Continuous Improvement Plan

2012-2013

K-8

Plan

SCHOOL NAME:

Mountain View School

PRINCIPAL’S NAME:

Gail Miller

2016-2020        Revised for: 2018-19

Required Components:

Gap Analysis

Plan of Action

Professional Development Plan

Resource Plan

Mid-Year and End-of-Year Goal Report

School Schedule


Continuous Improvement Plan

GAP/NEEDS ANALYSIS

Strategic Plan Goal Area

FINDINGS

RECOMMENDATIONS

Academics

* Professional Learning Communities (PLC) include grade level, academic (core content), and departments to support academic success. Teachers evaluate lessons, learning activities, and assessments based on alignment of standard and scale of proficiency.

*There are opportunities for teachers to participate in differentiated professional development.

*Teachers continue to modify lessons and learning activities to include differentiation and personalization.

*Teachers use research-base practices in their instruction.

*Mountain View staff deepen their understanding of the State Standards. PLCs continue to maximize understanding of priority standards and proficiency scales to enhance student achievement.

*Teachers seek opportunities to increase their technology skills and follow the school’s technology plan.

*Staff uses Schoology to make instructional decisions: pacing of teaching standards, lesson ideas and assessments choices.  Teachers used data information collected in Schoology (Benchmarks, DIBELS, AzMERIT, Galileo, etc.) to evaluate instructional practices and effectiveness to develop new learning opportunities.

*Tier II instructional minutes are maximized to provide intervention and/or enrichment.

*Learning communities are structured for teachers to engage in the continuous improvement cycle (i.e. data analysis, planning, implementation, reflection, and evaluation).

        

*Through STEAM education, teachers increase innovative learning opportunities for students.  

*Students participate in a goal setting process.

*The use of a variety of data sources are used to progress monitor student achievement ~ DIBELS, diagnostics, program formative and summative assessments, student work and common formative assessments.

*Reading Coach and Interventionist support teachers in implementing research-based programs.

*School-wide, Tier II instruction continue to be built-into the Master Schedule to provide a common, mandatory block for intervention and/or enrichment.

* Student achievement will increase by implementing the Dysart Strategic Plan and Mountain View’s Campus Improvement Plan.

* Teachers will be provided professional development on district/school initiatives. This year’s focuses are Lesson Design - Backwards Design, STEAM education, and Instructional Practices in ELA and Math.

 

*Teachers will be provided professional development in STEAM education, Design Process, and Personalized Learning.

*Training will continue to be provided to staff and students on technology skills using various devices and applications.

*Teachers will plan instruction and evaluate assessments during scheduled PLC meetings. This will include Academic PLC's specific to grade level bands of ELA, Math, and STEAM (Science, Technology, Engineering, Arts, Mathematics).

*PLC meetings will be conducted in a variety of ways based on need ~ grade level, content area, and vertical.  Personalized learning opportunities will be provided.

* Instruction and assessment will be personalized for all students to master priority standards.

*Collaboration will continue with other schools within and outside of our district to broaden our resources and expertise.

*Teachers will continue to create and use common formative assessments.

*A voluntary peer observation program will allow teachers to improve innovative instructional practices including technology.

Culture and Leadership

*There is a commitment in building a collaborative, shared leadership environment.

*The school community fosters a culture that focuses on instructional improvement and innovative learning opportunities to maximize college and career readiness skills.

*Differentiated professional learning is a priority for all staff.

*Staff will use the Professional Learning Community model to implement shared leadership, shared decision making, and promote a positive learning culture for both adults and students.

*Leadership will monitor school, classroom and student goals to determine how resources are allocated.

*Utilize the support provided by the members of the Instructional Cabinet, members of PLCs, 21st Century Specialists, Technology Ambassador, Peer Mentors, ESS staff, Reading Interventionist, Reading Coach, and the Gifted Technology Instructional Aide.

*School staff focus on creating positive relationships between staff, students, and families.

*The school community is continuing to develop a culture that is committed to building relationships among all stakeholders.

*There are multiple communication methods utilized between all stakeholders.

*The school’s mission and vision is visible within the school climate.

*Student leadership opportunities are provided.

*Personalized learning is a priority for all staff and students.

*The school’s leadership will continue to advocate for resources to fully support professional learning.

