The document outlines a district's vision, mission, goals and strategies for improving student achievement and outcomes. The key points are: - The district's vision is to establish a world-class, student-focused learning system where all students meet or exceed high standards. - The district's goal and theory of action focus on engaging all staff in high-quality teaching and learning through strengthening the "instructional core" of teacher skills, rigorous content, and student engagement. - The district will implement strategies such as professional learning communities, instructional coaching, integrating technology, and differentiated instruction to improve the instructional core. - School goals and plans will align with the district's vision and be supported by district

1. <br />District Vision Statement: One Focused Goal:<br />To establish a world-class, student-focused community-based learning system. All students will meet or exceed high curricular standards.<br />2011-2012 One Plan <br />Building Mission Statement:<br />School Improvement Planning Team Members:<br />NameSignaturePosition<br />District Focus 2008-2009 through 2011-2012<br />One Focused District Goal: All students will meet or exceed high curricular standards.<br />District Theory of Action: If all staff are engaged in or supporting high quality teaching and learning, we will dramatically increase student attainment. The framework used to define high quality teaching and learning is the “Instructional Core” – teacher knowledge and skill, rigorous content, and student engagement.<br />District Objective #1: Ensure high quality teaching and learning.<br />Measurable Outcomes: Create annual and five (5) year performance targets for all students and student subgroups in: a) academic achievement in rigorous core content; b) 21st Century skills (i.e., thinking and learning skills; information, communication & technology literacy skills; and life skills); c) attendance and graduate rates; and d) college readiness.<br />Strategy 1 - Instructional Core: Align all district staff, services, and resources to enhance the Instructional Core (Elmore, 2008). <br />Teacher Knowledge and Skill: <br />Examine Student Performance and Professional Practice: Create district-wide structure and professional development for Professional Learning Communities and Instructional Rounds to enable teachers a process and the time to examine student performance and professional practice. <br />Monitor Student Learning: Use a comprehensive district assessment system (pre-K to 12th grade) that includes universal screening measures, diagnostic assessments, and progress monitoring. Electronically provide timely, accurate, and meaningful data to teachers regarding student progress.<br />Instructional Coaching: Use instructional coaching to support teacher knowledge and skill in evidence-based instructional strategies, and effective use of core curriculum, targeted and intensive interventions, and enrichment strategies. <br />Integrated Technology: Technology will be integrated into instruction across all content areas and as a communication tool for students and families<br />Rigorous Content:<br />Integrate 21st Century Skills into Instruction Across District: Provide professional development, resources, and time to develop 21st Century skills across all content areas.<br />Pyramids of Learning: Implement a 3-tiered delivery system of instruction (Pyramids of Learning) to deliver high quality core instruction, intervention, and enrichment in literacy across all content areas, math, and school culture. Prioritize district support and resources on enhancing Tier 1 high quality core instruction. <br />Standards-Based Instruction: Support and monitor effectiveness of standards-based instruction (i.e., pacing guides, planning, teaching, assessing, and re-teaching, real-world connections)<br />Student Engagement:<br />Differentiated Instruction: Teachers will design, deliver, and assess units and lessons that engage students in their own learning and include differentiated tasks to meet the diverse learning needs of students.<br />Project Based Learning: Integrate rigorous curriculum into authentic learning activities within and outside of the school that engages student interest and motivation, built upon answering a question or solving a problem that reflects the everyday world. <br />Students Monitor Their Own Learning: Students are accountable for their own learning and monitoring their progress.