A. Mario Loiederman Middle School 2013.2014
School Improvement Framework
STUDENT & STAKEHOLDER FOCUS
What do our students need?
As a result of using the root cause analysis process and through
analysis of student achievement data (MSA, unit assessments,
course grades), it was revealed:
These students’ needs are:
 To have more consistently engaging instruction that
offers multiple opportunities for student choice in
teaching and assessment as well as higher order
thinking.
LEADERSHIP
Vision: A. Mario Loiederman Middle School, a school for the
creative and performing arts, is a learning community
committed to having all students read, write, reason,
communicate, create and perform at the highest levels.
Mission: To build the capacity of leaders and relationships
and promote communication, collaboration, and
consistency to foster a caring environment and improve
student and adult learning for every member of the
Loiederman Community.
ORGANIZATIONAL PERFORMANCE RESULTS
How will we know when we get there?
School Progress Index 0.8057 1.00 Strand 5 Strand 3
Student Survey Question:
 My teachers create interesting and engaging
lessons.
Always & Mostly 38% 75%
 My teachers teach every lesson in the same way.
37.7%16.8%
Communication: We share updates and seek input on the
SIP goals, action steps and our progress toward meeting
our goals with students, staff members and parents
through regular and frequent announcements,
newsletters, surveys and meetings.
STRATEGIC PLANNING
What is our goal?
SIP Goal
 Increase MSA reading and math scores by
at least 3% across all subgroups.
FACULTY & STAFF FOCUS
What resources do we need?
As a result of the root cause analysis findings, teachers will
receive professional development and support in the following
areas in order to meet the above-identified student needs:



Creating higher order questions
Facilitating group/collaborative work
UDL- incorporating student choice, presenting
material in a variety of ways.
PROCESS MANAGEMENT
How will we get there?
As a result of root cause analysis, the
following structures and processes will be
implemented and monitored to address
student needs:
 Collaborative planning time
 PDC time
 Peer visits around engagement
MEASUREMENT, ANALYSIS & KNOWLEDGE
MANAGEMENT
How will we monitor along the way?
 Informal Observations and Peer Visits
 County formative and summative assessments
 Teacher and student work samples
 Strategic monitoring data points (MAP-R, eligibility,
report card grades)
 Referral data
 Teacher and student reflections and surveys
Action Plan
A. Mario Loiederman Middle School
Goal/Objective: As a result of the professional development plan, all staff will provide instruction that includes higher order thinking and UDL elements to enhance
engagement.
Action steps/objectives/
processes timeline
1.
Present SIP with actions,
goals, rationale and
review of data.
Person(s)
Responsible
Alston, Wallace
Resources
Needed
Linkages chart,
PowerPoint,
Survey data,
MSA data
Monitoring tools
or data points
(formative &
summative)
Exit Ticket
Monitoring:
Date and by
whom
8/19/13-8/23/13
Alston (SDT)
Results
(include evaluation of processes for
effectiveness and efficiency)
Level 1: To increase commitment and
understanding.
Level 2: To have teachers demonstrate
knowledge of instructional focus.
Actual: Teachers identified ways to make
C.H.O.I.C.E real in classrooms daily.
2.
Reestablish purpose for
collaborative planning,
including expectations,
guidelines and examples.
Alston, RTs,
Admin.
Planning Tools,
3.
Facilitate professional
development on higher
order questions
SDT
Texts
4.
Facilitate professional
development/introduction to UDL
strategies.
Fine, Szymczak
PDC time
Exit Ticket, Lesson
Plans
November 4-9,
2013
Level 3: Consistent implementation across
cohort. People will have consistent,
effective method of collaborative planning
to which includes instructional focus.
September 12,
16, 17, 18, 19,
23, 2013
October 3, 24,
2013
With various
departments.
Level 2: Basic knowledge of higher order
questions.
Level 4: Lesson plans include different
levels of questions.
Actual: Session one introduced research
behind H.O.T and taxomonies. Teacher
reflected on classroom practice.
August 20, 2013
Level 1: Teachers will explore and
experiment with UDL strategies.
Actual: Awareness was raised about UDL
practices and structure.
2
Action steps/objectives/
processes timeline
5.
Ensure that every
teacher is part of a
cohort planning period.
