Redesign Plan Alcott School

Redesign Plan

Alcott School

Pontiac City School District

Mr. Robert Jansen

460 WEST KENNETT RD PONTIAC, MI 48340-1642

Document Generated On January 31, 2014

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6

Priority School Assurances

Introduction 8 Priority School Assurances 9

Operational Flexibility Assurance

Introduction 11 Assurance of Operational Flexibility 12

Transformation Redesign Diagnostic

Introduction 15 PART A: REFORM TEAM PERSONNEL 16 PART B: TEACHING AND LEARNING PRIORITIES 17 PART C: DEVELOP/INCREASE SCHOOL LEADERSHIP AND TEACHER EFFECTIVENESS 22

PART D: COMPREHENSIVE INSTRUCTIONAL REFORM STRATEGIES 37 PART E: INCREASED LEARNING TIME AND COMMUNITY ENGAGEMENT 69 PART F: PROVIDING OPERATIONAL FLEXIBILITY AND SUSTAINED SUPPORT 72

Executive Summary

Redesign PlanAlcott School

SY 2013-2014 Page 1© 2013 AdvancED www.advanc-ed.org

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Alcott Elementary was built in 1957, serving grades kindergarten through sixth grade and is located in the northwest corner of the Pontiac

School District. Alcott is a STEM (Science, Technology, Engineering, and Mathematics) Niche school for the District of Pontiac. Our staff,

parents and community are dedicated to helping all students reach their maximum potential.

Demographic information students ( approximately 487 students)

Hispanic: 39%

Asians: 5%

African American: 40%

Caucasian: 15%

Native American: 0.6%

To start this school year our student population is up from from approximately 400 students in June 2013 to 487 in October 2, 2013. Many of

these students come to us from the closing of Whitman Elementary. Previous to this school year the last three years our overall student

population has seen a slight increase. In June 2011, our total student population was 384, in June of 2012 our total student population was

436 and in June of 2013 our population was approximately 400 students. The emotional impairment classroom was moved at the end of the

2012 school year. A cognitive impairment classroom was added in 2012. The Hispanic population has grown in the past three years but

declined this school year from 44% to 39%. The Asian population has remained the same at ~5-6% over the last three years. The African

American population increased this school year from 34% to 40%. The Caucasian population has remained about the same at 15-16%.

Due to budget cuts and staff layoffs our teaching staff has been reduced from 23 teachers from 2010 to 14 teachers in June of 2013.

This school year we have 18 teachers.

Demographic information teachers (18 teachers and 1 principal)

Hispanic: 2 teachers 11%

Asian: 1 teacher 5%

African American: 4 teachers 21%

Caucasian: 12 teachers and principal 63%

Over 95% of our students are economically disadvantaged. Several of our students come from single parent households. Many of our

families do not own their own homes. In ~ 45% of our students' homes English is not the first language. Several of our parents have been

impacted by the poor economy in the area. In spite of many of the economic challenges our school continues to show positive academic

growth and maintains the strong community partnerships.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. Vision Statement

The vision of Alcott Elementary is that by using a data-driven, technology enhanced, problem-solving model of support, all students will have

access to an instructional program that is a response to their individual needs regardless of their academic achievement levels or disability

categories. Through the systematic use of scientifically based practices and programs, students will excel at high rates and their needs will

be addressed quickly, efficiently and deliberately until all students are growing academically and socially.

Mission Statement

*The mission of the School District of the City of Pontiac, in partnership with students, parents, and community is to create a

learning/teaching environment that ensures quality and equity for all to succeed in a rapidly changing world.

*The mission of Alcott Elementary staff and community is to effectively teach all students the academic and social skills necessary for

success.

Beliefs Statement

We are relentless in the pursuit of our mission and will examine all options until every child is performing successfully. In order to do this, we

believe the process of improving schools is fundamentally based on a critical analysis of whether or not our students are in fact, responding

to academic and social interventions.

We believe:

* that all children can learn when taught effectively.

* that learning is maximized when delivered in a safe environment.

* in a multi-tiered approach towards addressing the needs of students.

* in the use of scientifically based instructional best practices.

* in the use of collaborative problem-solving.

* in data based decision making process.

* that diversity is a cornerstone of our school community.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Alcott School has a history of providing rich academic experiences for students, teachers and families. Alcott is working on becoming a

STEM school and in the process it has developed a strong partnership with Cranbrook Institute of Science. Alcott students and teachers

visit the Institute and participate in science interactive presentations. The Institute also brings the Science on the Go program to the school

for hands-on activities that enrich the students' science knowledge. Families receive passes for the museum and are invited for

Cranbrook/Alcott family day. Students attend the Science Explorer Camp in the summer.

Alcott School has a partnership with the Detroit Zoological Society. Students visit the zoo as an extension of their classroom experiences.

Tomorrow Leader's Today exposes students to career pathways in STEM related professions. The Ocean Project is a program where

students learned about the importance of water and its impact in our society. Students visit water sheds and study the interdependence of

water and people.

The Eastern Michigan University partnership has provided teachers with professional development in cultural awareness and science

education. Alcott School was just recently selected as Project Lead the Way Pilot school for the 2013 and 2014 school year. Alcott School

has received Michigan Green Schools Status for the last three years.

Alcott School is fortunate to have many great partners in our community that help with tutoring, clothing and food donations. The Department

of Human Services (DHS) has two workers in our school who serve as support system for our parents.

Alcott School completed the MiBLSi grant which helped in the implementation of the RtI-MTSS and PBIS.

Alcott staff is moving forward implementing reading, science, social studies, writing and mathematical goals that are focusing in improving the

academic achievement of students. Teachers have received professional development in initiatives that support the implementation of the

academic goals.

Parent involvement is a high priority to our school community. we will continue to keep parents involved in their children's education. The

PBIS program has reduced the number of behavior referrals and based on SWIS data Alcott is below the national average of office discipline

referrals.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. Alcott School has a wonderful reputation in the school district.






Introduction All priority schools are required to certify yes/no to each of the following assurances and upload a copy of the required documentation in

ASSIST.




Label Assurance Response Comment AttachmentTeacherEvaluation Tool

Our district has implemented an evaluation tool,that includes a significant connection to studentgrowth, to assess the effectiveness of teachers.

Yes Teacher Eval Tool

Label Assurance Response Comment AttachmentAdministratorevaluation tool

Our district has implemented an evaluation tool,that includes a significant connection to studentgrowth, to assess the effectiveness of leaders.

Yes Administrator EvalTool



Operational Flexibility Assurance



Introduction To ensure that all priority schools are in compliance with the required Michigan Department of Education Assurances it is required that

acknowledgement and submission of certain documentation be completed.



Assurance of Operational Flexibility

All identified Michigan priority schools must complete and submit the following operational flexibility assurances as part of their Redesign

Plan no later January 30, 204.

Label Assurance Response Comment AttachmentOur school assures the Michigan Department ofEducation that under our current collectivebargaining agreements, board policies, andoperating procedures that the school buildinghas the authority and autonomy to implementall redesign plan requirements as written. Thisassurance requires that schools upload eitheran Executed Addendum or a Memorandum ofUnderstanding as evidence on the followingscreen.

Yes

Label Assurance Response Comment AttachmentOur school has an executed addendum to thedistricts applicable collective bargainingagreements which includes all the followingelements required by Section 8 of the MCL380.1280c:Section (8) An addendum to a collectivebargaining agreement under this section shallprovide for any of the following that arenecessary for the applicable school interventionmodel to be implemented at ___ School.

(a)That any contractual or other senioritysystem that would otherwise be applicable shallnot apply at ___ School. This subdivision doesnot allow unilateral changes in pay scales orbenefits.

(b)That any contractual or other work rules thatare impediments to implementing the redesignplan shall not apply at ___ School. Thissubdivision does not allow unilateral changes inpay scales or benefits.

No An addendum has not beencreated; however, the union hassigned the assurance page(attached)

MOU

Label Assurance Response Comment AttachmentOur school has a Memorandum ofUnderstanding (MOU) outlining the commitmentto hold a negotiated addendum meeting toaddress requirements of Section 8a of MCL380.12080c

Yes



Label Assurance Response Comment AttachmentOur Local Educational Agency (LEA) willcomply with all applicable requirements,policies and conditions for implementing theReform/Redesign Plan. The LEA understandsthat if it fails to develop an approvable plan, ordoes not make satisfactory progress on theplan implementation and/or studentachievement, the Michigan Department ofEducation/State School Redesign Officer mayissue an order placing the school under thecontrol of the State School Reform/RedesignSchool District (SSRRD). If the school isplaced under the control of the SSRRD, underSection 6 of the MCL 380.1280c, the SSRRDwill impose for the school one of fourintervention models and impose an addendumto applicable collective bargaining agreementsin effect for the school as necessary toimplement the school intervention model asrequired by Section 8 of the MCL 380.1280c.

Yes AssuranceSignature Page



Transformation Redesign Diagnostic



Introduction The Transformation Model addresses four specific areas: 1) developing teacher and school leader effectiveness; 2) implementing

comprehensive instructional reform strategies; 3) extending learning and teacher planning time and creating community-oriented schools;

and 4) providing operating flexibility and sustained support. Overall, you will write a reform/redesign plan to address eleven separate

requirements. The reform/redesign plan should be developed for implementation through the 2015-16 school year.



PART A: REFORM TEAM PERSONNEL

Please list the individuals involved in the development of this reform/redesign plan. Use a separate line to list each individual, and

include name, title or role, and email contact information. Robert Jansen, Principal, [email protected]

Susana B. Llanes, Teacher, [email protected]

Jennifer Dean, Teacher, [email protected]

Adrianne Tomlinson, Teacher, [email protected]

Julie Williams, Teacher, [email protected]

Alison Curlee, Teacher, [email protected]

Rosalyn Whitehead, Curriculum and Instruction, [email protected]

Kelley Williams, Superintendent, [email protected]

Peggy Vandenbossche, School Improvement Facilitator, [email protected]

Ron Collins, Outreach Specialist, Michigan State University, [email protected]



PART B: TEACHING AND LEARNING PRIORITIES

State two or three “big ideas” for your reform/redesign plan that are intended to change teaching and learning in ways that

promote student growth in your school. Pontiac School District "Big Ideas"

1. Learning as our fundamental purpose

2. Building a collaborative culture through high performing teams

3. Focusing on results

The Pontiac School District "Big Ideas" are embedded in the culture of Alcott School.

Alcott School staff recognize that they must work together to achieve their collective fundamental purpose of learning for all. Therefore, they

participate in Professional Learning Community (PLC) meetings promoting professional dialogue in a collaborative culture through high

performing teams. Teachers work in grade level and cross-grade level teams, engaging in an ongoing cycle of questions that promote deep

team learning. This process, in turn, leads to higher levels of student achievement.

The collaboration of grade-level teams drives the school improvement process. Alcott School staff uses the district curriculum and the results

of student achievement data to identify the essential knowledge and skills that all students should learn in order to receive mastery in all

content areas. Alcott teachers focus on the data results and then agree on the significant outcomes that they will make sure each student

achieves during the unit of study. Classroom instruction and formative assessments are used to monitor the students' learning as the unit of

study is taught. Summative assessments inform which students mastered the academic outcomes and which students need more support.

Alcott School teams reconvene in PLCs to discuss what is working and what is not. Teachers discuss new strategies learned through

professional development and plan how to implement them in their classrooms. This ongoing cycle of teacher learning, teams collaborating

and all instruction focused on results leads to an increase in student academic achievement.

Alcott School "Big Ideas"

Literacy and Mathematics

Response to Intervention: A Multi-Tiered System of Supports (RtI-MTSS). Teachers will use assessments to screen the instructional needs

of all learners. Teachers will use the assessment data to guide all instructional decisions. Teachers will implement research based

instruction and interventions. Teachers will monitor the progress of students to inform their ongoing decision making.

The achievement gap shows that Alcott School has a high deficit in literacy and mathematics. Based on the research a multi-tiered system

of supports offers the highest impact on student achievement when interventions are delivered with fidelity. Alcott staff will participate in

ongoing professional development provided by Oakland Schools ELA and Mathematics coaches.

Sheltered Instruction Observation Protocol (SIOP). Teachers will learn and implement the SIOP method of literacy instruction for all

students. Alcott teachers plan to implement SIOP throughout the classrooms in our building. Alcott data has shown a decline in achievement

for the English Learner (EL) population as well as the EL population growing simultaneously.



Alcott's EL population ,as well as the at-risk student population that have low oral language skills, is too large to simply rely on one English as

a Second Language (ESL) teacher in our school. Therefore, each teacher will be receiving professional development in the SIOP strategies

with the goal that the learned strategies can be instructed school-wide and the student achievement of all students will show an increase.

Alcott staff will receive professional development through Pontiac School District bilingual department and by a retired university professor

who specializes in linguistics and language acquisition.

Project Lead the Way (PLTW). Teachers will receive professional development and implement the PLTW 2013-2014 pilot program.

Alcott teachers look for the Project Lead The Way program to close the achievement gap in the area of science. Project Lead The Way is a

research based program aligned with the Common Core and Next Generation Science Standards. Students will use a project based

integrated STEM (Science, Technology, Engineering, Mathematics) curriculum. Students will be actively involved as they use critical

thinking, collaboration, and problem solving to create and deepen their understanding of science. Alcott staff expects that this new way of

teaching and learning will increase state test scores in the area of science.

Alcott teachers will be implementing this rigorous curriculum with fidelity. There will be on going professional development to ensure this

program is successful. The curriculum will be taught through a series of topic based modules, students will engage in design problems that

encourage collaboration, analysis, problem solving, and computational thinking. Teachers will collaborate, analyze student data and

differentiate the curriculum so that all students are successful learners. State what data were used to identify these ideas The 2012 MEAP scores, May 2013 and September 2013 DIBELS Next benchmark assessments for reading, writing, mathematics, social

studies and science showed mixed results.

Alcott teachers used a variety of assessments from the Core Reading Sourcebook, MLPP and mathematics assessments to determine a

baseline of student knowledge and plan the appropriate differentiated instruction.

DIBELS Next September 2013 reading gap statements by grade level based on recommended goals.

Kindergarten

2% of Kindergarten students scored at or above benchmark on September 2013 DIBELS Next FSF assessment, leaving 8% of students

below benchmark and 89% well below benchmark.

5% of Kindergarten students scored at or above benchmark on September 2013 DIBELS Next LNF assessment, leaving 8% of students


First Grade

7% of 1st grade students scored at or above benchmark on September 2013 DIBELS Next LNF assessment, leaving 11% below benchmark

and 83% well below benchmark.

5% of 1st grade students scored at or above benchmark on September 2013 DIBELS Next NWF-CLS assessment, leaving 20% below

benchmark and 75% well below benchmark.

7% of 1st grade students scored at or above benchmark on September 2013 DIBELS Next NWF-WWR assessment, leaving 13% below


Second Grade

28% of 2nd grade students scored at or above benchmark on September 2013 DIBELS Next NWF-CLS assessment, leaving 19% below


24% of 2nd grade students scored at or above benchmark on September 2013 DIBELS Next NWF-WWR assessment, leaving 25% below




12% of 2nd grade students scored at or above benchmark on September 2013 DIBELS Next DORF-Words Correct assessment, leaving

18% below benchmark and 70% well below benchmark.

9% of 2nd grade students scored at or above benchmark on September 2013 DIBELS Next DORF-Accuracy assessment, leaving 26%


Third Grade

12% of 3rd grade students scored at or above benchmark on September 2013 DIBELS Next DORF-Words Correct assessment, leaving 16%


15% of 3rd grade students scored at or above benchmark on September 2013 DIBELS Next DORF-Accuracy assessment, leaving 15%


15% of 3rd grade students scored at or above benchmark on September 2013 DIBELS Next Daze-Adjusted assessment, leaving 12% below


Fourth Grade

10% of 4th grade students scored at or above benchmark on September 2013 DIBELS Next DORF-Words Correct assessment, leaving 16%


42% of 4th grade students scored at or above benchmark on September 2013 DIBELS Next DORF-Accuracy assessment, leaving 14%


10% of 4th grade students scored at or above benchmark on September 2013 DIBELS Next Daze-Adjusted assessment, leaving 14% below


Fifth Grade



23% of 5th grade students scored at or above benchmark on September 2013 DIBELS Next DORF-Accuracy assessment, leaving 77% well

below benchmark.



Sixth Grade




below benchmark.



