school progress planning template

Office of Assessment Literacy and Research, Office of Academic Services, Office of School Improvement and Innovation

*Adopted from BCPS and

VDOE Revised 08/25/2016

RICHMOND PUBLIC SCHOOLS

School Progress Plan for Continuous School Improvement: Building a Better District

“Things get done only if the data we gather can inform and inspire those in a position to make a difference.”

-- Mike Schmoker

School Progress Plan for

Continuous School Improvement:

Raising the Bar and Closing Gaps

2016–2017

School

Submitted by

Signature of Principal Signature of Assistant Superintendent

Date




*Adopted from BCPS and VDOE

Revised 08/25/2016

2

School Visioning: Creating a Shared Vision

School visioning is a process that enables schools to create a vision that is feasible and attainable, connected to deeper values and hopes,

creates a compelling picture of what the school can become in the future, and can be translated into action that can and will be implemented.

For school leadership, knowing where we want the school to be makes it easier to identify the steps needed to get there.

The vision reflects the vision and goals of Richmond Public Schools (RPS)—to graduate globally competitive students—and is based on a

set of core beliefs to which the school community can commit. Goals and key actions identified in the School Progress Plan (SIP) for the

next school year are aligned with the school vision. Having a shared vision for a school is a key to improving its effectiveness.

Our beliefs are about our capacity to ensure that all students learn and graduate globally competitive varies depending on our lived

experiences. Establishing a shared vision that’s rooted in equity starts with unpacking our beliefs so that we come to an agreement about

what is possible and within our control. The final vision statement is an amalgamation of what we collectively believe can be achieved.

School Visioning

School Vision Statement:





Revised 08/25/2016

3

Comprehensive Needs Assessment Consider your school’s performance and instructional metrics from 2015-2016.

Performance and Instructional Metrics

Academic Climate

MAP Data, ARDT, and/or iReady,

ELA/Math SOL Data, and

Observation/Evaluation Data

Attendance,

Suspension,

Teacher Perception, Student Perception, and

Parent Perception

Step 1: Identify Three Priority Areas For Your School. After carefully analyzing your school’s data, identify a reason for continuous improvement in each priority area noted in the chart below.

Priority Needs

What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Reading?

What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Mathematics?

What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Climate?





Revised 08/25/2016

4

Priority Area I – Reading / English Language Arts

Root Cause Analysis

Reading / English Language Arts

Possible Contributing Factors

(STEP 2)

It is important to understand that there are often factors that contribute to the root but that are not the

root. Contributing factors are separate issues that may, in combination with others, contribute to the

problem. It is a contributing factor if:

The problem may have occurred even if the factor had not been present.

The problem may reoccur as the result of the same factor if the cause is dissolved.

Dissolution of the factor leads to similar events.

Validity Test QDC

(STEP 3) (Question, Data, Control)

(Next to each possible contributing factor, mark an

“X” in each column if the factor passes that validity

test question).

Q –Question: Does the “contributing factor” address the greatest need?

D –Data: Does data support the “contributing

factor”? Refer to available supporting data. C–Control: Is the “contributing factor” within the

school’s control?

Note: If a contributing factor does not pass all three

Validity Test questions, the factor is eliminated.

Greatest need for the

priority area of

Reading/English

Language Arts

(STEP 1)

Factor #1 Question Data Control



Examine each of the possible factors using “why” questions to determine the root of the problem.

(STEP 4)

Contributing Factor

Why #1: Answer:





Revised 08/25/2016

5

Why #2:

Answer:

Why #3: Answer:

Why #4: Answer:

Why #5: Answer:

Foremost Factor/Possible Root Cause:

Test the possible root causes against the questions. (STEP 5)

Foremost

Factor/Possible Root

Cause

Root Cause Test Questions Yes/No

You’ve run into a dead end asking what caused the proposed root cause.

Everyone agrees that this is the root cause.

The cause is logical, makes sense, and provides clarity to the problem.

The cause is something the school can influence or control.

If the cause is dissolved, there is a realistic hope that the problem can be reduced or

prevented in the future.