Person(s)
Responsible
Admin., Regan,
RT
Resources
Needed
Master
schedule
Monitoring tools
or data points
(formative &
summative)
Master schedule
Monitoring:
Date and by
whom
August 19, 2013
Results
(include evaluation of processes for
effectiveness and efficiency)
Level 3: Teachers will be able to get peer
to peer feedback about lessons and
strategies.
Actual: Master schedule reviewed to
accommodate cohort planning time within
schedule.
6.
Administer, analyze, and
share results of student
survey quarterly.
Department&
teachers
Survey in kidfriendly
language
Survey results
November 4-9,
2013
RTs
Level 1: cohort satisfaction data
7.
Complete 3 peer
observations per
quarter.
All teachers, SDT
Peer
observation
tool, Excel
sheet
Excel sheet
November 1,
2013
SDT
Level 2: Teachers will determine a goal for
using peer observations for professional
growth.
Exemplars
Observation
schedule,
reflection (time in
ILT)
8.
Clarify the purpose and
methods for
observations.
ILT/Department,
teachers
Actual: Teachers agreed on protocol for
visiting, sharing, reporting and reflective
conversations.
September 23,24
October 1, 2,
2013
SDT, RTs, Admin.
Level 3: Teachers will have reflective,
coaching conversations about observation
and strategies.
Actual: Teachers analyzed a sample lesson
and determined how they would use peer
observations for their professional growth
this quarter.
3
Action steps/objectives/
processes
Person(s)
Responsible
Resources
Needed
Timeline
9.
Conduct UDL walkthrough at Rosa Parks
and Loiederman
Monitoring tools
or data points
(formative &
summative)
Monitoring:
Date and by
whom
UDL IRA
UDL Look-for
UDL Look-for
sheet
September 30,
2013
10. Reflect/Refine lessons
taught with Higher Order
Thinking Questions and
UDL elements.
All teachers,
cohort, RTs
PDC time
Written
feedback/reflecti
on
November 4-8,
2013
11. Facilitate professional
structuring collaborative
groups.
SDT and RTs
PDC/staff
meeting time
Peer visits,
Informal obs.,
Obs. Of cohort
planning time
October 7, 2013
PDC sessions
October 11, 2013
and December
19, 2013
12. Offer Facilitative
Leadership for ILT and
complete Professional
Learning Communities
Institute.
Admin.
Schedule,
Media Center
Results
(include evaluation of processes for
effectiveness and efficiency)
Level 0: Teachers will gather baseline UDL
implementation data at LMS for planning.
Level 4: Teachers will see effective UDL
strategies in practice.
Actual: Teachers on the UDL team
dialogued about the UDL strategies
observed at Rosa Parks.
UDL team gathered baseline data at LMS
and determined that some UDL practices
like flexible teacher presentation was
occurring but not universally.
Level 2: Teachers share lessons and their
use of H.O.T and UDL. Gather feedback
from peers.
Level 4: Lesson plans include time and
strategy for student group work.
Actual: Teachers received a macro session
on the elements of collaborative groups
and where asked to incorporate a different
type of group structure into lesson and
share result on November 4, 2013.
Actual: Instructional leaders will hone skills
necessary to effectively guide staff to
better instructional practice.
Facilitative Leadership to be determined.
4
13. Offer SST 1 class for new
teachers or teacher who
have not taken course
Admin, SDT
Media Center
Observations,
class registration
January 23,
2013- May 8,
2013
14. Facilitate professional
development on
coaching conversations
and see the connection
between coach and work
as evaluators.
15. Provide strategies for
staff to work with the
social emotional side of
students.
Steve Whiting,
Natasha Alston
Video, clay
HW assignment,
observation write
-ups
October 24,
November 7,
2013
Outside
assistance
Media Center
HW assignment,
anecdotal,
referral data
November 7 and
18, 2013
Level 4: Teachers will refine teaching
practices to incorporate higher order
thinking in planning of lesson, and use
student needs to determine and offer
choice.
Level 4: ILT will use strategies in
conversations with department colleagues
to encourage professional growth and
learning.
Level 4: Teachers will use strategies to
build relationships and deescalate students
resulting in fewer out of class referrals.
5
6
7