2014: 56%, 2015: 59%
District Grade Equivalent Score: Grade 9: 7.2; Grade 10: 8.3; Grade 11: 8.9; Grade 12:9
District Mathematics Student Learning Objective
Grade 9 students will complete at least 60% of their ALEKS pie for the course they are enrolled in by June 1st.
District Career Technology Student Learning Objective
All 12th graders will meet or exceed the baseline score for the Workforce Ready Employability Skills assessment by
graduation.
* Graduation Rate must be monitored at all schools.
Parent Survey: Parent Participation rate at the district level in completing the School Connectedness Survey will increase by
10% from 2015 to 2016.
Instructions: Please complete this cover page by entering the requested information below.
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School Improvement Planning Guide 2015-2016
Name of School:
E. C. Goodwin Technical High School
School Principal Name:
Daniel R. Mello
School Improvement Leadership
Team Members
List Name and Assignment
Professional Development
Planning Team Members
List Name and Assignment
Daniel Mello, Principal
Margaret Chmura, Assistant Principal
Charles Shooshan, Assistant Principal
Dori Kowar, General Ed DH
Justin Combs, Related Ed DH
Ericka Torres, Guidance Coordinator
Betsi Feldman, Dean of Students
Joe Granja, CADD DH
Frank Sesto, Manufacturing Technology DH
Betsi Feldman, Chair
Daniel Mello, Principal
Margaret Chmura, Assistant Principal
Charles Shooshan, Assistant Principal
Dori Kowar, General Ed DH
Justin Combs, Related Ed DH
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School Improvement Planning Guide 2015-2016
< School Name> Theory of Action
As a school leader, please share your Theory of Action
Following the CTHSS Mission Statement, “Ensure student academic success/trade and create a zest for life-long learning,” along
with the foundational imperatives from the district strategic plan and the E.C. Goodwin Mission statement, in part, my theory of
action has been created. Since “day one” when I addressed the faculty I stated: “It’s all about learning and respect.” The
mantra has been repeated at most meetings since then with students receiving the message in various venues. Every action that
I have taken as principal is to facilitate the learning process. A concrete example of this is the renewed emphasis on school-wide
literacy that is paying dividends as well as the institution of ECE programming with the University of Connecticut. I revamped six
periods and the creation of parallel sections has facilitated the learning process for all students.
Just as important is the emphasis that is being placed on respect. I believe this goes hand-in-hand with learning, since it helps to
create the atmosphere in the building for learning to take place. There are visible signs around the building promoting respect
and this is beginning to take root. Among the student body I have frequently used the phrase, “with responsibility comes
privileges” pointed at the need to respect the staff and each other.
All in all, I believe that both staff and students realize it is “all about learning and respect.” A simple phrase, but a powerful
message. As I move into my second year I am confident that the staff and student body are very familiar with the refrain.
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School Improvement Planning Guide 2015-2016
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School Improvement Planning Guide 2015-2016
School Improvement Strategies and Implementation Timeline
Goal #1: <School> Literacy Student Learning Objective
Students in grades 9 through 12 will achieve a Student Growth Percentile (SGP) of 61% on the Spring 2016 STAR
assessment.
Using the STAR Reading Assessment to evaluate reading ability, Goodwin Tech will achieve a <61 >% Student Growth Percentile as a result of school-wide
literacy initiatives.
Briefly describe the school’s literacy program focus to produce gains in this goal area.
Use of STAR reading assessment three times per year will enable the leadership team and teachers to target student
intervention initiatives and professional development on an ongoing basis.
Begin implementation of your school’s Core Smart literacy plan (AKA Common Core Coaches)
Students reading 20 minutes a day in shop and content areas
Supply quick reference AR binders for shop teachers –more user friendly, more buy in, more use of program.
Continue making bookmarks for all teachers
Literacy Council builds a stronger cohesion across all disciplines in the building by firming up policies and procedures
(i.e. AR quizzing across the building) -Their recommendations forth coming.
Announcements/Commercials on the V-Brick
LAL teacher peer coaching
Support the LMC with coverage when Mr. Barner is out and train covering individuals LMC process to check out books to
ensure students are moving forward in the program.
11th & 12th grade student survey. Results forthcoming….