Revised 08/25/2016

6

Determine next steps based on the results.

IF:

The answer is “No” to ANY of the questions, IF:

The answer is “Yes” to ALL of the Questions,

THEN:

It is a still a factor, and the analysis needs to

continue. . .

THEN:

It is a root cause . . .

NEXT STEPS:

Revisit or redirect the analysis Consider other valid factors from

STEPS 2 and 3

NEXT STEPS:

Consider strategies/key actions to address the root of the greatest need.





Revised 08/28/2016 7

Goal Setting, Strategy and Key Action Selection

Reading / English Language Arts Given the root cause determined for Reading/English Language Arts, state one goal for the 2016–2017 school year. In RPS, each school is

measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for

the elementary and middle school grades is measured by the Measures of Academic Progress (MAPs), VA Standards of Learning (SOL),

Algebra Readiness (ARDT), and the Phonological Awareness Literacy Screening (PALS). Similarly, progress in high school is measured by

graduation requirements (i.e., graduation and dropout rates, SAT participation, scores and AP and CTE credits). Goals and targets should

be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for

the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent,

and staff/teacher) perception data.

The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior school year.

Refer to the RPS tiering guide for more information on subgroup identification.

Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure success in

achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of learning walks

and monitoring visits from the Superintendent, Executive Directors, the Office of School Improvement and Innovation (OSII), and the

Office of Academic Services (OAS).

Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions will be

that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action, identify:

What will be done, specifically (including as much detail as possible)

Who will implement it (who is responsible)

Timeline (i.e., when and for how long will this step be implemented). Remember this is a one-year plan.

How you will monitor task completion (Who will be involved? When? What evidence will you collect?)

All denied and reconstituted schools must align key actions to specific essential actions that are in their Corrective Action Plan (CAP).





Revised 08/28/2016 8

PRIORITY AREA 1—Reading/English Language Arts

Priority Area 1—Reading/English Language Arts Goal:

Strategy: (Click twice in the box to choose one or more.)

Implementing the curriculum responsively and with fidelity

Providing customization

Providing safe school environment

Engaging parents and stakeholders

Persons Responsible

(persons leading

implementation and

monitoring)

Timeline

(specific dates or windows

of time for completion)

Monitoring

(Who will be involved? When? What

evidence will you collect?)

Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. Key

Actions must be aligned with the root cause analysis results.

Key Action 1: Closing the Gap

(Given effective first instruction, consider

students who require customization to

reach expected levels of performance).

SIP

Indicator

Essential Action-

IF APPLICABLE





SIP

Indicator

Essential Action

IF APPLICABLE

Key Action 3: Raising the Bar (Given effective first instruction, consider

key actions to support the increased

performance of all students).

SIP

Indicator

Essential Action

IF APPLICABLE




Revised 06/09/2016

9


Professional Development Plan

Reading / English Language Arts

Create a high-level professional learning plan to support your key actions for this priority area. Identify outcomes, leadership, learning

communities, learning designs, resources, and timelines. Highlight Title I or School Improvement funded professional learning activities in

green, where appropriate.

Outcome(s)

(What is the desired result of the

professional learning?)

Indicator

(Which

Outcomes?)

Leadership

(Who are the

owners?)

Learning Communities

(Who’s receiving the professional

learning? Differentiate groups of

learners as appropriate and

necessary.)

Learning

Designs

(How will

this be

delivered?)

Resources

(What human,

technological, fiscal,

and time resources

are needed?)

Implementation

(When will the

professional learning

be implemented?

How will feedback be provided?)



