Responsive District Code of Classroom Conduct Headsprout Evidence of Increase of shared Curriculum guides Teacher evaluation Information Positive results from Parents and effectiveness or responsibility provided on-line for all process, presented is used in climate survey community ineffectiveness (State in according to teachers, Administrative the classroom and representatives are terms of quantifiable school climate SPI tracking forms for feedback, Principal monitored. actively involved in improvement) survey; faculty, grades 3-6 reminders on Teachers attend the school’s efforts to staff and students Schedules that allow timeliness site and off campus promote academic can communicate common planning time professional achievement. Pre and mission and vision and uninterrupted meetings. post-assessments are instructional blocks given to track students’ progress. Parents are welcomed as volunteers and solicited to proctor for TCAP assessment. Current Organizational School’s beliefs, Organizational processes Organizational practices School provides School is organized to be School is organized to Practices mission and shared increase the opportunity and processes promote continuous professional proactive in addressing engage the parents and vision defines the for success in teaching and the effective development for teacher. issues that might impede community in providing purpose and direction learning. for all students. teaching and learning. extended learning of the school. opportunities for children. Evidence of equitable All stakeholders Classroom teachers are District and Specific professional Safety information is Extended learning school support for this participated in the scheduled at four requirement development is shared with students opportunities are practice development of hours of planning time provided as needed and parents. Safety made available free to beliefs, mission per week. This allows using information procedures are students. and vision for one or more days taken from T.E.M. practiced by statements. of grade level Professional students, faculty and planning. Development evaluation forms. Presentations are made by teachers from all grades and by administrator. Next Step (changes or Continue to Continue to use Continue to Continue to Continue to review Continue to increase continuations) include all scheduling and implement schedules participate in book and update these parental and strategies that will as written. studies, conferences plans to promote a community impact the teaching and seminars. productive, safe involvement. and learning. learning environment.
Responsive Classroom Headsprout District Code of Conduct Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Increase of shared responsibility according to school climate survey; faculty, staff and students can communicate mission and vision Curriculum guides provided on-line for all teachers, SPI tracking forms for grades 3-6 Schedules that allow common planning time and uninterrupted instructional blocks Teacher evaluation process, Administrative feedback, Principal reminders on timeliness Information presented is used in the classroom and monitored. Teachers attend and off campus professional meetings. Positive results from climate survey Parents and community representatives are actively involved in the school’s efforts to promote academic achievement. Pre and post-assessments are given to track students’ progress. Parents are welcomed as volunteers and solicited to proctor for TCAP assessment. Current Organizational Practices School’s beliefs, mission and shared vision defines the purpose and direction of the school. Organizational processes increase the opportunity for success in teaching and learning. Organizational practices and processes promote the effective for all students. School provides continuous professional development for teacher. School is organized to be proactive in addressing issues that might impede teaching and learning. School is organized to engage the parents and community in providing extended learning opportunities for children. Evidence of equitable school support for this practice All stakeholders participated in the development of beliefs, mission and vision statements. Classroom teachers are scheduled at four hours of planning time per week. This allows for one or more days of grade level planning. District and requirement Specific professional development is provided as needed using information taken from T.E.M. Professional Development evaluation forms. Presentations are made by teachers from all grades and by administrator. Safety information is shared with students and parents. Safety procedures are practiced by students, faculty and Extended learning opportunities are made available free to students. Next Step (changes or continuations) Continue to include all Continue to use scheduling and strategies that will impact the teaching and learning. Continue to implement schedules as written. Continue to participate in book studies, conferences and seminars. Continue to review and update these plans to promote a productive, safe learning environment. Continue to increase parental and community involvement. site
2011-2012SIP.docx