Understanding Continuous Improvement: Goals, Objectives, Strategies and Activities

Rationale: The development of goals and objectives to be obtained through strategies and activities is an essential component of executing a continuous improvement plan. In short, the Needs Assessment completed during Phase II expresses the school or district’s CURRENT STATE, while goals, objectives, strategies and activities should succinctly plot the school or district’s course to their DESIRED STATE. Here are the operational definitions of each:

Goal: Long-term target based on Kentucky Board of Education Goals. Schools may supplement with individual or district goals.

Objective: Short-term target to be attained by the end of the current school year.

Strategy: Research-based approach based on the 6 Key Core Work Processes designed to systematically address the process, practice or condition that the school/district will focus its efforts upon in order to reach its goals/objectives.

Activity: The actionable steps used to deploy the chosen strategy.

Key Core Work Processes: A series of processes that involve the majority of an organization’s workforce and relate to its core competencies. These are the factors that determine an organization’s success and help it prioritize areas for growth.

Guidelines for Building an Improvement Plan


1: Proficiency

State your Proficiency Goal 

Goal 1:

  Rowan County students will increase the average combined reading and math K-Prep scores from 51.2% to 56% by May 2019.

Which Strategy will the school/district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was chosen.)

Which Activities will the school/district deploy based on the strategy or strategies chosen? (The links to the Key Core Work Processes activity bank below may be a helpful resource. Provide a brief explanation or justification for the activity. 

Identify the timeline for the activity or activities, the person(s) responsible for ensuring the fidelity of the activity or activities, and necessary funding to execute the activity or activities.

Objective        

Strategy

Activities to deploy strategy

Measure of Success

Progress Monitoring Date & Notes

Funding

Objective 1:  Rowan County students will increase the average combined reading and math K-Prep scores from 51.2% to 53.6% by May 2018.

 Design and Deliver Instruction

Administration and teacher representatives will be given an opportunity to visit high performing schools to obtain information and guidance on developing standards based resources for the classroom that include high impact strategies dealing with reading and math.

Professional Development time will be provided to allow for teachers and administration to create and share resource/curriculum documents.

All classroom teachers will implement the use of a schoolwide, standards base curriculum/instructional resource that has aligned standards, learning targets and assessments for math.

Teachers will have access to chrome books to use in the classroom that will allow students participation in Math and Reading programs, which will support math and reading fluency.

Students will receive reading and math tutoring for those students needing extra support through Extended School Services throughout the school year.

Walk thru observation for evidence of  high yield strategies being implemented

Curriculum documents and Pacing guides being used

Lesson plans and walk thru’s

Students fluency increasing in math and reading thru the use of Chrome books.

Classroom assessments, universal screeners, bench mark tests, KPREP

January 2018 to May 2018

January 2018 to May 2018

January 2018 to May 2018

January 2018 to May 2018

$57,000

Design and Deliver Instruction

District wide teacher representatives will work in a vertical math team to discuss vertical alignment of the standards and to discuss classroom strategies.

Ensure that all students have access to both grade-level Math materials and differentiated Math materials, including concrete examples such as manipulatives when needed.

Use small Math/Reading groups to differentiate math and reading instruction for all students, based upon student data.

Teachers understand the importance of  the standards above and below for mastery at their grade level.

Ensure all schools have math manipulatives needed to for student success.

Disaggregating student data accurately to create small groups based on student needs.

January 2018 to May 2018

Review, analyze, and apply data

Teachers will meet in PLC’s to review student data to help guide classroom instructional practices and create accurate assessments aligned with state standards.

Use student assessment data from formative, summative, and benchmark assessments to drive classroom whole group and small group Math and Reading instruction.

PIMSER is working with K-5 teachers creating common math assessments in math that help guide classroom instruction in regard to rigor.

Create formative and summative assessments that are aligned to the standards.

Evaluating instructional effectiveness to determine instructional adjustments if needed.

Instructional adjustments will be made according to student data.

The creation of math assessments that are more rigorous.

Both assessments are aligned with one another

January 2018 to May 2018

January 2018 to May 2018

Objective 2:

2: Gap

State your Gap Goal

Goal 2:  Rowan County students in the non-duplicated gap group will increase the average combined reading and math proficiency from 40% to 45% by May of 2019.

Which Strategy will the school/district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was chosen.)

Which Activities will the school/district deploy based on the strategy or strategies chosen? (The links to the Key Core Work Processes activity bank below may be a helpful resource. Provide a brief explanation or justification for the activity. 

