OVER-ARCHING GOAL
STEP 1
IDENTIFY GOAL & SET TARGETS
Step 1a- Identify a strategic goal: If staff consistently utilizes effective instructional strategies, embeds high-yield essential elements in practice, and analyzes data to drive ambitious instruction,
then student achievement will increase.
Step 1b- From the list of data indicators provided,
establish targets (e.g., “SMART goals”) to be accomplished by
successfully reaching the strategic goal.
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ELA Achievement District Assessment
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ELA Gains
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ELA Lowest 25% Gains
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Math Achievement District Assessment
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Math Gains
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Math Lowest 25% Gains
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Science Achievement District Assessment
Suggested 3% increase in test scores;
Minimum of 1% is required in all areas
STEP 1
Areas to SET TARGETS
Elementary
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FSA ENGLISH LANGUAGE ARTS – ACHIEVEMENT
ELA READING GAINS
TH
ELA LOWEST 25 PERCENTILE GAINS
FSA MATHEMATICS – ACHIEVEMENT
MATH GAINS
TH
MATH LOWEST 25 GAINS
SCIENCE ACHIEVEMENT – SATISFACTORY OR ABOVE
FAA ACHIEVEMENT – RDG AND MATH (if applicable)
Middle School
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FSA ENGLISH LANGUAGE ARTS – ACHIEVEMENT
ELA READING GAINS
ELA LOWEST 25TH PERCENTILE GAINS
FSA MATHEMATICS – ACHIEVEMENT
MATH GAINS
MATH LOWEST 25TH GAINS
SCIENCE ACHIEVEMENT – SATISFACTORY OR ABOVE
CIVICS EOC PASS
ALG I FSA EOC PASS RATE
FAA ACHIEVEMENT – RDG AND MATH (if applicable)
1
High School
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FSA ENGLISH LANGUAGE ARTS – ACHIEVEMENT
ELA READING GAINS
ELA LOWEST 25TH PERCENTILE GAINS
MATH GAINS
MATH LOWEST 25TH GAINS
ALGEBRA I EOC PASS RATE
GEOMETRY EOC PASS RATE
ALGEBRA II EOC PASS RATE
BIOLOGY I EOC PASS RATE
US HISTORY EOC PASS RATE
FAA ACHIEVEMENT – RDG AND MATH(if applicable)
STEP 2 & 3
Steps 2 & 3- Barrier 1: Application of effective, high-yield
instructional strategies have not consistently been
demonstrated.
(SP 4.1, 5.1) (Student scoring > Level 3, gain scores)
RESOURCES & BARRIERS
Steps 2 & 3- Barrier 2: Instruction is predominately focused
on low levels of rigor and are not scaffolded to engage
students in work that is cognitively complex.
Steps 2 & 3- Barrier 3: Students have not consistently
received targeted, data driven, and differentiated instruction
that meet their needs cognitively, behaviorally, and
emotionally
(SP 5.1, lowest 25%, 5.5)
STEP 4
B1: Strategy 1- Provide professional learning opportunities on
Marzano essential strategies and engaging instruction
STRATEGIES
B2: Strategy 1- Provide professional learning on how to
increase the instructional rigor and scaffolded lessons
B3: Strategy 1- Provide tiered support to students identified
as at risk through Student Success Plans
2
STEP 5
Action 1 – Utilize instructional coaches and lead teachers from
Marzano Cohorts 1 and 2 to provide training and serve as a
resource to teachers
Action 2 – Develop year calendar to ensure opportunities for
professional learning are provided
Action 3 – Provide job-embedded PL by having Marzano
COHORT 1 and COHORT 2 teachers and leadership collaborate
with teams in the planning process and providing
opportunities for instructional rounds
Action 4 - Review lesson plans to determine essential
elements featured during PL are embedded within practice
ACTION PLAN
Action 1 - Review iObservation data to determine frequency
of high yield strategies.
(SP 4.1)
Action 2 - Determine professional learning opportunities to
target planning and delivery of rigorous, complex instruction
through the Marzano instructional model
Action 3 – Utilize instructional coaches and lead teachers
from Marzano Cohorts 1 and 2 to provide training on use and
relevance of goals and scales to drive instruction
Action 4 – Utilize instructional coaches and lead teachers
from Marzano Cohorts 1 and 2 to provide training and serve
as a resource to teachers
Action 5 - Provide specific, targeted observations on featured
elements
Action 5 – Facilitate PLC to encourage discussions on how to
enhance instruction and increase rigor
B1: Strategy 2 – Increase number of acceleration points
B2: Strategy 2 – Monitor initiatives for fidelity of
.implementation
Action 1: Review lesson plans to determine level of rigor of
lessons
Action 1 - Monitor participation rate of students in
accelerated course to ensure increase of MS and HS
acceleration points
(SP 5.1, 5.3, 5.4)
Action 2 – Develop system for identifying and communicating
course options for accelerated courses to identified students
(SP 5.1, 5.3, 5.4)
B1: Strategy 3 – Develop strategies to address staff retention
and enhance a culture of collaboration and belonging
Action 1 - Provide monthly professional learning
opportunities developed specifically to meet the needs of
Category 1 teachers
Action 2 – Create welcoming activity for new staff and peer
mentors
Action 3 – Establish quarterly debriefing sessions with
Category 1 teachers, leadership, and mentors
Action 2: Set up targeted observations to determine depth of
implementation of targeted elements and instructional needs
Action 3: Conduct non-evaluative instructional rounds or
Rigor Walks to inform teachers of best practices and drive
discussions
Action 1 – Identify students exhibiting two or more indicators
through the use of the Early Warning Systems
Action 2 - Develop and implement a systematic approach to
advocacy and mentoring for students in need
Action 3 - Review student intervention and assessment data
in Leadership and team-based PLCs for efficacy
Action 4 – Utilize identified teachers demonstrating gain with
targeted subgroups (L25, gifted, etc.) as Teacher Leaders
during PLC discussions and professional learning opportunities
(SP 5.1, 5.3, 5.4)
Action 5 – Adjust interventions based on academic and nonacademic data collected
Action 6 – Develop system and resources needed for
recognitions and encouragement for positive gains