DIBELS Next May 2013 reading gap statements by grade level

49% of Kindergarten students scored at or above benchmark on May 2013 DIBELS Next assessment, leaving 16% of students below


26% of 1st grade students scored at or above benchmark on May 2013 DIBELS Next assessment, leaving 14% below benchmark and 60%

well below benchmark.



39% of 2nd grade students scored at or above benchmark on May 2013 DIBELS Next assessment, leaving 19% below benchmark and 42%


46% of 3rd grade students scored at or above benchmark on May 2013 DIBELS Next assessment, leaving 13% below benchmark and 41%


33% of 4th grade students scored at or above benchmark on May 2013 DIBELS Next assessment, leaving 33% below benchmark and 35%






2012 MEAP gap statements

Reading gap statements for all students

34% of 3rd grade students scored at or above proficient level on Fall 2012 MEAP assessment, leaving a 3.25% gap between 3rd grade

students and the Alcott target of 37.25%.

42% of 4th grade students scored at or above proficient level on Fall 2012 MEAP assessment, leaving a +4.75% gap between 4th grade






Writing gap statement by grade level

24% of 4th grade students scored at or above proficient level on Fall 2012 MEAP assessment, leaving a 1.3% gap between 4th grade


Writing gap statement by subgroup

The subgroup furthest from all students in proficiency on the MEAP assessment is the 4th grade English Language Learners.

0% of English Language Learners students scored at or above proficient level on the 4th grade Writing MEAP assessment, leaving a gap of

25.3% between English Language Learners and all Alcott 4th grade students.

Mathematics gap statements for all students









Mathematics gap statement by subgroup


0% of English Language Learners students scored at or above proficient level on the 4th grade Mathematics MEAP assessment, leaving a



gap of 6% between English Language Learners students and all Alcott 4th grade students.

Science gap statement by grade level



Science gap statement by subgroup

All the subgroups scored not proficient in the Fall 2012 MEAP assessment.

Social Studies gap statement by grade level



Social Studies gap statement by subgroup




PART C: DEVELOP/INCREASE SCHOOL LEADERSHIP AND TEACHER EFFECTIVENESS

Requirement #1: Replace the Principal and increase leadership capacity at the school.

Indicator 1A: In your response, describe how the district has taken on of the following actions: (a) a new principal has been hired

that meets all five turnaround competencies, (b) the current principal meets all four turnaround competencies, and (c) a principal

with turnaround competencies will be hired before the end of the planning year. *Note: (a) and (c) are the only options if you plan to

apply for a School Improvement Grant.

Indicator 1B: Describe how the district will increase leadership capacity. Ensure that this plan addresses at least one of the big

ideas around which this plan is developed. 1A. The District has carefully evaluated the skills and talent of Principal Jansen and is satisfied that he has demonstrated the skills

necessary to turn Alcott School around. The staff of Alcott believes in him and is very supportive. He will be able to galvanize them around

the identified "Big Ideas" and focus efforts on early wins. Mr. Jansen has demonstrated the ability to collect, analyze, and share data

effectively. He has the energy to lead a fast cycle of implementation and the courage to challenge the status quo when necessary to change

organizational norms.

As a transformational leader, right away, Mr. Jansen assembled a very able and motivated core of teacher leaders and in these early stages

of planning has other staff members taking the initiative in various leadership positions. He has created a sense of urgency for the staff to

identify and focus on early wins and big payoffs. He has also looked beyond the school to get as much support as possible using not only

consultants and coaches from Oakland Schools but also partnerships both from the local community and higher educational organizations to

help with turning the school around.

Mr. Jansen realizes the importance of having a school climate and culture that focuses on achievement and continuous learning for students

and staff. He envisions a highly-qualified team of professionals who value and foster school leadership, community partnership, and

community involvement. He begins each school year collecting perception data from surveys from students, parents, and teachers, which is

evaluated by the leadership team and together they look at strategies that can develop and implement changes that will foster and promote

high expectations for learning, creativity, and productively in a judgment-free, positive environment. He has also helped implement

C.H.A.M.P.S., which is a proactive and positive approach to classroom management. He has worked hard at not conducting "business as

usual" by beefing up PBIS (Positive Behavior Intervention Support) at Alcott that has helped the school be more safe, respectful, and

responsible, which has provided a framework for student success.

Mr. Jansen has established and maintained the following partnerships which has allowed Alcott to implement initiatives to support and

increase student achievement:

oMr. Jansen was instrumental in creating a dynamic partnership with Cranbrook Institute of Science as part of his STEM initiative. Mr.

Jansen has secured scholarships for our students to attend a summer camp. He has arranged for all classes to visit the Institute for field

trips and focused, curricular-connected classes taught by their experts multiple times a year at no cost to the school district. He has gathered

free passes for admission to the Institute for our students' families. Mr. Jansen has also arranged for special Alcott-only days at Cranbrook,

and procured free admission and transportation. He has invited Cranbrook instructors to present at school and evening Family Nights,

specializing in science concepts.

oMr. Jansen is a visionary who wants to make Alcott a successful, sustaining STEM school. He had the forethought to apply for the state of

Michigan Green School status and obtain the Green status. To further his STEM initiative, he contacted the national organization to include

Alcott in the Project Lead the Way endeavor, and was the only school in Michigan to be granted the pilot.



oIn working with the Detroit Zoological Society, Mr. Jansen has arranged for instructors to present in each classroom. He developed

Tomorrow's Leaders Today program with the director of the Zoo in order for Alcott's students to partake in various STEM lessons and hands-

on, career-oriented activities.

oMr. Jansen has been diligent in maintaining the partnership with Birmingham First Presbyterian Church. This partnership has provided a

wealth of resources to the Alcott community. Many retired certified teachers volunteer their time to come to the school and work with small

groups. The church has also donations of school supplies and clothing for students. The Birmingham First Presbyterian partnership has also

provided Alcott School with financial grants to support academic initiatives at Alcott.

Without these partnerships, Alcott would be less prepared for closing our achievement gap.

Mr. Jansen consistently demonstrates a strong work ethic and a dedication to success. He believes strongly in shared leadership, data-

driven decision-making, continuous job embedded professional development, quality instruction, instructional best practices, and a strong

relationship between all parties within a school. Mr. Jansen works closely with the School Improvement Team and looks closely at their

school's data to plan for continuous, job-embedded learning for educators so that his staff stays up to date on the most current research and

best teaching practices.

Mr. Jansen makes informed decisions based on data. He has had his staff rely heavily on collecting and analyzing data in an effort to identify

crucial problems that can be fixed quickly. Through progress monitoring, data analysis, PLCs, data dialogues, surveys, and behavior data he

has worked with the staff to established big ideas that will help with the turn around of the school.

As an educator and principal, Mr. Jansen has earned the trust and respect of his staff, parents, students, and the community. It is always

energizing to see the dedication and collaboration Mr. Jansen brings to both the school and the parents in the community. He empowers

fellow educators to inspire students to reach their full potential through building a deep and sustained commitment by each and every staff

member. This type of commitment and dedication occurs by keeping all staff members as well as parents involved in the decision making

progress within the school. He has had success with fostering cultures of collaboration and accountability at Alcott School.

Through data analysis, teacher evaluations, peer coaching opportunities and shared leadership, Mr. Jansen focuses all of the school's

resources where they will best improve results. The transformation vision for Alcott Elementary is a jointly held vision shared by staff, Central

Office and parents.

These are attributes of a focused, visible turn-around leader. Mr. Robert Jansen is such a leader. His retention as principal is integral to the

transformation process at Alcott Elementary.

1B. The District is committed to supporting Alcott school in creating and maintaining a climate and culture that is conducive to high quality

teaching and learning that leads to improved student achievement.

The principal will have multiple opportunities to attend professional development activities offered by the District and by external providers,

including those offered by Oakland Schools.

Monthly principal meetings on the third Thursday of each month will offer opportunities to dialogue with peers, to participate in activities that

increase leadership capacity such as discussing current articles, book studies and to be engaged in job related professional development.

District-wide Professional Development days are scheduled for the 2013-14 year. (See attached calendar) On November 5, 2013, the

District-wide professional development day will be focused on Literacy. Other District training will be to provide awareness and training on

RtI-MTSS models. The principal will participate in the Sheltered Instruction Observation Protocol training and also attend training for Project

Lead the Way.



Since the District and Teachers' Association have agreed to provide one Wednesday afternoon monthly for teachers and the leadership to

participate in Professional Learning Communities, District representatives will attend meetings periodically to support and guide the work of

the school.

The District will provide direct support to the principal in providing data for the school to examine, analyze and act upon. The school will have

the support of the District Assessment Coordinator to provide on-site training and support in analyzing data. Additionally, coaches and school

improvement facilitators from Oakland Schools will provide job-embedded training in building capacity in leadership and instruction. In

collaboration with the District Rep., the specialist from MSU will provide support to the principal in the implementation of the Transformation

Plan and also provide professional development and coaching as needed. The District will support the principal in implementing and

achieving the teaching and learning goals that the staff has selected for focus and will provide strategies for engaging students and improving

literacy and numeracy skills. The District will monitor the implementation of the Instructional Learning Cycle that are intended to yield quick

gains in achievement.

The District will provide as many resources as is possible within the Consent Agreement that supports the nature of the work of the school.

The District will pool and consolidate resources technology, talent, resources; both human and financial for the benefit of the school. The

District will also provide a schedule of progress benchmarks and a plan for student assessment that is to be developed. Requirement #2: Use rigorous, transparent, and equitable evaluation systems for teachers and principals.

Indicator 2A: In your response, detail the collaborative process used to create a teacher evaluation plan and explain how the

evaluation includes student growth as a significant factor (by 2014-15, at least 40% of teachers' evaluations must be based on

student growth). Attach the teacher evaluation and Administrator Evaluation.

Indicator 2B: In your response, detail the collaborative process used to create a leader evaluation plan and explain how the

evaluation includes student growth as a significant factor (by 2014-15, at least 40% of teachers' evaluations must be based on

student growth). Attach the teacher evaluation and Administrator Evaluation. The teacher and administrative evaluation models were developed during the 2011-12 school year.

The Charlotte Danielson Model provided the process to create a teacher evaluation plan and the "Interstate School Leaders Licensure

Consortium Standards (ISLLC) for the leadership evaluation plan. The implementation of the Charlotte Danielson Model consisted of the

following steps:

-The collaborative team consisted of the Teacher Union President, three teachers from the elementary, middle school, and high school; the

middle school and high school principals; and the Human Resource Director.

-Eight to ten meetings were held during the 2011-12 school year through October, 2012. Meetings were for the purposes of clarifying the

purpose and objections of the evaluative process, engaging the stakeholders and obtaining feedback on the instrument, assessment tools,

and student growth objectives.

-Teachers also received professional development in October, 2011 on the MDE Educators' Evaluation process. Administrators received

training to ensure that instruments were administered with fidelity at the Principals' Academy at the same time. Teachers and principals met

to review the observation instrument and the protocol to develop annual goals in building staff meetings and individually prior to the

implementation of the process.



-To measure student growth, assessment tools from DIBELS Next, Atlas Rubicon,, MEAP, Core Source Book (Literacy) and Every Day Math

assessments are utilized. Student Learning Objectives (SLOs) are a participatory method of setting measurable goals and objectives, based

on the specific assignment or class. They may be based on standardized tests or may be teacher created assessments if they are based on

the Power Standards from the Common Core Curriculum.

-Criteria in the Evaluation Tool include student growth as a factor in the overall performance measure. Student growth is currently 20% of the

overall evaluation formula as measured by how students perform on MEAP, DIBELS, and MLPP. For the annual year-end evaluation for the

2013-14 school year, at least 25% of the annual year- end evaluation shall be based on student growth and assessment data. For the

annual year-end evaluation for the 2014-15 school year, at least 40% of the annual year-end evaluation shall be based on the student growth

and assessment data. Beginning with the annual year end evaluation for the 2015-16 school year, at least 50% of the annual year-end

evaluation shall be based on student growth and achievement data.

-The Interstate School Leaders Licensure Consortium Standards (ISLLC) is used for the Leadership evaluation plan. The Human Resource

Director and three administrators met five times prior to the beginning of the 2011-12 school year to clarify the purpose and objectives of the

administrator evaluation system, engage stakeholders and obtain feedback on the instrument and the process. The plan was approved by

the Pontiac Board of Education and the Administrators' Union in September, 2011.

To align Pontiac's administrator evaluation with legislation the same criteria for student achievement will be applied to the building

administrator evaluation. For the annual year-end evaluation for the 2013-14 school year, at least 25% of the annual year-end evaluation

shall be based on student growth and assessment data. For the annual year-end evaluation for the 2014-15 school year, at least 40% of the

annual year-end evaluation shall be based on the student growth and assessment data. Beginning with the annual year-end evaluation for

the 2015-16 school year, at least 50% of the annual year-end evaluation shall be based on student growth and achievement data.

Criteria in the Evaluation Tool include student growth as a factor in the overall performance measure. Student growth is currently 20% of the

overall evaluation formula as measured by how students perform on MEAP, DIBELS Next, and MLPP. For the annual year-end evaluation

for the 2013-14 school year, at least 25% of the annual year- end evaluation shall be based on student growth and assessment data. For the

annual year-end evaluation for the 2014-15 school year, at least 40% of the annual year-end evaluation shall be based on the student growth

and assessment data. Beginning with the annual year end evaluation for the 2015-16 school year, at least 50% of the annual year-end

evaluation shall be based on student growth and achievement data.

Requirement #3: Identify and reward school leaders, teachers, and other staff members who have increased student achievement.

Additionally, the school will remove leaders and staff members who have been given multiple opportunities to improve

professional practice and have not increased student achievement.

Indicator 3A: In your response, identify the strategies that will be used to identify and reward school leaders, teachers, and other

staff members who have increased student achievement. This process must reward educators for positively contributing to

increased student achievement and for implementing the instruction program with fidelity (outlined in requirement #6).

Indicator 3B: In your response, describe how the school will remove leaders and staff members who have been given multiple

opportunities to improve professional practice and have not increased student achievement outcomes, and who have not met

criteria based on the teacher evaluation system.



3A- Alcott School will identify and reward staff when 75% of their students demonstrate at least one year of growth on the District selected

Fall and Spring assessment. In order to operate within the confines of the Financial Operating Plan of the Consent Agreement, the school

will institute a cost-effective system of rewards for educators which will include, but not be limited to, a teacher of the month certificate, a

special prime parking space, a PTO lunch, recognition at a student awards ceremony, name sent to the Board of Education for recognition

and name/picture displayed in the office.

At the current time, there is no provision for monetary incentives due to the financial state of the District. Therefore, the District will embark

on a plan that includes non-monetary recognition.

- Beginning January 2014, the District will acknowledge teachers who have increased student achievement when at least 40% of students

score at least 75% on both reading and mathematics quarterly assessments.

At the end of the school year in 2014, the District will host a special reception and honor teachers and students who have excelled and

increased student learning/achievement. Teachers qualify when 40% of students in a teacher's class scores at least 75% in reading and

mathematics. Students are invited when they score at least 75%.

Leadership will be asked to nominate teacher of the month based on academic achievement of at least 40% of students achieving 75%

mastery in reading and mathematics.

Give teachers supplemental materials if they have demonstrated increased student achievement when 40% of students score at least 75%

on reading and mathematics by June, 2014.

3B-Per the Consent Agreement for the School District of the City of Pontiac: The District shall use a collaborative process of evaluating

educators and administrators that utilizes student growth as a significant factor, and identifies strategies to support ongoing practice.

The District shall identify a set of competencies that will be used to screen all existing staff throughout the district, and shall use these

competencies in an objective manner to remove ineffective staff, and to remove the least effective staff in the event of a district-wide layoff or

staff reduction.

Pontiac School District teachers are evaluated on relevant competencies with the desired goal of enhancing professional growth and

performance. The evaluation of teachers will include the following five (5) Domains of Performance Competencies. Using the Minimum

Performance Expectations for All Informal and Formal Observations, teachers must score a minimum of 75% overall in the Effective or Highly

Effective Categories and at least 40% of students must achieve 75% mastery in reading and mathematics as evidenced by assessment data

by May, 2014. By the end of 2013-14 school year, at least 25% of the annual year end evaluation shall be based on student growth and

assessment data. Teachers will be observed formally at least two times/yearly unless they are Non-tenure teacher and then it is three

times/yearly.. Non-tenure teachers will also receive a mentor. Teachers are provided with a copy of the Criteria for Attaining Tenure that

outlines the desired competencies. The final conference for all PEA members will be conducted by the last week in May.