<br />Integrated Fine Arts: Enhance the core curriculum with rigorous fine arts integration, using the arts as a catalyst for creative inquiry-based learning across the curriculum. <br />Strong Relationships: Staff will build strong relationships with students to let them know they are valued and supported in their academic and social-emotional learning. <br />Strategy 2 - Pyramid of Support: Create and implement a 3-tiered delivery system of district support (Pyramid of Support) for all schools with priority on high quality universal support for school improvement plans. The level of intensity of district-level support will increase as buildings move through School Improvement status.<br />Site Improvement Plan (SIP): Facilitate and support the implementation of the continuous improvement cycle (identifying needs through data analysis, creating goals, implementing the plan, and evaluating progress.) <br />School Improvement Leadership Teams (SILTs): Provide SILT teams to provide focused support to school staff as they work through the school improvement process. <br />School-Focused District Services: Align district services to focus on supporting the needs and goals identified in school improvement plans to enhance the instructional core.<br />HOW WE PERFORMED 2010-2011<br />State Test Indicators: <br />3rd Grade4th GradeState IndicatorsState Performance GoalProficiency RateIndicator Met/Not Met (Yes or No)State IndicatorsState Performance GoalProficiency RateIndicator Met/Not Met (Yes or No)Reading75%Reading75%Math75%Math75%5th GradeStateState IndicatorsState Performance GoalProficiency RateIndicator Met/Not Met (Yes or No)Building Designation:Goal for Building Designation in 2011-2012Reading75%# of Indicators Met:Goal for # of Indicators 2011-2012Math75%Performance Index Score: Use Performance Index Summary ReportGoal for PI Score in 2011-2012Science75%<br />Value Added- indicate More than a Year, A Year, Less than a Year<br />2008-20092009-20102010-2011ReadingMathAllReadingMathAllReadingMathAll4th grade5th gradeAll<br />Math Participation %:Reading Participation%:<br />Federal School Improvement Status (SIS): Goal for School Improvement Status 2011-2012If in School Improvement or At-Risk, what is the identified area(s):Identify the sub-groups not meeting AYP:If all sub-groups met AYP, identify the weakest group:<br />Achievement Gap: Based on the AimsWeb Tier Transition Reports, identify if and where there is a 5% or more difference in Achievement between the groups that are appropriate for your building. <br />ReadingBetween which subgroups? Racial or gender, whichever is appropriate for your building. Please indicate who is under-achieving.Which subgroups?By how much?FALL Action step to address gap SPECIFICALLY FOR GAP STUDENTS ONLYWhich subgroups?By how much?MID-YEAR Action step to address gap SPECIFICALLY FOR GAP STUDENTS ONLYWhich subgroups?By how much?SPRINGAction step to address gap SPECIFICALLY FOR GAP STUDENTS ONLYK12345<br />MathBetween which subgroups? Racial or gender, whichever is appropriate for your building. Please indicate who is under-achieving.Which subgroups?By how much?FALL Action step to address gap SPECIFICALLY FOR GAP STUDENTS ONLYWhich subgroups?By how much?MID-YEAR Action step to address gap SPECIFICALLY FOR GAP STUDENTS ONLYWhich subgroups?By how much?SPRINGAction step to address gap SPECIFICALLY FOR GAP STUDENTS ONLYK12345<br />Problem of Practice<br />The Building’s Problem of Practice, based on data, identifies what is missing from instruction,<br />or hindering instruction that impacts student learning.<br />Data related to the identification of the Problem of PracticeStatement of the Problem of Practice<br />Adult Implementation Indicator: DO We Need This?<br />Date:FALL Baseline MeasureDate:MID-YEAR Evidence of SuccessDate:SPRING Evidence of Success<br />What will help the staff address the building Problem of Practice?