Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Action Plan for Bryson Elementary School

No description
by

Erin Martinez

on 3 July 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Action Plan for Bryson Elementary School

Needs
Goal 2: Provide a variety of instructional strategies and methodologies as well as assessment tools designed to meet a diverse population.
Goal 3: Develop a culturally competent learning environment that recognizes students, staff, and faculty come from various cultural backgrounds, eliminates biases, and reinforces the relationship between adults and students.
Objective: Vertical teams of educators participate in a multicultural book discussion
Objective: Faculty members self-assess their cross cultural sensitivity
Objective: Provide a staff development book study entitled: The Differentiated Classroom: Responding to the Needs of All Learners by: Carol Ann Tomlinson.
Program Components/Systems Targeted
: professional development, school climate

Researched Based Strategies, Initiatives, and Redesign
: meet in PLCs to discuss book contents, PLCs share reflections, staff members share information through a blog

Evidence of Change to Guide Decision Making
: reflection sheets

Persons Responsible
: campus administrators, teachers

Funding Sources
: SBDM funds
Objective: Utilize classroom simulations as models for the differentiated classroom
Program Components/Systems Targeted
: classroom strategies, instruction, teacher supports

Researched Based Strategies, Initiatives, and Redesign
: teachers observe model classrooms, complete a checklist of strategies used to ensure differentiated instructional practices, PD-360 (an online professional development platform)

Evidence of Change to Guide Decision Making
: classroom walk-through data, PDAS, checklists

Persons Responsible
: campus administrators, teachers

Funding Sources
: none needed, Title I funds
Objective: All educators on campus will participate in professional development focusing on the use of technology in the classroom.
Program Components/Systems Targeted
: professional development, school climate, student engagement, instruction

Researched Based Strategies, Initiatives, and Redesign
: curriculum enhancement through the use of e-books, authentic engagement, 21st century learning strategies

Evidence of Change to Guide Decision Making
: sign in sheets, agendas, increased use of technology in the classrooms

Persons Responsible
: campus principal, assistant principal , SBDMT, instructional staff

Funding Sources
: Title I funds and local funds

Objective: Introduction of computer infrastructure into the school including the use of computers within the classroom, interactive white boards, document cameras, student tablets
Program Components/Systems Targeted
: student engagement, instruction, technology infusion

Researched Based Strategies, Initiatives, and Redesign
: curriculum enhancement, authentic engagement, 21st century learning strategies, higher order thinking skills, increased problem solving skills, students will integrate their core content class with technology

Evidence of Change to Guide Decision Making
: presence of technology including internet access in the classroom, use of computers and computer based student projects

Persons Responsible
: principal, assistant principal, instructional staff, instructional technologist

Funding Sources
: Title I, state allotment, and local funds
Goal 1: To create a campus-wide technology infrastructure including technical support to facilitate technology infusion throughout the school in grades K-6.
Objective: Acquisition of instructional software such as iStation and Think Through Math
Program Components/Systems Targeted
: reading instruction, writing instruction, mathematics instruction

Researched Based Strategies, Initiatives, and Redesign
: curriculum enhancement, authentic engagement, 21st century learning strategies, data based instructional strategies

Evidence of Change to Guide Decision Making
: improvement of authentic student engagement. increased scores on standardized tests

Persons Responsible
: SBDM team, instructional staff

Funding Sources
: Title I and state allotment
Objective: Plan one activity each week where differentiated instructional strategies are employed
Program Components/Systems Targeted
: classroom instruction

Researched Based Strategies, Initiatives, and Redesign
: teachers include differentiated instructional strategies in lesson plans, teacher pairs participate in peer observations, feedback on implementation is shared

Evidence of Change to Guide Decision Making
: lesson plans, classroom observation peer reflections, classroom walk-through data

Persons Responsible
: campus administrators, teachers

Funding Sources
: none needed
Teaches will examine additional resources for use in the classroom, and realize the potential of differentiated instructional strategies, then will begin to utilize these strategies to improve their instruction (Bethel, 2009).

Through exploration of project-based and other instructional strategies, the faculty will begin to visualize the need for collaboration and in doing so form closer peer relationships in order to build their knowledge and in doing so close the educational gap between the current abilities and mastery of all students. (Fullan, 2007).

Through home visits and sensitivity training, teachers will view their students’ through a new perspective and thus be able to reevaluate their own values and gain a sense of humility and a greater understanding of the students’ language and culture (Bethel, 2009).