*School leadership will continue to support teachers in the implementation of state standards and innovative learning opportunities.

*School leadership and teachers will continue to find creative ways to expand human and material resources to enhance student achievement.

*Leadership will continue to provide opportunities for teachers to communicate and reflect with each other.

*Continue and increase tutoring opportunities for students.

*Continue to provide enrichment and personalized opportunities for students.

*Decrease the amount of student tardiness and absences.

*Empower students to be self-directed learners.

Safety

*A safe learning environment is maintained where all students grow to their potential.

*Procedures are established, monitored, and practiced throughout the year.

*School Safety Committee includes all stakeholders.

*Leadership Habits and Character Education were implemented to increase problem solving skills, positive relationships and student leaders. 

*Minor Incident Report (MIR) was implemented to decrease student referrals.

*Digital Citizenship Lessons are provided through the iExplore class. We recognize Digital Citizenship week.

*BYOD expectations are posted and implemented.

*Leadership and expectation posters are posted throughout the school.  

*The Safety Committee will continue to meet regularly to review and monitor plans and reports.  This committee will include Chief Science Officers (CSOs) and the agenda will include the topic of digital citizenship.

*The school’s leadership will continue to review, monitor and adjust school procedures and emergency plans.

*School procedures will continue to be communicated to stakeholders.

*Staff will continue to uphold consistent discipline guidelines and bully procedures set forth by the school and district.

*Supervision coverage expectations and plan will be reviewed. Staff will continue to supervise and monitor during the arrival time, during the school day, and during dismissal.

*Digital Citizenship expectations will be reviewed, practiced, and enforced consistently.

*Staff will research Restorative Practices to support building positive relationships to decrease behaviors.

*Revised language in the school-wide discipline documents to align with Restorative Practices.

*Continue to utilize Friends of Rachel Team, Student Council, and NJHS to promote Character Education and leadership qualities.


CONTINUOUS IMPROVEMENT

PLAN of ACTION

School Name:

Mountain View School

School Year:

2018-2019

District Goal

All Dysart students will graduate ready for college, career, and life in a globally competitive economy by mastering New Century Learner skills as defined by the Dysart’s Profile of a Graduate (see appendix 1)

  • Increase the percentage of third graders meeting state standards in reading to 94% by 2020.
  • Increase the percentage of eighth graders meeting state standards in reading and math to 85% by 2020.

School Goal

All students will be proficient or highly proficient on grade level standards as measured by state assessment.

SMART Goals

Specific Activities

Measures of Success/Benchmarks

Target Dates

Collaborative Network Identified

Evidence of Success

Math:

Students in 3rd-8th grade will increase  proficiency scores by a minimum of 5% on grade level math standards as measured by state assessment.

 ELA:

Students in 3rd-8th grade will increase  proficiency scores by a minimum of 7% on grade level ELA standards as measured by state assessment.

Writing:

100% of 3rd-8th grade students will increase at least one point value per three categories as measured by the state assessment rubric.

Safety:

Through consistent processes, ensure digital safety of students and staff as Mountain View effectively utilizes technology to transform the learning environment.

Science:

The overall percent passing for fourth grade students will increase by 5% as measured on the state assessment.  

The overall percent passing for eighth grade students will increase by 10% as measured on the state assessment.

STEAM:

Increase the student achievement across content areas by providing a reliable, sustainable framework to improve learning that instills our students with 21st century skills, the 4 C’s, STEAM literacy, and strategies to compete and contribute in a global society.

Foster individualized, personalized, and differentiated instructional practices that support inquiry-based and experiential learning, engineering principles, and performance-based assessment,

Promote the development of computer based literacy skills, higher-order thinking skills, problem solving skills, and multi media communication skills.

Teachers will use program formative and summative assessments that drive instruction to increase student achievement.

Teachers will develop common formative assessments aligned to the identified priority standards.

An increase of on-line testing opportunities will be implemented in grades K-8.

Research-based classroom instructional methods will be used daily to support personalized classroom instruction for all students including STEAM  (Science, Technology, Engineering, Arts, Mathematics) lessons, Project Based Learning, extension and interventions activities, and Collaborative Teaching.

Mandate instructional minutes for all students in the content areas.