1.Planning and Preparation

-Use of Methods

-Use of Materials

-Use of Time

-Preparing Lessons

2.Teacher Effectiveness

-Clarity

-Effective Instruction

-Effective Communication

-Enthusiasm



-Knowledge of Subject Matter

-Flexibility

-Motivation and Reinforcement

-Structuring Comments

-Task Orientation

-Variability

3.Classroom Management

-Creating an Environment and Culture for Learning

-Maintaining Accurate Records

-Use and Management of Technology, Materials and Facilities

-Classroom Control

4.Professional Responsibilities and Relationships (with students, staff and community)

-Concern for Students

-Effect on Student Character and Personality Growth

-Student Engagement: Participation and Reaction to the Lesson

-Rapport with Students

-Attitude Toward Supervision

-Work Relationship with Staff

-Work Relationship with Parents and Community

5.Student Growth and Assessment

-Assessment/Student Achievement

Per the Consent Agreement, Section B-4 pp. B10-B11. The District shall remove educators, administrators, and staff who have been given

multiple opportunities to improve but have not effectively increased student outcomes or school operations.

Teacher Remediation/Removal Process

-The District and school will remove administrators and staff who have been provided with multiple opportunities to improve with support and

afforded due process as outlined by their contracts with the PSD. Opportunities for job-embedded professional development, coaching,

modeling, conferencing and instructional support according to need will be provided.

-Administrators and teachers who receive Not Effective or Minimally Effective will develop Individual Improvement Plans with the designated

building administrator. Plans will be reviewed monthly and reports written on progress. Teachers will receive timely and relevant feedback.

Data related to student growth will be provided at six week intervals.

a) The performance evaluation system shall include a midyear progress report for a teacher who is in the first year of the probationary period

prescribed by section 1 of article II of 1937 *Ex Sess( PA 4, MCL 38.81, or who received a rating of minimally effective or ineffective in his or

her most recent annual year-end evaluation. The midyear progress report shall be used as a supplemental tool to gauge a teacher's

improvement from the preceding school year and to assist a teacher to improve. ALL OF THE FOLLOWING APPLY TO THE MIDYEAR

PROGRESS REPORT:

i.The midyear progress report shall be based at least in part on student achievement.

ii.The midyear progress report shall be aligned with the teacher's individualized development plan under subdivision (a) (iii).



iii.The midyear progress report shall include specific performance goals for the remainder of the school year that are developed by the school

administrator conducting the annual year-end evaluation or his or her designee and any recommended training identified by the school

administrator or designee that would assist the teacher in meeting the goals. At the midyear progress report, the school administrator or

designee shall develop, in consultation with the teacher, a written improvement plan that includes these goals and training and is designed to

assist the teacher to improve his or her rating.

iv.The midyear progress report shall not take the place of an annual year-end evaluation.

Teacher Performance Evaluation System, Pontiac School District, p.52.

-Strategies to improve teacher performance may include participation in PD designed to address the deficient skill area(s), be assigned a

mentor teacher or administrator, receive the services of the assigned content coach from Oakland Schools, and observe an effective teacher.

-If the teacher or administrator receives a final evaluation of Not Effective or Minimally Effective for a period of two years, they will be referred

to a committee comprised of the Principal, HR Director, Assistant Superintendent and the Union President. A recommendation will be made

to the Pontiac School Board for the termination of employment.

Principals and mentor teachers will work closely with probationary teachers to help them adjust to the climate and culture of the building.

Every effort will be made to recommend activities to assist the probationary employee to meet the expectations of the District, however, given

the urgency to improve instruction for and achievement of our students, probationary teachers may be recommended for non-renewal at any

time during the probationary period. Evaluations and other documentation shall be available to the probationary teacher when termination is

considered. Requirement #4: Provide staff with ongoing, high quality, job-embedded professional development aligned with the school's

comprehensive instructional program. This should be designed with school staff to ensure that staff can facilitate effective

teaching and learning and have the capacity to successfully implement the school reform strategies.

Indicator 4A: In your response, describe the school's plan for professional development. The plan must: (a) reflect the “Big Ideas”

(see Part B), (b) offer repeated opportunities with a common focus, (c) be high quality, (d) be job-embedded (e.g. integrated into the

work day), (e) align to the instructional program described in requirement #6, and (f) include a process for assessing the impact of

PD on instructional practices. Goal 1:

All students at Alcott Elementary School will be literacy proficient in reading, science and social studies. Measurable Objective 1:

48% of All Students will demonstrate a proficiency in reading in English Language Arts by 06/30/2015 as measured by the state Reading

assessment. Strategy1:

Sheltered Instruction Observation Protocol (SIOP) - Teachers will learn and implement the SIOP method of literacy instruction for all

students.

Research Cited: Effective Instructional Strategies for English Language Learners in Mainstream Classrooms by Susan Wallace

©September 2004



Echevarria, J., Short, D., & powers, K. (2006). School reform and standards-based education: An instructional model for English language

learners. Journal of Educational Research, 99(4), 195-211.

Echevarria, J., Vogt, M. E., & Short, D. (2008). Making content comprehensible for English learners: The SIOP Model. 3rd ed. Boston:

Pearson/Allyn & Bacon.

Strategy2:

Response to Intervention: A Multi-Tiered System of Supports (RtI-MTSS) - Teachers will use assessments to screen the instructional needs



Research Cited: Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S, and Tilly, W. D. (2008). assisting

students struggling with reading: Response to Intervention and Multi-tier intervention for reading in the primary grades. A practice guide.

(NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences,

U.S. Department of Education.

O'Connor, R. E. Harty, K. R., & Fulmer, D. (2005). Tiers of intervention in kindergarten through third grade. Journal of Learning Disabilities,

38, 532-538.

Gettinger, M., & Stoiber, K. (2007). Applying a response-to-intervention model for early literacy development in low-income children. Topics

in Early Childhood Special Education, 27, 198-213.

Vellutino, F. R., Scanlon, D. M., Zhang, H., & Schatschneider, C. (2008). Using response to kindergarten and first grade intervention to

identify children at-risk for long-term reading difficulties. Reading and Writing, 21, 437-480.

Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41,

93-99.

The What Works Clearinghouse standards and their relevance to data-driven decision making at the school level:

ies.ed.gov/ncee/wcc/pdf/practiceguides/dddm_pg_092909.pdf.

Activity - SIOP/Professional Development ActivityType Begin Date End Date Funding Amount &

Source Staff Responsible

Teachers will receive professional developmentin SIOP method of literacy instruction and learnto use a variety of activities to engage allstudents in literacy.

ProfessionalLearning 08/26/2013 06/30/2016 $10000 - Title I

Schoolwide

Principal, teachersand bilingualdepartmentconsultant.

Activity - Close and CriticalReading/Professional Development

ActivityType Begin Date End Date Funding Amount &


Teachers in the 4th, 5th, and 6th grades willreceive professional development with a coachin the implementation of the Close and CriticalReading Protocol.

ProfessionalLearning 08/26/2013 06/30/2016 $3000 - Title I Schoolwide

Principal, teachersand OaklandSchools ELA coach



Activity - Active Reading PD ActivityType Begin Date End Date Funding Amount &


Instructional staff will receive professionaldevelopment on Active Reading Strategies touse across the curriculum in order to increasestudent achieve


Principal,Instructional Staff,OS contentcoaches and OSconsultant

Activity - Leadership/School ImprovementFacilitator



Oakland School Leadership/SIF providesleaders with ongoing support in leadershipstrategies, data reviews and the SI process.


Principal, SI Team,OS Leadership/SIFcoach

Activity - Priority Lead Teacher ActivityType Begin Date End Date Funding Amount &


Priority Lead Teacher will assist in theimplementation of strategies aligned to the dataderived School Improvement/Redesign/ReformPlans.

AcademicSupportProgram

08/26/2013 06/30/2017 $12000 - Title ISchoolwide

Priority Lead,Teacher SchoolImprovement/PriorityRedesign/Reformteam.Administrators,teachers, OaklandSchools SIF coach,MSU coach,Oakland Schoolfacilitator, OaklandSchools ContentCoaches .

Activity - Instructional Learning Cycle PD ActivityType Begin Date End Date Funding Amount &


All teacher will receive professionaldevelopment on the Instructional LearningCycle


Principal, teachers,OS contentCoaches, OSSchoolImprovementFacilitator and OSconsultants

Activity - Priority Planning Meetings ActivityType Begin Date End Date Funding Amount &


6 teachers will meet after school tocooperatively work with the principal and OSstaff on the first year of priority planning.



SchoolImprovement/PriorityRedesign/Reformteam.Administrators,teachers, OaklandSchools SIF coach,MSU coach,Oakland Schoolfacilitator, OaklandSchools ContentCoaches



Measurable Objective 2:

26% of All Students will demonstrate a proficiency of content in Science by 06/30/2015 as measured by the state Science assessment. Strategy1:

Literacy Across Science Instruction - Teachers will integrate literature with science instruction.

Research Cited: Johnson, V. G. and Mongo, J. A. "Literacy Across the Curriculum in Urban Schools." Leadership Compass 5.3 (2008).

Print.

Horning, A. S. (2007). "Reading Across the Curriculum as the Key to Student Success. Across the disciplines", 4. Retrieved January 2,

2008 from http://wac.colostate.edu/atd/articles/horning2007.cfm.

Reed, B. "Practical Advice on Reading Across the Curriculum." Northwest Education 10.1 (2004): 1-3. Print.

Goal 2:

All students at Alcott Elementary School will be proficient in writing. Measurable Objective 1:

39% of All Students will demonstrate a proficiency in writing in English Language Arts by 06/30/2015 as measured by State Writing


Research Based Writing Across the Curriculum - Teachers will use a variety of research based methods of writing instruction across science,

social studies and mathematics. Teachers will integrate thinking maps, paragraph frames, former students' writing samples, editing,

technology and grammar instruction within all writing lessons.

Research Cited: Knipper, K. J. and Duggan, T. J. "Writing to Learn Across the Curriculum: Tools for Comprehension in Content Area

Activity - Survey of Enacted Curriculum ActivityType Begin Date End Date Funding Amount &


Completing and analyzing the survey of anactive curriculum to improve instruction.


SchoolImprovement/PriorityRedesign/Reformteam.Administrators,Staff, OaklandSchools SIF coach,MSU coach,Oakland Schoolfacilitator, OaklandSchools ContentCoaches

Activity - STEM/Professional Development ActivityType Begin Date End Date Funding Amount &


Teachers will receive professional developmenton how to implement the ECA science kits.teachers will receive professional developmenton Project Lead the Way Pilot program.


Principal, teachers,ECA consultantsand Project Leadthe Way coaches.



Classes." The Reading Teacher, 59 (2006): 462-470. doi: 10.1598/RT/59.5.5

Teaching Writing: The Elementary Years by Dr. Wayne D. Lance Reprinted from the March 1992 issue of Parents Teaching Overseas.

Goal 3:

All students at Alcott Elementary School will be proficient in mathematics. Measurable Objective 1:

38% of All Students will demonstrate a proficiency in content in Mathematics by 06/30/2015 as measured by state Mathematics


Research Based Mathematics Instruction - Teachers will build number sense and computational fluency using research based mathematics

instruction, technology and critical thinking skills.

Research Cited: Geary, D. C., Hoard, M. K., & Hamson, C. O. (1999). Numerical and arithmetical cognition: Patterns of functions and deficits

in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74(3), 213-239.

Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. Journal of

Special Education, 33(1), 18-28.

Gersten, R., Clarke, B., Haymond, K., & Jordan, N. (2011). Screening for mathematics difficulties in K-3 students (2nd ed.). Portsmouth, NH:

RMC Research Corporation, Center of Instruction.

Fennell, F., and T. E. Landis. 1994. "Number Sense and Operation Sense." In Windows of Opportunity: Mathematics for Students with

Special Needs, edited by C. A. Thornton and N. S. Bley (pp. 187-203). Reston, VA: National Council of Teachers of Mathematics.

Parrish, Sherry. Number Talks. Helping Children Build Mental Math and Computational Strategies. Sausalito: Math Solutions, 2010. Print.

Activity - Writing Tracker/ProfessionalDevelopment



Teachers will receive professional developmentin the Writing Tracker program to help studentsimprove the quantity and quality of their writing.


Principal, teachersand OaklandSchools consultant.

Activity - Maisa Writing Units/ProfessionalDevelopment



Teachers will receive professional developmentin Maisa Writing units using Smarter Balancedrubrics.


Principal, teachersand OaklandSchools ELACoach



Narrative:

During the 2013-16 school years, the professional development will include ongoing, systematic, and job-embedded experiences to enrich

and enhance the skill sets of teachers in the areas of planning and preparing for all learners, engaging students in learning through high

quality instruction, as well as utilizing assessment appropriately in instruction. All of the professional development will focus on Response to

Intervention: A Multi-Tiered System of Supports (RtI-MTSS), Project Lead the Way (PLTW) and the Sheltered Instruction Observation

Protocol (SIOP) model to help teachers and administrators pay close attention to the classroom environment and improve student learning.

Decisions for the professional development are based upon the needs of the building-level staff members and the analysis of the data

collected from the standardized assessments. Administrator will receive professional development to broaden leadership skills and provide

more instructional leadership for his staff and to help staff become more reflective, maintain accurate records, and grow and develop

professionally. As we move to increase student achievement on our standardized tests for the State and at the National level, we are

developing common assessments in both mathematics and ELA that will enable staff to diagnose, monitor, and increase student

achievement through the utilization of data to modify and enhance instruction. Teachers will use data from these common assessments to

plan Instructional Learning Cycles (ILCs). The ILCs will have a common assessment or teacher created pretest and post-test component to

measure student learning and the effectiveness of professional development. Pontiac will coordinate professional development on the ILC

with its partners to continue the District Initiative that teachers receive learning on instructional practices. The ILC will address the four

questions: what do I want my students to know; how will I know if they have learned the concept; what will I do if they don't know it; and what

will I do to extend their learning. The process encompasses the development of common formative assessments, common grading rubrics

and the teams analysis of student work. Grade level data teams through PLCs will also monitor student progress. Professional development

will be provided first semester 2013-14 school year and teachers will implement ILCs second semester. Other various measures including

DIBELS Next and MLPP will also be considered when measuring the effectiveness of professional development. During Professional

Learning Communities (PLCs), assessment data will be reviewed and instruction will be planned for Tier I, II and III students. Walk-through

Activity - PD on Number Talk ActivityType Begin Date End Date Funding Amount &


All teachers will receive professionaldevelopment on Number Talks to help studentsbuild mental math and computation strategies.


Teachers, principal,OS math andleadership coach

Activity - Time Analysis ActivityType Begin Date End Date Funding Amount &


Teachers will have PD on time analysis to helpthem maximize instruction.



Activity - Math Coach ActivityType Begin Date End Date Funding Amount &


Oakland School math coach will provide staffwith ongoing support in math relatedprofessional development focusing on mathstrategies, Number Talk, Math Workshop,Common Core State Standards and SmartBalance.


Principal, OS mathcoach, OSLeadership/SIFcoach, Mathteachers



monitoring will ensure that skills learned in professional development are implemented with fidelity. Teachers will work closely with coaches

from Oakland Schools to help implement effective teaching strategies when working with an average class size of 40+ students. Oakland

Schools Content Coaches will provide ongoing professional development based on the needs of individual teachers. The needs for ongoing

professional development will be determined by data obtained in walk-throughs, teacher feedback during PLC meetings and student

assessment data. Staff will also have opportunities to receive additional professional development when needed.

Response to Intervention: A Multi-Tiered System of Supports (RtI-MTSS). Alcott staff has received exposure to RtI-MTSS since 2010 and

will now participate in professional development provided by Oakland Schools ELA and Mathematics coaches during the 2013-2014 school

year.

The achievement gap shows that Alcott School has a high deficit in literacy and mathematics. Based on the research a multi-tiered system

of supports offers the highest impact on student achievement when interventions are delivered with fidelity. In addition 4th-6th grade

teachers will receive professional development and implement Close and Critical Reading Protocols. All teachers will receive professional

development on Active Reading, ILCs and implement the Writing Tracker program in the classroom. The Writing Tracker program helps

increase the students' quantity and quality of their writing.