Through meeting and working with parents and through the newly gained cultural understanding the teachers will better form relationships, and trust among stakeholders and in doing so will inherently increase their own moral purpose and leadership skills. (Fullan, 2007).

An Action Plan for Bryson Elementary
Developed by: Sharon Boutte, Karyn Cummings, Erin Martinez, Omer Ozmeral and Ronald Wright
Needs Assessment for Bryson Elementary School

The members of Group 6 consist of Erin Martinez, Sharon Boutte, Karyn Cummings, Ronald Wright, and Omer Ozmeral. Group 6 selected Case Study #2, Bryson Elementary School. After examining the documents related to Bryson Elementary School, we conducted a needs assessment.
Bryson Elementary School, although a relatively new school, has an antiquated technology system. Technology appeals to only a small percentage of teachers that work in the district. Because the technology in the library is so obsolete as far as media resources are concerned, teachers often utilize the town library or the regional service center for their media needs. Additionally, the elementary school’s population is diverse, including 18% African American, 13% Hispanic, and 69% White students, and approximately 65% of those students classified as economically disadvantaged.
Through the needs assessment, we decided as change agents for Bryson, we would concentrate on the infusion of technology, cultural diversity, and differentiated instructional strategies as our primary focus. A campus improvement plan to address our needs would be the best way to address the needs identified.

1. There is very little infrastructure in place to allow the installation of computer hardware. Classrooms in grades 4-6 have only one computer in each room, which is seldom used for instructional purposes. Only one teacher, a respected veteran of 30 years, and retired campus leader has begun using multiple computers for student instruction in science.

2. With the changing population, teachers at Bryson Elementary will provide students a variety of avenues for attaining instructional content. Differentiated instruction will allow varying activities and instructional strategies determined by student needs, while honoring diversity, and increasing all students’ productivity.

3. All staff members at Bryson Elementary School live in the community and are Caucasian. Although this racial make-up is not reflective of the campus demographics, the following actions are proposed to assist teachers in serving the needs of Bryson Elementary’s diverse student body.
Program Components/Systems Targeted
: classroom strategies/instruction

Researched Based Strategies, Initiatives, and Redesign
: book study:
Becoming A Multicultural Educator Developing Awareness, Gaining Skills, and Taking Action,
teams practice cooperative learning techniques, such as jigsaw, teams plan their own book study, emphasizing cooperative learning, and explicit vocabulary instruction

Evidence of Change to Guide Decision Making
: completion of book review, lesson plans, agendas

Persons Responsible
: all staff

Funding Sources
: Title I funds
Objective: Technical support for modeling computer assisted instruction through the introduction of a technology facilitator
Program Components/Systems Targeted:
hire instructional technologist to support and train teachers

Researched Based Strategies, Initiatives, and Redesign
: instructional support and troubleshooting

Evidence of Change to Guide Decision Making
: authentic use of technology in the classroom

Persons Responsible
: principal and HR director

Funding Sources
: payroll funds
References
Bethel, S.M. (2009). A new breed of leader: 8 leadership qualities that matter most in the real world. New York, New York: Berkley Books.

Edutopia Staff. (2007). Why do we need technology integration? Edutopia. Retrieved from http://www.edutopia.org/technology-integration-guide-importance

Edwards, P. (). Impact of technology on the content and nature of teaching and learning.

Emanuel, D. (nd.). Te effect of computer-based mathematics on problem solving (action research). Retrieved from http://www.nefstem.org/project/final_reports/Emanuel.pdf

Felix, K. (2006). Classroom resources. Multimedia & Internet @ Schools, 13(2), 20.

Fullan, M. (2007). The new meaning of educational change. 4th Ed. New York, New York: Teachers College Press.

Harlin, R., Murray, R., & Shea, M. (2007). Broadening Teachers' Views of Diversity through Multicultural Book Discussions. Childhood Education, 83(5), 299.

Hew, K. and Brush, T. (2006). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendation for future research. Education Tech Research Development. 55, 223-252. Doi: 10.1007/sl1423-006-9022-5

Manz, P. (2012). Home-Based Head Start and Family Involvement: An Exploratory Study of the Associations Among Home Visiting Frequency and Family Involvement Dimensions. Early Childhood Education Journal, 40(4), 231-238. doi:10.1007/s10643-012-0512-2

Kosanovich, M., & Center on, I. (2012). Using "Instructional Routines" to Differentiate Instruction: A Guide for Teachers. Center on Instruction. http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED531909

Satchwell, R. E. & Loepp, F. L. (2002). Designing and implementing an integrated mathematics, science, and technology curriculum for the middle school. Journal of Industrial Teacher Education, 39(3).
Schnell, J. (2011). Self-Assessment of Cultural Awareness in the Classroom. Journal Of The Communication, Speech & Theatre Association Of North Dakota, 2441-45.

