The Promise Academy at William Wells Brown
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The Promise Academy at William Wells Brown
LIFT. LEARN. LOVE.
Jay Jones Jr., principal
CSIP and Turn-Around Plan 2019-2020
Our Mission Our Core Values Our Theory of Action
The mission of William Wells Brown Respectful If we increase the rigor in instruction,
Elementary School is to educate all Responsible elevate leadership and staff
students to academic proficiency while Safe accountability, and improve school
developing their ability to think critically culture and mindset, then we can
and persevere. expect an increase in student
achievement in all areas.
Our Strategic Objectives
In collaboration with Cambridge Education, a comprehensive school audit was completed in Spring 2019. The audit
included the following: academic and behavior data evaluations, on-site classroom and PLC observations, and focus
group discussions (parent and community partners, certified and classified staff, students). Through the audit process, the
following group of overarching strategic objectives that will achieve the school mission were developed:
Objective 1: Rigorous Instruction
Objective 2: Leadership Accountability
Objective 3: Learning Culture and Mindset
1Turn-Around Plan at a Glance (2019 – 2021)
1. Rigorous Instruction 2. Leadership Accountability 3. Learning Culture and Mindset
FCPS Imperative:- Excellent Schools and Student FCPS Imperative:- Excellent School and Staff FCPS Imperative:- Excellent Supports and Relationships
Opportunities
1. Increase the Higher Order Thinking questions Adopt, Implement and Monitor Systems, Structures, 1. Streamline and enhance PLCs
utilized during classroom instruction. Process and Practices for School Wide Continuous CHETL 1H- designs lessons that allow students to
CHETL 3C- Teacher orchestrates effective classroom Improvement to turnaround Williams Wells Brown: participate in empowering activities in which they
discussions, questioning, and learning tasks that 1. Consistent observations of learning and actionable understand that learning is a process and mistakes are a
promote higher-order thinking skills. instructional feedback natural part of learning.
Evidence-Based Practice: Questioning- Hattie effect size CHETL 5A- Teacher demonstrates an understanding and 2. Standards-driven instruction (Culture of Common
of .48 in-depth knowledge of content and maintains an ability Core Standards Mastery using Programs and
2. Increase the assignment and completion of group to convey this content to students. Supplemental Material)
projects across grade levels. 2. Consistent monitoring and feedback on lesson plans CHETL 5C- Teacher designs and implements standards-
CHETL 3H- Teacher integrates the application of inquiry CHETL 5F- Teacher accesses a rich repertoire of based courses/lessons/units using state and national
skills into learning experiences. instructional practices, strategies, resources and standards.
Evidence-Based Practice: Inquiry Based applies them appropriately. 3. The school-wide behavior plan, focused on the
Learning/Project Based Learning- Hattie effect size of .4 3. Build teacher capacity principles of PBIS
3. Increase the differentiation of instruction across the CHETL 5B- Teacher maintains on-going knowledge and CHETL 1B- motivates students and nurtures their desire
school. awareness of current content developments. to learn in a safe, healthy and supportive environment
CHETL 3A- Teacher instructs the complex processes, which develops compassion and mutual respect.
concepts and principles contained in state and national CHETL 1E- displays effective and efficient classroom
standards using differentiated strategies that make management that includes classroom routines that
instruction accessible to all students. promote comfort, order and appropriate student
Evidence-Based Practice: Instructional behaviors.
Scaffolding/Differentiation- Hattie effect size of .82
4. Extended Learning:
Promise Academy Implementation and 21st Century
Community Learning Center
CHETL 5E- Teacher provides essential supports for
students who are struggling with the content.
CHETL 4E- Teacher effectively incorporates 21st Century
Learning Skills that prepare students to meet future
challenges.
5. Standards Deconstruction
2CHETL 5C- Teacher designs and implements standards-
based courses/lessons/units using state and national
standards.
6. TNTP (The New Teacher Project)
CHETL 3D- Teacher provides meaningful learning
opportunities for students.
CHETL 5C- Teacher designs and implements standards-
based courses/lessons/units using state and national
standards.
Needs Assessment
William Wells Brown will develop and implement effective systems for growth in the areas of Rigorous Instruction, Leadership Accountability, and School Culture
and Mindset. Using multiple data sources (KPREP, MAP, formative and summative assessments, PBIS reports, student work samples, class observations), William
Wells Brown will use a continuous improvement model to evaluate and improve in these areas.