Revised 06/09/2016

10

RICHMOND PUBLIC SCHOOLS (Insert School Name) (Insert Date)

Local Assessment Data: Reading/Language Arts

Grade‐level / Content For example: Gr 8/Reading Gr Gr Gr Gr Gr Gr Gr

Quarter 1

# of Students Meeting Cut Score/Grade Level

Percent of Students Making Cut Score/Grade Level

Quarter 2

# of Students Meeting Growth Targets

Percent of Students Making Growth Targets

Quarter 3



Quarter 4



Name of assessment used:




Revised 08/25/2016

11

Grade‐level /Content for example: 8/Reading Gr Gr Gr Gr Gr Gr Gr

# of Teachers Quarter 1

Principal:

# of Formal Observations

Principal:

# of Instructional Walkthroughs

Assistant Principal(s):




Quarter 2

Principal:


Principal:






Quarter 3

Principal:


Principal:






Quarter 4

Principal:


Principal:


LESSON OBSERVATION AND INSTRUCTIONAL WALKTHROUGH DATA ELA




Revised 08/25/2016

12

Grade‐level /Content

For example: Gr8/Reading

Gr Gr Gr Gr Gr Gr Gr

Quarter 1

# of Teaching Days Total # of Absences # of Professional

Development Absences

# Long Term Sub Days Quarter 2

# of Teaching Days

Total # of Absences

# of Professional


# Long Term Sub Days

Quarter 3

# of Teaching Days

Total # of Absences

# of Professional



Quarter 4

# of Teaching Days

Total # of Absences

# of Professional



Teacher Attendance: English/Language Arts




Revised 08/25/2016

13

Quarterly Review Cycle (Use leading data to monitor key actions on

least a quarterly basis in order to make

adjustments).

Monitoring and Adjustments Identify specific data sources, plan adjustments, and

communication strategies, as appropriate.

(Implementation status and data-based changes

resulting from data analysis and dialogue).

Necessary Shifts to

Implement the Key

Actions

Support needed

from Central

Office

Quarter 1 (Due 11/14/16)

Quarter 2 (Due 02/13/2017)

Quarter 3 (Due 04/17/2017)





Revised 08/25/2016

14

Priority Area 2—Mathematics

Root Cause Analysis

Mathematics


(STEP 2)







Validity Test QDC




test question)

Q –Question: Does the “contributing factor” address

the greatest need?

D –Data: Does data support the “contributing factor”?

Refer to available supporting data.

C–Control: Is the “contributing factor” within the school’s control?


Validity Test questions, the factor is eliminated


priority area of

Mathematics (STEP

1)




Examine each of the possible factors using “why” questions to determine to root of the problem.

(STEP 4)

Contributing Factor Why #1:

Answer:




Revised 08/25/2016

15

Why #2: Answer:

Why #3:

Answer:

Why #4: Answer:

Why #5: Answer:



Foremost Factor/Possible Root Cause Root Cause Test Questions Yes/No





If the cause is dissolved, there is a realistic hope that the problem can be reduced or prevented in the future.




Revised 08/25/2016

16


IF:



THEN:


continue. . .

THEN:


NEXT STEPS:


STEPS 2 and 3

NEXT STEPS:





Revised 08/25/2016

17


Mathematics

Given the root cause determined for Mathematics, state one goal for the 2016–2017 school year. In RPS, each school is measured

against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the

elementary and middle school grades is measured by the Measures of Academic Progress (MAPs), VA Standards of Learning (SOL),

Algebra Readiness (ARDT), and the Phonological Awareness Literacy Screening (PALS). Similarly, progress in high school is

measured by graduation requirements (i.e., graduation and dropout rates, SAT participation, scores and AP and CTE credits). Goals

and targets should be determined based on these assessments for the priority areas of Reading/English Language Arts and

Mathematics. Goals and targets for the priority area of Climate should be determined based on results indicated by suspension,

attendance, or stakeholder (i.e. student, parent, and staff/teacher) perception data.

The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior

school year. Refer to the RPS tiering guide for more information on subgroup identification.

Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure

success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of

learning walks and monitoring visits from the Superintendent, Executive Directors, the Office of School Improvement and Innovation

(OSII), and the Office of Academic Services (OAS).

Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions

will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action,

identify:









Revised 08/25/2016

18

PRIORITY AREA 2—Mathematics

Priority Area 2—Mathematics Goal:


Implementing the curriculum responsively and with

fidelity




Persons Responsible

(persons leading

implementation and

monitoring)

Timeline

(specific dates or windows of

time for completion)

Monitoring

(Who will be involved? When?

