At X School staff have been surveyed and interviewed for the past 4 months.

This included the Literacy Coach,

Principal, Assistant Principal and teachers. This data, along with student achievement data, has helped to
formulate a plan to strengthen X school. Achievement data in category 1 as well as staff survey data in category
4 were essential to the building process of this plan. By focusing our efforts on African American (AA) students
in ELA we can better support their achievement and well-being.

Vision Statement: The staff, families, and community of X School envision a creative, student-centered school
environment. The following school improvement plan in English Language Arts (ELA) helps to encourage our
AA students to develop a love of learning, to reach his or her highest potential intellectually, and emotionally.

Linked to District Goal: Improve Academic Performance for All Students. Further design and refine targeted
student interventions at all levels to ensure more consistent and coherent district-wide protocols for all tiers of
RtI, both academic and pro-social.

Theory of Action: If X School works collectively to improve tier 1 instruction in ELA for AA students by
zoning in on tier 1 instruction through a more systematic approach to PLC’s; strengthens the RtI/PLC model by
creating strong link between the two while creating more accountability of teachers; facilitates social emotional
learning at a school wide level by the use of responsive classroom and PBIS strategies, then achievement levels
will increase for AA students in ELA.

Goal One: This goal addresses the needs in Tier 1 instruction. Data shows that X School is not fully meeting
the needs of all AA students. On average, grades K-5 are currently servicing 27% of all students for Tier 2
instruction (category 1 chart 5). Within a functioning RTI model, Tier 2 instruction should service 10-15% of
students (Douglas Fisher and Nancy Frey January 2010). The high percentages of students being serviced shows
that teachers use tier 2 as a safety net for anyone who is not meeting a benchmark instead of looking to address
trends and needs at the tier 1 level. In order to support, and sustain improvement, there must be consistent
instructional strategies implemented for students, particularly our AA students. In “Leading Change: Why
Transformation Efforts Fail,” (1995) Kotter says, “When people are left on their own to make connection, they
sometimes create very inaccurate links.” At X School tier 1 instruction is not a top priority, therefore the lack of
execution comes from no link being made between the RtI/PLC model and deficits in tier 1 that ultimately don’t
support AA students.
Goal #1
Tier 1 instruction Focus
Target Student Goal: By June 2018, if staff work to help strengthen Tier 1 instruction collaboratively by discussing core curriculum,
instructional strategies, and tracking student progress through formative and summative data; then as a result the percentage of African
American students receiving Tier 2 ELA Supports will decrease by 15%.

Action Plan Goal #1

Strategies Responsibility Timeline
1.1 Continue the use and implementation of Units of Study Curriculum in District Curriculum Services, June 2017-June
Literacy to support a balanced literacy approach. teachers, coaches 2018
1.2 Utilize the literacy coach and exemplary teachers to model balanced Literacy Coach, Exemplary September 2017-
literacy implementation through cross-classroom observations. teachers K-5, Administration June 2018
1.3 Continue to gain proficiency with conferring by providing PD and Teachers, Literacy Coach September 2017-
coaching in conferring toolkit usage and conferring note recording and June 2018
tracking systems.
1.4 Monitor student success through formative assessment, tracking these Teachers, PLC Leaders, Literacy September 2017-
needs, and adjusting instruction to provide targeted small group instruction. Coach June 2018

Existing Resources New Resources Needed

Units of Study Curriculum Online conferring subscriptions
Access to G suite Conferring Toolkits Supplies
Grade level PLC weekly meetings
PD with Teachers College Coaches
Organizational Changes
1. Four of the principal days (staff meetings) will include time for PD in conferring with toolkits and recording conferring notes.
2. The literacy coach will support grade-level PLCs in 4 week increments switching between primary and intermediate grades.
(see more about this in Goal #2)
Staff Support & Engagement
1. Optional summer online book study, Conferring with Readers Supporting Each Student's Growth and Independence By
Gravity Goldberg, Jennifer Serravallo.
2. A school wide Google survey on areas of strength and improvement in ELA will be given in September 2017. This will allow
coaches and administrators to target areas of needs that teachers have in tier 1 instruction. This survey will help to determine
specific focuses for faculty meetings based on the needs and wants of staff members.
Evidence of Effectiveness
Evidence of Monitoring Evidence of Assessment
PLC agendas and minutes MCAS results 2017-2018
Teacher Self Evaluation Number of students being serviced in Tier 2 ELA
Progress monitoring from RtI Tier 2 intervention groups groups
PLC Data Team meeting notes District Wide Assessments including DRA Spring
DRA Fall and Winter Assessments for tracking results
Improvement of teacher performance and use of
strategies based on administrative observations of
teachers.

Goal 2: In order to strengthen the RtI/PLC model, it is essential that there are high expectations set for staff and
students involved. Part of the important work that is being done with RtI intervention groups needs to be
directly linked to grade level PLC work. Goal two helps to address the link between the current RtI model and
grade-level PLCs. It is vital that a strong, communicative link, is made between the two models at X School in
order to help AA students achieve at a high level. Based off of a Google form given to all staff, it was noted that
only 50% of grade level PLCs collaborate about Tier 2 intervention groups frequently (category 4). With some
new actions steps in place, PLC time can be refocused to become more efficient as well as support AA student
achievement.
Goal #2
PLC/RTI Focus
Target Student Goal: By June 2018 if staff work to help strengthen the RTI and PLC model collaboratively through the use of student
data, analyzing progress monitoring sheets, strengthening the coaching model and providing supports for Tier 2 interventions, then we
will increase the percent of AA students grades 3-5 in the category of proficient or higher for the ELA MCAS 10% above the 2016-17
scores, and 85% of grades K-2 African American/Black students will meet the Spring benchmark or make 1 year of growth as
measured by the Developmental Reading Assessment 2.