Project Lead the Way (PLTW). Teachers will receive professional development and implement the PLTW 2013-2014 pilot program. Alcott

teachers look for the Project Lead The Way program to close the achievement gap in the area of science and mathematics. Project Lead

The Way is a research based program aligned with the Common Core and Next Generation Science Standards. Students will use a project

based integrated STEM (Science, Technology, Engineering, Mathematics) curriculum. Students will be actively involved as they use critical

thinking, collaboration, and problem solving to create and deepen their understanding of science. Alcott staff expects that this new way of

teaching and learning will increase state test scores in the area of science and mathematics. Alcott teachers will be implementing this

rigorous curriculum with fidelity. A lead teacher has been designated and trained on how to implement the modules within our existing

curriculum. The lead teacher will train the Alcott staff and there will be ongoing professional development to ensure this program is

successful. The curriculum will be taught through a series of topic based modules, students will engage in design problems that encourage

collaboration, analysis, problem solving, and computational thinking. Teachers will collaborate, analyze student data and differentiate the

curriculum so that all students are successful learners.

Sheltered Instruction Observation Protocol (SIOP): A research based program that has demonstrated to help both the EL and Economically

Disadvantaged. At the end of 2013-2014 school year teachers will receive professional development in the SIOP model. In the 2015-2016

school year teachers will implement the SIOP method of literacy instruction for all students. Alcott teachers plan to implement the SIOP

model throughout the classrooms in our building which will address the Tier I, Tier II and Tier III students. Alcott data has shown a decline in

achievement for the English Learner (EL) population as well as the EL population growing simultaneously. Alcott's EL population is too large

to simply rely on one English as a Second Language (ESL) teacher in our school. Therefore, each teacher will be receiving professional

development in SIOP strategies with the goal that the learned strategies can be instructed school-wide and the student achievement of all

students will show an increase. Alcott staff will receive professional development through Pontiac School District Bilingual Department and

by a retired university professor who specializes in linguistics and language acquisition and the implementation of the SIOP method in the

classroom.

The ultimate basis for assessing the impact of our selected professional learning will be demonstrated by improved learning for our students.

On going assessment of the strategies and skills we learn will be through walk-throughs and ILC's to observe use of new strategies and

professional conversations during PLC time to share how staff use strategies effectively.

Requirement #5: Implement strategies to recruit and retain staff with skills necessary to meet the needs of students in a

transformational school. These can include strategies such as financial incentives, increased opportunities for promotion and



career growth and more flexible work conditions.

Indicator 5A: In your response, identify the strategies the district will use to recruit teachers to this school based on student needs

and assign teachers to this school based on student needs.

Indicator 5B: In your response, identify the strategies the district will use to retain teachers at this school. Per the Consent Agreement, the District is seeking to achieve both fiscal and academic stability over a period that includes up to five years.

- The District will participate in job fairs in order to recruit highly qualified staff. The District will partner with local universities to recruit teacher

candidates.

A review of the data indicates that Alcott students are not achieving proficiency in reading and mathematics. Recruitment personnel will

interview applicants who are highly qualified to teach in the core subject areas, with special consideration being given to applicants who

demonstrate knowledge in reading and mathematics. The applicants should have knowledge of how to use data to promote instruction.

Applicants will also be interviewed and selected based on their knowledge of how to differentiate and scaffold instruction for learners.

Pontiac Public Schools recognizes the importance of continuity in programs and staffing to the reform efforts at each of their schools. This

continuity is critical to the successful turnaround of a priority school. The consent agreement between the Pontiac School District and the

State of Michigan and the amended agreement with the Pontiac Education Association all acknowledge the need for "operational flexibility" at

the building level to support continuing improvement efforts.

Alcott being a priority school, the principal will be involved in the interview process when hiring or assigning any new teacher for the building.

The hiring team will hire and assign teachers based on student needs. The principal will also have the power to move his staff in any

positions that he or she feels will best improve student achievement as long as they are highly qualified for that position.

Teachers who are retained will demonstrate satisfactory performance (effective and highly effective). For teachers who are rated ineffective

or minimally effective, an individual plan of action with a support system will be developed. Instructional practices will be evaluated using The

Teacher Performance Evaluation System.

Given the urgency to implement a rapid turn around at Alcott School special consideration will be given to any staffing adjustments or

changes necessary to meet the requirements of the Consent Agreement. Retention and placement of highly qualified staff at Alcott will be

district priority. Special considerations of program and building needs will be considered when any staffing adjustments need to be made.

Involvement of the principal and building leadership team will be sought and considered by HRS and the district leadership team when

considering any reduction, transfer, or placement of staff at Alcott.

Given the amount of training invested in Alcott staff and the critical importance of the SIOP, PBIS, RtI-MTSS, and Project Lead the Way to

the turnaround efforts at Alcott, every possible effort will be made to keep successfully performing staff members in place at Alcott. The

leadership of the building and the District believe that the quality of the training and consistency of support will contribute to an increase in

retention of staff at Alcott School.

The district along with Alcott School are providing many ways to help retain teachers at the school:

Alcott School will identify and reward staff when 75% of their students demonstrate at least one year of growth on the District selected Fall

and Spring assessment. In order to operate within the confines of the Financial Operating Plan of the Consent Agreement, the school will

institute a cost-effective system of rewards for educators which will include, but not be limited to, a teacher of the month certificate, a special

prime parking space, a PTO lunch, recognition at a student awards ceremony, name sent to the Board of Education for recognition and



name/picture displayed in the office.

Per the Consent Agreement Pontiac School District and Pontiac Education Association came to the following agreement:

Attendance/enrollment

Effective January 1, 2014 , if any employee has 90% attendance in a semester, they will receive $500.00, payment will be made in full on or

about the June 27, 2014 paycheck, but no later than on the July 11, 2014 paycheck. Subsequent payouts will be on the first pay period

following the end of the semester, but no later than the second pay period after the end of the semester. When PSD enrollment realizes a

2,000 increase from the October 2013 student count, a 2% salary increase will be triggered.

Academic incentives

Teachers will receive a 2% increase in pay if 90% student achievement is met District wide on State Assessment.

Individual schools will receive $100,000.00 to spend towards learning materials and professional development if 90% student achievement is

met on State Assessments. The individual building coordinating councils will have input as to how to spend the $100,000.

Beginning January 2014, the District will acknowledge teachers who have increased student achievement when at least 40% of students

score at least 75% on both reading and mathematics quarterly assessments.

At the end of the school year in 2014, the District will host a special reception and honor teachers and students who have excelled and

increased student learning/achievement. Teachers qualify when 40% of students in a teacher's class scores at least 75% in reading and

mathematics. Students are invited when they score at least 75%.

Leadership team will be asked to nominate teacher of the month based on academic achievement of at least 40% of students achieving 75%

mastery in reading and mathematics.

Teachers have multiple opportunities to build capacity that leads to promotion and career growth. Teachers will be provided with

professional development in reading and mathematics to improve teaching skills. Numerous professional development opportunities are held

at Oakland Schools. Teachers may also build their professional knowledge base by volunteering for special assignments such as the School

Improvement Team, test coordinator, building Coordinating Team. During the 2013-14 school year, all teachers will become members of the

Professional Learning Communities. Teachers will have the opportunity to engage in professional dialogues, look at student work, build

capacity and knowledge in teaching strategies and climate/culture. The PLC meets once monthly and is organized by grade level teams.

Climate and culture that is conducive to learning supports teacher retention. To retain staff and to provide them with meeting the needs of

the students, the District will support methodology that supports best practices and effective instruction. Content coaches, teachers, MSU

specialist, and the building administration will work collaboratively to improve the learning climate. Data analysis will be used to access

progress. The leadership team and the principal will work with all staff to create a supportive, focused culture where taking risks is valued

and supported, where student learning is the benchmark for all decisions, and where professional development recognizes the expertise

within the building staff. Professional learning will be characterized by the quality of ongoing data discussions, professional sharing, and

dialogues about student work.

For professional development after the school day has ended, teachers will receive a stipend for attendance and participation.



PART D: COMPREHENSIVE INSTRUCTIONAL REFORM STRATEGIES

Requirement #6: Use data to identify and implement an instructional program(s) that is based on research and aligned from one

grade to the next, as well as with state academic standards.

Indicator 6A: In your response, detail the process the school used to select an instructional program. The process must address

how the school used a diagnostic process that (a) used multiple data sources to understand priority designation, (b)links the

instructional program to disaggregated data by subject, grade level, and subgroups, (c) identified and prioritized underlying

causes of low student performance, (d) describe a three-year sequence for improving instruction in all content areas related to

priority school designation.

Indicator 6B: In your response, describe your instructional program. The school's instructional program must: (a) reflect the “Big

Ideas”, (b) include specific teaching and learning strategies for building-wide implementation, (c) align with career & college ready

standards, (d) align from one grade level to the next, (e) be based on research, and (f) identifies timelines, resources, and staff

responsible for implementation of the instructional program. Goal 1:





students.


©September 2004





Activity - SIOP/Instruction ActivityType Begin Date End Date Funding Amount &


Teachers will implement the SIOP method ofculturally relevant effective teaching strategiesthat engage all students in literacy.

DirectInstruction 08/26/2013 06/30/2016 $2000 - Title I Schoolwide Principal and

teachers.



Strategy2:









38, 532-538.






93-99.



Activity - SIOP/Monitoring ActivityType Begin Date End Date Funding Amount &


Teachers will meet during PLC meetings toreview and analyze the progress of all studentsinstructed in the SIOP method.

Other 08/26/2013 06/30/2016 $2000 - Title I Schoolwide

Principal teachersand bilingualdepartmentconsultant.

Activity - Tutors ActivityType Begin Date End Date Funding Amount &


All teachers will work with tutors to providetwice weekly literacy support to Tier I, Tier IIand Tier III students. Alcott staff will work withMichigan Reading Corps and church groups.


08/26/2013 06/30/2016 $0 - No Funding Required Principal, teachersand tutors.

Activity - Tier I Close and CriticalReading/Instruction



Teachers in the 4th, 5th and 6th grades will usethe Close and Critical Reading Protocol as aninstructional method to increase students'comprehension of text.

DirectInstruction 08/26/2013 06/30/2016 $1000 - Title I Schoolwide Principal, teachers

and OS ELA coach



Activity - Active Reading Monitoring ActivityType Begin Date End Date Funding Amount &


Teachers will meet during PLC meetings toreview and anslyze the progress of studentinstructed with the Active Reading Instructionsacross the curriculum.

Other 11/06/2013 06/19/2017 $0 - No Funding RequiredPrincipal, teachersand OS ContentCoaches

Activity - Close and CriticalReading/Monitoring



Teachers in the 4th, 5th and 6th grades willmeet during PLC meetings to review andanalyze the progress of students instructed withthe Close and Critical Reading Protocol.


Principal, teachersand OaklandSchools ELAconsultant.

Activity - Enrichment/ Extended LearningOpportunities



Teachers will provide extended learningopportunities for Tier I, Tier II and Tier IIIstudents before/after/during and in the summer.These opportunities include but are not limitedto assemblies, academic and enrichment clubs,guest speakers, etc.



Principal, teachersand specializedtutor.

Activity - Differentiated Instruction ActivityType Begin Date End Date Funding Amount &


Teachers will use a variety of instructionalmethods such as critical thinking skills, guidedreading with leveled books, vocabulary games,thinking maps, technology (Reading A to Z),consumable materials and text coding activitiesto increase Tier I, Tier II and Tier III students'engagement in literacy.

DirectInstruction 08/26/2013 06/30/2016 $35000 - Title I

Schoolwide

Principal, teachersand readinginterventionists.







Activity - Active Reading ActivityType Begin Date End Date Funding Amount &


Instructional staff will implement Active ReadingStrategies across the curriculum in order toincrease student achieve

DirectInstruction 11/06/2013 06/19/2017 $0 - No Funding Required

Principal,Instructional Staff,OS contentCoaches



Activity - Instructional Learning Cycles ActivityType Begin Date End Date Funding Amount &


Instructional staff will implement InstructionalLearning Cycles to increase student achieve

DirectInstruction 01/06/2014 06/19/2017 $2000 - Title I Schoolwide

Principal, teachers,OS contentcoaches, OS SIFcoach

Activity - Co-Teaching Regular Educationand Special Education Teachers



Regular education and special educationteachers will work together with groups of "atrisk of failing" students (Tier II and Tier III) usinga variety of strategies that support learning forall.


Principal, regulareducation teachers,special educationteachers andreadinginterventionists.

Activity - Literacy Blocks ActivityType Begin Date End Date Funding Amount &


K-2 teachers will implement a 90-120 minutesliteracy block focused on phonologicalawareness, phonics, vocabulary,comprehension, fluency and oral language.Grades 3rd-6th will implement a 90 minuteliteracy block.



Activity - Data Collection, Analysis andPlanning Through PLC Meetings



Teachers will conduct reading assessments atleast three times per year as measured bydistrict mandated assessments. Progressmonitoring will be conducted monthly.Teachers will meet during ProfessionalLearning Community (PLC) meetings toanalyze the data and plan the multi-tieredinstruction. Lessons plans will be based onCommon Core State Standards, activities fromCORE Sourcebook, critical thinking skills,Depth of Knowledge (DOK) levels, SmarterBalanced assessments and best practices.State Reading, Science and Social Studiesassessments will be reviewed and instructionalplans developed based on the results.Substitute costs for teachers' ProfessionalLearning Community meetings.

Other 08/26/2013 06/30/2016 $17626 - Title ISchoolwide

Principal, teachers,readinginterventionists andOS ContentCoachs

Activity - Reading Interventionists ActivityType Begin Date End Date Funding Amount &


Three Highly Qualified reading interventionistswill be employed to support students "at risk offailing" throughout the reading blocks.Interventionists will assess Tier II and Tier IIIstudents, analyze data and plan instruction withclassroom teachers during PLC meetings.Interventionist will support implement amodified walk to read program.


Schoolwide

Principal, andreadinginterventionists.







Print.




Activity - Instructional LearningCycles/Monitoring



Teachers will meet in PLC meetings to reviewand analyze the progress of students instructionusing the ILC process.

Other 12/11/2013 06/19/2017 $0 - No Funding Required

Principal, teachers,OS consultants, OScontent coachesand OS SIF.







Activity - Technology ActivityType Begin Date End Date Funding Amount &


Project Lead the Way backpacks (resources,modules), Science A to Z online program,mobile Ipads and/or mobile devices.Promethean Board upkeep replacement andresources.

Technology 08/26/2013 06/30/2016 $30000 - Title ISchoolwide

Principal andteachers.




39% of All Students will demonstrate a proficiency of content in Social Studies by 06/30/2015 as measured by state Social Studies


Literacy Across Social Studies Instruction - Teachers will integrate literature with social studies instruction.


Print.


Activity - STEM/Instruction ActivityType Begin Date End Date Funding Amount &


Teachers will plan STEM lessons based on theCommon Core State Standards using leveledbooks, critical thinking skills, Depth ofKnowledge (DOK) levels, Cranbrook Institute ofScience activities, technology and the ECAscience kits. Charts, tables and graphs will bepart of all lessons as methods of instruction andassessment. Teachers will implement ProjectLead the Way lessons.


teachers.

Activity - STEM/Monitoring ActivityType Begin Date End Date Funding Amount &


Teachers will gather during PLC meetings toreview and analyze the progress of studentsinstructed with the ECA science kits. Teacherswill monitor the progress of students instructedthrough the Project Lead the Way pilotprogram.

Other 08/26/2013 06/30/2016 $2000 - Title I Schoolwide Principal andteachers.






teachers.





Other 08/26/2013 06/30/2016 $0 - No Funding Required Principal andteachers.

Activity - Field Trips ActivityType Begin Date End Date Funding Amount &


Student education will be enhanced byeducational field trips and programs outside ofthe classrooom.


08/26/2013 06/30/2016 $2000 - Title I Schoolwide Principal andteachers.





Goal 2:








Activity - Social Studies Curriculum ActivityType Begin Date End Date Funding Amount &


Teachers will plan Social Studies lessonsbased on the Common Core State Standardsusing leveled books, critical thinking skills,Depth of Knowledge (DOK) levels, informationaltexts, technology and TIME for Kids magazines.Charts, tables and graphs will be part of alllessons as methods of instruction andassessment.


teachers





DirectInstruction 08/26/2013 06/30/2016 $0 - No Funding Required Principal and

teachers.

Activity - Field Trips ActivityType Begin Date End Date Funding Amount &


Student education will be enhanced byeducational field trips and programs outside ofthe classroom.


