Dayton_Liberty

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:**= =**Priority #1: Increasing special teacher (art, music, Spanish, PE) involvement in providing intervention to Tier II students as well as increasing accountability.**=  i. Work with the grade level team to identify students that are in need of support  ii. Plan with designated grade level to embed weak skills during their small group time  iii. CC’s will observe to provide support and ensure implementation of the plan || Mr. Benton Ms. G Ms. Neyland Mr. Mosely || Daily ||
 * **School Name:** || Dayton Liberty Campus ||
 * **VPES:** || Gary Robinson ||
 * 1) Theodore Wallace
 * 2) Kelli Allen
 * 3) Charlotte Thompson
 * 4) Anna Skinner
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Turn in lesson plans to Dr. Wallace that follow the state standards and can be observed (cross-curriculum) || Dr. Wallace || Every Friday by 4:15 ||
 *  Pull small groups (specific grade levels) to provide support in either reading or math- consider in grades 4-8- during one of their planning blocks
 *  Ensure that their attendance is present at PD’s to provide resources to be able to provide support (how can they be most effective during that time?) || Ms. Allen

Mrs. Thompson || Tuesdays and Wednesdays || =**Priority #2: Ensure fidelity to the core program**=  i. Ensure that teachers are following curriculum maps and Academic Content Standards  ii. Provide opportunities for leads to observe others (peer-coaching)- building capacity within the leadership team  iii. Ensure that computer lab programs are being utilized according to intervention model (ex. Tier II- Lexia)  iv. Using observation feedback, consider PD opportunities to provide based on weaknesses and deficient areas 1. Allow opportunities for teachers to provide PD in areas they are particularly strong in, thus building capacity within the building || Ms. Allen
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 *  CC’s/Lead Teachers can verify whether or not grade level teams are appropriately implementing the core curriculum through the use of regular, consistent observations

Mrs. Thompson || Monthly grade level observations ||  i. Consider having SPED teachers push-in to classrooms to provide support more often || Ms. Allen
 *  Utilize collaborative planning opportunities effectively with SPED and Specials teachers

Mrs. Thompson

Team Leads || January || =**Priority #3: Maximize instructional time**= <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> b. Staff will commit to being on-time for classroom and school duties reducing the time needed for student transitions throughout the day. <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. Cut back on the amount of time it takes students to transition from classroom to bathroom or classroom to specials (maximum time should be 5 minutes- i.e. use a timer) <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. Should be reviewed as part of the classroom routines and procedures || Ms. Ewing
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> a. Provide Quarterly recognition/certificate/incentives for punctuality (no tardies) and attendance (no absences)

All Staff || Quarterly Awards Ceremony || <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. Who to invite to meetings? <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. Which students to evaluate? <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. Broaden staff attending meetings (principal, SSM, CC, teacher, SPED, parent, etc) <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. Providing continual support for behavior and attendance needs <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> d. Building PD’s around the needs of the teachers <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. Based on CC’s observations <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. Ensure the pacing guide and suggested lesson planner is being followed <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> e. CC’s will pull a small group of Tier II students for math or reading for 4/5th grades  || Admin. Team
 * <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> c. Solidify CSST/RtI team function

CC's

CC's || October

Ongoing

Beginning Oct. 11th || <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. Withdrawal/Probation for students with behavioral issues. || Mr. Goode || Ongoing || = = =Other Notes or comments:=
 * <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> f. Adhere to protocols/consequences for managing student behaviors