B3: Strategy 2 – Monitor progress through quarterly
benchmark assessments and digitals programs utilized
Action 1 – Collect and analyze assessment data
Action 2 – Determine instructional adjustments and
alignments needed to address deficits
(SP 5.1)
Action 3 – Identify means through which digital resources
should be used to differentiate instruction and engage
students
Action 4 – Identify plan for utilizing skills of DLCs to provide
job embedded professional learning and support
3
STEP 6
PLAN TO MONITOR FIDELITY OF IMPLEMENTATION
Determine how the action plan (Step 5) for the selected strategy will be monitored for fidelity of implementation; add distinct monitoring activities as needed
What: During School-Based Leadership Meeting, the team will What: Monitor frequency and level of high yield elements for
What: Conduct academic and non-academic data dialogues
monitor the School Improvement Plan timeline and create
increase
with teams reflective of District protocol
additional action steps, as needed.
Person Responsible (who)
Person Responsible (who)
Person Responsible (who)
Schedule for Completion – (when)
Schedule for Completion – (when)
Schedule for Completion – (when)
Evidence of Completion – (what)
Evidence of Completion – (what)
Evidence of Completion – (what)
What: Monitor iObservation data in Leadership to establish
What: Monitor planning and PLCs
inter-rater reliability
Person Responsible (who)
Person Responsible (who)
Schedule for Completion – (when)
Schedule for Completion – (when)
Evidence of Completion – (what)
Evidence of Completion – (what)
What: Conduct pre-post survey for Category 1 teacher
satisfaction and feedback
Person Responsible (who)
Schedule for Completion – (when)
Evidence of Completion – (what)
4
STEP 7
MONITOR FOR EFFECTIVENESS AT REDUCING OR ELIMINATING THE BARRIER
Determine how the strategy (Step 4) will be monitored for effectiveness at reducing or eliminating the barrier bucket selected in Step 3; add distinct monitoring activities as needed.
What: Monitor teacher data through iObservation for
What: Conduct surveys addressing teacher satisfaction BOY,
What: Monitor number identified with two or more indicators
increase in high yield strategies.
MOY, and EOY
Person Responsible (who) - Science and Math POCs/coaches
Person Responsible (who)
Person Responsible (who)
Schedule for Completion – (when)
Schedule for Completion – (when)
Schedule for Completion – (when)
Evidence of Completion – (what)
Evidence of Completion – (what)
Evidence of Completion – (what) surveys
*Schedule of training and collaborative planning sessions.
* Training agendas and materials
* Staff roster
* Budget expenditure report
What: Monitor progress of lowest 25% on District
assessments
Person Responsible (who)
Schedule for Completion – (when)
Evidence of Completion – (what)
What: Monitor progress on District assessments
Person Responsible (who)
Schedule for Completion – (when)
Evidence of Completion – (what)
What: Provide technical assistance on monitoring student
performance and providing interventions using MTSS system.
Person Responsible (who)
Schedule for Completion – (when)
Evidence of Completion – (what)
* Copies of Communications and technical assistance provided
to school
* TA and meeting Schedule
STEP 8
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GOAL PROGRESS
Determine how progress towards the goal and annual targets established in Step 1 will be monitored (what data will be collected and reviewed throughout the year);
add distinct monitoring activities as needed. (Strategic Plan 4.1)
What: High-quality, impactful instruction will be monitored through classroom observations by Administration and evidenced by an increase in the overall teacher ratings provided for
essential elements
Who: Principal
When: 8/31/2016
Monthly 6/3/2017
Evidence: Increase in overall teacher ratings provided for identified elements
5
Additional Middle School Goal
STEP 1
IDENTIFY GOAL & SET TARGETS
Step 1a- Identify a strategic goal: If the academic and behavioral needs of students identified at risk in the Early Warning System are addressed through Student Success Plans, then student
achievement will increase.
STEP 2 & 3
RESOURCES & BARRIERS
Steps 2 & 3 - Barrier 1: Sufficient systems are not in place to monitor and address the needs at risk student who do not have an IEP or 504 plan
STEP 4
STRATEGIES
B1 Strategy 1: Develop protocol to establish plans, responsibilities and monitoring of at risk students systematically
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Comprehensive Quarterly Review
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Monitor Data Warehouse information provided in the EWS quarterly
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Establish PLCs to discuss progress of students identified
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Engage parents and students in development of Student Success Plans
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Assign an advocate/ mentor
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Develop mentor guide for fidelity
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Celebrate success
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Assign intensive classes to level 1 and 2 students
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Monitor Student Success Plans (pmps) for efficacy
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Utilize course recovery options effectively scheduling by students for summer courses
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Maximize use of digital assets to differentiate and remediate deficiencies
Additional High School Goal
STEP 1
IDENTIFY GOAL & SET TARGETS
Step 1a- Identify a strategic goal: If graduation requirements are monitored with fidelity, plans are created to address deficits, then students will graduate on time with their cohorts.
STEP 2 & 3
RESOURSES & BARRIERS
Steps 2 & 3 - Barrier 1: Systems are not in place to monitor and address the needs at risk student who do not have an IEP or 504 plan
STEP 4
STRATEGIES
B1 Strategy 1: Develop protocol to establish plans, responsibilities, and monitoring of at risk students systematically