08/26/2013 06/30/2016 $8000 - Title I Schoolwide Principal andteachers.




Teachers in the 4th, 5th and 6th grades willmeet during PLC meetings to review andanalyze the progress of students instructed withClose and Critical Reading Protocol.

Other 08/26/2013 06/30/2016 $1000 - Title I Schoolwide Principal, andteachers.







93-99.

Strategy2:












Principal, regulareducation teachers,special educationteachers andinterventionists.



Teachers will use a variety of instructionalmethods when teaching expository andnarrative writing such as grammar, sentencestructure, sequencing, main ideas, details,spelling content, vocabulary and self-editing toincrease Tier I, Tier II and Tier III students'engagement in writing across curriculum.


Principal, teachers,interventionists andELA Coach

Activity - Enrichment/Extended LearningOpportunities



Teachers will provide extended learningopportunities before/after/during and in thesummer for Tier I, Tier II and Tier III students.These opportunities include but are not limitedto assemblies, guest speakers, etc.




Activity - Literacy Block ActivityType Begin Date End Date Funding Amount &


K-2 teachers will implement a 90-120 minutesliteracy block focused on grammar, sentencestructure, sequencing, main ideas and details.3rd-6th grade teachers will implement a 90minutes literacy block.


Principal, teachers,interventionist andOS ELA Coach



Goal 3:

All students at Alcott Elementary School will be proficient in mathematics. Measurable Objective 1:



Activity - Writing Tracker/Monitoring ActivityType Begin Date End Date Funding Amount &


teachers will meet during PLC meetings toreview and analyze the progress of studentsinstructed with the Writing Tracker program.

Other 08/26/2013 06/30/2016 $1000 - Title I SchoolwidePrincipal, teachersand OaklandSchools consultant.

Activity - Maisa Writing Units/Monitoring ActivityType Begin Date End Date Funding Amount &


Teachers will gather during PLC meetings toreview and analyze the progress of studentsinstructed with the Maisa writing units.



Activity - Writing Tracker/Instruction ActivityType Begin Date End Date Funding Amount &


Teachers will instruct students in the WritingTracker program to help them improve thequantity and quality of their writing.


and OS ELA Coach

Activity - Maisa Writing Units/Instruction ActivityType Begin Date End Date Funding Amount &


Teachers will use Maisa Writing units andSmarter Balanced rubrics at least once persemester.


and OS ELA Coach

Activity - Data Collection, Analysis andPlanning through PLC meetings.



Teachers will conduct writing assessments atleast three times per year. Progress monitoringwill be conducted monthly. Teachers will meetduring PLC meetings to analyze the data andplan the multi-tiered instruction. Lesson planswill be based on Common Core StateStandards, critical thinking skills, Depth ofKnowledge (DOK) levels, and research basedwriting methods. State Writing assessmentswill be reviewed and instructional plansdeveloped based on the results.

Other 08/26/2013 06/30/2016 $2000 - Title I SchoolwidePrincipal, teachers,interventionists andOS ELA Coach



Response to Intervention: A Multi-tiered System of Supports (RtI-MTSS) - Teachers will use assessments to increase the instructional needs








93-99.

Ardoin, S. P., Witt, J. C., Connell, J. E., & Koenig, J. L. (2005). Application of a three-tiered response to intervention model for instructional

planning, decision making, and the identification of children in need of services. Journal of Psycho educational Assessment, 23, 362-380.




Regular education and special educationteachers will work together with groups of "atrisk of failing" (Tier II and Tier III)students usinga variety of strategies that support learning forall.


and interventionist.

Activity - Tier I, Tier II and Tier IIIDifferentiated Instruction



Teachers will use a variety of instructionalmethods such as critical thinking skills,mathematical literature, consumable materials,manipulatives, thinking maps, culturally relevantinstruction and technology activities thatincrease students' engagement in mathematics.Teachers will embed open-ended responsequestions in the daily instruction. Teachers willuse Smarter Balanced type of assessments inall units of instruction.


Schoolwide

Principal, teachers,interventionist andOS Math Coach




Teachers will administer mathematics pre andpost assessments for the unit of study.Teachers will meet during PLC meetings toanalyze the data and plan the multi-tieredinstruction. Lesson plans will be based onCommon Core State Standards, critical thinkingskills, Depth of Knowledge (DOK) levels,Smarter Balanced assessments, OaklandSchools units and research basedmathematical practices. State Mathematicsassessments will be reviewed and instructionalplans developed based on the results.

Other 08/26/2013 06/30/2016 $2000 - Title I SchoolwidePrincipal, teachers,interventionist andOS Math Coach



Strategy2:

Research Based Mathematics Instruction - Teachers will build number sense and computational fluency using research based mathematics

instruction, technology and critical thinking skills.

Research Cited: Geary, D. C., Hoard, M. K., & Hamson, C. O. (1999). Numerical and arithmetical cognition: Patterns of functions and deficits

in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74(3), 213-239.

Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. Journal of

Special Education, 33(1), 18-28.

Gersten, R., Clarke, B., Haymond, K., & Jordan, N. (2011). Screening for mathematics difficulties in K-3 students (2nd ed.). Portsmouth, NH:

RMC Research Corporation, Center of Instruction.

Fennell, F., and T. E. Landis. 1994. "Number Sense and Operation Sense." In Windows of Opportunity: Mathematics for Students with

Special Needs, edited by C. A. Thornton and N. S. Bley (pp. 187-203). Reston, VA: National Council of Teachers of Mathematics.

Parrish, Sherry. Number Talks. Helping Children Build Mental Math and Computational Strategies. Sausalito: Math Solutions, 2010. Print.

Activity - Mathematics Interventionist ActivityType Begin Date End Date Funding Amount &


A Highly Qualified mathematics interventionistwill be employed to support students "at risk offailing" (Tier II and Tier III) throughout themathematics block. Interventionist will analyzedata and plan instruction with classroomteachers during PLC meetings.


SchoolwidePrincipal andinterventionist.

Activity - Technology ActivityType Begin Date End Date Funding Amount &


Alcott staff will purchase supplementaltechnological curriculum such as but notexclusively IXL, Sheppards software, DiscoveryEducation and research based mathematicalsoftware.

Technology 08/26/2013 06/30/2016 $15000 - Title ISchoolwide

Principal andteachers.

Activity - Number Talks/Monitoring ActivityType Begin Date End Date Funding Amount &


Teachers will meet during PLC meetings withthe OS math coach to review and analyze theprogress of students instructed with the"Number Talks" activities.


Activity - Number Talks ActivityType Begin Date End Date Funding Amount &


Teachers will study and then implement themental math and computational strategieslearned from the book "Number Talks."


Principal, teachers.interventionist andOS Math Coach



Narrative:

Identifying the root causes for low student performance is very difficult. We can cite many factors that may help explain the increased

challenges facing our students: poverty, increasing numbers of non-English speaking families, lack of preschool preparation, over-crowed

classrooms, District in financial deficit, but we cannot control any of these factors. We choose to focus our plan on the variables we can

influence. As the enrollment demographics of Alcott School have changed we have not changed quickly enough to meet all our students

educational needs. This is why we have selected the Professional Learning activities described in this plan. SIOP will help us address the

needs of our EL children while also giving us skills and strategies to meet some of the needs of children raised in poverty. Our partnerships

and piloting Science materials will alleviate some of our need for updated materials. Finally, our focus on PLCs should help us share ideas

and strategies for dealing with our very large class sizes while the District works through its financial problems moving toward the goal of 30

to 1 student teacher ratios.

Teachers use Atlas Rubicon, where the curriculum is horizontally and vertically aligned to the Common Core to guide instruction and learning

objectives in their daily lesson plans. Atlas Rubicon is the tool used in Pontiac School District for instructional and curriculum alignment from

grade to grade and is designed to have content taught in a logical and consistent order. Planning utilizing Atlas Rubicon also ensures

consistency of instruction among grade level content teachers through their development of common formative and summative assessment.

This process provides a learning focused model and places an emphasis on learning processes that will drive instructional improvement

efforts. During PLC meetings individual student performance will be monitored; teachers will develop interventions for students not meeting

benchmarks and enrichment opportunities for students performing above benchmarks. This process provides increase understanding of the

need of student , and timely information about individual and collective student performances. Teachers use learning tools such as

computers and websites like Reading A-Z, Discovery Education, IXL math, etc. to enhance learning for all students. Teachers also use

Promethean board lessons, flip charts, and activities for all students. In Language Arts, where we integrate cross-curriculum instruction,

teachers will implement strategies and diagnostic measures from the CORE Source book, Active Reading and other best practices to design

differentiated instruction to meet the needs of all students. Grade levels will implement Instructional Learning Cycles (ILCs) to measure

specific growth of all students using pre- and post-testing. Teachers will use a variety of formative assessments included, but not limited to,

DIBELS-Next progress monitoring, end of selection tests from the reading anthology, quizzes, unit pre- and post- tests and project learning

Activity - Math Coach ActivityType Begin Date End Date Funding Amount &


Oakland School math coach will provide staffwith ongoing support in math relatedprofessional development focusing on mathstrategies, Number Talk, Math Workshop,Common Core State Standards and SmartBalance.


Principal, OS mathcoach, OSLeadership/SIFcoach, Mathteachers

Activity - Enrichment/Extended LearningOpportunities



Teachers will provide extended learningopportunities before/after/during school andsummer for Tier I, Tier II and Tier III students.These opportunities include but are not limitedto assemblies, guest speakers, etc.




Activity - PD on Number Talk ActivityType Begin Date End Date Funding Amount &


All teachers will receive professionaldevelopment on Number Talks to help studentsbuild mental math and computation strategies.


Teachers, principal,OS math andleadership coach



activities in all subject areas, graded independent practice and group presentations. These assessments, along with summative assessment

like MEAP allow teachers to analyze data for accuracy and fidelity of instruction.

The Response to Intervention: A Multi-Tiered System of Supports (RtI-MTSS) through the Transformation Process for persistently Low

Achieving Schools will be implemented and utilized at Alcott Elementary. Differentiated Instruction (DI) will be used as a component of the

RtI-MTSS model. It will be used in order to increase instructional effectiveness for students, throughout their continuum of needs. The

special education teachers and interventionists for mathematics and language arts will support Differentiated Instruction along with the

general education classrooms for all students through a co-teaching model. Our RtI-MTSS process includes, but not limited to, flexible

grouping in reading and mathematics, leveled texts, embedding assessment into our instruction, providing immediate positive feedback to

students, tutoring during the day and after school. Our district provides summer school for all students, and the use of data to inform our

instructional decisions which guide our instructional practices. Our RtI-MTSS process also includes an increased use of technology to

motivate students and to enhance teaching and learning. Our support staff of district psychologist, social worker, behavioral interventionist,

PRIDE counselor, site-based Department of Human Services agents, and teacher consultant will address the social behavior and emotional

needs of the students.

Tier I instruction includes scaffold instruction designed as highly effective, differentiated instruction for all students. Language Arts

instruction, occurring daily in all classroom with all students, which is aligned to the Common Core based on Atlas Rubicon. The instruction,

utilizing Harcourt Brace, is delivered to all students in a one-hundred twenty (120) minute block which includes at least thirty (30) minutes set

aside for intervention strategies for Tier II and Tier III students. Social studies and science concepts are embedded in our ELA instruction.

Mathematics instruction, utilizing Everyday Math, is delivered to all students in a ninety (90) minute block daily. Intervention in mathematics

is done concurrently and embedded within the multi-tiered model.

Based upon the results of screen assessments and progress monitoring, students with greater needs in reading and mathematics will receive

Tier II instruction, which are services provided by the mathematics and/or reading interventionist in partnership with the classroom teacher.

Tier II students will receive instruction in smaller groups provided by a special education teacher, interventionist and classroom teacher. The

EL teacher and professional EL tutors provide support for Tier II students as well.

Those students with the greatest core subject needs will be given Tier III instruction. Tier III instruction is provided by the mathematics

and/or reading interventionist in partnership with the classroom teacher. Tier III students will receive instruction in small groups with an in-

depth focus utilizing best practices and Active Reading strategies provided by a special education teacher, interventionist and classroom

teacher. The EL teacher, and professional EL tutors provide support for Tier III students as well.

All multi-tiered instruction will include differentiated instruction. As a key component of multi-tiered instruction, the teaching staff will work

collaboratively to identify the differentiated learning needs of all students and provide tracking for meeting their learning goals. Teachers will

monitor the progress of all their students and have discussions in Professional Learning Communities (PLCs) about student growth.

Teachers will collaborate on new instructional methods and/or facilitate data dialogues that improve instruction with academic achievement

as the main goal.

The Professional Learning Community (PLC) process is the research based instructional process (from DeFour's Leadership and Learning

Center) that will align curriculum from one grade to the next through the scaffolding of student skills required for mastery of the Common

Core State Standards. Atlas Rubicon is the tool used in the Pontiac School District for instructional and curriculum alignment from grade to

grade and is designed to have content taught in a logical and consistent order. Planning utilizing Atlas Rubicon also ensures consistency of

instruction among grade level content teachers through their development of common formative and summative assessment. This process

provides a learning focused model and places an emphasis on learning processes that will drive instructional improvement efforts. During



PLC meetings individual student performance will be monitored; teachers will develop interventions for students not meeting benchmarks and

enrichment opportunities for students performing above benchmarks. This process provides increase understanding of the need of students,

and timely information about individual and collective student performances.

The 2013-14 school year at Alcott Elementary has been transformational in that 51% of the staff is new to the school since March 2013. At

Alcott School, we believe and will continue to believe that instructional success for all students surfaces through a deep and sustained

commitment by each and every staff member. This type of commitment and dedication occurs through empowerment and involvement in the

decision making progress within a school. Mr. Jansen the principal, and our staff will foster an environment that suits the development of a

Professional Learning Community and this will assist with fostering a culture of collaboration and accountability. The principal promotes

shared leadership by aiding in the development of a leadership team. This leadership team will continue to be empowered to work

interdependently to achieve the school's common goals. This leadership team will have a shared purpose, participate in collective inquiry,

collaboration, action planning, data analysis, and plan for continuous improvement. Mr. Jansen is receptive to teachers' attitudes and

philosophies and uses active listening skills so that all employees feel truly cared about and by leading by example. Our staff also uses

active listening skills when working with other staff member, students, and parents. We are encouraged to experiment with new ideas and

are involved in the implementation, discussion, and analysis of these ideas. Once the PLC model is fully implemented at Alcott it will set the

tone for a true collaborative culture.

Teachers meet in weekly PLCs to analyze the data and monitor student progress. We also use PLCs to create a gap analysis of the ELA

and mathematics MEAP results including the science and social studies data. DIBELS-Next benchmark data for K-6th grades is analyzed

by teachers three times per year. Teachers will use this data to plan Instructional Learning Cycles. The ILCs will have a common assessment

or teacher created pretest and post- test component to measure student learning and effectiveness of instruction. Teachers will begin ILCs

second semester of the 2013-2014 school year. The SI/Leadership team also analyzed demographic, perception, and process data including

attendance and behavior through the SWIS monthly reports. The School Process Rubrics 40 was completed with the input from all Alcott

staff.

Parents were given an opportunity to provide input in our Reform Plan through surveys, representation on our Leadership team, as well as

reviewing and updating the Alcott Parent Involvement Policy and Parent/Student/Teacher Compact. The SI/Leadership team discussed the

results of all the data, surveys, the input received from teachers, staff and parents and came to a consensus of what are the causes of our

low student performance.


Kindergarten


below



below


First Grade


and 83%





benchmark and 75%




Second Grade


benchmark and 53%








Third Grade







Fourth Grade







Fifth Grade




below benchmark.



Sixth Grade






below benchmark.



DIBELS Next May 2013 reading gap statements by grade level based on former goals.















MEAP Fall 2012 gap statements

Reading gap statement by grade level









Writing gap statements by grade level







Mathematics gap statement













0% of English Language Learners students scored at or above proficient on the 4th grade Mathematics MEAP assessment, leaving a gap of

6% between English Language Learners students and all Alcott 4th grade students.

Science gap statement





Social Studies gap statement




All the subgroups scored not proficient in the Fall 2012 MEAP statement.

Based upon the C.N.A. where all four areas of data (perception, student achievement, school program and process and demographic) results

were used by Alcott staff to focus on the following goals and strategies to increase the academic achievement of all students.

READING

The gap analysis indicated that in reading the target areas for improvement in grades 2-6 are vocabulary, content reading, main ideas,

details, inferences and character development with evidence.