Identify the timeline for the activity or activities, the person(s) responsible for ensuring the fidelity of the activity or activities, and necessary funding to execute the activity or activities.

Objective

Strategy

Activities to deploy strategy

Measure of Success

Progress Monitoring Date & Notes

Funding

Objective 1: Rowan County students in the non-duplicated gap group will increase the average combined reading and math proficiency from 40% to 42.5% by May of 2018.

Design and Deliver Instruction

 Teachers will implement with fidelity the RTI process using the district-developed flow chart of procedures.

Walk-thru’s and RTI Meetings

January 2018  to December 2018

 All teachers will utilize appropriate research-based interventions for all students.

Walk thru’s to observe strategies

January 2018  to December 2018

Teachers K-5 will develop differentiated lessons for small groups based on unit assessments, Running Records, DIBELS, and MAP data.

Small groups formed based off  assessments

January 2018  to December 2018

Objective 2:

 K-3 Teachers will administer running records a minimum of 3 times a year in order to differentiate instruction.

Look for differentiated instruction/Walk thru’s

January 2018  to December 2018

 4th-5th grade teachers will administer running records a minimum of 3 times a year to any student below benchmark on MAP and DIBELS.

Data analysis of student data

January 2018  to December 2018

 ESS Daytime waiver funds will be used to provide math and reading interventions to targeted students who are in the gap group.

Student achievement in math and reading will increase

January 2018  to December 2018

$57,000

Design and Deliver Assessment Literacy

 Instructional aide support will be maximized to provide opportunities for increased small group and one- on- one instruction.

RTI Team’s will work collaboratively to develop Tier II and Tier III intervention plans in the areas of reading and math. The team will review data from universal screeners, diagnostic assessments, and teacher documentation to aid in Tier II or Tier III plan development.

Use the data generated from grade-level assessments to design individualized supports for students with disabilities.

Teachers will participate in a Name and Claim activity to identify gap students and those scoring below benchmark.

Use student assessment data from formative, summative, and benchmark assessments to drive classroom whole group and small group Math and Reading instruction.

Instructional aides will work with small groups

Weekly and Monthly RTI meetings

Students w/ disabilities will receive individualized supports that increases student achievement.

Students will receive instructional support that have been identified.

Instructional practices are adjusted according to formative/ summative assessments

January 2018  to December 2018

January 2018  to December 2018

January 2018  to December 2018

January 2018  to December 2018

January 2018  to December 2018

3: Graduation rate        

State your Graduation rate Goal

Goal 3: RCSHS will increase the Graduation Rate from 97.2% to 98.2% by 2020, as measured by the 5-Year Cohort Graduation Rate.

Which Strategy will the school/district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was chosen.)

Which Activities will the school/district deploy based on the strategy or strategies chosen? (The links to the Key Core Work Processes activity bank below may be a helpful resource. Provide a brief explanation or justification for the activity. 

Identify the timeline for the activity or activities, the person(s) responsible for ensuring the fidelity of the activity or activities, and necessary funding to execute the activity or activities.

Objective

Strategy

Activities to deploy strategy

Measure of Success

Progress Monitoring Date & Notes

Funding

Objective 1:

RCSHS will increase the Graduation Rate from 97.2% to 97.5% by 2018, as measured by the 5-Year Cohort Graduation Rate.

 Establishing Learning Culture and Environment.

Ensure that all available resources are deployed to assist students in need, i.e. FRYSC, DPP, Cabinet for Family and Children, etc.

Data Teaming around intervention programs.

Service Team meetings.

January 2018  to December 2018

Ensure that student conferencing occurs on a regular basis and such discussions support a culture for learning.

Student/Teacher/

Administration conferences

January 2018  to December 2018

Students in danger of not graduating due to shortfall of credits are sought out to modify schedule.

Student/Teacher/

Administration conferences

January 2018  to December 2018

Objective 2:

Bluegrass Discovery Academy

A district-operated alternative program that is designed to remediate academic performance, improve behavior or provide an enhanced learning experience for students at risk.

Student/Teacher/

Administration conferences

January 2018  to December 2018

4: Growth

State your Growth Goal

Goal 4: By 2019, Rowan County schools will reduce the average total number of students scoring novice level in math and reading from 47.7% to 42.5.

Which Strategy will the school/district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was chosen.)

Which Activities will the school/district deploy based on the strategy or strategies chosen? (The links to the Key Core Work Processes activity bank below may be a helpful resource. Provide a brief explanation or justification for the activity. 

Identify the timeline for the activity or activities, the person(s) responsible for ensuring the fidelity of the activity or activities, and necessary funding to execute the activity or activities.