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School Improvement Planning Guide 2015-2016
Level 1 Implementation:
Educate the faculty, students and parents about the CC shifts.
Promote CC shifts
(See coaching plan below)
Training was supposed to be given to Common Core Coaching Leader which was cancelled.
Still need to appoint a Math person to the Common Core Coaching Team.
CTHSS Core Smart Coaches
Implementation Chart: CT Core Standards
1. Use the CT Core Standards Implementation Chart to determine your school’s knowledge of the CT Core Standards.
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School Improvement Planning Guide 2015-2016
CTHSS Core Smart Coaches
Implementation Chart: Core Smart Team Work
Levels of
Implementation
Level 1: Beginning
Implementation
Teachers have varying degrees
of knowledge about the purpose
of the CT Core Standards: some
are advanced and others are
beginners
Level 2: Learning
Level 3: Knowledgeable
Level 4: Full Implementation
All teachers have received
training and information in the
purpose of the CT Core
Standards
Teachers can explain the
purpose of the CT Core
Standards and the impact of the
standards on their subject area
and could teach this to others
Teachers embrace the purpose
of the CT Core Standards, align
their lessons to the standards,
and see the connections
between CT Core Standards and
the standards of their disciplines
Major Shifts in the
Literacy Standards
Teachers have varying degrees
of knowledge about the literacy
standards: some are advanced
and others are beginners
All teachers have received
training and information in the
three major literacy shifts
Teachers can explain the three
major literacy shifts and how
the shifts may apply to teaching
and learning in their classrooms
and could describe the shifts to
others
Teachers align their curriculum
materials and instruction
practices with the three major
literacy shifts: complex
nonfiction; grade level texts;
research based writing
Major Shifts in the
Numeracy
Standards
Teachers have varying degrees
of knowledge about the
numeracy standards: some are
advanced and others are
beginners
All teachers have received
training and information in the 8
Math Practice Standards, most
especially: make sense of
problems and persevere,
construct viable arguments, and
attend to precision.
Teachers can explain the Math
Practice Standards and how they
may apply to teaching and
learning in their classrooms and
could describe the practice
standards to others
Writings Standards
for ELA, SS, STEM
and Technical
/Trade
Teachers have varying degrees
of knowledge about the writing
standards of their discipline:
some are advanced and others
are beginners
All teachers have received
training and information in the
writing standards for their
subject area
Instructional
Strategies and
Practices that
Support Student
Achievement of
the Standards
Teachers have varying degrees
of knowledge about
instructional strategies and
practices that support students
in reaching the standards: some
are advanced, others beginners
All teachers have received
training in instructional
strategies and practices that
support students in reaching the
standards
Teachers are knowledgeable
about the writing standards for
their discipline and can explain
their responsibility in helping
students reach these standards
and could teach information to
others
Teachers are knowledgeable
about instructional strategies
and practices that support
students in reaching the
standards and could teach at
least three strategies to others
Teachers align their curriculum
material and instructional
practiced with the Math
Practices Standards to help
students make sense of
problems and persevere,
construct viable arguments, and
attend to precision.
Teachers align their writing
assignments and instruction in
writing with the writing
standards for their discipline
Purpose of the CT
Core Standards
On a daily basis, teachers
activity employ instructional
strategies and practices that
support students in achieving
the standards
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School Improvement Planning Guide 2015-2016
2. Use the Core Smart Team Work Implementation Chart to determine your team’s level of implementation.
3. Based on your level of implementation, plan your next steps in order to bring your school to the next level.
4. As you progress in your implementation, continue to return to the chart for help in planning next steps.
Levels of
Implementatio
n
Level 1: Beginning
Implementation
Level 2: Emerging
Level 3: Growth
Level 4: Full Implementation
We attended the
CTHSS Core Smart
Coaches Training
offered by our
local RESC
We attended the CTHSS Core Smart
Coaches Training offered by our
local RESC
We attended the CTHSS Core Smart
Coaches Training offered by our
local RESC
We attended the CTHSS Core Smart
Coaches Training offered by our
local RESC
Some of our members also
attended the Common Core