DIBELS Next data showed that all students K-6 need support with fluency. Kindergarten students need improvement with phonemic

segmentation, correct letter sounds and word fluency. First grade students need improvement with correct letter sounds, word fluency and

oral reading fluency.

Reading Goal: All students will be literacy proficient in reading, science and social studies.

All Alcott students have a high reading academic priority. Teachers will continue to follow the Response to Intervention: A Multi-Tiered

System of Supports (RtI-MTSS) to identify and support the needs of all students. Reading interventionists, special education and regular

education teachers will work with all the "at risk of failing" students during the reading block. Teachers will differentiate the classroom

instruction through a variety of instructional methods that help increase students' engagement in literacy. 4th, 5th, and 6th grade teachers will

receive professional development and implement the Close and Critical Reading Protocol in the classroom. This program helps increase the

students' comprehension of text. The program will be closely monitored by teachers during PLC meetings. Teachers will receive professional

development in the Sheltered Instruction Observation Protocol (SIOP) method of literacy instruction. This program supports the use of

culturally relevant effective teaching strategies for English Language Learners. Teachers will implement and monitored the progress of

students.

SCIENCE



The target areas for improvement in Science are the use of graphs, tables and charts in the content instruction and comprehension of

informational text.

All Alcott students have a high science academic priority. Literacy across science instruction will support the Alcott School STEM initiative.

Teachers will receive professional development in ECA science kits. Teachers will instruct through STEM lessons that support critical

thinking skills, Common Core State Standards, Depth of Knowledge (DOK) levels, and Cranbrook Institute of Science activities. Charts,

tables and graphs will be part of instruction and assessments. Teachers will review the effectiveness of the ECA science kits during PLC

meetings.

SOCIAL STUDIES

The target areas for improvement in Social Studies are the use of graphs, tables and charts in the content instruction and comprehension of

informational text.

All Alcott students have a high social studies academic priority. Literacy across the social studies instruction. Teachers will plan social studies

instruction based on the Common Core State Standards, Depth of Knowledge (DOK) levels, leveled books and critical thinking skills.

Charts, tables and graphs will be methods of instruction and assessment.

WRITING ACROSS THE CURRICULUM

The target areas for improvement in writing grades 2-6 are grammar usage, verb forms, spelling content, self-editing, writing using paragraph

frames and writing across all content areas.

Writing Goal: All students will be proficient in writing.

All Alcott students have a high writing academic priority. Teachers will continue to follow the Response to Intervention: A Multi-Tiered System

of Supports (RtI-MTSS) to identify and support the needs of all students. Teachers will receive professional development in the Maisa Writing

units using Smarter Balanced Rubrics as a method of assessment. Teachers will differentiate the classroom instruction through a variety of

instructional methods that help increase students' engagement in writing. Teachers will receive professional development and implement the

Writing Tracker program in the classroom. This program helps increase the students' quantity and quality of their writing. The program will be

closely monitored by teachers during PLC meetings. Teachers will use a variety of research based methods of writing instruction across

science, social studies and mathematics.

MATHEMATICS

The target areas for improvement in mathematics grades K-2 are place value, addition/subtraction fact families, number sense,

computational fluency, estimation, measurement and problem solving.

The target areas for improvements in mathematics grades 3-6 are factors/multiples, multiplication/division fact families, regrouping 2-3 digit

numbers, estimation, fractions/decimals, place value, number sense, computational fluency and problem solving.

Mathematics Goal: All students will be proficient in mathematics.

All Alcott students have a high mathematics academic priority. Teachers will continue to follow the Response to Intervention: A Multi-Tiered

System of Supports (RtI-MTSS) to identify and support the needs of all students. Mathematics interventionist, special education and regular

education teachers will work with all the "at risk of failing" students during the mathematics block. Teachers will differentiate the classroom

instruction through a variety of instructional methods that help increase students' engagement in mathematics. Teachers will use critical

thinking skills in their lessons and embed open-ended response questions in the daily instruction. Smarter Balanced type of assessments will

be used in all units of instruction.

Conclusions drawn from the data analysis.

Teachers feel that the academic gaps are related to the high number of English Learners in the school, high number of intervention students,

poverty in the community, staff reduction, lack of materials and large class sizes.

All content areas and student subgroups are of concern to the teachers. Goals, strategies and activities will be addressing the academic



needs of students.

Alcott Elementary goals, objectives, strategies and activities address the needs of the whole school population and special recognition to

children who are disadvantaged shown as follow:

Reading Goal: All Alcott students will be literacy proficient in reading, science and social studies.

All Alcott students have a high reading academic priority. Teachers will continue to follow the Response to Intervention: A Multi-Tiered

System of Supports (RtI-MTSS) to identify and support the needs of all students. Teachers will work with the Tier I and Tier II students during

the reading block. Reading interventionists, special education and regular education teachers will work with all the "at risk of failing" Tier III

students during the 90-120 minutes reading block. Teachers will receive professional development and implement the Sheltered Instruction

Observation Protocol (SIOP) method of literacy instruction. This program supports the use of culturally relevant effective teaching strategies

for English Learners. Teachers will implement and monitored the progress of students.

Writing Goal: All students will be proficient in writing.

All Alcott students have a high writing academic priority. Teachers will continue to follow the Response to Intervention: A Multi-Tiered System

of Supports (RtI-MTSS) to identify and support the needs of all students. Teachers will work with the Tier I and Tier II students during the

writing block. Reading interventionists, special education and regular education teachers will work with all the "at risk of failing" Tier III

students during the writing block. Teachers will differentiate the classroom instruction through a variety of instructional methods that help

increase students' engagement in writing.

Mathematics Goal: All students will be proficient in mathematics.

All Alcott students have a high mathematics academic priority. Teachers will continue to follow the Response to Intervention: A Multi-Tiered

System of Supports (RtI-MTSS) to identify and support the needs of all students. Teachers will work with the Tier I and Tier II students during

the mathematics block. Mathematics interventionists, special education and regular education teachers will work with all the "at risk of failing"

Tier III students during the 90 minutes mathematics block. Teachers will differentiate the classroom instruction through a variety of

instructional methods that help increase students' engagement in mathematics. Teachers will use critical thinking skills in their lessons and

embed open-ended response questions in the daily instruction. Smarter Balanced type of assessments will be used in all units of instruction.

Requirement #7: Promote the continuous use of student data (such as formative, interim, and summative assessment data and

student work) to inform and differentiate instruction to meet academic needs of individual students.

Indicator 7A: In your response, describe how the school promotes the continuous use of individual student data (such as;

formative, interim, and summative). This plan must: (a) outline expectations for regular and on-going building-wide use of data, (b)

explain how data will be used as a basis for differentiation of instruction, and (c) describe how data about the instructional

practices outlined in the instructional program (see requirement #6) will be collected, analyzed, and used to increase achievement

and close achievement gaps. Goal 1:





Print.


















teachers.





Other 08/26/2013 06/30/2016 $0 - No Funding Required Principal andteachers.

Activity - STEM/Instruction ActivityType Begin Date End Date Funding Amount &


Teachers will plan STEM lessons based on theCommon Core State Standards using leveledbooks, critical thinking skills, Depth ofKnowledge (DOK) levels, Cranbrook Institute ofScience activities, technology and the ECAscience kits. Charts, tables and graphs will bepart of all lessons as methods of instruction andassessment. Teachers will implement ProjectLead the Way lessons.


teachers.

Activity - STEM/Monitoring ActivityType Begin Date End Date Funding Amount &


Teachers will gather during PLC meetings toreview and analyze the progress of studentsinstructed with the ECA science kits. Teacherswill monitor the progress of students instructedthrough the Project Lead the Way pilotprogram.

Other 08/26/2013 06/30/2016 $2000 - Title I Schoolwide Principal andteachers.







38, 532-538.






93-99.









Activity - Instructional Learning Cycles ActivityType Begin Date End Date Funding Amount &


Instructional staff will implement InstructionalLearning Cycles to increase student achieve


Principal, teachers,OS contentcoaches, OS SIFcoach



Teachers will use a variety of instructionalmethods such as critical thinking skills, guidedreading with leveled books, vocabulary games,thinking maps, technology (Reading A to Z),consumable materials and text coding activitiesto increase Tier I, Tier II and Tier III students'engagement in literacy.


Schoolwide




Activity - Reading Interventionists ActivityType Begin Date End Date Funding Amount &


Three Highly Qualified reading interventionistswill be employed to support students "at risk offailing" throughout the reading blocks.Interventionists will assess Tier II and Tier IIIstudents, analyze data and plan instruction withclassroom teachers during PLC meetings.Interventionist will support implement amodified walk to read program.


Schoolwide

Principal, andreadinginterventionists.






Principal, regulareducation teachers,special educationteachers andreadinginterventionists.

Activity - Instructional LearningCycles/Monitoring



Teachers will meet in PLC meetings to reviewand analyze the progress of students instructionusing the ILC process.

Other 12/11/2013 06/19/2017 $0 - No Funding Required

Principal, teachers,OS consultants, OScontent coachesand OS SIF.






and OS ELA coach

Activity - Literacy Blocks ActivityType Begin Date End Date Funding Amount &


K-2 teachers will implement a 90-120 minutesliteracy block focused on phonologicalawareness, phonics, vocabulary,comprehension, fluency and oral language.Grades 3rd-6th will implement a 90 minuteliteracy block.



Activity - Active Reading Monitoring ActivityType Begin Date End Date Funding Amount &


Teachers will meet during PLC meetings toreview and anslyze the progress of studentinstructed with the Active Reading Instructionsacross the curriculum.

Other 11/06/2013 06/19/2017 $0 - No Funding RequiredPrincipal, teachersand OS ContentCoaches



Strategy2:


students.


©September 2004










Principal, teachersand OaklandSchools ELAconsultant.










Teachers will conduct reading assessments atleast three times per year as measured bydistrict mandated assessments. Progressmonitoring will be conducted monthly.Teachers will meet during ProfessionalLearning Community (PLC) meetings toanalyze the data and plan the multi-tieredinstruction. Lessons plans will be based onCommon Core State Standards, activities fromCORE Sourcebook, critical thinking skills,Depth of Knowledge (DOK) levels, SmarterBalanced assessments and best practices.State Reading, Science and Social Studiesassessments will be reviewed and instructionalplans developed based on the results.Substitute costs for teachers' ProfessionalLearning Community meetings.

Other 08/26/2013 06/30/2016 $17626 - Title ISchoolwide

Principal, teachers,readinginterventionists andOS ContentCoachs




39% of All Students will demonstrate a proficiency of content in Social Studies by 06/30/2015 as measured by state Social Studies


Literacy Across Social Studies Instruction - Teachers will integrate literature with social studies instruction.


Print.




Goal 2:



Activity - SIOP/Monitoring ActivityType Begin Date End Date Funding Amount &


Teachers will meet during PLC meetings toreview and analyze the progress of all studentsinstructed in the SIOP method.


Principal teachersand bilingualdepartmentconsultant.

Activity - SIOP/Instruction ActivityType Begin Date End Date Funding Amount &


Teachers will implement the SIOP method ofculturally relevant effective teaching strategiesthat engage all students in literacy.


teachers.





DirectInstruction 08/26/2013 06/30/2016 $0 - No Funding Required Principal and

teachers.




Teachers in the 4th, 5th and 6th grades willmeet during PLC meetings to review andanalyze the progress of students instructed withClose and Critical Reading Protocol.

Other 08/26/2013 06/30/2016 $1000 - Title I Schoolwide Principal, andteachers.










Activity - Writing Tracker/Instruction ActivityType Begin Date End Date Funding Amount &


Teachers will instruct students in the WritingTracker program to help them improve thequantity and quality of their writing.


and OS ELA Coach

Activity - Writing Tracker/Monitoring ActivityType Begin Date End Date Funding Amount &


teachers will meet during PLC meetings toreview and analyze the progress of studentsinstructed with the Writing Tracker program.

Other 08/26/2013 06/30/2016 $1000 - Title I SchoolwidePrincipal, teachersand OaklandSchools consultant.

Activity - Maisa Writing Units/Instruction ActivityType Begin Date End Date Funding Amount &


Teachers will use Maisa Writing units andSmarter Balanced rubrics at least once persemester.


and OS ELA Coach

Activity - Maisa Writing Units/Monitoring ActivityType Begin Date End Date Funding Amount &


Teachers will gather during PLC meetings toreview and analyze the progress of studentsinstructed with the Maisa writing units.





Strategy2:









93-99.

Goal 3:

All students at Alcott Elementary School will be proficient in mathematics.

Activity - Data Collection, Analysis andPlanning through PLC meetings.



Teachers will conduct writing assessments atleast three times per year. Progress monitoringwill be conducted monthly. Teachers will meetduring PLC meetings to analyze the data andplan the multi-tiered instruction. Lesson planswill be based on Common Core StateStandards, critical thinking skills, Depth ofKnowledge (DOK) levels, and research basedwriting methods. State Writing assessmentswill be reviewed and instructional plansdeveloped based on the results.

Other 08/26/2013 06/30/2016 $2000 - Title I SchoolwidePrincipal, teachers,interventionists andOS ELA Coach

Activity - Literacy Block ActivityType Begin Date End Date Funding Amount &


K-2 teachers will implement a 90-120 minutesliteracy block focused on grammar, sentencestructure, sequencing, main ideas and details.3rd-6th grade teachers will implement a 90minutes literacy block.


Principal, teachers,interventionist andOS ELA Coach



Teachers will use a variety of instructionalmethods when teaching expository andnarrative writing such as grammar, sentencestructure, sequencing, main ideas, details,spelling content, vocabulary and self-editing toincrease Tier I, Tier II and Tier III students'engagement in writing across curriculum.


Principal, teachers,interventionists andELA Coach






Principal, regulareducation teachers,special educationteachers andinterventionists.






Response to Intervention: A Multi-tiered System of Supports (RtI-MTSS) - Teachers will use assessments to increase the instructional needs








93-99.

Ardoin, S. P., Witt, J. C., Connell, J. E., & Koenig, J. L. (2005). Application of a three-tiered response to intervention model for instructional

planning, decision making, and the identification of children in need of services. Journal of Psycho educational Assessment, 23, 362-380.

Activity - Tier I, Tier II and Tier IIIDifferentiated Instruction



Teachers will use a variety of instructionalmethods such as critical thinking skills,mathematical literature, consumable materials,manipulatives, thinking maps, culturally relevantinstruction and technology activities thatincrease students' engagement in mathematics.Teachers will embed open-ended responsequestions in the daily instruction. Teachers willuse Smarter Balanced type of assessments inall units of instruction.


Schoolwide

Principal, teachers,interventionist andOS Math Coach




Teachers will administer mathematics pre andpost assessments for the unit of study.Teachers will meet during PLC meetings toanalyze the data and plan the multi-tieredinstruction. Lesson plans will be based onCommon Core State Standards, critical thinkingskills, Depth of Knowledge (DOK) levels,Smarter Balanced assessments, OaklandSchools units and research basedmathematical practices. State Mathematicsassessments will be reviewed and instructionalplans developed based on the results.




Narrative:

There were no significant achievement gaps in the gender subgroups. A significant achievement gap was found in the 4th grade MEAP

Writing Assessment for the English Language Learner subgroup. All subgroups scored Not Proficient in the Fall 2012 Science and Social

Studies MEAP assessment. As we move to close the achievement gap and increase student achievement on our standardized tests for the

State and at the National level, we are developing common assessments in both mathematics and ELA that will enable staff to engage in

data dialogues to diagnose, monitor, and increase student achievement through the utilization of data to modify and enhance instruction.

Teachers will administer formal assessments in English Language Arts, mathematics, science and social studies on a quarterly basis at a

minimum. Teachers will meet in Professional Learning Communities (PLCs) with grade level teachers and across grade levels to analyze

assessment data including formative assessments and current student work to ensure that planning is based on real time data. Analysis will

include looking at all subgroups to determine achievement gaps and plan instruction for the academic needs of all learners. Using the

achievement gap data teachers will plan activities that will include instruction and progress monitoring to address the needs of students in

Tiers I, II, and III. Differentiated instruction will occur for all students in Tier I. In Tiers II and III, students with more intensive needs will

receive further differentiated instruction to meet their individual needs. Instructional Learning Cycles (ILCs) will have a common assessment

as a pretest and post-test component to determine whether the instructional practices are succeeding in raising achievement and closing

gaps. Along with teacher created assessments, various measures such as DIBELS Next and MLPP will also be considered when measuring

the effectiveness of the ILC in closing of the achievement gap.