All students and staff will create goals based on priority standards.

Personalized learning opportunities: Makerspace, Stanford Engineering Design, and PBLs

Based on the Personalized Learning Rubric, students will increase their skill level in the Culture of Learning descriptor.

Teachers will work collaboratively in Grade Level PLCs to develop lessons and assessments based on state standards, student data, cognition levels and the 4C’s.

Teachers will work collaboratively in Academic PLCs (vertical) to track student progress and goals. Teachers will use this time to analyze the quality of formative assessments. Teachers will use data information to provide instructional input.

Teachers will work collaboratively in PLCs to develop common formative assessments, lesson plans and instructional strategy implementation. DOK levels and standard analysis will go into the planning and implementation stages of the learning cycle.

Protocols are utilized during PLC work sessions based on the research.

Teachers will work in self selected PLCs to build leadership capacity, professional growth and over-arching goals: Personalized Learning, STEAM,

New Teacher training: Math in Focus, Student Leadership, RTI, and intervention programs.

Administration holds bi-weekly data meetings with teachers to monitor and discuss student growth.

Professional Development: developed and implemented based on student and teacher data through networking and collaboration in PLCs.

AzMERIT training will be provided and included in PD schedule.  AzMERIT on-line resources provided.

Frequently evaluate student performance by utilizing Galileo results, IAssess, common formative assessments, and other identified assessments to design and implement targeted instruction.

Teachers will participate in action research that will be personalized to their professional goals.  

Design and implement intervention activities for Tier 2 instruction and Tier 3 tutoring opportunities.  Implement on-line programs.

Design and implement enrichment activities and opportunities. (Based on the STEAM Strategic Plan)

Developing and implementing Engineering and Design Thinking Principals in the K-8 iEXPLORE Lab

Expanding resources in the iEXPLORE lab

Established partnership with  Maricopa County Education Service Agency (MCESA), Shadow Ridge High School, Grand Canyon University, STEM State Advocacy Group, and district 21st Century Specialists

Leadership Habits Goal Setting

Character Counts

Rachel’s Challenge

Opportunities for students to participate in leadership roles: school tours, community projects, peer mentors, big hero buddy

Embed Digital Citizenship activities into weekly leadership lessons

Monitor attendance data weekly to increase staff and student attendance percentages (CUTS conferences and calls, weekly monitoring of absences and student conferences).

Monitor student suspension rates weekly to decrease out of school suspensions. Create student-adult mentor program for students with multiple infractions.  

Teachers will work in STEAM cohorts based on the STEAM Immersion levels of the STEAM Immersion assessment and design personalized professional development

opportunities based on each cohort’s constructed SMART goals.

Cohort members will move across the STEAM Immersion continuum increasing the percentage of members moving into the next levels of the continuum, ensuring that all students are engaged in innovative learning opportunities.

STEAM literacy will be increased through the use of the Engineering Design Process.

Formative

and Summative Assessments

Survey Assessments

Formative and Summative Assessments

CES

Formative

and Summative Assessments

Formative Assessments

Embedded lessons

(min monthly)

iExplore assessments, survey

Infinite Campus Reports

Student Showcase - Work

MCESA STEM Walk Through Tool

STEAM Immersion Guide

August-May

Administration, staff ~ teachers, coaches, teacher-leaders and students

Administration, staff ~ teachers, coaches, ESS teachers, interventionist, mentors, Gifted teachers, teacher-leaders, PBL Team,  and students

Administration, staff ~ teachers, coaches, teacher-leaders, parents (individual), and students

Administration, staff ~ teachers, coaches, teacher-leaders, and students

Administration, staff ~ teachers, coaches, teacher-leaders, interventionist, RTI members, and students

Administration, staff ~ teachers, coaches, interventionist, teacher-leaders, and students

Administration, staff ~ teachers, coaches, teacher-leaders, interventionist, students, tutoring facilitators, parents, ZAP monitor

Administration, staff ~ teachers, coaches, teacher-leaders, mentors, Gifted teachers, Committee facilitators, parents, and students

Teachers, 21st Century Specialist team and Administration

Staff, Students, and Parents

Administration, Design Team, Chief Science Officers, Community Partnerships: GCU, MCESA, State STEM Advocacy Group, Teachers, Students, Families, 21st Century Partnership, SRHS Architect and Engineering Department.