Standards training offered by the
SDE
Some of our members also attended
the Common Core Standards
training offered by the SDE
Some of our members also attended
the Common Core Standards
training offered by the SDE
We have a regular meeting time
(once a month, during PD days,
etc.)
We have a regular meeting time
(once a month, during PD days,
etc.)
Our team leader has meet with the
PD chair and principal to plan PD for
the year
Our team leader has periodic
meetings with the PD chair and
principal to discuss ongoing PD
opportunities
Some of our
members also
attended the
Common Core
Standards training
offered by the SDE
We are planning to
meet as a team on
our campus Spring
2015
We have meet at least once as a
team on our campus
Someone on our team has had
conversation with either the PD
chair or the principal about the
goals of the Core Smart Coaches
program
We have a general idea of our
school’s knowledge of CT Core
Standards and instructional
strategies to achieve the standards
We formatively assessed our
school’s knowledge of CT Core
Standards and instructional
strategies to achieve the standards
We regularly assess our school’s
knowledge of CT Core Standards
and instructional strategies to
determine who needs support and
what type of support
We are creating a plan to address
our school’s gap in knowledge of
the standards and instructional
strategies
We have finalized our plan to
address our school’s gap in
knowledge of the standards and
instructional strategies
As our school’s knowledge of the
standards and instructional
practices develops, we revise our
plan to keep pace with our
colleagues’ learning needs
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School Improvement Planning Guide 2015-2016
School: EC Goodwin Technical HS
Team Leader: Loren Rozanski
Team Members: Dori Kowar, Justin Combs, Betsi Feldman, Rodney Irizarry, Stan Kulak, vacant math
Briefly describe your coaching plan for 2015-2016 below. Fill in the plan organizer as complete as you can by the end of September 2015. You may
come back to the organizer and update it as you progress through your plan.
Describe your plan
as three (or more)
goals that you
hope to
accomplish this
year.
Key team members
involved in
executing this goal
1.Educatie Faculty
of CC shifts
a. online resources
for faculty to learn
about CC shifts
and resources to
help integrate
shifts into
classroom (link on
EC Goodwin
site/google
classroom)
b. monthly e-mail
blast with
resources/tools
available
c. OPEN HOUSE
sessions 2x
monthly to
educate on CC
shifts
d. One-on-one
meetings available
by appt with Core
a. Combs
b. Rozanski
c. All
members
d. All
members
Does this goal
require a PD day
to execute? Has
principal granted a
day to you?
N/A
What date do you
plan to complete
this goal by? Or is it
ongoing – like a
newsletter?
End of Year
Reflection:
How effective
have you been at
achieving this
goal?
End of Year
Reflection: Did
you need to make
any changes
midyear? If so,
what were they?
End of Year
Reflection:
Will this goal need
to continue into
next year?
a. End of
October
b. Once
monthly
(Start Dec)
c. 2x monthly
sessions
d. Ongoing
yearly/by
appointment
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School Improvement Planning Guide 2015-2016
Smart Team
Members
2.Educate
Students onCC
shifts
a. Integrate CC
Facto of the week
into Gladiaotr
Productions
Morning
Announcements
b. spread
awareness of CC
shifts-bulletin
board in
Math/English wings
c. make classroom
posters of
literacy/numeracy
shifts for all
classrooms
a. Vacant
math
b. Dori/Justin
c. Rozanski
N/A
a. TBD-based
on filling of
position
b. Bulletin
boards
complete by
Parent
Conference
Night
c. By Oct. 6th
(in house
PD)
3. Educate Parents
on CC shifts
a. article in Parent
Newsletter/mailing
explaining CC
shifts
b. create YouTube
video to be
published on
school’s youtube
channel
c. make
resources/content
available at Parent
Conference Nightl
a. Kowar
b. Speak with
Gladiator
Producatons
student
leader
c. Irizarry
N/A
a. CC shift on
website,
sent out by
mailworking on
email
b. TBD
c. Parent
Conference
Night
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School Improvement Planning Guide 2015-2016
Goal #2: Your School’s Math Student Learning Objective:
School SLO: By June 1, 2016, 53% of grade nine students will complete at least 62% of their ALEKS pie in Algebra I or Algebra I Honors.
Briefly describe the school’s Math program focus to produce gains in this goal area.
Use of the ALEKS comprehensive assessment data will enable the leadership team and teachers to target student intervention initiatives and
professional development on an ongoing basis.
A Numeracy team will be tasked with analyzing the assessment data and developing and Implementing Grade 9 & 10 Math Intervention Plans
Grade 9 Math Intervention Plan
Please use this template with the four essential questions (Dufour, Eaker) to develop your Math plan.
If We Believe All Kids Can Learn:

What is it we expect our students to learn? (Goals, Expectations)
- By requiring mastery in algebra I we expect students to develop reasoning, precise communication and problem-solving skills. As students
attain mastery in algebra 1, the application of skills learned will be more easily incorporated and supported in all of the content areas.

How will we know when they are learning? (Assessment)
- A comprehensive assessment, which tests students on all content in algebra I, can be given at any time to determine their current level of
learning.
- After a comprehensive assessment, the teacher can determine two things (1) what the student is ready to learn and (2) what they have
learned (mastered).

How will we respond when they don’t learn? (Intervention Strategies)
-“Action Days” are planned in support of identifying and addressing students in need of intervention.
-Administration is supporting after school help and programs, such as Make the Grade, to provide an opportunity for students to receive
additional assistance.
-Periodic data team meetings, Student Assistance Team meetings, and cross-curricular team meetings are also used to assist in monitoring
and adjusting strategies and interventions.

How will we respond if they already know it? (Enrichment)
-By supporting the blended learning environment, students are able to work at their own pace, differentiated instruction is more easily
provided, and teachers are able to work with students in small groups.
-The ALEKS program itself allows for student acceleration through the course.
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School Improvement Planning Guide 2015-2016
Goal #3: Your School’s Career Technology SLO:
80% of 12th graders taking the Workforce Ready assessment will increase their score by 9% from the fall 2015 pretest to the spring 2016 post-test.
Briefly describe your school’s approach to produce gains in this goal area.
The WFR pre-test results are analyzed to identify areas of weakness. Teacher generated assessments are used throughout the year to track progress.
Student progress is monitored through regular class assessments related to the skills and competencies of each respective career technology area. Career
technology DSAs incorporate the skills and competencies and are given twice a year. Assessments include rubrics and checklists for monitoring student
progress.
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School Improvement Planning Guide 2015-2016
Workforce Ready Employability Blueprint Standards and Competencies
2015-16
Standard
Demonstrate effective
communication skills (such
as public speaking,
listening, reading, and
writing) to function
successfully in a variety of
settings including school,
home and work.
Develop an understanding
of effective customer
relations and demonstrate
proper customer service
behavior.
Demonstrate career
research and career
development skills
Competency
Identify communication strengths and weaknesses
Explain the importance of writing effectively
Demonstrate effective communication with others
Practice active listening
Describe how to read with understanding
Review a professional journal
Complete a job application
Research resume writing
Demonstrate interviewing skills
Develop a working relationship with a mentor
Develop and make a presentation promoting career
choice
Write an article for a professional journal in a career area
Define the customer (internal and external)
Identify customer expectations
Develop customer service skills
Understand the cost of customer service
Research career interests
Participate in a job shadow
Define future occupations
Identify personal interests
Evaluate career goals and establish long-term goals
Recognize how quickly jobs change and opportunities
arise
Explore opportunities for advanced training
Effectively use available resources to identify fast growing
career areas
Formulate a Career Action Plan
Construct a job search network
Complete a job application
9TH 10TH 11TH 12TH
Course
X
X
Career
X
X
Career
X
X
X
X
X
X
Career
Career
Career
X
X
X
X
X
X
X