Our leadership team will meet throughout the school year to have data dialogues analyzing DIBELS and SWIS data. In PLCs teachers will

use grade level assessments, as well as ILC results, to drive data dialogue and the creation of intervention plans. In Spring 2014 we will have

data dialogues in cross grade level meetings to analyze the Fall 2013 MEAP data and create a gap analysis of the ELA, Mathematics,

Science and Social Studies data. The SI/Leadership team will analyze demographic data including attendance and behavior through the

SWIS monthly reports. The School Process Rubrics 40 will be completed with the input from all Alcott staff. Parents will also help to review

and update the Alcott Parent Involvement Policy and Parent/Student/Teacher Compact. The SI/Leadership team will discuss the results of

all the data, surveys, the input received from teachers, staff and parents and come to a consensus of what are the causes of low student

performance.

Along with the following MEAP and DIBELS-Next data, teachers will use a variety of formative assessments including but not limited to,

DIBELS Next progress monitoring, end of selection tests from the reading anthology, quizzes, unit pre- and post-tests, project-based learning

activities in all subjects, graded independent practice, group presentations and ILCs.


Activity - Mathematics Interventionist ActivityType Begin Date End Date Funding Amount &


A Highly Qualified mathematics interventionistwill be employed to support students "at risk offailing" (Tier II and Tier III) throughout themathematics block. Interventionist will analyzedata and plan instruction with classroomteachers during PLC meetings.


SchoolwidePrincipal andinterventionist.




Regular education and special educationteachers will work together with groups of "atrisk of failing" (Tier II and Tier III)students usinga variety of strategies that support learning forall.


and interventionist.



Kindergarten




below


First Grade


and 83%



benchmark and 75%




Second Grade


benchmark and 53%








Third Grade







Fourth Grade









Fifth Grade




below benchmark.



Sixth Grade




below benchmark.



DIBELS Next May 2013 reading gap statements by grade level















MEAP Fall 2012 gap statements

Reading gap statement











Writing gap statements by grade level







Mathematics gap statement











0% of English Language Learners students scored at or above proficient on the 4th grade Mathematics MEAP assessment, leaving a gap of

6% between English Language Learners students and all Alcott 4th grade students.

Science gap statement

0% of 5th grade students scored at or above proficient level on Fall 2012 MEAP assessment, leaving an 8.5% gap between 5th grade



All subgroups scored not proficient in the Fall 2012 MEAP assessment.








All subgroups scored not proficient in the Fall 2012 MEAP statement.



PART E: INCREASED LEARNING TIME AND COMMUNITY ENGAGEMENT

Requirement #8: Establish schedules and strategies that provide increased time for instruction in core academic subjects,

enrichment activities, and professional learning for teachers.

Indicator 8A: In your response, describe the district's plan for increasing time for core academic subjects that specifies: (a)

whether additional time will happen through a longer day, week, and/or year OR redesigning the use of the current schedule

(choose one); (b) a description of how much time has been allocated; (c) a rationale that supports why these changes will lead to

increased student achievement.

Indicator 8B: In your response, describe the district's plan for increasing time for enrichment activities that specifies: (a) whether

additional time will happen through a longer day, week, and/or year OR redesigning the use of the current schedule (choose one);

(b) a description of how much time has been allocated; (c) a rationale that supports why these changes will lead to increased

student achievement.

Indicator 8C: In your response, describe the district's plan for increasing time for professional learning that specifies: (a) whether

additional time will happen through a longer day, week, and/or year OR redesigning the use of the current schedule (choose one);

(b) a description of how much time has been allocated; (c) a rationale that supports why these changes will lead to increased

student achievement. The Pontiac School District no longer offers music and art instruction in the elementary schools. This extra time combined, with an earlier

starting and later dismissal time has extended the students' instructional time by 170 minutes weekly. The rationale for the increased

instructional time is for teachers to implement an all-inclusive, differentiated, rigorous 120 minute ELA block and a 90 minute mathematics

block, which includes extra instructional time spent in the core subject classroom and the opportunity for RtI-MTSS to flow smoothly. The

ELA instruction is delivered to all students in a ninety (90) minute block, with an additional thirty (30) minute block set aside for intervention

strategies for Tier II and Tier III students. Mathematics instruction is delivered to all students in a ninety (90) minute block daily. Intervention

in mathematics is done concurrently and embedded within the multi-tiered model. Teachers instruct at least 45 minutes daily on science and

social studies concepts. We also teach science and social studies text structure, reading strategies, and content within our ELA and

mathematics blocks. Students have 45 minutes a week for physical education. Enrichment activities for all students are incorporated in the

extended class periods for core subjects. Enrichment activities include use of the computer lab, book clubs, hands-on science projects, and

expressive language projects using art and music media, and other school base projects. We offer the breakfast program before the start of

the instructional day to ensure no interruptions take place during lessons.

Beginning fall of 2013, the District mandated that the instructional staff set aside two hours each Wednesday afternoon for professional

development and/or planning and development time in Professional Learning Communities (PLCs). Research shows (from DeFour's

Leadership and Learning Center) that when teachers collaborate and are provided quality professional development that is implemented with

fidelity it will lead to increased student achievement. This time was set aside for the purpose of reviewing data, working on lessons that align

to the Common Core Standards, and collaborating on ideas that will lead to an increase in student achievement. Teachers collaborate about

progress monitoring results, inter-tier movement and overall student achievement, and set new goals for individual students. This time also

allows for Oakland Schools coaches to provide professional development in ELA and Mathematics. The Project Lead The Way lead teacher

will utilized this time for professional learning in this STEM science program. The increase instructional time aligned with the support of

professional development and the collaboration of teachers during PLCs is expected to increase academic achievement of students.

To ensure the success of the increased instructional time initiative Alcott School's Principal has directed teachers to utilize these additional

times for reading and mathematics interventions. The implementation of these targeted interventions will be monitored by principal through



lesson plans and classroom visits. Teachers will report to principal the results of the interventions. Data from the interventions will be

discussed during PLC meetings and new instructional plans that support student achievement will be formulated and implemented in the

classroom under the supervision of the principal.

The Pontiac School District offers a summer school program for at-risk students. Alcott teachers offer students after school tutoring, online

educational programs and the weekend program Tomorrow's Leaders Today, which is sponsored by the Detroit Zoological Society and

involves students in the learning of future careers in science. Our school also offers tutoring targeting our EL population specifically by our

community partner Catholic Social Services. Project Excel, an after-school program, is offered to all students. Project Excel main focus is

homework assistance, technology development, and enrichment activities. In addition, Alcott has a partnership with the Cranbrook Institute

of Science where Science-on-the-Go programs are brought to the school during the day and in the evenings so that families and children can

take part in hands-on science activities. Parents have available Institute passes and Sunday family afternoons at the Institute which include

students, parents and teachers together. Research has shown that these initiatives will lead to increased student achievement. The

rationale for offering these programs and maintaining influential partnerships is for opportunities of learning in non-traditional and flexible

configurations. Requirement #9: Provide ongoing mechanisms for engagement of families and community.

Indicator 9A: In your response, describe multiple strategies to engage families in reform efforts.

Indicator 9B: In your response, describe multiple strategies to engage community partners in reform efforts. Alcott staff understands that family and community involvement in school reform help strengthen the school and help students be successful.

Alcott staff believes in keeping families informed about academic expectations, homework, attendance and school safety policies.

Alcott School welcomes new families, offers tours and introduces them to staff and other families. Bilingual speakers are available to help

families. Teachers and families meet and get to know each other through class meetings, parent-teacher conferences and class

observations. Alcott teachers make personal contact with families throughout the year to help build a rapport with parents. Alcott parents are

encouraged to volunteer in the building or in the classroom. Alcott families have the opportunity to participate in open houses, family learning

nights, Cranbrook Science Institute days at the museum, Science on the Go night for families, and welcome back to school party. Parent

nights with Response to Intervention: A Multi-Tiered System of Supports and Sheltered Instructional Observation Protocol themes will inform

parents of the literacy reform effort. These informational gatherings provide parents with specific academic ideas that support Alcott's

instructional program and help bridge the school home connection. Newsletters and notes go home keeping parents informed of school

activities and provide positive home environment ideas to encourage learning and academic support. Teachers and parents developed a

School/Parent/Student Compact which outlines ways in which parents, school staff, and students work together to ensure high student

achievement.

Alcott School has a diverse group of partnerships in the local community. First Presbyterian Church sponsors a tutoring group who is active

in the classrooms promoting literacy. Grace, Peace and Hope Church and the Baldwin Center have after school programs to help Alcott

students with their homework. The Excel program provides students with homework help and fun activities in a daily after school program.

The Department of Human Services (DHS) has two employees in the building who provide parents with many sources of everyday living and

academic support. Alcott's principal meets regularly with our community partners to keep them informed of the progress of the reform effort

and to gather their ideas and suggestions.

Alcott staff believes that when involving the parents and community in reform efforts the more diverse the opportunities to be involved the

greater the chance of attracting parents and community volunteers.





PART F: PROVIDING OPERATIONAL FLEXIBILITY AND SUSTAINED SUPPORT

Requirement #10: The district is providing the school with operational flexibility for issues such as staffing, calendars, time, and

budgeting to implement a comprehensive approach to substantially increase student achievement and increase graduation rate.

Indicator 10A: To respond to this requirement, describe a statement that the priority school improvement team and building leader

will determine the school's Title I budget (subject to federal regulations). The district must also complete a signature page, signed

by the Superintendent, School Board President, and Union Representative, which certifies that the school has the autonomy

required to implement the plan as written (see template on AdvacEd site). Finally the district must upload either an Executed

Addendum to the collective bargaining agreement OR a Memorandum of Understanding that commits the Superintendent, School

Board President, and Union Representative to negotiate an addendum by August 1, 2014.

The District will continue and/or create policies and structures that empower the leadership at all Priority schools with the operating flexibility

necessary to respond to student needs that are based on existing plans, tools, or practices that the District must engage as mandated.

(Consent Agreement, p. B-1). The District will provide support to the school by attending meetings, completing documents, attending

professional development related to Priority Schools and meeting with the administration and staff to review the implementation of the plan.

According to Federal Guidelines, Alcott will use its Federal funds (Title 1, 31A in support of engaging students in academic achievement

endeavors.)

Professional development supported by Title 1 include: Number Talks, Close and Critical Reading Protocol, Maisa Writing, Writing Tracker,

PLTW, STEM, and SIOP programs.

31A funds are allocated for ESL tutors and extended day learning programs. Additionally, Alcott will seek to limit the number of split classes

and will request the District to supply highly qualified teachers as the District is able to recruit highly qualified teachers and reduce class size

over time. Alcott will work with the District coordinator of State and Federal Programs to prepare a building Title I budget that allows them to

meet the unique needs of their students as identified in the data and to fully implement the interventions described in this plan.

Teachers will adhere to the 2013-14 District Calendar which allows for both District and building professional development and time for

teachers to collaborate during the PLC time. Alcott will identify growth areas and plan and coordinate professional development, identify and

staff programs, arrange flexible schedules, and create opportunities for community partnership development.

During the 2013-14 school year, the District will review the data from the Education Resource Survey, assessment data, and other data

sources, (demographic, process and program) and make the necessary changes to support equitable distribution of resources for the next

year.

The priority school leadership team will be able to present an alternative proposal for use of District professional development time. District

leadership will consider the needs of the district and the building when it receives the alternative proposal. Every attempt will be made to

align the District and building PD needs. If possible the District may allow an individual school to deviate from the proposed District PD

Calendar, but continuity and coordination of the District instructional program and expectations may compel the District to deny such

requests.

-As per the Consent Agreement the District will allocate resources where the students will receive the maximum benefit.

The District will schedule a workshop for administrators and teachers to budget funds in the areas of academic goals. Each Priority school

conducted a needs assessment that enabled them to use the funds for programs, supplies and professional development that enhances

student achievement. The Alcott Leadership team will prepare a Title I budget to support its Reform/SIP. The District and Oakland Schools



consultant will review the plan to ensure alignment with the DIP, compliance with the Consent Agreement, and satisfaction of all Title I

requirements.

-The District will work with the Oakland Schools Business Office to implement remedial measures relevant to expenditures and financing

while specifically addressing the educational mission and objectives of the District.

The District will also work with Oakland Schools to provide educational services in the areas of professional development (Content

Instruction, content audits, visible learning, and differentiated instruction).

Requirement #11: The school and district will ensure that the school receives ongoing, intensive technical assistance and related

support from the district, ISD, Michigan Department of Education, or other designated external partners or organizations.

Indicator 11A: In your response, describe how the district plans to access and provide supports for the school.

Indicator 11B: In your response, list the central office contact person responsible for monitoring and supporting the school. Currently, there are two District staff members who are responsible for working with and supporting Alcott in this process: Rosalyn

Whitehead, Ed.D. , Interim Assistant Superintendent, Curriculum and Instruction and Teresa Harris, Assessment Coordinator.

The District has secured agreement that all external partners including MDE, the ISD, community partners and organizations provide

technical assistance related to increasing student growth and achievement.

A meeting was held on Friday, October 4, 2013 with the ISD Title 1 personnel, district representative and Priority school principals to review

and discuss the duties and responsibilities of the Priority school coaches, facilitators, and MSU specialist. The MI Excel Service Plan was

also reviewed and discussed. Through the MI Excel plan, Oakland Schools provide a SIF to provide technical assistance in the areas of data

collection, facilitating data dialogues, completing the school process rubric, developing the Transformation plan goals and participating in the

school improvement process. Oakland Schools also provides mathematics and literacy content coaches that support the core practices in

each subject area. Reading consultants also implement the "Walk to Read" process. The turnaround activities are supported by the District,

ISD, MDE, and MSU. The District looks forward to collaboration and attending meetings designed to facilitate the implementation process for

the Priority schools.

The District will have the opportunity, per the Consent Agreement, to contract with an outside partner to provide some educational services.

The Superintendent will make the final decision after meeting and collaborating with stakeholders.



School District of the City of Pontiac

20ADMINISTRATIVE

EVALUATION SUMMARY

PONTIAC ASSOCIATION OF SCHOOL ADMINISTRATORS

EVALUATEE:

SCHOOL/POSITION:

EVALUATOR: Dr. Rosalyn Whitehead PRESCRIBED PLAN:

Self Directed

Probationary

Directed

Board Approved Plan

of Assistance

chool District of the City of Pontiac

2013-2014

ADMINISTRATIVE EVALUATION SUMMARY

IATION OF SCHOOL ADMINISTRATORS(PASA)

Dr. Rosalyn Whitehead

CONFERENCE DATES:

First

Second

Third (Final)

Board Approved Plan Fourth (Sign Off)

Fifth

chool District of the City of Pontiac

EVALUATION SUMMARY

IATION OF SCHOOL ADMINISTRATORS

2013-2014 Administrative Evaluation Summary – Page 2

GOAL 1: (Principal Leadership, Responsibility #1): Influence, establishes, and sustains a school culture conducive to continuous improvement for students and staff.

Evaluator’s Comments:

Recommendation:

GOAL 2: (Principal Leadership, Responsibility #2): Lead the development and annual update of a comprehensive safe schools plan which includes prevention, intervention, crisis response and recovery.

Evaluator’s Comments:

Recommendation:

GOAL 3: (Principal Leadership, Responsibility #3): Lead the development, implementation, and evaluation of the data-driven plan for improvement of student achievement.

Evaluator’s Comment:

Recommendation:

GOAL 4: (Principal Leadership, Responsibility #4): Assist instructional staff in aligning curriculum, instruction, and assessment with state and local learning goals.


Recommendation:

GOAL 5: (Principal Leadership, Responsibility #5): Monitor, assist, and evaluate staff implementation of the school improvement plan, effective instruction, and assessment practice(s).


Recommendation:

2013-2014 Administrative Evaluation Summary – Page 3

GOAL 6: (Principal Leadership, Responsibility #6): Manage Human and Fiscal Resources to accomplish student achievement goals.

Evaluator’s Comment: Recommendation:

GOAL 7: (Principal Leadership, Responsibility #7): Communicate and partner with school community members to promote student learning.