What evidence will you

collect?)

Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs.

(Include SIP Indicators to each Key Action, as appropriate) Key Actions must be aligned with the root cause analysis results.

.

Key Action 1

(Given effective first instruction,

consider students who require

customization to reach expected levels

of performance).

SIP

Indicator

Essential

Action IF APPLICABLE

Key Action 2


consider students who require

customization to reach expected levels

of performance).

SIP

Indicator

Essential

Action IF

APPLICABLE

Key Action 3


consider key actions to support the

increased performance of all

students).

SIP

Indicator

Essential

Action IF

APPLICABLE




Revised 08/25/2016

19

Professional Development Plan for Priority Area 2

Mathematics

Create a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning

communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate.

Outcome(s)



Indicator

(Which

Outcomes?)

Leadership

(Who are the

owners?)




learners as appropriate and necessary.)

Learning

Designs

(How will this

be delivered?)

Resources

(What human,


and time resources

are needed?)

Implementation

(When will the


be implemented?

How will feedback be

provided?)




Revised 08/25/2016

20

Local Assessment Data: Math

Grade‐level / Content For example: Gr 8/Alg I Gr Gr Gr Gr Gr Gr Gr

Quarter 1



Quarter 2



Quarter 3



Quarter 4







Revised 08/25/2016

21

Grade‐level /Content for example: 8/Alg I Gr Gr Gr Gr Gr Gr Gr


Principal:


Principal:






Quarter 2

Principal:


Principal:






Quarter 3

Principal:


Principal:






Quarter 4

Principal:


Principal:


LESSON OBSERVATION AND INSTRUCTIONAL WALKTHROUGH DATA Math



Revised 08/25/2016

22


Teacher Attendance: Math


For example: Gr8/Alg

I


Quarter 1




# of Teaching Days

Total # of Absences

# of Professional



Quarter 3

# of Teaching Days

Total # of Absences

# of Professional



Quarter 4

# of Teaching Days

Total # of Absences

# of Professional





Revised 08/25/2016

23


Quarterly Review Cycle (Use leading data to monitor key

actions/essential actions on a quarterly basis in

order to make adjustments).

Monitoring and Adjustments Identify specific data sources, plan adjustments,

and communication strategies, as appropriate.



Necessary Shifts to

Implement the Key

Actions

Support needed

from Central

Office


Quarter 2 (Due 02/13/2017)

Quarter 3 (Due 04/17/2017)




Revised 08/25/2016

24


Focus Area 1 – History

Root Cause Analysis

History


(STEP 2)







Validity Test QDC




test question).




school’s control?




focus area of History

(STEP 1)





(STEP 4)

Contributing Factor

Why #1: Answer:




Revised 08/25/2016

25

Why #2:

Answer:

Why #3: Answer:

Why #4: Answer:

Why #5: Answer:



Foremost


Cause











Revised 08/25/2016

26


IF:

The answer is “No” to ANY of the questions,

IF:


THEN:


continue. . .

THEN:


NEXT STEPS:


STEPS 2 and 3

NEXT STEPS:





Revised 08/25/2016

27


History Given the root cause determined for History, state one goal for the 2016–2017 school year. The goals identified must specifically address

any subgroup or special population not meeting its academic targets for the prior school year. Refer to the RPS tiering guide for more

information on subgroup identification.















Revised 08/25/2016

28

Focus Area—History

Focus Area 1—History Goal:






Persons Responsible

(persons leading

implementation and

monitoring)

Timeline



Monitoring



Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Include

SIP Indicators to each Key Action, as appropriate) Key Actions must be aligned with the root cause analysis results.





SIP

Indicator

Essential Action-

IF APPLICABLE





SIP

Indicator

Essential Action

IF APPLICABLE

Key Action 3: Raising the Bar


key actions to support the increased performance of all students).

SIP

Indicator

Essential Action

IF APPLICABLE




Revised 08/25/2016

29


History




Outcome(s)



Indicator

(Which

Outcomes?)

Leadership

(Who are the

owners?)





necessary.)

Learning

Designs

(How will

this be

delivered?)