Objective

Strategy

Activities to deploy strategy

Measure of Success

Progress Monitoring Date & Notes

Funding

Objective 1: By 2019, Rowan County schools will reduce the average total number of students scoring novice level in math and reading from 47.7% to 45.2%.

 Design and Deliver Instruction

 Design and Deliver Assessment Literacy

Ensure ongoing professional development in the area of best practice/high yield instructional strategies to aid in curricular adjustments when students fail to meet mastery.(Smekens, PIMSER) training which includes walk-throughs to address instructional refinement, curriculum pacing guides, and development of common formative and summative assessments.

Ensure item analysis methods are occurring within PLCs to evaluate instructional effectiveness and determine if instructional adjustments are needed, and if so, what those adjustments are.

Utilize daily formative data collection tools such as:  benchmark data, summative data, non‐academic data, teacher observations, individual teacher data meetings, and walk-to group details to ensure high levels of teacher effectiveness and student achievement.

RTI Team’s will work collaboratively to develop Tier II and Tier III intervention plans in the areas of reading and math. The team will review data from universal screeners, diagnostic assessments, and teacher documentation to aid in Tier II or Tier III plan development.

Professional development strategies being implemented/ Walk- thru’s

Discuss any adjustments needed during PLC

Weekly and monthly RTI meetings

January 2018  to December 2018

January 2018  to December 2018

January 2018  to December 2018

Using formative data, teachers will provide Tier I interventions in the classroom.

Teachers will create formative and summative assessments that are aligned with one another and congruent with standards.

PIMSER is working with K-5 teachers creating common assessments in math that help guide classroom instruction in regard to rigor.

PLC’s will do item analysis on assessments to obtain data in areas students are not mastering to help guide instruction.

Classroom adjustments made based off formative assessments

Both assessments are aligned with one another

The creation of math assessments that is more rigorous.

Item analysis of data for instructional purposes

January 2018  to December 2018

January 2018  to December 2018

January 2018  to December 2018

January 2018  to December 2018

Objective 2:

5: Transition readiness

State your Transition readiness Goal

Goal 5:  Rowan County students will increase scoring proficient in all content areas from 53.09% to 59% by 2020.

Which Strategy will the school/district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was chosen.)

Which Activities will the school/district deploy based on the strategy or strategies chosen? (The links to the Key Core Work Processes activity bank below may be a helpful resource. Provide a brief explanation or justification for the activity. 

Identify the timeline for the activity or activities, the person(s) responsible for ensuring the fidelity of the activity or activities, and necessary funding to execute the activity or activities.

Objective

Strategy

Activities to deploy strategy

Measure of Success

Progress Monitoring Date & Notes

Funding

Objective 1: Rowan County students will increase scoring proficient in all content areas from 53.09% to 56.09% by 2018.

Design and Deliver Instruction

 Design and Deliver Assessment Literacy

ESS Daytime waiver funds will be used to provide support in all content areas that have targeted students according to classroom assessments, universal screeners and benchmark assessments.

Instructional aide support will be maximized to provide opportunities for increased small group and one- on- one instruction.  

Student achievement will increase through various assessments.

January 2018  to December 2018

$57,000

Teachers will data team around common assessments to monitor student progress during content area, grade level and vertical PLC’s.

All formative assessments will align with summative assessments.

Teachers will use formative and summative data to drive instructional practices.

PIMSER is working with K-5 teachers creating common assessments in math that help guide classroom instruction in regard to rigor.

Using formative data, teachers will provide Tier I interventions in the classroom.

Teachers will discuss student data during PLC’s for core instruction adjustments

Both assessments are aligned with one another

Instructional practices are adjusted according to formative assessments.

The creation of math assessments that are more rigorous.

Classroom adjustments made based off formative assessments

January 2018  to December 2018

January 2018  to December 2018

January 2018  to December 2018

January 2018  to December 2018

January 2018  to December 2018

Objective 2:

6: Other (optional)

State your Other Goal (optional)

Goal 6:

Which Strategy will the school/district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was chosen.)

Which Activities will the school/district deploy based on the strategy or strategies chosen? (The links to the Key Core Work Processes activity bank below may be a helpful resource. Provide a brief explanation or justification for the activity. 

Identify the timeline for the activity or activities, the person(s) responsible for ensuring the fidelity of the activity or activities, and necessary funding to execute the activity or activities.

Objective

Strategy

Activities to deploy strategy

Measure of Success

Progress Monitoring Date & Notes

Funding

Objective 1:

Objective 2: