Indiana Student Achievement Institute: Merle Sidener Gifted Academy - Strategy Plan Report (Mon May 20 04:36:18 EDT 2013)
SIP 2011-2012
The administrator will conduct "walk throughs" with each teacher at least once a week during which the administrator will look for the following: student orientation to work, curriculum decisions, delivery of instruction, appropriate materials on walls, teacher expectations (TESA), cultural competencies and health/safety issues. The principal will provide mentoring to teachers as needed.
Strategy Chair: Bonnie Benson (bensonb@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
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Teachers will: 1) follow the IPS pacing/consensus maps for Math, Science, and Social Studies and the Language Arts, 2) implement benchmark assessments in Math, Language Arts, Science, and Social Studies, and 3) implement end-of-semester assessments in Math, Language Arts, Science, and Social Studies.
Strategy Chair: Elaine Oglesby (oglesbye@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
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Every teacher will join the D-CCAP Community Group. Classroom teachers' lessons incorporate cultural diversity. Spanish Classes - Grade2-5 Mandarin Chinese classes - Grades 6-8..
Strategy Chair: Marcia Lockwood (lockwoom@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:High |
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All teachers will use formative and summative assessment results to guide daily instructional decisions for intentional targeted reteaching, scaffolding, and effective interventions in all content areas.
Strategy Chair: Bonnie Benson (bensonb@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
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All students will keep data folders including acuity, DIBELS, benchmark assessments, and ISTEP based on grade level. Teachers will have conferences with students to discuss the students progress and plan for improvement each nine weeks.
Strategy Chair: Bonnie Benson (bensonb@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:High |
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Data Targets Addressed:
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All teachers will engage students in using evidence as a basis for conclusions. Teachers will model, provide guided practice, and opportunities for independent practice of the 5-5-3-3 strategies as a means to demonstrate evidence based conclusions. The students will daily engage these strategies in writing, discussions, investigations, debates, and other learning experiences in all content areas.
Strategy Chair: Bonnie Benson (bensonb@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:Medium |
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All teachers will implement the paced curriculum as designed in the given time frame in Math, Science, Social Studies, and English Language Arts. Administrators will monitor implementation, and teachers who are not adhering to the pacing guide will participate in professional development activities.
Strategy Chair: Bonnie Benson (bensonb@ips.k12.in.us)
| Strategy plan components: Title & Description, Strategy Data, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
Forces Addressed:
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Data Targets Addressed:
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Who are you trying to change with this strategy? All Teachers in core content areas What behavior or attitude is the strategy trying to change? All teachers preparing students in a timely manner to ensure properly teaching all required concepts What will you count to see if the targeted change occurred? The percent of all teachers who are adhering to the district pacing guide. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester100 100 100
Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? adherinhg to the pacing guide What will you count to see if the targeted change occurred? observations during walkthrough Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester100 100 100
Teachers in all content areas will utilize planning time to develop lesson plans and prepare materials. These plans will include student-led discussions, questioning, integrating technology, using manipulatives, modeling, exhibiting content knowledge, utilizing critical vocabulary, and participating in investigations to engage students in active learning.
Strategy Chair: Bonnie Benson (bensonb@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
Forces Addressed:
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Others are concerned about our... |
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Data Targets Addressed:
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Science, social studies, math and ELA teachers will utilize reading comprehension strategies to enable students to access challenging text. All teachers will use formative and summative assessment such as SRI and predictive scores to guide daily differentiated instruction.
Strategy Chair: Melinda Millholland (millhollm@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:High |
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Data Targets Addressed:
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Teachers will implement Response to Instruction including a tier 1 core and tier 2 and 3 interventions. The school will run reports using the IPS Data Warehouse for each child after each benchmark scrimmage and ISTEP assessment. The teachers will provide each student with immediate feedback after each assessment. The teachers will then provide individualized instruction in reading and/or math for students who do not meet a standard of mastery. Response to Instruction (RtI) will improve educational outcomes for all students in Reading and/or Math. Response to Instruction will meet the needs of all students at risk for failure in Reading and/or Math. Response to Instruction will promote a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction/intervention that is matched to students’ academic, social-emotional, and behavioral needs. RtI will enable educators to use instructional interventions in response to students' specific areas of need as soon as those needs become apparent. It will create an educational system that focuses on success for all learners by identifying struggling learners early.
Strategy Chair: Joshua Henney (henneyj@ips.k12.in.us)
| Strategy plan components: Title & Description, Strategy Data, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:High |
Forces Addressed:
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We are concerned that...
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Others are concerned about our...
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Data Targets Addressed:
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Who are you trying to change with this strategy? Teachers and Staff Members What behavior or attitude is the strategy trying to change? Teachers provide intervention activity to student who do not meet standard of mastery. What will you count to see if the targeted change occurred? % of teachers who participate in RTI process. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester0
Principals and Content Area Directors will expect to see teachers in all content areas using classroom rituals and routines that will set a learning environment that has clear structure, maximizes daily instructional time, and provides student engagement for entire classroom time.