Resources

(What human,


and time resources

are needed?)

Implementation

(When will the


be implemented?





Revised 08/25/2016

30


Grade‐level / Content For example: History Gr Gr Gr Gr Gr Gr Gr

Quarter 1



Quarter 2



Quarter 3



Quarter 4







Revised 08/25/2016

31

Grade‐level /Content for example: History Gr Gr Gr Gr Gr Gr Gr


Principal:


Principal:






Quarter 2

Principal:


Principal:






Quarter 3

Principal:


Principal:






Quarter 4

Principal:


Principal:


LESSON OBSERVATION AND INSTRUCTIONAL WALKTHROUGH DATA History




Revised 08/25/2016

32


For example:

Gr8/History


Quarter 1




# of Teaching Days

Total # of Absences

# of Professional



Quarter 3

# of Teaching Days

Total # of Absences

# of Professional



Quarter 4

# of Teaching Days

Total # of Absences

# of Professional



Teacher Attendance: History




Revised 08/25/2016

33

Quarterly Review Cycle (Use leading data to monitor key actions on a

quarterly basis in order to make adjustments).





Necessary Shifts to

Implement the Key

Actions

Support needed

from Central

Office


Quarter 2 (Due 02/13/2017)

Quarter 3 (Due 04/17/2017)





Revised 08/25/2016

34

Focus Area 2– Science

Root Cause Analysis

Science


(STEP 2)







Validity Test QDC




test question).




school’s control?




focus area of Science

(STEP 1)





(STEP 4)

Contributing Factor

Why #1: Answer:




Revised 08/25/2016

35

Why #2:

Answer:

Why #3: Answer:

Why #4: Answer:

Why #5: Answer:



Foremost


Cause











Revised 08/25/2016

36


IF:

The answer is “No” to ANY of the questions,

IF:


THEN:


continue. . .

THEN:


NEXT STEPS:


STEPS 2 and 3

NEXT STEPS:





Revised 08/25/2016

37


Science Given the root cause determined Science, state one goal for the 2016–2017 school year. The goals identified must specifically address any

subgroup or special population not meeting its academic targets for the prior school year. Refer to the RPS tiering guide for more

information on subgroup identification.















Revised 08/25/2016

38

FOCUS AREA SCIENCE

Focus Area Science:






Persons Responsible

(persons leading

implementation and

monitoring)

Timeline



Monitoring



Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Include

SIP Indicators to each Key Action, as appropriate) Key Actions must be aligned with the root cause analysis results.





SIP

Indicator

Essential Action-

IF APPLICABLE





SIP

Indicator

Essential Action

IF APPLICABLE

Key Action 3: Raising the Bar


key actions to support the increased performance of all students).

SIP

Indicator

Essential Action

IF APPLICABLE




Revised 08/25/2016

39


Science




Outcome(s)



Indicator

(Which

Outcomes?)

Leadership

(Who are the

owners?)





necessary.)

Learning

Designs

(How will

this be

delivered?)

Resources

(What human,


and time resources

are needed?)

Implementation

(When will the


be implemented?





Revised 08/25/2016

40


Grade‐level / Content For example: Gr 8/Science Gr Gr Gr Gr Gr Gr Gr

Quarter 1



Quarter 2



Quarter 3



Quarter 4







Revised 08/25/2016

41

Grade‐level /Content for example: 8/Science Gr Gr Gr Gr Gr Gr Gr


Principal:


Principal:






Quarter 2

Principal:


Principal:






Quarter 3

Principal:


Principal:






Quarter 4

Principal:


Principal:


LESSON OBSERVATION AND INSTRUCTIONAL WALKTHROUGH DATA: Science




Revised 08/25/2016

42


For example: Gr8/Reading


Quarter 1




# of Teaching Days

Total # of Absences

# of Professional



Quarter 3

# of Teaching Days

Total # of Absences

# of Professional



Quarter 4

# of Teaching Days

Total # of Absences

# of Professional



Teacher Attendance: Science




Revised 08/25/2016

43

Quarterly Review Cycle (Use leading data to monitor key actions on a

quarterly basis in order to make adjustments).





