EVIDENCE OF SCHOOL YEAR –END ROOT CAUSES OF TIMELINE FOR RESPONSIBLE PROGRESS PERFORMANCE PERFORMANCE PERFORMANCE ACTIONS TO ADDRESS ROOT CAUSE(S) ACTIONS PERSON TOWARD CHALLENGES GOAL CHALLENGE GOAL Classroom Instruction By semester, teachers and students have clear common expectations based on curriculum and assessment in place. Based on the clear expectations, students will determine and explain their current progress towards mastery; teachers will be able to articulate student progress towards mastery to stakeholders. Instructional experiences will be Learner Centered, formative in nature, and will guide students to mastery of each of the unit concepts. Varied practices Learner Instructional Focus on Instructional Practices-Use of T4S 1-6. End of First 1-6. 1-6. T4S Observation between Delivery Centered practices varied debriefing and Cognitive Coaching between Semester Admin, Data, Cognitive Centered and practices are between Delivery observer/teacher to reinforce and refine Learner Department IS, Coaching Anecdotal Learner Centered. evident in Centered and Centered practices. Site IS, Teacher Records Low student content areas. Learner Centered. Focus on Instructional Practices—Use of T4S performance in Teachers and Instructional debriefing and Cognitive Coaching between content areas. students can practices varied observer/teacher to reinforce and refine content Very little clearly explain based on content. practices. connection the learning Students could not Classroom use and documentation through between the expectations for clearly articulate observation of use of learning guides, student and the each course and the learning pre assessment, and post learning the pathway to pathway. assessment. expectations. mastery Teachers could not Classroom use and documentation through Varied performance measurement. clearly articulate observation of use of learning guides, targets for each Evidence of the learning pre assessment, and post course. student mastery pathway. assessment. is documented Overall student Monitor student progress using Student Mastery in the student performance fell Data systems—Mastery Connect (as it applies to data mastery below expectations implementation), Data Matrix. systems. in content areas. Focus on Instructional Practices—Use of T4S The link between debriefing and Cognitive Coaching between formative observer/teacher to reinforce and refine the use assessment and of formative assessment as it relates to instructional instructional practices. practices was inconsistent.
SCHOOL PERFORMANCE CHALLENGES YEAR –END PERFORMANCE GOAL ROOT CAUSES OF PERFORMANCE CHALLENGE ACTIONS TO ADDRESS ROOT CAUSE(S) TIMELINE FOR ACTIONS RESPONSIBLE PERSON EVIDENCE OF PROGRESS TOWARD GOAL Classroom Instruction By semester, teachers and students have clear common expectations based on curriculum and assessment in place. Based on the clear expectations, students will determine and explain their current progress towards mastery; teachers will be able to articulate student progress towards mastery to stakeholders. Instructional experiences will be Learner Centered, formative in nature, and will guide students to mastery of each of the unit concepts. Varied practices between Delivery Centered and Learner Centered. Low student performance in content areas. Very little connection between the student and the learning expectations. Varied performance targets for each course. Learner Centered practices are evident in content areas. Teachers and students can clearly explain the learning expectations for each course and the pathway to mastery measurement. Evidence of student mastery is documented in the student data mastery systems. Instructional practices varied between Delivery Centered and Learner Centered. Instructional practices varied based on content. Students could not clearly articulate the learning pathway. Teachers could not clearly articulate the learning pathway. Overall student performance fell below expectations in content areas. The link between formative assessment and instructional practices was inconsistent. Focus on Instructional Practices-Use of T4S debriefing and Cognitive Coaching between observer/teacher to reinforce and refine Learner Centered practices. Focus on Instructional Practices—Use of T4S debriefing and Cognitive Coaching between observer/teacher to reinforce and refine content practices. Classroom use and documentation through observation of use of learning guides, pre assessment, and post assessment. Classroom use and documentation through observation of use of learning guides, pre assessment, and post assessment. Monitor student progress using Student Mastery Data systems—Mastery Connect (as it applies to implementation), Data Matrix. Focus on Instructional Practices—Use of T4S debriefing and Cognitive Coaching between observer/teacher to reinforce and refine the use of formative assessment as it relates to instructional practices. 1-6. End of First Semester 1-6. Admin, Department IS, Site IS, Teacher 1-6. T4S Observation Data, Cognitive Coaching Anecdotal Records
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