Overall KPREP Performance: William Wells Brown ranked in the bottom 5% of schools in Kentucky and was designated a Comprehensive Support and
Improvement school by the Kentucky Department of Education. On the Spring 2019 KPREP assessment, the following percentages of students were identified as
Proficient/Distinguished in the accountable tested areas:
Reading 20.1%
Math 20.1%
Writing 35.3%
Social Studies 12.8%
Science 15.7%
Gap Group: On the Spring 2019 KPREP Assessment, the following percentages of African American students were identified as Novice in Reading and Math:
Reading 63%
Math 57.6%
CSIP Goals
1. Proficiency: By May 2021 increase the combined (reading and math) percentage of students scoring proficient/distinguished from 32.1% to 42.1%.
2. Separate Academic Indicator: By May 2021 increase the percentage of all students scoring proficient/distinguished in:
Science from 12.8% to 22.8%
Social Studies from 15.7% to 25.7%
Writing from 35.3% to 45.3%
3. Achievement Gap: By May 2021 increase the percent of African American students scoring proficient/distinguished in:
Math: 17.4% to 24.9%
Reading: 18.4% to 25.9%
4. Growth: By May 2021 increase the growth indicator score from 52.7 to 57.3.
34
CSIP Goal 1: Proficiency (Turn Around Plan: Rigorous Instruction) LIFT. LEARN. LOVE.
By May 2021 increase the combined (reading and math) percentage of students scoring proficient/distinguished from 32.1% to 42.1%.
Objective Strategy Activities Measure of Success Progress Monitoring Funding
Objective 1 KCWP 1 and 2: Process: -Consistently Implement a Process - SIF
By May Design, Deploy Provide teacher clarity by implementing regularly to Deconstruct standards and
2020 Standards and scheduled PLC and Planning meetings to deconstruct warehouse of deconstructed
increase Deliver Instruction standards, review the alignment between standards, standards (can revise when
reading learning targets, success criteria and assessment needed) kept in PLC drive, lesson
proficiency Turnaround Plan measures. plan
scores from Strategic Objective -develop and adhere to PLC and -October 2019, PD
20.1% to 1: Rigorous 30 days team planning schedules- presented by Chris
25.1%. Instruction Wednesday professional learning Finn during staff
• Schedule PLC and team planning for standard early release meeting
unpacking on a weekly basis before planning - Lesson plan and walk through
lesson consistently reflect 100% of
• Review with teachers on Teacher Clarity of standards based, student friendly -Daily learning
deconstructing standard, development of learning targets posted, effective target/success criteria
student friendly learning targets, success success criteria post to reach rigor checks by leadership
criteria and assessment measures during PLC. of standard team, walk thru by
• Ensure teachers unpack standards during PLC -utilize Pre-TNTP checklist district CSI team and
to effectively plan for and deliver rigorous -When all assignment meets the data, meeting
instruction rigor and requirements of the agenda/minutes, sign
• Construct student friendly learning targets TNTP grade appropriate in sheets, Lesson plan,
• Implement standards based instruction with assignment tool deconstructed
the guaranteed and viable Curriculum, standard bank in PLC
supplement as need when there is a lack of drive,
alignment to standard.