Necessary Shifts to

Implement the Key

Actions

Support needed

from Central

Office


Quarter 2 (Due 02/13/2017)

Quarter 3 (Due 04/17/2017)





Revised 08/25/2016

44

Priority Area 3—Climate

Root Cause Analysis

Climate


(STEP 2)







Validity Test QDC




test question)

Q –Question: Does the “contributing factor”

address the greatest need? D –Data: Does data support the “contributing


school’s control?


Validity Test questions, the factor is eliminated


priority area of

Climate

(STEP 1)




Contributing Factor Examine each of the possible factors using “why” questions to determine to root of the problem.

(STEP 4)

Why #1:

Answer:




Revised 08/25/2016

45

Why #2: Answer:

Why #3:

Answer:

Why #4: Answer:

Why #5: Answer:



Foremost Factor/Possible Root Cause Root Cause Test Questions Yes/No





If the cause is dissolved, there is a realistic hope that the problem can be reduced or prevented in the future.




Revised 08/25/2016

46


IF:



THEN:


continue. . .

THEN:


NEXT STEPS:


STEPS 2 and 3

NEXT STEPS:





Revised 08/25/2016

47


Climate Given the root cause determined for Climate, state one goal for the 2016–2017 school year. In RPS, each school is measured against

its own targets and must work to strengthen student growth across all subgroups. Goals and targets for the priority area of Climate

should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and staff/teacher)

perception data.

The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior

school year. Refer to the RPS tiering guide for more information on subgroup identification.

Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure

success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of

learning walks and monitoring visits from the Superintendent, Executive Directors, the Office of School Improvement and Innovation

(OSII), and the Office of Academic Services (OAS).

Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions

will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action,

identify:





.




Revised 08/25/2016

48

PRIORITY AREA 3—Climate

Priority Area 3—Climate Goal:






Persons Responsible

(persons leading

implementation and

monitoring)

Timeline (specific dates or windows of

time for completion)

Monitoring

(Who will be involved? When?

What evidence will you

collect?)

Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Include SIP

Indicators to each Key Action, as appropriate) Key Actions must be aligned with the root cause analysis results.

Key Action 1


students who require customization to reach

expected levels of performance).

SIP

Indicator

Essential Action

IF

APPLICABLE

Key Action 2


students who require customization to reach

expected levels of performance).

SIP

Indicator

Essential Action

IF

APPLICABLE

Key Action 3


key actions to support the increased

performance of all students).

SIP

Indicator

Essential Action

IF

APPLICABLE




Revised 08/25/2016

49

Professional Development Plan for Priority Area 3

Climate


communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where

appropriate.

Outcome(s)



Indicator

(Which

Outcomes?)

Leadership

(Who are the

owners?)




learners as appropriate and necessary.)

Learning

Designs

(How will this

be delivered?)

Resources

(What human,


and time resources

are needed?)

Implementation

(When will the


be implemented?

How will feedback be

provided?)




Revised 08/25/2016

50

Number/Percent of Chronic

absenteeism (CA) students

who miss 10% or more of

school days (excused and

unexcused).

Number of Out of School

Suspension (OSS)

Number of In School

Suspension (ISS)

Quarter 1

Quarter 2

Quarter 3

Quarter 4




Revised 08/25/2016

51

Quarterly Review Cycle (Use leading data to monitor key actions/

essential actions on at least a quarterly basis in

order to make adjustments).

Monitoring and Adjustments Identify specific data sources, plan adjustments,

and communication strategies, as appropriate.



Necessary Shifts to

Implement the Key

Actions

Support needed

from Central

Office


Quarter 2 (Due 02/13/2017)

Quarter 3 (Due 04/17/2017)


52


School Progress Team Membership

Name

Title

Signature of Stakeholder

Principal

Assistant Principal

Assistant Principal

Teacher

Teacher

Teacher

Parent

Parent

Student

Office of Assessment Literacy and Research, Office of Academic Services, Office of School Improvement and

Innovation


Revised 08/25/2016

school progress planning template

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