EPMS School Improvement Action Plan

SMART Goal 1:  We will increase the percentage of student scoring in the proficient and distinguished levels of the ELA EOG assessment. 6^th grade will increase their level 3s and 4s from 53.1% to 58.1% (10 students). 7^th Grade will increase their level 3s and 4s from 45.7% to 51.7% (12 students). 8^th grade will increase their level 3s and 4s from 51.3% to 56.3% (12 students).

Growth and success for all students

Teachers will continue to explicitly teach reading and writing skills aligned to content standards, with the aide of My Perspectives, Common Assessments, and Achieve 3000/Sonday/Reading Connections

Aug-Sept-

• Identify students who underperformed on the ELA EOG, focusing on gifted/high level students who did not exceed proficient and Hispanic students who did not achieve proficient.
• Assign students appropriate and balanced needs-based intervention instruction. The intervention groups will be fluid and adjusted according to fndings from data meetings.

Oct-May-

• Monitor formative reading and writing data (Map Growth/WriteScore) and adjust NBI accordingly.

• Utilize and analyze data in monthly data team meetings to discuss overall and specific student needs.

EAC, Literacy Coach, admin team, teachers, department chairs

Documentation of literacy strategies (observation data)

Data Day analysis (Write Score, Map Growth, MTSS, etc.) to inform instruction, NBI groups, and recurring PL.

Documentation of ongoing coaching and of ESOL support through targeted vocabulary instruction strategies including graphic organizers, prereading strategies, vocabulary in context.

Student work samples, increases in formative data, qualitative data from classroom visits, and overall growth in Proficient and Distinguished scores in targeted populations, evidence of target population growth from Data Days

Innovative Practices and Resource Implementation

Teachers will continue to create and administer Common Assessments and utilize those results to make instructional decisions

October-May-

• Implement and participate in Data Teams structure that lead educators through a data analysis discussion weekly about student strengths and weaknesses and how to remediate or enrich student needs.
• Utilize common assessments results to make instructional decisions

Teachers, Literacy Coach, EAC, admin

Weekly collaboration meetings utilizing the instructional planning guide, scheduled Data Days, common assessments and the subsequent analysis, Feedback and coaching from admin and DC

Evidence of instructional planning through instructional planning guides, PL Surveys, Classroom observations, academic gains in EOG in targeted populations.

EPMS School Improvement Action Plan

SMART Goal 2 We will increase the percentage of student scoring in the proficient and distinguished levels of the Math EOG assessment at each grade level. 6^th grade will increase their level 3s and 4s from 43% to 50% (14 students). 7^th Grade will increase their level 3s and 4s from 52.1% to 57% (10 students). 8^th grade will increase their level 3s and 4s from 45.3% to 50% (12 students).

Growth and success for all students

Teachers will continue to explicitly teach math skills aligned to content standards, with the aide of ILC, Common Assessments, and Liftoff.

Aug-Sept-

• Identify students who underperformed on the Math EOG, focusing on gifted/high level students who did not exceed proficient and Hispanic students who did not achieve proficient.
• Assign students appropriate and balanced needs-based intervention instruction.

Oct-May-

• monitor formative math assessment, Beacon, Liftoff, and adjust NBI accordingly.
• Utilize and analyze data in monthly data team meetings to discuss overall and specific student needs.

EAC, Literacy Coach, admin team, teachers, department chairs

Weekly collaboration meetings utilizing the instructional planning guide, scheduled Data Days, common assessments and the subsequent analysis, Feedback and coaching from admin and DC.

Documentation of ongoing coaching and of ESOL support.

Student work samples, increases in formative data, qualitative data from classroom visits, and overall growth in Proficient and Distinguished scores in targeted populations, evidence of target population growth from Data Days

Innovative Practices and Resource Implementation

Teachers will continue to create and administer Common Assessments and utilize those results to make instructional decisions

October-May-

• Implement and participate in Data Teams structure.
• Utilize common assessments results to make instructional decisions

Teachers, Literacy Coach, EAC, admin

Scheduled Data Days, common assessments and the subsequent analysis, Feedback and coaching from admin and DC

PL Surveys, Classroom observations, academic gains in EOG in targeted populations

Literacy coaching cycles to support literacy initiatives in ELA.

All teachers

T. Raley

Weekly

• Pre-Meeting with teachers
• Informal Observations

• Teacher efficacy in incorporating literacy strategies.
• Feedback and next steps

Send 9 content teachers through Keys to Literacy (KTL) protocol to bolster literacy initiatives across contents.

9 social studies and/or science teachers

T. Raley

5 meetings from Aug-May

• Completion of canvas course work.
• Participation in group PL.
• Reflecting KTL practices in instruction as evidenced in observations and collaboration minutes.

• Increased scores in ELA diagnostic and summative assessments.
• Increased common assessment data in content specific areas.

Data Day PL- Provide teachers with the time/space to review assessment data using data analysis protocols.

All teachers

J. Runyon, T. Raley, admin

Regularly scheduled monthly data days

• common assessment analysis

• Feedback and next steps
• Growth in EOGs

Intervention PL (specific to targeted populations- highly capable yet underperforming and low achieving ESOL/Hispanic)

Intervention teachers

All Admin

Aug-Mar

3 sessions

• Reviewing and entering student data

• Growth in student data

Ongoing support new teachers

0-3 year ex Teachers

EAC

October-April

• Pre-Meeting with teachers
• Informal Observations

• Teacher efficacy in incorporating strategies.
• Feedback and next steps.