____________________________________________ _____________________
_________________
60 Days
(Continue work of first 30 days in addition to the
following…) Same as 30 day Measures of
• Ensure monitoring measures are in place to Success
support high fidelity in teaching to the
standards, by way of peer observations, formal
5and informal observations, classroom
data/running records, and standards mastery Teacher Clarity
checks. District observation
form, observation notes,
Teacher Clarity -Daily classroom visit
teacher lesson plans, the
to ensure posting of teacher clarity
district walk-through
components (Standard, student team, PLC and Planning
friendly learning target, Success agenda and minutes,
criteria, check for mastery) Unpacked Standards
The New Teacher Project (TNTP) - Charts, posted learning
provide professional learning and TNTP -When all reviewed ELA targets, school walk
integrate TNTP grade appropriate assignment meet the rigor and through data, meeting
assignment tool to ensure rigorous requirements of the TNTP grade minutes and agendas
TNTP - ELA grade
and grade appropriate assignment. appropriate assignment tool
appropriate task
Pre plan and post review document _____________________
assignment completion
incorporated in planning, PLC and When the district CSI team is removed
and evidence via agendas
district Walk through due to school no longer being in
and minutes, completed
District assigned service Team federal status of CSI and when
TNTP tool, student work
applicable walk indicators evidence of
Monthly District Walk through- samples analyzed and
80 % or above
monitor and support visit revised for improvement
Standards Mastery Check- Analysis of __________________
KPREP data, district common ________
assessment, standards mastery check, District Walk through
action plans to reteach standards not data, charts, minutes,
follow up reports with 30
mastered by students via tiered
day action plans,
support of Tier I reteach (depends on
data analysis results)
___________________
___________________________________________
Standards Mastery –
• Ensure ongoing professional development in Data Analysis As it
-Inclusion in ( Gradual release I do, we
the area of best practice/high yield do, you do)Lesson planning and state/Desired State,
instructional strategies and Plan strategically Implementation in the delivery of Name and Claim of
in the selection of high yield instructional instruction of High Yield Instructional students, common
strategy usage within lessons. assessment outcomes
Cambridge Education consultant, Chris and reteach plans,
High Ordered Thinking (HOT) Finn, will provide PD: Asking Better standards mastery check,
Questions/Asking Questions Better outcomes and action
questions (evidenced in lesson plans
Weekly, during PLCs lesson plans plans to ensure mastery
and delivery of instruction/weekly of standards, MTSS
slides) will be reviewed to ensure inclusion of
Higher Order Questions (minimum of (academic support)
Direct/Explicit Instruction (I do, We __________________
2-3 per lesson).
Do, You do ) ________
Lesson Plans, CSI walk
thru follow up reports
6Teachers will utilize a weekly slide (assign HYS to be
presentation to present Higher Order implemented and
Questions to students at the start of monitored),
each daily lesson for ELA and Math.
_____________________
Increased student outcomes(MAP
Growth, Exposure to diverse
experience, Mastery of standards,
standards mastery check, unit and
common assessments. 2019-2020
__________________________________________ KPREP as result of equity on time
spend interacting with instructional
Extended Learning- Promise core
Academy Model to ensure Equity by ___________________
providing enhanced educational offerings
for these children by extending the school
day and adding more days to the school
year. This new structure will allow FCPS to
build in more learning time and give
students additional enrichment
experiences students additional time Parent survey, student
interacting with instructional core to feedback, teacher
include access and opportunity to plus/delta and survey
experiential opportunities (coding, the feedback,
arts, world languages, music, equine
awareness, culinary arts, artist in
residence, instructional field trips,
mentoring, etc…(.53)) as part of the
instructional core
________________________________
90 Day Plan (In addition to Processes of 30-60
day Plan… -Lesson plans and delivery of
• Utilize knowledge of best practice/high yield instruction inclusive of high
instructional strategies to aid in curricular expectations, relevant experiences of
adjustments when students fail to meet student population
mastery. -Include various learning styles in the
-TNTP Grade Appropriate
Cultural Responsive Teaching and deliver
(high expectation)
Learning (CRTL)/Opportunity Myth -Lesson Plans
7-Student voice and choice in
assignment
Numbers of students demonstrating
mastery
Data Analysis and reteach
Plan for and implement active student engagement
strategies.
Project/Inquiry Based Learning
Step 1: Establish Committee charged
with research an Inquiry based
learning model to implement
Step 2: Train teacher on model
Step 3: Incorporate 1 cross
disciplinary project per 9 weeks in
grades K-5
Step 4: monitor for effective (varied
way to demonstrate of standard)
Step 5: PDSA
Differentiated Instruction
Promise Academy Model-
Incorporate access, opportunity and
exposure to diverse experiential
learning as part of the instructional
core via enrichment
Roberta Walker training on Literacy…
120 Day Plan
150 Day Plan
Reading observations
180 Day Plan and PLC
observations/support
by Cambridge
Education, January
2020 (Roberta Walker)
8Objective 2 KCWP 1 and 2: In addition to the 30-60-90 Day Action Plan from
By May Design, Deploy Objective 1:
2020 Standards and
increase Deliver Instruction 60 day-
math -Professional Learning Training on Math Talks (K-5)
Turnaround Plan
proficiency Strategic Objective Conducted by District Math Specialist
scores 1: Rigorous -Math Talk required Component of Lesson Plans
from Instruction
Math observations
201.1% to 90 days-Hayden Lyon Training on…
and PLC
25.1%. observations/support
by Cambridge
Education, January
2020 (Hayden Lyons)
CSIP Goal 2: Separate Academic Indicator (Turn Around Plan: Rigorous Instruction) LIFT. LEARN. LOVE.
By May 2021 increase the percentage of all students scoring proficient/distinguished in:
Science from 12.8% to 22.8%
Social Studies from 15.7% to 25.7%
Writing from 35.3% to 45.3%
Objective Strategy Activities Measure of Success Progress Monitoring Funding
Objective 1 KCWP 1 and 2: Process: -Same as goal 1 -Lesson plan review:
By May Design, Deploy Provide teacher clarity by implementing regularly inclusion of high
2020 Standards and scheduled PLC and Planning meetings to deconstruct yield instructional
increase Deliver Instruction standards, review the alignment between standards, strategies, student
learning targets, success criteria and assessment
Science friendly learning
Turnaround Plan measures.
proficiency Strategic Objective
targets, success
scores 1: Rigorous 30 days criteria
from 12.8% Instruction KCWP
to 17.8%. 2: Design and -Daily classroom
observations using
9Deliver • Schedule PLC and team planning for standard school walkthrough
Instruction unpacking on a weekly basis before planning form by leadership
lesson team
• Train teachers on Teacher Clarity of
deconstructing standard, development of -Monthly district
student friendly learning targets, success walkthroughs for
criteria and assessment measures. class observations,
• Ensure teachers unpack standards during PLC feedback, plans for
to effectively plan for and deliver rigorous staff support
instruction
• Construct student friendly learning targets
• Supplement standards based instruction Use
the guaranteed and viable Curriculum district
required curriculum when there is congruent
standards alignment and supplement as
needed
• Via the Promise Academy Model, WWB has
scheduled Science to be offered every day as
part of the instructional core to ensure access
and opportunity
•
60 Days
(Continue work of first 30 days in addition to the
following…)
• Ensure monitoring measures are in place to
support high fidelity in teaching to the
standards, by way of peer observations, formal
and informal observations, classroom
data/running records, and standards mastery
checks.
Teacher Clarity -Daily classroom visit
to ensure posting of teacher clarity
components (Standard, student
friendly learning target, Success
criteria, check for mastery)
The New Teacher Project (TNTP)-
grade appropriate assignment pre
plan and post review document
10incorporated in planning, PLC and
district Walk through
Monthly District Walk through-
monitor and support visit
Standards Mastery Check- Analysis of
KPREP data, district common
assessment, standards mastery check,
action plans to reteach standards not
mastered by students via tiered
support of Tier I reteach (depends on
data analysis results)
• Ensure ongoing professional development in
the area of best practice/high yield
instructional strategies and Plan strategically
in the selection of high yield instructional
strategy usage within lessons.
High Ordered Thinking (HOT)
questions (evidenced in lesson plans
and delivery of instruction/weekly
slides)
Direct/Explicit Instruction (I do, We
Do, You do )
Cultural Responsive Teaching and
Learning (CRTL)
Extended Learning- Promise Academy
Model to ensure Equity by providing
students additional time interacting
with instructional core to include
access and opportunity to experiential
opportunities (coding, equine studies,
culinary arts, artist in residence,
instructional field trips, mentoring,
chess, drumming, etc…) as part of the
instructional core.
1190 Day Plan (In addition to Processes of 30-60
day Plan…
• Utilize knowledge of best practice/high yield
instructional strategies to aid in curricular
adjustments when students fail to meet
mastery.
Data Analysis and reteach
Project/Inquiry Based Learning
• Plan for and implement active student
engagement strategies.
Inquiry Project Based learning -
Increase the assignment and
completion of group projects across
grade levels
Promise Academy Model-
Incorporate access, opportunity and
exposure to diverse experiential
learning as part of the instructional
core via enrichment
Ruby Payne ???
120 Day Plan
150 Day Plan
180 Day Plan
Hands-on science activities:
Students will be able to access the school Science
Lab for experiments/application on content
learned in the classroom. Students will receive
science enrichment through Coding class, Cooking
class, and Equine studies opportunities. In
addition, each grade level (K-5) has a designated
Science block in the daily instructional schedule.
Objective 2 KCWP 2: Design In addition to the 30-60-90 day activities outlined Same as Goal 1
By May and Deliver in the science objective, via the Promise Academy
2020 Instruction Model, WWB has scheduled Social Studies to be
12increase offered every day as part of the instructional core
Social Turn Around Plan in the first 30 days.