Action Plan Goal #2

Strategies Responsibility Timeline
2. 1 The literacy coach will alternate every 4 weeks between K-2 Literacy Coach September 2017-June
grade-level PLCs and 3-5 grade-level PLCs to help support a sustained 2018
4 week period ELA focus.

2.2 Measure and discuss student success by utilizing District Grade Level PLCs September 2017-June
Assessments (DRA), Running Records, and Word Their Ways Spelling 2018
Inventory.
2.3 Establish clear benchmarks for student RtI intervention group PLC leaders, Literacy Coach, September 2017
eligibility in writing using the Lucy Calkins Writing Rubrics. These Administration
benchmarks will be used during data team cycles.

2.4 Following RtI groupings, classroom teachers will communicate Teachers, RtI interventionist, September 2017-June
with families of their students receiving RtI interventions specific, Families 2018
targeted, feasible strategies.

Existing Resources New Resources Needed

Block schedule with 30 minute RtI blocks Shared document for each grade with all benchmarks
Lucy Calkins Unit of Study in Reading and Writing Curriculum (math, reading, writing, social emotional) for each data
Access to G suite team cycle.
Established PLCs across K-5
Organizational Changes
Grade level PLC meetings will now be structured in 3 week cycles. Math and ELA coaches will attend PLC meetings and help PLC
leaders create an agenda relevant to their content area. This schedule will be posted on the shared on the Google calendar for X
School.
Staff Support
The new PLC model of 4-week cycles will be introduced by the literacy coach by June of 2017. In order to gain support
administration will monitor the success of these cycles by asking for feedback during at least 3 faculty meetings during the 2017-2018
school year.
Evidence of Effectiveness
Evidence of Monitoring Evidence of Assessment
PLC agendas and minutes MCAS results 2017-2018
Google folders with shared ideas from PLC District Wide Assessments including DRA Spring results
Google survey data of PLCs Common grade level assessment results
Progress monitoring from RTI Tier 2 intervention groups Improvement of teacher performance during PLC based on
DRA Fall and Winter Assessments for tracking administrative feedback.

Goal 3: By implementing consistent social emotional supports, AA students will be able to better engage and
participate in their school day. Goal three addresses the social emotional concerns that X School has. Currently,
20% of teachers are not trained in Responsive Classroom and Positive Behaviors Intervention Supports
(category 4). Additionally, these models are not used by every teacher (even if they are trained). These
inconsistencies lead to meager results in student behavior. Currently, there are not any systems in place to track
student behavior at the administrative level. The lack of information creates a barrier for students to make
progress towards independence in the classroom. In order to support AA students, this plans helps to break the
barrier down and provide consistent supports. This goal will therefore aim to decrease office and counseling
referrals.
Goal #3
Social Emotional Focus
Target Student Goal: During the 2017-2018 school year if we improve school wide knowledge and school-level implementation of
supports for African American students’ emotional and behavioral needs through the use of Responsive Classroom Practices and the
PBIS model, then AA students’ behavioral referrals will decrease 10 and AA student counseling referrals will decrease by 15%.

Action Plan Goal #3

Strategies Responsibility Timeline
3.1 Train 90% of all classroom teachers (10% increase) in Responsive Classroom Teachers, Administrators, October 2017
practice through the district level course. Responsive Classroom
Instructors
3.2 Provide bi-monthly trainings for School Support Staff and Instructional Aides Administrators, Counselors, September
in Social Thinking language and support around appropriate interventions for the School Support Staff, 2017-June
classroom, playground, and cafeteria. Instructional Aides 2018
3.3 Administration will collect, monitor and analyze data on student behavior office Administrators September
referrals and pro-social interventions used in the classroom to determine and 2017-June
implement additional targeted counseling groups and/or class based curricula. 2018
3.4 Create a weekly 30 minute time block in the 2017-2018 school wide schedule Administrators September
for social emotional learning. 2017
3.5 Throughout the year, the school counselors will visit each classroom monthly Counselors September
and present various developmental guidance lessons to all students. These lessons 2017-June
will be designed to promote student knowledge, attitudes, and emotional/behavior 2018
regulations.
Existing Resources New Resources Needed
Responsive Classroom Library RC course for new staff at district level
PBIS framework in place Google Form for tracking behavior referrals
Open Circle Copies for all staff: A Mindset for Learning
Book by Christine Hertz and Kristine Mraz
Cultural Competency trainings during staff
meetings at least 3X during the 2017-2018
school year.
Organizational Changes
A google calendar will be created for teachers to sign up for their monthly time slots for counselor lessons.
Administrators will implement a new Google form to track and monitor student behavior referrals.
Staff Support and Engagement
1. Grade level PLC Leaders will be given a chance to use the new tracking system for behavior referrals in June of 2017. Based
on feedback changes will be made accordingly.
2. For the 2016-2017 school year First Grade has implemented whole grade meetings. Teachers will be invited to attend this
meeting during the start of the school year before implementing their own.
Evidence of Effectiveness Goal #3
Evidence of Monitoring Evidence of Assessment
PLC agendas and minutes Behavior referral data (based off of Google
Teacher Self Evaluation form)
Progress monitoring from RTI Tier 2 intervention groups Classroom behavior data (teacher driven)
PLC Data Team meeting notes PBIS Meeting Minutes
DRA Fall and Winter Assessments for tracking