Analyzing trend data

on specific skill deficits from the Common Formative Assessments

Lesson Plans from PLC work sessions, outcomes from Common Formative Assessments

Lesson Plans, Attendance reports from Tier 2 and 3, Formative and Summative Assessments

Tracking Forms, Goal Sheets

Lesson Plans, Formative and Summative Assessments

Lesson Plans, Formative and Summative Assessments, PLC folder with tracking and supporting  documents

Lesson Plans, Formative and Summative Assessments, PLC folder with tracking and supporting  documents

Professional Development attendance and surveys in ILearn, lesson plans, data results

IAssess, Galileo and other assessment results, lesson plans, CES

PLC Folders ~ agendas, summaries, lesson plans and assessments

Lesson plans and assessments, attendance sheets, project outcomes , permission slips, and Grade Book

Student work, survey

Learning Priority STEAM Project Results

Student Survey: School Activities

Discipline Data

STEAM Project Results, Student Data Results

MVS PROFESSIONAL DEVELOPMENT PLAN

Dysart Early Release Calendar 2018-2019

Structure Description Page

Date

Type of day

Focus

Additional Information

August 6th

Full PLC Day

PLC Format: Planning & Assessing

3 hours, 1 hr = Gradual Release Model, Departmentalized Grades: 1hr. Individual, 1hr PLC Data/Planning

August 13th

District Curriculum Day

GL Academic PLC

1.5 hours Grade Level PLC, 1 hour District Content PD

August 20th

School Choice & PLC Day

1 hour PLC, & 2 hours Approved Choice

School Choice may include: Professional Development, Parent communication, conferences, RTI meetings, peer mentoring, gifted cluster teachers, book study, etc. (admin approval). School Choice is not for grading or planning.

August 27th

School PD Day

STEAM

1 hour PD, 1 hour STEAM Cohorts, 1 hour Grade Level PLC - STEAM Planning

September 3rd

NO SCHOOL

September 10th

District Curriculum Day

GL Academic PLC

1.5 hours Grade Level PLC, 1 hour District Content PD

September 17th

School Choice & PLC Day

1 hour  PLC, & 2 hours Approved Choice

School Choice may include:Professional Dev.,  Parent communication, conferences, RTI meetings, peer mentoring, gifted cluster teachers, book study, etc. (admin approval). School Choice is not for grading or planning.

September 24th

Full PLC Day

PLC Format: Planning & Assessing

3 hours, Departmentalized Grades: 1.5 Individual, 1.5 PLC Data/Planning

October 1st

School PD Day

STEAM

1 hour PD, 1 hour STEAM Cohorts, 1 hour Grade Level PLC - STEAM Planning

October 8th

Full PLC Day

PLC Format: Planning & Assessing

3 hours, Departmentalized Grades: 1.5 Individual, 1.5 PLC Data/Planning

October 15th

Fall Break

October 22nd

School PD Day

STEAM

1 hour PD, 1 hour STEAM Cohorts, 1 hour Grade Level PLC - STEAM Planning

October 29th

School Choice & PLC Day

1 hour PLC, & 2 hours Approved Choice

School Choice may include: Professional Dev., Parent communication, conferences, RTI meetings, peer mentoring, gifted cluster teachers, book study, etc. (admin approval). School Choice is not for grading or planning.

November 5th

District Curriculum Day

GL Academic PLC

1.5 hours Grade Level PLC, 1 hour District Content PD

November 12th

NO SCHOOL

November 19th

Full PLC Day

PLC Format: Planning & Assessing

3 hours, Departmentalized Grades: 1.5 Individual, 1.5 PLC Data/Planning

November 26th

School Choice & PLC Day

1 hour PLC, & 2 hours Approved Choice

School Choice may include: Professional Dev., Parent communication, conferences, RTI meetings, peer mentoring, gifted cluster teachers, book study, etc. (admin approval). School Choice is not for grading or planning.

December 3rd

District Curriculum Day

GL Academic PLC

1.5 hours Grade Level PLC, 1 hour District Content PD

December 10th

School Choice & PLC Day

1 hour  PLC, & 2 hours Approved Choice

School Choice may include: Professional Dev., Parent communication, conferences, RTI meetings, peer mentoring, gifted cluster teachers, book study, etc. (admin approval). School Choice is not for grading or planning.