X
X
X
X
Career
Career
WBL - Career
Career
Career
X
Career
Career
X
Career
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School Improvement Planning Guide 2015-2016
Demonstrate essential
workplace or life skills
Develop personal financial
skills
Develop social etiquette
and interpersonal skills
Understand technology
systems and use
information technology
tools
Research resume writing
Demonstrate interviewing skills
Recognize and identify stress factors
Recognize the importance of goals
Evaluate professional development traits
Complete a self-assessment and identify individual
learning styles
Discover self-motivation techniques and establish shortterm goals
Determine individual time-management skills
Measure/modify short-term goals
Recognize the benefits of good time management
decisions
X
X
Career
Effectively use time-management tools, such as day
planners, electronic schedulers and online calendars
Develop a budget and differentiate between needs and
wants
Prioritize purchases with a budget
Create a spending and savings plan
Develop a business plan
Identify cooperative behaviors
Engage in team building and negotiating
Explain the importance of first impressions
Describe and perform proper introductions
Set basic table settings
Identify the various types of computer-based data
Use basic e-mail functions
Use web-search applications
Demonstrate software applications - word-processing,
presentation, database, spreadsheet, design software
and Web page software
Design, conduct and evaluate a survey
Assemble an electronic employment portfolio
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School Improvement Planning Guide 2015-2016
Construct a job search network
Apply conflict management
skills, and an
understanding of cultural,
social, and ethnic diversity
to achieve group goals and
consensus
Understand legal and
ethical responsibilities and
exhibit personal
accountability, integrity,
and responsibility
Explore what's ethical in the workplace for school
X
X
X
X
Devise methods of conflict resolution
X
X
All Areas
Demonstrate evaluation skills
Identify personal qualities that are desirable for the
workplace
X
X
All Areas
X
X
X
X
X
X
X
X
X
X
Identify personal conflicts that arise in the workplace
Develop awareness of cultural diversity and equity issues
X
Describe workplace components
Select characteristics of a positive image
Examine ethics and values in the workplace
Demonstrate evaluation skills
Identify problems,
understands context, and
develops creative solutions
X
X
Career
All Areas
Career
Career
All Areas
Career
All Areas
Produce a list of potential volunteer activities
Recognize benefits of doing a community service project
Serve as a volunteer in the community
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School Improvement Planning Guide 2015-2016
Goal #4: School Graduation Rate SLO
Example: Students’ progress toward graduation in the school using strong predictive indicators, including but not limited to 9 th and/or 10th grade credit
accumulation and/or percentage of the students that pass 9 th and/or 10th grade in English and Mathematics.
97% of the Class of 2016 will graduate and we will retain 96% of the Class of 2017 as measured on
October 1, 2015 and June 30, 2016.
Briefly describe your school’s comprehensive approach to produce gains in this goal area.
Monitor Student Chronic Absenteeism Data Grades 9-12 and provide the appropriate interventions.
Monitor School Discipline Data
All students’ grades & attendance are monitored at least quarterly to ensure that they are making adequate
progress towards graduation and if not, appropriate interventions may be put in place.
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School Improvement Planning Guide 2015-2016
Stakeholder Feedback: Parent Survey
List your school’s Target Survey Question(s):
Staff will be working in a coordinated effort with parents to increase student achievement. Specifically, suggested areas of focus for teachers’ parent goals
were derived from the 2014-15 parent survey, and include the following areas:



Conversations about learning
School communication
Family Engagement
List below your target goal based on your Parent Feedback Survey Results for the 2015-16 School Year.
The school-wide parent participation rate in the School Connectedness Survey will increase by 10% from 20152016.
Briefly describe the school’s approach to produce gains in this goal area:
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School Improvement Planning Guide 2015-2016
The results of the 2015-16 Parent Connectedness survey will be compared to the 2014-15 results. In addition, intermittent results in parent participation
are provided by the district.
The Parent Connectedness Survey is available to parents via our school website and the PowerSchool Daily Bulletin.
Staff are including links to the survey on websites and in emails to parents.
Teacher parent communication goals will focus on one of the following areas:



Conversations about learning
School communication
Family engagement
Intermittent district reports will be reviewed. Based on the progress of parent participation, additional strategies will be identified and implemented.
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School Improvement Planning Guide 2015-2016
2015-2016 Professional Development Planner
Focus Areas
Model professional capital by creating communities of
practice for teachers and administrators as part of the Teacher
Evaluation and Support Plan.
Grow our Business and Industry Partners
Establish Stronger Connections between Academic and
Career technology teachers to benefit our students.
Su
Foster a digitally rich environment through a blended
learning model.
Establish District-wide Coherence in our teaching and
administrative practices.
Summary of 2014-2015 Professional Learning Activities:
Date
Professional Development Activity or Activities
Submitted in Pro-Traxx
8/25, 8/26
Opening Day PD Activities-Team building activities; Theories of Action; Superintendent’s
Opening Day message; Mandated Reporter Training; Flipped Classroom; Google Classroom;
PLCs; Goal Setting for Trades
9/16
10/05, 10/06
Google Technology; Schoology; AR 360
SLO and IAGD Creation; Review of CTHSS Teacher
Evaluation/Teachscape
Not yet entered – STEM & STEM Projects presentation by
Universal Technical Institute
Not yet entered - PLCs
12/16
1/12
Focus Area(s)
or District
Alignment
Agenda uploaded in
Pro-Traxx
Focus Areas 1, 4
&5
Focus Area 4
Focus Area 1
yes
Focus Areas 2, 3
&4
Focus Areas 2 & 5
Not yet uploaded
yes
yes
Not yet uploaded
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School Improvement Planning Guide 2015-2016
2/25
3/15, 3/16
To be determined
5/10
To be determined
Not yet entered - PD Breakout Sessions (choose 1 of 3)
 AR 360
 Google Classroom
 Schoology
Focus Area 4
Not yet uploaded
<School> Healthy School Climate Action Plan
Administrators should analyze data presented through the surveys to determine what steps they need to take to improve the climate
for all stakeholders at their school.
Use the statements and pointers below to guide you in the development of your plan.
1. Schools should focus on building of relationships.
Are parents contacted at the start of school? How is this being implemented/ tracked?
Do students feel a connection with a/several teachers? How is this being measured?
Do students feel that what they are saying is being considered? How is this being measured?
What mechanism is in place to ensure when students report information it is not misconstrued? By when? How is this reported information
corroborated?
<Insert your plan in response to Statement 1 here>
2. Upkeep of schools is a point of pride that should be invested in by all persons in the school.
Monitor “home away from home environment” in respecting the school grounds i.e. no trash in hallways. It is everyone’s charge to clean up the small
things; not just the maintainers.
Reports of damage are reported and immediately acted upon.
Establish a chain of command to act and resolve related safety and housekeeping issues in a timely fashion.
<Insert your plan in response to Statement 2 here>
3. Establish Norms of Conduct to ensure consistency in how students are treated at school.
How are students treated in the school? Is this a safe place for me to be? If I am home from a home or neighborhood situation that is not ideal do that I
have the skills to participate in the CTHSS without additional instruction?
Is there a freshmen class that allows me:
 to learn the basics of the organization in a new setting
 to know how to prioritize
 to know how to settle my differences without resorting to inappropriate behaviors in a school setting?
 to ask questions in an unknown setting
Is there a required class meeting for parents to attend to help them understand the importance of the work required in high school?
Am I a target?
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Are there trained staff to be a support to me and other students? Is the consequence for an action commensurate with the violation using the principles
of Restorative Discipline where appropriate?
Are the principles of Restorative Discipline practiced faithfully instead of immediately moving to suspension or expulsion?
How do we decrease the OSS violations in our schools?
Are teachers on the lookout for students who appear to be in distress in the academic and trade areas? How are they instructed to respond?
<Insert your plan in response to Statement 3 here>
CTHSS Technology Action Plan for 1:1 Device Implementation
Goal: To implement a 1:1 device model in ninth-grade
Improvement strategy:
See Minimum Professional Development Expectations for Staff document.
Tasks/Action Steps
What will be done?
1.
2.
3.
4.
5.
Who will do it?
1.
2.
3.
4.
5.
Resources Needed
1.
2.
3.
4.
5.
Timeline
By When? (Day/Month)
1.
2.
3.
4.
5.
Implications for Professional Development
Implications for Family Involvement
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Evidence of Success (how will you know you are making progress?) (what are your benchmarks?)
Evaluation Process (how will you determine that your goal has been reached? What are your metrics?
Results/Accomplishments
Next Steps
Date
Results/Accomplishments
Next Steps
Date
Results/Accomplishments
Next Steps
Date
Results/Accomplishments
Next Steps
Date
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Minimum Professional Development Expectations for Staff
Professional Development Implementation Continuum for 1:1 Device Chromebooks
August







Log into Classroom and Google Drive
Join/Create Class and Enroll Students
Post student’s homework regularly so students can organize their homework
Be familiar with and able to use Google drive features (by first cycle)
Be able to post work and accept student submissions via Classroom
Post class materials
Create collaborative assignments
August – early September






First two days of school across the district (recommended)
Google Classroom 101- Basic setup
Intro to Google Drive
Integrating Classroom within my classroom
Create a section in Google classroom
Create assignments in Google Classroom sections
Other Options Tiered Trainings



Basic Remedial Classroom
Creating Collaborative Assignments
Establishing Conditions to Foster Blended Learning
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




Posting multimedia and classroom support materials
Web-based tool, extensions
Flubaroo
Kahoot
Student production and other content creation
Minimum Professional Development Expectations for Staff
Other Supports



Promote collaboration between staff
Identification of teacher leaders
Evaluation or other reflective process to ensure teacher progress.
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