Strategy Chair: Bonnie Benson (bensonb@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Medium |
Forces Addressed:
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Data Targets Addressed:
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Using the TESA model, teachers will become sensitized to their achievement expectations of all students and interact with students on a more equitable basis with an emphasis on involving perceived low and perceived high achievers in the teaching and learning process throughout the school year.
Strategy Chair: Brenda Williams (williabx@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
Forces Addressed:
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Data Targets Addressed:
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Teachers will use Curry and Samara software to develop individual maps in English/LA, Math, Social Studies, Science, Art, and PE for the school year. (Sidener has received approval from Joan Harrell in 2009 to pursue mapping with Curry and Samara.)
Strategy Chair: Maura Mundell (mundellm@ips.k12.in.us)
| Strategy plan components: Title & Description, Strategy Data, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:High |
Forces Addressed:
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We are concerned that...
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Others are concerned about our...
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Data Targets Addressed:
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Student groups this strategy is designed to impact:
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Who are you trying to change with this strategy? K-8 grade teachers What behavior or attitude is the strategy trying to change? K-8 grade teachers will use Curry and Samara for curriculum mapping/planning of Math. What will you count to see if the targeted change occurred? % of K-8 grade teachers who use Curry and Samara for curriculum lesson mapping/planning of Math. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester88 100 100
Who are you trying to change with this strategy? Special Area Teachers What behavior or attitude is the strategy trying to change? Special Area Teachers will use Curry and Samara for curriculum lesson mapping/planning. What will you count to see if the targeted change occurred? % of Special Area teachers who use Curry and Samara for curriculum lesson mapping/planning. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester75 100 100
Who are you trying to change with this strategy? K-8 Teachers What behavior or attitude is the strategy trying to change? K-8 teachers will use Curry and Samara in lesson mapping/planning of Science What will you count to see if the targeted change occurred? % of K-8 teachers who use Curry and Samara for curriculum lesson mapping/planning of Science. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester88 100 100
Who are you trying to change with this strategy? K-8 teachers What behavior or attitude is the strategy trying to change? K-8 teachers will use Curry and Samara for lesson mapping/planning of Social Studies What will you count to see if the targeted change occurred? % of K-8 grade teachers who use Curry and Samara for curriculum lesson mapping/planning of Social Studies Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester88 100 100
Who are you trying to change with this strategy? K-8 grade Teachers What behavior or attitude is the strategy trying to change? K-8 grade Teachers will use Curry and Samara for curriculum lesson mapping/planning in Language Arts. What will you count to see if the targeted change occurred? % of K-8 grade Teachers who use Curry and Samara for curriculum lesson mapping/planning in Language Arts. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester88 100 100
Teachers of all content areas will daily implement and engage students in literacy strategies. These research-based literacy strategies include Discussion and Verbalizing Understanding, Questioning, Writing to Communicate Understanding, Making Thinking Visible, and Concept/Vocabulary Development. District Content Directors and Coaches will provide training in specific content areas through staff meetings, structured teacher planning time, or professional learning communities.
Strategy Chair: Susan Murphy (murphysm@ips.k12.in.us)
| Strategy plan components: Title & Description, Strategy Data, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:High |
Forces Addressed:
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We are concerned that...
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Others are concerned about our...
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Data Targets Addressed:
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Who are you trying to change with this strategy? All Teachers What behavior or attitude is the strategy trying to change? Teachers of all content areas will implement literacy strategies in their classrooms that are specific for their content area. What will you count to see if the targeted change occurred? % of all teachers who weekly implement literacy strategies in their classrooms that are specific for their content area. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester80 100 100
During the 2011-2012 school term teachers will investigate and implement the use differentiated instruction strategies such as choice boards to offer students a way to make decisions about what they will do in order to meet class requirements. Choice boards could be used for a single lesson, week-long lesson or even a month-long period of study.
Strategy Chair: Lori Feliciano (felicial@ips.k12.in.us)
| Strategy plan components: Title & Description, Strategy Data, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:High |
Forces Addressed:
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We are concerned that...
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Others are concerned about our...
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Data Targets Addressed:
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Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? Teachers will use differentiated instruction strategies such as choice boards. What will you count to see if the targeted change occurred? Percentage of teachers submitting reflections at staff meetings. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester0 100 100
School counselors will assist students with the initial development and annual review of the Indiana Graduation Plan. The Indiana Graduation Plan will be part of the student's permanent record, will include a core 40 program of study, and will acknowledge the importance of good citizenship, attendance, and diligent study habits. The plan will also lead to graduation and enable students upon successful completion to enroll in a post-secondary institution.
Strategy Chair: Phyllis Tobias (tobaispa@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Outside |
Energy Level:Medium |
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Data Targets Addressed:
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