Comprehensive Quarterly Review

Assign an advocate/ mentor

Develop mentor guide for fidelity

Celebrate success

Assign intensive classes to level 1 and 2 students
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Monitor Student Success Plans (pmps) for efficacy
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Utilize credit recovery options effectively by scheduling students for co-enrollment
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Utilize ACT, SAT, and PERT for concordant scores
 Maximize use of digital assets to differentiate and remediate deficiencies
6
Additional Middle School Goal
STEP 1
IDENTIFY GOAL & SET TARGETS
Step 1a- Identify a strategic goal: If the academic and behavioral needs of students identified at risk in the Early Warning System are addressed through Student Success Plans, then student
achievement will increase.
STEP 2 & 3
RESOURSES & BARRIERS
Steps 2 & 3 - Barrier 1: Sufficient systems are not in place to monitor and address the needs at risk student who do not have an IEP or 504 plan
STEP 4
STRATEGIES
B1 Strategy 1: Develop protocol to establish plans, responsibilities and monitoring of at risk students systematically

Comprehensive Quarterly Review

Monitor Data Warehouse information provided in the EWS quarterly

Establish PLCs to discuss progress of students identified

Engage parents and students in development of Student Success Plans

Assign an advocate/ mentor

Develop mentor guide for fidelity

Celebrate success

Assign intensive classes to level 1 and 2 students

Monitor Student Success Plans (pmps) for efficacy

Utilize course recovery options effectively scheduling by students for summer courses

Maximize use of digital assets to differentiate and remediate deficiencies
Additional High School Goal
STEP 1
IDENTIFY GOAL & SET TARGETS
Step 1a- Identify a strategic goal: If graduation requirements are monitored with fidelity, plans are created to address deficits, then students will graduate on time with their cohorts.
STEP 2 & 3
RESOURSES & BARRIERS
Steps 2 & 3 - Barrier 1: Systems are not in place to monitor and address the needs at risk student who do not have an IEP or 504 plan
STEP 4
STRATEGIES
B1 Strategy 1: Develop protocol to establish plans, responsibilities, and monitoring of at risk students systematically

Comprehensive Quarterly Review

Assign an advocate/ mentor

Develop mentor guide for fidelity

Celebrate success

Assign intensive classes to level 1 and 2 students

Monitor Student Success Plans (pmps) for efficacy

Utilize credit recovery options effectively by scheduling students for co-enrollment

Utilize ACT, SAT, and PERT for concordant scores

Maximize use of digital assets to differentiate and remediate deficiencies
7
8-Step Model adopted by
the Bureau of School
Improvement Regional
Teams
8