December 17th

Full PLC Day

PLC Format: Planning & Assessing

3 hours, Departmentalized Grades: 1.5 Individual, 1.5 PLC Data/Planning

Date

Type of day

Focus

Additional Information

January 7th

School Choice & PLC Day

1 hour PLC, & 2 hours Approved Choice

School Choice may include: Professional Dev.,  Parent communication, conferences, RTI meetings, peer mentoring, gifted cluster teachers, book study, etc. (admin approval). School Choice is not for grading or planning.

January 14th

District Curriculum Day

GL Academic PLC

1.5 hours Grade Level PLC, 1 hour District Content PD

January 21st

NO SCHOOL

January 28th

Full PLC Day

PLC Format: Planning & Assessing

3 hours, Departmentalized Grades: 1.5 Individual, 1.5 PLC Data/Planning

February 4th

District Curriculum Day

GL Academic PLC

1.5 hours Grade Level PLC, 1 hour District Content PD

February 11th

Full PLC Day

PLC Format: Planning & Assessing

3 hours, Departmentalized Grades: 1.5 Individual, 1.5 PLC Data/Planning

February 18th

NO SCHOOL

February 25th

School Choice & PLC Day

1 hour PLC, & 2 hours Approved Choice

School Choice may include:Professional Dev.,  Parent communication, conferences, RTI meetings, peer mentoring, gifted cluster teachers, book study, etc. (admin approval). School Choice is not for grading or planning.

March 4th

Full PLC Day

PLC Format: Planning & Assessing

3 hours, Departmentalized Grades: 1.5 Individual, 1.5 PLC Data/Planning

MArch 11th

District Curriculum Day

GL Academic PLC

1.5 hours Grade Level PLC, 1 hour District Content PD

March 18th

NO SCHOOL

March 25th

School Choice & PLC Day

1 hour PLC, & 2 hours Approved Choice

School Choice may include: Professional Dev., Parent communication, conferences, RTI meetings, peer mentoring, gifted cluster teachers, book study, etc. (admin approval). School Choice is not for grading or planning.

April 1st

Full PLC Day

PLC Format: Planning & Assessing

3 hours, Departmentalized Grades: 1.5 Individual, 1.5 PLC Data/Planning

April 8th

School PD Day

STEAM

1 hour PD, 1 hour STEAM Cohorts, 1 hour Grade Level PLC - STEAM Planning

April 15th

School Choice & PLC Day

1 hour PLC, & 2 hours Approved Choice

School Choice may include:Professional Dev.,  Parent communication, conferences, RTI meetings, peer mentoring, gifted cluster teachers, book study, etc. (admin approval). School Choice is not for grading or planning.

April 22nd

School PD Day

STEAM

1 hour PD, 1 hour STEAM Cohorts, 1 hour Grade Level PLC - STEAM Planning

April 29th

Full PLC Day

PLC Format: Planning & Assessing

3 hours, Departmentalized Grades: 1.5 Individual, 1.5 PLC Data/Planning

May 6th

District Curriculum Day

GL Academic PLC

1.5 hours Grade Level PLC, 1 hour District Content PD

May 13th

School Choice & PLC Day

1 hour PLC, & 2 hours Approved Choice

School Choice may include: Professional Dev., Parent communication, conferences, RTI meetings, peer mentoring, gifted cluster teachers, book study, etc. (admin approval). School Choice is not for grading or planning.

May 20th

Full PLC Day

PLC Format: Planning & Assessing

3 hours, Departmentalized Grades: 1.5 Individual, 1.5 PLC Data/Planning

CONTINUOUS IMPROVEMENT PLAN

PROFESSIONAL DEVELOPMENT PLAN

Grade Level PLC with Administration

Materials required for Data PLC meetings:

Bi-weekly Grade Level meetings with Administration: Lesson and assessment design with a focus on increase online activities, testing opportunities aligned with priority standards, DOK levels, and interventions (RTI) and enrichment.  A focus on Personalized Learning and STEAM.

Grade level data spreadsheets and Data Discussion tools are to be provided to administration by the Monday before the meeting to prepare for the review of student progress on the Priority Standards taught.