Scott, K. A., & Mumford, V. E. (2007). PART III: CREATING MULTICULTURAL CLASSROOMS: Critical Thoughts: Reexamining Teacher Training, Cultural Awareness, and School Reform. Multicultural Perspectives, 9(4), 54-58. doi:10.1080/15210960701569732

Thomas, S., & Kearney, J. (2008). Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education. Asia-Pacific Journal Of Teacher Education, 36(2), 105-120. doi:10.1080/13598660801971625

Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhouse, D. (2012). Differentiated Instruction: Making Informed Teacher Decisions. Reading Teacher, 66(4), 303-314. doi:10.1002/TRTR.01126
Objective: Communicate with parents through home visits
Program Components/Systems Targeted
: parent involvement/home-based involvement

Researched Based Strategies, Initiatives, and Redesign
: teachers will have the opportunity to learn about the culture and the background of students, parents will be informed about school events specific to the needs and interests of Bryson Elementary students.

Evidence of Change to Guide Decision Making
: sign in sheets, home-visit reports

Persons Responsible
: all staff

Funding Sources
: general campus funds

Introduction

Campus improvement plans (CIP) are mandated by the Texas Education Code and are intended to be comprehensive and designed for accountability purposes. Prior to constructing a CIP, an assessment is needed to determine improvement areas. Bryson Elementary School students score below the state averages on state assessments in reading, math, and writing. The school lacks technology resources needed for 21st Century learning as well as for student engagement. An evaluation of the data suggested that the main modality of instruction comes in the form of whole group instruction with little differentiation of instructional strategies and assessment. Further, the demographics of Bryson Elementary School indicate a diverse population with over 65% of the students being at-risk learners.
Data-driven decisions provide an opportunity to identify and improve needed areas. The PLC determined the need for improvement in the areas of cultural diversity, technology, and differentiated instruction. The design of the improvement plan includes three supports for each objective as a way of ensuring positive implementation of each innovation.
Program Components/Systems Targeted
: classroom instruction

Researched Based Strategies, Initiatives, and Redesign
: flexible grouping of students, inquiry learning, student problem solving, formative assessments, reflection ,and goal setting

Evidence of Change to Guide Decision Making
: student-driven instruction, increased student questioning skills, improved scores on standardized tests, increased student engagement and motivation, increased student collaboration

Persons Responsible
: classroom teachers, administrative staff

Funding Sources
: Title I funds
Objective: Project-based learning will be utilized across core subject areas
Capacity of teachers will be built through systematic learning and a belief in a common purpose that will drive instructional change (Fullan, 2007).

Teachers will recognize that their technical skills must be expanded and therefore will value the capacity building in the technological areas (Bethel, 2009).

Educational change, the inevitable, challenges educators to adapt to current trends and methodologies. School officials have the responsibility to employ practices that ensure students are prepared to meet determined standards. While difficult to accept, change is a reality and data forces educators to see themselves and their students in a realistic fashion. School administrators utilize the Campus Improvement Plan as a roadmap for success for all students.
Program Components/Systems Targeted
: professional development/ school climate

Researched Based Strategies, Initiatives, and Redesign
: administrators model process of creating a social contract, counselor leads Social Justice Equity Audit presentation, heterogeneous teams complete a school climate questionnaire, results are compared with other groups

Evidence of Change to Guide Decision Making
: sign in sheets, agendas, school climate questionnaires, classroom walk through

Persons Responsible
: campus principal and assistant principal , and counselor (facilitators), all staff

Funding Sources
: none needed (materials needed are available for free online)
Objective: All educators on campus attend professional development which focuses on cultural diversity and global awareness
Program Components/Systems Targeted:
classroom instruction, self-reflection

Researched Based Strategies, Initiatives, and Redesign
: faculty members complete a self-assessment provided by Schnell, grade level teams share out results, groups write a reflection on results, teachers will write a self-reflection on their cultural sensitivity in teaching, and how they plan to adjust lesson plans in the future

Evidence of Change to Guide Decision Making:
group-reflections, self-assessments, lesson plans

Persons Responsible
: counselor (facilitator), all staff

Funding Sources:
none needed


Technology
Differentiated Instruction
Cultural
Awareness
2014-2015
2015- 2016
2016-2017
Full transcript