STUDENT AND STAKEHOLDER FOCUS
As a result of the root cause analysis, it was
determined that students need to be proficient
with close reading in order to successfully
access content as determined by:
 multiple and varied opportunities to check
their understanding of the content; and
 timely and specific feedback in order to
improve their performance
When students receive high quality feedback,
they will recognize the importance of their
schoolwork, become more engaged with
instruction, therefore improve their learning
outcomes and have a more hopeful outlook.
FACULTY AND STAFF FOCUS
Close Reading: Staff will
 Use a common definition of close reading:
language, syntax, context, narrative
 Ask critical and thought-provoking
questions that lead to deeper understanding
 Teach students how to annotate the text
 Establish agreed upon routines for close
reading
 Plan for opportunities during instruction for
close reading
Feedback FOR and AS Learning: Staff will
 Determine how Proficiency relates to
feedback that produces a growth mind-set
in students
 Apply UDL practices to support multiple
and varied assessment opportunities
 Use Qualitative/Quantitative data to give
effective feedback to students. What is it?
How can we use it to help students
[Type text]
improve?
 Design and apply effective feedback that
match standards and provide evidence of
student learning for students goal setting
 Use feedback as source for diagnosticprescriptive practices
2013-2014 School Improvement Plan
Sequoyah Elementary School
LEADERSHIP
Vision:
At Sequoyah, we inspire learning by providing a safe, inclusive
environment with differentiated and engaging instruction for each
and every student, each and every day.
PERFORMANCE RESULTS
See Attached Sheet
Mission:
Sequoyah students will have the social emotional, creative problem
solving and academic skills to be successful in middle school.
STRATEGIC PLANNING
Spring MAP target growth goals are going to be based on this
Fall’s 2013 administration. (I am still waiting for more accurate
predicative data from Geoff Sanderson. I will re-submit once I get
that information)
By June 2014, 5th grade students’ Gallup results will meet or exceed
the MCPS mean for student hope and engagement.
By June 2014, 91.2 percent of 3rd, 4th, and 5th grade students will
meet or exceed the MSA Reading targets.
By June 2014, 90.7 percent of 3rd, 4th, and 5th grade students will
meet or exceed the MSA Math targets.
PROCESS MANAGEMENT
As a result of the root cause analysis, the following structures and
processes will be implemented and monitored to address student
and staff needs for giving and using effective feedback:
 Tuesday Morning 8-9 am Professional Learning Meetings
(Macro)
 Job-Embedded Staff Development (Micro)
 Bi-weekly Instructional Leadership Team Meetings: Possible
book study: How to Give Effective Feedback to Your
Students
 Quarterly and Weekly Collaborative Planning Meetings-PLCs
 Vertical Conversations for connecting expectations 5-K-5
 Data Discussions
 Monthly Equity Meetings
 Weekly Core Team (EST) meetings & PLC
MEASUREMENT, ANALYSIS, AND
KNOWLEDGE MANAGEMENT
 Administer county-wide assessments
including:
o mClass K-2
o MAP-P Measure of Academic
Progress-Primary (K-2 Math)
o MAP-R Measures of Academic
Progress-Reading (3-5)
o MAP-M Measures of Academic
Progress-Math (3-5)
o WIDA Access
 Administer formative measures,
including:
o Content Area Formative
Assessments (K-5)
o Music/Art/PE Assessments (K-5)
o Embedded data chats at team
meetings
o Gallup Poll
o Teacher observations and student
data notebooks
o Staff, Student and Parent Surveys
o Walkthroughs
 Close Reading Look-fors
 Feedback Look-fors
Sequoyah Elementary School
9/27/13