Each team member brings the data spreadsheet, progress notes (tracking forms) and action plans.  Bring student samples, assessments being utilized, and any other supporting documents.

K-3rd

4th-8th

August

15th, 29th

22nd

Prep

Conference Room

September

12th, 26th

5th, 19th

Prep

Conference Room

October

24th

3rd

Prep

Conference Room

November

 14th

7th

Prep

Conference Room

December

12th

5th

Prep

Conference Room

January

  9th, 23rd

16th, 30th

Prep

Conference Room

February

6th, 20th

27th

Prep

Conference Room

March

6th, 27th

13th

Prep

Conference Room

April

K-2 (10th, 24th)

testing

Prep

Conference Room

May

15th

8th

Prep

Conference Room

Instructional Cabinet Meetings are scheduled every other week.  These meetings begin at 7:45-8:40 in the i EXPLORE Lab.


Continuous Improvement Plan

Resource Plan

MVS CIP and STEAM Strategic Plan

Category

Type of Resource

Amount (Time, Money, Other Resources as identified)

Source

AZ State Standards: Implementation and Understanding through Unpacking the Standards

*Priority Standards

*Formative Assessments

21st Century Technology

4Cs ~ Critical Thinking, Communication, Creativity, and Collaboration

Professional Development Focus Areas:

STEAM/Design Process

Formative Assessment for Target Instruction: Intervention

Understand by Design

Restorative Practices

New Teacher:

Personalized Learning

STEAM Education (Engineering Process and Design Thinking)

Goal Setting

DOK, 4 C’s

Writing for Understanding

Student Leadership

*PLC Teams

Grade Level

Academic (ELA, STEAM, and Math)

STEAM Cohort Groups (Personalized Professional Development)

STEAM Strategic Plan

Resources:

Professional Resources

Professional Developement specific to STEAM Strategic Plan

*Schoology

* Grand Canyon University Principal Collaborative Team

*Innovation Technology Ambassador

*STEAM Design Team

*Technology Team ~ Vertical

*SAMR Model

VEX Robotics, Cue/Dots, Wonderbot competitions, Coding, a variety of tech tools

 STEAM Projects with the Design Process

*PLC Teams

~ Grade Level

~ Academic (Language Arts, Social Studies, Science and Math)

*4C Rubric

“Leader in Me” by S. Covey

Staff Professional Development aligned to CIP and STEAM Strategic Plan

School and District professional Development Calendar

PLC allotted times

PLC allotted time

$4,000

$0

$0

$0

$8,000

School and District professional Development Calendar

Monday PDs

PLC allocated times

$0 (past purchase)

All teachers, ESS and Reading Coach, Administration, and Gifted Instructional Assistance

ISTE

Sopris West

ASCD

STEAM Academic PLC

State STEM Advocacy Group

District Personnel, 21st Century Specialists

McESA

STEAM Design Team

Administration, Trainer of Trainer teachers group

Teachers, Administration, IT Personnel, IT Specialists, STEAM Design Team, Instructional Cabinet

Teacher Leads, Administration, All students

Teachers, Administration, ESS and Reading Coach, Gifted Specialist, District Personnel

21st Century Specialist, STEAM Academic PLC, Administration

Staff

We Are Dysart

“A leader is one who knows the way, goes the way, and shows the way”

                                                                                                                           ~John C. Maxwell

Assessment Calendar for 2018-19

August

September

October

Note:  Third grade students will be taking a combination test of District Benchmark and HMH Unit Assessments in ATI.

November

December

Note:  Third grade students will be taking a combination test of District Benchmark and HMH Unit Assessments in ATI.

January

February

March

Note:  Third grade students will be taking a combination test of District Benchmark and HMH Unit Assessments in ATI.

April

May

DIBELS Assessments

Kinder - 3rd grade

4th - 6th grade

DIBELS Progress Monitoring

95 Percent Group

(K-3 Getting Started/Beginning of School Year)

-Assess red, yellow and new students

Administer Phonics Screener for Instruction (PSI) Skills 2-5 ALL Students

(Start with lowest deficit based on previous year’s scores)

 *If Needed Skills 2-9 (Pick lowest 5 for Tier II group)