Dayton_View

Implementation Action Plan 2010-11

Responding to the Needs of All Learners

Note: Please limit your school’s priorities to four. Please use learning from each day’s sessions to refine and clarify these priorities rather than adding additional priorities.

=**Team Members Attending:**=
 * **School Name:** || Dayton Leadership Academies- Dayton View Campus ||
 * **VPES:** || Gary Robinson ||
 * 1) Amy Doerman
 * 2) Jannell Croft
 * 3) Megan McLemore
 * 4) Jennifer Norvell
 * 5) Danita Fletcher

=**Priority #1: Differentiation- Common staff language and implementation**= =**Priority #2: Observation focus on fidelity to core and workshop implementation**= =**Priority #3: PD focus- "work sessions"**= =**Priority #4: Professional Learning**=
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Turn-around PD from ILC (session titled "Differentiation of Core Program") || Doerman, Norvell, McLemore, Fletcher || 10/18/10 ||
 * Focus on time management and using program resources wisely-- "work session" planning PDs w/grade levels || Norvell, McLemore || Ongoing ||
 * Follow-up practice on how to differentiate the same material across all tiers in a classroom || Croft || 10/26/10 ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Use of ratings activity in 10/18 Differentiation PD to frontload with staff || Doerman, Norvell, McLemore, Fletcher || 10/18/10 ||
 * Targeted observations for strong teacher-led centers and meaningful, data-driven activities || Norvell, McLemore || Ongoing ||
 * Adjusting focus from OIP back to Edison design (strong fidelity to core) and folding in non-fiction writing PD/strategies cross-curricularly (using ILC session info) || Doerman || 10/18/10 ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Follow-up on in-depth, skill-focused instruction from 10/18 PD; common understanding of what embedding really looks like when done well, balanced with "power standards"; consistent use of companion guides; turn-around PD on "problem identification"- classroom vs. student, focusing on weak skills taught vs. weak skills not taught yet || Norvell, McLemore || Ongoing ||
 * Use high performers (3rd & 4th grade teams) to do PD and duplicate what they did last year to get strong OAA results across the building || Doerman, Norvell, McLemore || 11/30/10 ||
 * Progress monitoring: Consistent analysis of PM data, to identify needs and track progress on Academic Class Profiles and create/analyze achievement gap trend graphs || Doerman, Norvell, McLemore || Ongoing ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Implement "Teach Like a Champion" strategies through book study and discussion during monthly staff meetings as well as Tuesday PD || Doerman || Ongoing, beginning 10/18/10 ||
 * Implement Ruby Payne's 7 strategies for intervention through topic discussions at Tuesday PD || Doerman || Ongoing, beginning 10/18/10 ||
 * Implement "Fair Isn't Always Equal" strategies for grades 4-8 through chapter/topic highlights at Tuesday PD || Doerman || Ongoing, beginning Feb 2011 ||

=Other Notes or comments: 1) Renewed focus/vision for CST- "RtI Team", focus on strengthening core and identifying what is/not working across the building, and to anlayze data to see if workshop is making an impact for at least 80% of the students. 2) Complete "Continuum of Intensity" within RtI Team. 3) Intentional focus on highlighting staff doing workshop/intervention well- at each staff meeting, highlight this month's strategy and have a teacher share out who has implemented it well.=