<br />Professional Development Action StepsResources(speakers/books for book study/subs/etc.)Date(s)Evaluation of Activity<br />Reading SMART GOAL Student Performance Content Area: ReadingGoal:Strategies, Indicators and Progress MeasuresStrategy 1:<br />Adult Implementation Indicator(s)Date / Baseline MeasureDate / Progress MeasureDate / Progress MeasureStudent Performance Indicator(s)Date / Baseline MeasureDate / Progress MeasureDate / Progress Measure<br />Action StepsData SourceMonitoringEvidencePerson ResponsibleAugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJuneResourcesBudgetMaterials/TechK-5 SI<br />Math SMART GOAL Student Performance Content Area: MathGoal:Strategies, Indicators and Progress MeasuresStrategy 1:<br />Adult Implementation Indicator(s)Date / Baseline MeasureDate / Progress MeasureDate / Progress MeasureStudent Performance Indicator(s)Date / Baseline MeasureDate / Progress MeasureDate / Progress Measure<br />Action StepsData SourceMonitoringEvidencePerson ResponsibleAugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJuneResourcesBudgetMaterials/TechK-5 SI<br />Attendance SMART GOAL Student Performance Content Area: AttendanceGoal:Strategies, Indicators and Progress MeasuresStrategy 1:<br />Adult Implementation Indicator(s)Date / Baseline MeasureDate / Progress MeasureDate / Progress MeasureStudent Performance Indicator(s)Date / Baseline MeasureDate / Progress MeasureDate / Progress MeasureADA 2010-2011 Report Card=_____ADA as of 1/19/12=_____ADA as of 6/7/12=_____<br />Action StepsData SourceMonitoringEvidencePerson ResponsibleAugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJuneResourcesBudgetMaterials/TechK-5 SI<br />Behavior SMART GOAL Student Performance Content Area: BehaviorGoal:Strategies, Indicators and Progress MeasuresStrategy 1:<br />Adult Implementation Indicator(s)Date / Baseline MeasureDate / Progress MeasureDate / Progress MeasureStudent Performance Indicator(s)Date / Baseline MeasureDate / Progress MeasureDate / Progress Measure# Suspended Days 2010-2011=___per 100 students# Suspended Days as of 1/19/12 =___per 100 students# Suspended Days as of 6/9/12 =____per 100 students<br />Action StepsData SourceMonitoringEvidencePerson ResponsibleAugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJuneResourcesBudgetMaterials/TechK-5 SI<br />Literacy Pyramid of Learning Include AimsWeb<br />TierCriteria for QualificationInterventionProgress MonitoringFrequencyWho MonitorsIntensive InterventionsGoal of 1%-5% of student population-Less than 385 on OAT-Students not responding to Tier 2-Harcourt Trophies Intervention--Weekly Intervention Specialist-LANGUAGE!-Content Mastery Tasks-Progress & Summative Tests-WeeklyLanguage! TeacherOther Criteria-Targeted Interventions-Less than 400 on OAT-Students not responding to Tier 1-Harcourt Trophies Intervention Materials-2x monthlyClassroom Teacher/Title 1 TutorsGoal of 5%-10% of student population or lessOther Criteria--Harcourt: First Place Reading Materials-Pre & Post TestingAfter School Program Teacher-Earobics-Pre & Post tests of program modulesClassroom Teacher/Title 1 TutorUniversalInterventions.5 years below grade, on grade and aboveHarcourt Trophies Program Harcourt Trophies Intervention Materials-District Assessments-OAT-3x yearClassroom TeacherGoal of 80%-90% student population of more100 Book Challenge-Skill Cards-Independent Reading Level AssessmentClassroom TeacherOther Criteria-<br /> Mathematics Pyramid of Learning Include AimsWeb<br />TierCriteria for QualificationInterventionProgress MonitoringFrequencyWho MonitorsIntensive InterventionsGoal of 1%-5% of student population-Less than 385 on OAT-Students not responding to Tier 2-40 minutes per week additional instruction outside the classroom with focused intervention to remediate specific skill deficitsOther Criteria-Targeted Interventions-Less than 405 on OAT-Students not responding to Tier 1-40 minutes of additional instructional time per week to remediate specific skill deficitsOr-A second class per day for math intervention to remediate specific skill deficitsGoal of 5%-10% of student population or lessOther Criteria-UniversalInterventions.5 years below grade, on grade and above-Harcourt Math Advantage or Project GRAD Mathematics-Harcourt Intervention Kit-Standards Checklist-District Assessments-OAT-3 x yearClassroom TeacherGoal of 80%-90% student population of moreOther Criteria-<br /> <br />Behavior/Attendance Pyramid of Learning<br /> <br />TierCriteria for QualificationInterventionProgress Monitoring FrequencyWho MonitorsIntensive InterventionsGoal of 1%-5% of student populationMore than 2.0 years below grade levelOther Criteria-Targeted Interventions.5-2.0 years below grade levelGoal of 5%-10% of student population or lessOther Criteria-UniversalInterventions.5 years below grade, on grade and aboveGoal of 80%-90% student population of moreOther Criteria-<br />