Studies Strategic
proficiency Objective 1: Supplement with Janice Duncan History Material
scores Rigorous Supplementing Curriculum with History Alive
from 15.7% Instruction
to 20.7%.
Objective 3 KCWP 1 and In addition to the 30-60-90 day activities outline in -Writing Committee meets to - Monitored through
By May 2: Design and the science objective establish plans classroom
2020 Deliver observation to
increase Instruction 30 days- Construct a Master schedule to include a -Revised Master Schedule ensure utilization of
Writing writing block Via the Promise Academy Model, powerpoint and
proficiency Turn Around Plan WWB has scheduled a writing block offered every -5th grade can successfully materials provided
from 35.3% Strategic day as part of the instructional core to ensure all complete 5 paragraph essay Fall 2019 and
to 40.3%. Objective 1: student equitable access an opportunity. for on demand writing ongoing, the writing
Rigorous -3-4th grades- constructing plan is shared with
Instruction 60 days essay development using staff and
- District Personnel (Rose S. Leo) Develop School- evidence form text to support implemented at
wide Writing plan to be implemented across the claims each grade level,
curriculum. K-2 writing sentences and monitored by
-Train teachers to implement School wide writing paragraphs using correct administration and
across the curriculum punctuations grammar, and district staff
language mechanics
-Establish A Writing Committee to meet Certification of attendance -Fall 2019, the
throughout the school year to develop a writing Writing Pieces completed using Reading-Writing-
workshop for grades K-2 (learning to write), correct format Rewards partners
-Develop a writing plan focused on language and are trained by
writing composition standards for grades 3-5 admin, partners
(writing to learn). meet with identified
- For grades 3-5, there will be a continuum of students weekly
learning for On-Demand writing.
-Fall 2019 and
ongoing, the district
Writing Cadre is
attended by
-Ensure WWB teachers (min. 2) and administrator teachers and 1
attend district Writing Cadre. administrator
13- Community partners will assist with writing for
grades 3-5 through the Reading-Writing-Rewards
program, with training provided by a school
administrator to volunteers.
Special education teachers will follow the writing
plan during resource instruction.
CSIP Goal 3: Achievement Gap (Turnaround Plan: Learning Culture and Mindset) LIFT. LEARN. LOVE.
By May 2021 increase the percent of African American students scoring proficient in:
Math: 17.4% to 24.9%
Reading: 18.4% to 25.9%
Objective Strategy Activities Measures of Success Progress Monitoring Funding
Objectives KCWP 6 and Process: PBIS- School Behavior Plan PD SEL program fidelity
1 and 2 Establish (August 2019) checks by leadership
By May Learning Culture Collectively establish vision and mission team
2020 and Environment statements that reflect core values of the school School mission/core
increase and support academic behavior achievement for values/theory of action re-
the KCWP 4: Review, all students. (KCWP 6) established in Spring 2019
percent of Analyze and (input from staff, parents,
African Apply Data community partners)
American 30 days
students Establish a • -Established the Promised Academy Model Opening and operating the
scoring learning culture to ensure student Equitable Access an Promise Academy Model
proficient and environment Opportunity to interact with core
in: that reflects data instruction by extended both the school -State PBIS rating (Gold, Silver,
1. Math informed decision year and school day. Bronze)
from 17.4% making to • Implement Positive Behavior Instructional -Decrease in missed
to 21.2% increase student Support (Silver Status 2017-2018 school instructional time due to
2. Reading achievement year, Gold Status 2018-19 school year) behavior incidences
from 18.4% -Reduction in level 3 Office
to 22.2%. Discipline Referrals, Out of
School Removal, In school
removal (Refocus and Restore)
-Tiered fidelity Inventory (TFI)
14SEL program fidelity checks by
leadership team
• -Developed the master schedule to ensure
more ELA/Math instruction, incorporate -Master Schedule
science, social studies and writing,
• -Developed Master Schedule to include
experiential opportunities as a part of the
core instruction -Enrichment schedule
• -reviewed and revised mission, core values
and theory of action
• Ensure the expectations of students are
clearly defined, and that group norms
have been established within the
classroom.
Established Tier I Common Area -Percentage of Students in each
Expectation PBIS Tiers
Hired a Behavior/PBIS Coach to -Reduction in missed
build capacity with teacher in the instructional time due to
area of classroom management behavior
with a Multi-Tiered Support - Effective Classroom
Systems management for Tier I and Tier
II behavior
Adopt a district/school-wide system or initiative
to build character development.
Adopted and Implement SEL Curriculum of -Reduction of behavior referrals
Second Steps implemented daily (first 15 -Reduction in clinic and outside
minutes of instructional day) agency referrals, mobile
Social Skills group during enrichment assessment
Implement Restorative Practices -Increase academic
achievement
-Reduction in time spent in
Restore and Refocus Room
Practice: (limit 14 min)
Ensure the expectations of students are clearly
defined, and that group norms have been
established within the classroom and common
areas.
1560 days
• Using Plus/Deltas feedback from faculty,
staff and focus groups from students,
determined mid-course correction
regarding learning culture due classroom
management and challenging student
behaviors
revised schedule,
provided more enrichment (minds
in motion, coding,
Developed 5-10-15 day plan to
reset school regarding classroom
management/behavior reset -More time spent engaging on
schedule (established year-long the instructional core
calendar) -Reduction in behavior call to
Shoulder Coaching from District administrators from teachers
PBIS Team -Teacher use of Tier I and II
Superintendent provided more Classroom management plan
staff and funding
Establish Refocus and Restore
room
Trained Support Staff on
Restorative Practices
Established addition support
positions ( Mental Therapist, Full
time Social worker, Family and
Community Engagement Liaison
(FACE)
FACE center-to support families to Family and Community
remove barriers to employment, accessing the FACE Center,
post secondary ed, GED containing employment, GED
SEL groups held as a part of completion, home visit, strong
enrichment home school relationships,
resumes and application
completions etc. Programming
16Triangulate data for special education students:
Various data sources for students with IEPs will be
analyzed, specifically KPREP Reading and Math,
Guided Reading Level, and MAP Reading and
Math. Trends will be identified and plans
developed for Novice reduction.
Ensure that formative, interim, summative Common standards in ELA and -Fall 2019, common
assessment results, as well as universal screener Math identified to be standards shared
data, are used appropriately to determine tiered reinforced and shared with with special
intervention needs (KCWP 4) special education staff education staff
30 days:
MTSS (Academic/Behavior (PBIS)) -Standards Mastery
Assessed with NWEA MAP, guided reading -Closing skill deficit gaps
levels, KPREP, FAST assessment (40% and -reduction in missed instruction
below on MAP), Brigance, Lit first, district due to behavior incidences
placement assessment, district curriculum -Novice Reduction, increased
assessment), provide tiered II and III proficiency growth
(guided reading, intervention with 3 -Removed from CSI status
students or less, running records to flexibly
group) academic services for targets and
intense students
Based on previous year PBIS data (level 3
ODRs) provided Tier II and III behavior
intervention (Social skills, therapist, check
and connect, zones of regulation, referral
to mental health agency services)
Create and monitor a “Watch (Cusp) List”
for students performing below proficiency.
60 days
Develop a progress monitoring system to
monitor standards mastery for each
student.
17 Develop a tracking system for monitoring
of student achievement progress by
learning target and by standard
Create and monitor a “Watch (Novices
and Cusp) List” for students performing
below proficiency and reteach
CSIP Goal 4: Growth (Turnaround Plan: Leadership Accountability- Developing systems and monitoring for LIFT. LEARN. LOVE.
fidelity of implementation)
May 2021 increase the growth indicator score from 52.7 to 57.3.
Objective Strategy Activities Measures of Success Progress Monitoring Funding
Objective 1 KCWP 2: Design, In addition to strategies and activities under the
By May Align, Deliver Proficiency and SAI Goal-
2020 Support
increase Processes Condition:
students’
Reading Turnaround Plan Develop school culture systems, structures and
indicator Strategic supports, both academic and behavioral, to - Removed from CSI status
score from Objective 3: promote and support learning for all -Systemic process are evidence
59.0 to Leadership triangulation (audits, walk
61.3. Accountability 30 days: through documentation, verbal
• Implement and Monitor for effectiveness communication) for academic
Year 1 and Year 2 continuation of and behavioral tiers
Turnaround Plan ( Red, Yellow, Green) -Document feedback and mid-
MTSS (academic and PBIS course correction made
behavior) Encourage participation informed by data
by all stakeholders in open forums
via student focus groups, Administrative
community partner input sessions, Teams facilitate PLC
three family informational and planning to
sessions, advisory council, ensure process is
plus/delta feedback focused on 1. Common articulation and implemented with
continuous improvement utilization of the process. fidelity
planning. This includes evaluating 2.Increased achievement in
the current state, triangulating student outcomes and
18data sources, identifying of the 3. gradual release to start 2020-
desired state, creating action steps 2021 school year
for goal attainment, establishing a 4. Consistently implement a
periodic monitoring timeline (30- continuous improvement -Assessment data, PLC
60-90 or 5-10-15 day action model such as PDSA agendas/minutes,
teacher facilitation of
planning urgency dependent), and 5. 30-60-90 day plan PLCs,
defining timelines for 6. When behavior incidences PBIS data,
communication updates. are not perceived to supersede Report out faculty and
instruction. staff, Review and
Highlight for completion
MTSS (PBIS behavioral) create 7. When Principal and
and effectiveness of 30-
school-wide behavioral support leadership team spends more 60- 90 in Leadership
system that aligns with the Code time on instructional issues Team meetings,
of Conduct as well as student than behavior. Implement a system of
action plans for self-monitoring 8. Systems and structures are accountability for
teacher fidelity of
and immediate feedback. implemented consistently and implementation
monitored for fidelity of ( academic and Behavior)
• Leadership team (school/district) models implementation
the development and deployment of
PLC/Planning protocols/strategies
(academic and behavioral) with an
effective cyclical process (e.g. PDSA). For
classroom management, instructional
discipline, standards deconstruction,
designing of assessment measures,
resource sharing and collaborative lesson
creation, and analysis of data through
(Plan-Do-Study-Act and Teacher Clarity
(academic) process with anticipate gradual
release before the end of the 2019-2020
school year.
60 Days
In addition to the 30 day activities
• Continuous School Improvement Plan and
Turnaround plan (Year 2) –Collapse the
two plans into CSIP template as
recommended by KDE. Revise, implement
19and monitor (red, yellow, green) with
stakeholder input and feedback.
Ensure that Needs Assessment
results are reflected in the Effective implementation of Approval by school
systemic approach to funding CSIP and Turnaround Plans board and KDE
expenditures that support school
improvement efforts (adheres to
guidelines set forth by SIF, Federal,
state and local funds)
• Data analysis protocol and utilize data
wise questions to evaluate “as is” state at
a minimum of every 30 days. (Data wise Data Dive:
questions include: What does the data tell Determine As is vs Desired
us? What does the data not tell us? What state of school and action plan
are causes for celebration? What are to increase student
causes for concern? What are the next for achievement.
school/district improvement?)
Increased student
Develop watch list of students outcomes for watch list
scoring novice, high apprentice students
(cusp)
Ensure that formative, interim,
summative assessment results, as
well as universal screener data,
are used appropriately to
determine tiered intervention
needs or total review for
understanding on teacher part
reteach of content standards and
skills.
90 days
In addition to the 30-60 day activities
• Develop a clearly defined MTSS/RtI
(academics) school/district-wide process
20with applicable checklist(s) and
documentation tools, including such
information as service frequency,
intervention programs/strategies, SMART
goal measurement, and progress
monitoring checks.
Develop a protocol and
monitoring/documentation tool for
tiered intervention movement
considerations.
Evidence via School
Establish communication protocols Improvement and Turnaround
for parents/guardians regarding Plan
placement and progress in
intervention support systems.
• PDSA- Review and monitor fidelity of
implementation of the Continuous
Implement Model of PDSA
• Program/Initiative effectiveness-Ensure a
30-60-90 day plan and monitoring tool are
developed and implemented for
determination of program and initiative
effectiveness, incorporating data
measures such as faculty/staff surveys,
leadership observations and evaluations,
Quality Tool data, and other formal and Data analysis to determine
informal data sources trends over time to determine “
Start, Stop Continue” due to
effectiveness
Objective 2 *The strategies *The activities from objective 1 will be used for *The measures of success from *The progress
By May from Objective 1 Objective 2, but will focus on Math. Objective 1 will be used for monitoring from
2020 will be used for Objective 2, but will focus on Objective 1 will be
increase Objective 2, but Math. used for Objective 2,
students’ will focus on but will focus on
Math Math. Math.
21indicator
score from
46.4 to
48.7.
LIFT. LEARN. LOVE.
LIFT the community. LEARN at high levels. LOVE our students and families.
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