Recommendation:

EVALUATOR’S SUMMARY STATEMENT:

LEVEL OF PERFORMANCE: ____________________________________________________________ Evaluator’s signature Date

_____________________________________________________________ Evaluatee’s signature Date

School District of the City of Pontiac 47200 Woodward Avenue

Pontiac, MI 48342

TEACHER PERFORMANCE EVALUATION SYSTEM

Office of Human Resources/General Counsel

Teacher Performance Evaluation Guidelines

Table of Contents

Performance Evaluation Process ...................................................................................... 1

Goal Development ............................................................................................................. 2

Performance Standards for Evaluation .............................................................................. 2

Performance Evaluation Timeline ...................................................................................... 3

Performance Competencies Domains 1-5 ......................................................................... 4-30

Forms

The Individual Professional Growth Plan (IPGP) ............................................................... 31-33

Principal Walk-Through Form ............................................................................................ 34-37

Classroom Walk-Through ................................................................................................ 38

Informal Classroom Observation Form Options 1 and 2 (Principal Walk-Through) ........... 39-42

Pre-Observation Form ....................................................................................................... 43

Post-Observation Reflection Form ..................................................................................... 44

Formal Observation Worksheet ......................................................................................... 45-48

Formal Evaluation Tool ...................................................................................................... 49

Criteria for Attaining Tenure ............................................................................................... 50

Revised School Code ........................................................................................................ 51-52

Resources ......................................................................................................................... 53

1

PERFORMANCE EVALUATION PROCESS

The following process and procedures are based on the School Reform Law 2009 PA 205 Section 1249. It is designed with the purpose of maintaining a standard of excellence, improving the performance of teachers and to improve the instructional program.

COMPETENCIES

Pontiac School District teachers are evaluated on relevant competencies with the desired goal of enhancing professional growth and performance. The evaluation of teachers will include the following five (5) Domains of Performance Competencies. 1. Planning and Preparation

Use of Methods

Use of Materials

Use of Time

Preparing Lessons 2. Teacher Effectiveness

Clarity

Effective Instruction

Effective Communication

Enthusiasm

Knowledge of Subject Matter

Flexibility

Motivation and Reinforcement

Structuring Comments

Task Orientation

Variability 3. Classroom Management

Creating an Environment and Culture for Learning

Maintaining Accurate Records

Use and Management of Technology, Materials and Facilities

Classroom Control 4. Professional Responsibilities and Relationships (with students, staff and community)

Concern for Students

Effect on Student Character and Personality Growth

Student Engagement: Participation and Reaction to the Lesson

Rapport with Students

Attitude Toward Supervision

Work Relationship with Staff

Work Relationship with Parents and Community 5. Student Growth and Assessment

Assessment/Student Achievement

Assessment/Evaluation

2

PONTIAC SCHOOL DISTRICT

GOAL DEVELOPMENT

For each of the following domains, it is imperative the goals support the purpose of improving student achievement and closing achievement gaps by improving instructional practice at all levels. Goals must include:

Measures of goal attainment to include data on student achievement/growth based on local state or national achievement/growth measures

Identified outcomes

Clearly defined resources and support

Timelines

PERFORMANCE STANDARDS FOR EVALUATIONS

Highly Effective: Evidence indicates that a teacher performing at this level has a thorough conceptual understanding of, and consistently implements in various situations, each competency within the teaching domain in a highly effective and appropriate manner. This level of performance exceeds district expectations; it is typified by highly accomplished professionals who operate at a qualitatively higher level. Such classrooms consist of a community of learners who are highly motivated and actively engaged, assume considerable responsibility for their own learning, and perform at high levels. Teacher(s) performing at this level make a significant contribution to education; they share their expertise with others and are capable of modeling their instruction with a high degree of proficiency. Effective: Evidence indicates that a teacher performing at this level has a clear conceptual understanding of, and effectively and consistently implements, in various situations, all or almost all competencies within the teaching domain appropriately and without significant errors. This level of performance fully meets district expectations. Most capable teachers will regard themselves, and will be regarded by others, as performing at the proficient level. Minimally Effective: Evidence indicates that a teacher performing at this level has a generally accurate conceptual understanding of most of the competencies within the teaching domain, and implements many elements with some success. While implementation does accomplish the basic purpose, it is not consistently successful or appropriate. This level of performance partially meets district expectations. With additional experience, professional development, and coaching and supervision, teachers performing at a basic level should become proficient implementing the teaching domain within a reasonable time period. Ineffective: Evidence indicates that a teacher performing at this level does not yet have a complete conceptual understanding, and may possibly have some major misconceptions, of several competencies within the teaching domain. Implementation does not regularly accomplish the basic educational purpose. This level of performance does not meet district expectations, and will require specific plans and assistance for improved performance within a reasonable time period.

3

Performance Evaluation

Based on School Reform Law 2009 PA 205 Section 1249

Probationary and Tenure Teacher Evaluation Timeline

September - October Develop and overview of the IPGP (Individual Professional Growth Plan) by the last week of October for all PEA members. *Found in the Framework for Michigan Educator Evaluations. IPGP Components:

At least but not limited to 3 goals based on student data A delineation of resources Responsibilities and practices needed to meet the goals Expected outcomes Timeline to attain goals

October - November

Ensure that a mentor is assigned to first year non-tenured teachers. The total probationary period is the first five years of employment.

Must have a conference by the second week of November for all PEA members First formal observations for all PEA members no later than second week of December

January - March

Second formal observations for probationary PEA members by first week of March Plan of Assistance developed as needed At least one conference should be held by mid-year as needed Mid -year progress report shall be aligned with PEA member’s IPGP as needed per Plan of

Assistance April

Second formal observations for tenured PEA members due by last week of April Third formal observations for probationary PEA members due by last week of April

May

Final conference for all PEA members by last week of May May - June

Establish plans for the next school year Appointments held with Human Resources for those with Individual Development Plans (IDP’s)

Footnote: If there is a member is on leave and unable to participate in conference or observation, the meeting must be scheduled within 30 days of return to work.

4

PERFORMANCE COMPETENCIES

Domain 1: Planning and Preparation LEVEL OF PERFORMANCE

Highly Effective to Effective Minimally Effective to Ineffective

Us

e o

f M

eth

od

s

Uses a variety of approaches in lesson presentation. Is aware of the different learning styles of the students, and plans the lessons accordingly. One can see evidence of differentiated instruction, PBS and Real World Applications in the classroom planning and presentation. Students seem to thrive in such an environment. Teacher’s lessons are well-organized and clearly defined. A daily objective is always stated to allow students to understand the purpose of a particular class lesson. Students’ performance on standardized tests reflects the excellent organization and planning that are such an integral part of Teacher’s class. Presents the material in a logical, well-organized manner. Has an ability to communicate the subject matter to the students. Their responsiveness and attitude towards the class show that they are actively involved in the learning process. Has designed the class in a manner that reflects an extensive background of learning theory. The variety that one sees in his/her teaching is indicative of the ability to utilize a number of methods. He/she always seems to come up with a unique and interesting approach to the subject matter.

Needs to find a variety of approaches when presenting the material in class. The students have fallen into a rut along with their teacher. Students have lost interest in the class because of his/her total dependence on one style of lesson presentation. Teacher’s classes are not well-organized nor are the lesson plans well-prepared. It is very difficult to determine the objective of the class. His/her students constantly ask for clarification and definition of the day’s lesson. His/her inability to articulate his/her purpose has created frustration and anxiety in a number of the students.

5




Us

e o

f M

ate

ria

ls

Shows evidence of good lesson preparation and use of materials. Each lesson takes advantage of the support materials available to the teacher. Teacher’s selection and organization of subject matter and appropriate materials for the class are commendable. Much thought is given to the effective use of all instructional materials. Provides motivation through basic enrichment and/or modified materials made available through the school district. Good use is made of technology in the development of effective and appropriate instructional materials. Finds or creates a variety of methods and materials that he/she uses to challenge and stimulate student growth.

Lacks evidence of good lesson preparation and use of materials. Lessons seem to be conceived on the spur of the moment with little or no thought given in advance. It is recommended that the teacher make weekly (monthly) lesson plans listing materials and student activities. Teacher’s approach to teaching does not include the use of appropriate instructional materials. The overuse of the lecture method has created a non-participative structure for students. It is recommended that the teacher break up his/her lecture-only approach to teaching and include greater use of appropriate instructional aids, manipulatives, technology and materials. Needs to supplement teaching with greater use of instructional materials. The school has a wide range of material appropriate to this grade level. It is recommended that the teacher start using this material to enhance the lessons. Needs to find or create and then develop and use instructional materials and methods that will assist student learning.

6




Us

e o

f T

ime

Provides sufficient time during class to discuss student questions on the lesson or homework assignment. Students never feel they were denied an opportunity to ask their questions due to inadequate time. Teacher’s class is well-organized and never seems to be without a definite objective. Has obviously devoted a great deal of time to preparation to ensure that students will have sufficient time to complete assignments. Provides prompt feedback to the students by returning assignments within a time frame that reinforces learning. Students are aware that work is promptly evaluated and will be useful in subsequent learning experiences. Realizes that students learn at different rates thus provides them with the necessary time to complete their work. Realizes the students’ work will be more accurate and meaningful as a result of time awareness. Is cognizant of students’ individual differences when assigning projects. Students are given adequate time to prepare reports while proper reinforcement and feedback are given. Classes are designed to provide students with sufficient time to get work done. Students are working at the right speed for their educational needs.

Classes tend to be disorganized and indicate that proper time has not been set aside to cover the material sufficiently. Too often, classes are rushed over very important concepts due to a lack of time. Needs to devote more time to lesson planning. Does not seem to have a firm grip on efficient time organization and utilization. Classes are either hurrying to complete an assignment or have two much free time. Classes never seem to have enough time to complete their assignments. Needs to reevaluate how much class time should be devoted to particular learning experiences in order to provide students with sufficient time to finish work. Does not appear to have a sound understanding of efficient time management. Never seems to have enough time to complete daily lesson plans, and has to rush at the end of the school year to complete the material in the course. Needs to remember that many students are involved in work or school activities after school. Time needs of students should be taken into consideration when assigning lengthy projects.

7




Pre

pa

rin

g L

es

so

ns

Demonstrates excellent planning and preparation. Each unit is well-thought-out, and classroom activities are selected at an appropriate level for the students. Because lessons are well-planned, students are learning. Has an outstanding program and has a good reputation among students. The time and attention the teacher puts into preparing each lesson is rewarded by the students’ keen interest in the subject matter. Is extremely well-organized and provides students with an exceptional program. Spends a great deal of time in the planning and preparation of each lesson. Because of this, students are presented a wide variety of material. Takes the time to see that individual student needs are met. Daily lesson plans are well-though-out and organized. Student’s strengths and weaknesses are identified and appropriate activities are planned. Cares about students and provides challenging material to meet their needs. Maintains excellent classroom organization. Students have a good understanding of where they are and where they are going. Specifics and generalizations in topics and in logical progressions. Makes each unit very interesting for students. The transitions from one topic or unit to the next are handled very effectively. Attention is given to functioning skills and sequential development. Has excellent organizational skills. Classroom activities and the use of instructional aides are organized to maximize each learning situation. Materials and assignments have variety and are challenging.

Has difficulty holding the attention of students. Classroom activities are not well thought-out, and the program seems to lack continuity. It is recommended that weekly lesson plans be developed with daily activities that provide students with interesting material appropriate to the lesson. Does not exhibit any understanding of sound lesson planning and classroom preparation regarding current teaching assignment. Students are spending too much time on independent study without teacher-directed activities. It not well-prepared, and shows signs of inadequate planning to meet the individual needs of the students. There seems to be very little variety in the methods and/or approaches used to present the lessons. It is recommended that the teacher develop lesson plans that involve a variety of methods and approaches. If a fine teacher but needs to spend more time on lesson planning. Students enjoy the teacher and the subjects being taught, but because there is a lack of over-all planning and preparation, classroom activities wander away from the topic or unit being covered. It is recommended that the teacher write down the objectives for each day and then prepare materials and direct activities to meet those objectives. There seems to be little planning and/or organization of the topics or units being covered in the teacher’s classroom. Students seem at a loss to know what is expected of them. Does not provide for a smooth transition from one unit or topic to the next. Closure of one lesson and the beginning of another shows little logical progression and transition. It is recommended that the teacher organize lesson planning to show a logical progression and transition from each lesson or activity to the next. Students seem to be confused as to what is expected of them due to poor lesson planning and classroom organization. Undifferentiated assignments coupled with vague and imprecise directions have led to a very disorganized situation. It is recommended that the teacher tell the students what is expected of them in a clear manner, and organize their activities to accomplish this task.

8


Domain 2: Teacher Effectiveness LEVEL OF PERFORMANCE


Cla

rity

Employs a variety of approaches to clarify the objectives of the assignment. Many illustrations, exhibits, thinking maps, etc; are used to assist students in the learning process. Because students have a clear understanding of the teacher’s expectations, they tend to perform well in the class. Helps students to analyze what is being asked of them and devises methods to help them utilize their skills in mastering the objectives. His/her delineation of the assigned task has helped students perform up to their capabilities. Does an excellent job of making instructions clear to the students in the class. Time and attention are given to see that every student has a good understanding of what needs to be learned and how to go about it. Has the talent to quickly identify students who are confused, or misunderstand what is being taught. Because he/she can identify these students and clarify the area of confusion, students at all levels tend to learn well under his/her direction.

Needs to provide greater clarity and direction to the concepts being taught. Classroom discussions frequently tend to wander away from the topic being covered. This is a source of confusion for students since they are not sure what is important to know and remember. It is recommended that the teacher clarify what he/she wants students to know or understand and focus his/her attention and that of the class on those areas. Tends to confuse some students in the class. Because he/she gives directions quickly and only once, some students fail to grasp what is expected of them. It is recommended that the teacher make sure every student understands that assignment. Covers materials too rapidly; therefore, some students get confused and fall behind. Because of this, student discipline problems have surfaced. It is recommended that the teacher slow down and provide greater clarity to the objectives of classwork. Often leaves students to their own devices as they fill out work sheets. Students sometimes seem confused as to what they are to do. It is recommended that the teacher spend more time working directly with students to clarify what they are to do.

9




Eff

ec

tiv

e In

str

uc

tio

n

Presents lessons that are appropriate for the ability level of the students. Is aware of the varying degrees of readiness among the students, and constructs lessons that allow for these differences. Demonstrates initiative and adaptability in adjusting lesson plans to meet the individual needs of the students. His/her lesson plans are flexible enough to provide experiences that are appropriate for the individual levels of the students. Is adept at modifying and adapting the methods and techniques needed to provide effective learning experiences for all students. The flexibility of lesson plans allow him/her to present course material appropriate for the various readiness levels of the students. Recognizes the variations that exist in students. He/she views learning as an active and personal process that must be geared to the individual differences among students. Is able to change the teaching method quickly when it is obvious that the method being used is not meeting student needs. Shows great adaptability and is able to use a variety of techniques when presenting information to students.

Has not learned the importance of knowing the needs of students. Much of the material covered in this class is too difficult and sophisticated for the majority of students. Needs to present students course material more appropriate for their ability level. Has not developed lessons that consider the different degrees of readiness within the students in the class. Sees all students as being similar in ability. Needs to develop lessons that will provide for the individual abilities and needs of students. Does not adapt methods to the abilities, capabilities, and handicaps of students. More time should be devoted to the differences that exist among students.

10




Eff

ec

tiv

e C

om

mu

nic

ati

on

Provides significant information in a well-organized fashion. Communicates effectively with all students through both verbal and non-verbal expressions. Because of this enhanced communication between students and teacher, there is a feeling of warmth and harmony in the classroom. Organizes classroom activities in such a way that the communication skills of students are enhanced. Students are given many opportunities to express themselves in both written and oral forms. Provides multiple opportunities in and out of class for students to enhance their communication skills. Because of these opportunities and the pattern of influence the teacher exerts, students have shown significant growth in this area of the curriculum. Has developed an effective means of communicating with under-achieving students. Has developed lines of communication and a rapport with these students that could influence their lives forever.

Has not established a rapport with the students. The classroom environment seems restricted and makes students reluctant to express themselves. Because of the lack of meaningful communication between students and teacher, learning cannot be maximized. It is recommended that lines of communication be established with all students in the classroom. Has not organized classroom activities in such a way as to enhance communication skills of students. The lack of opportunity for students to express themselves in both written and oral form is a major concern. It is recommended that the teacher provide more opportunities for students to express themselves in both oral and written forms. Daily routine and content of lessons are taken care of while the personal needs of students and individual differences are ignored. Overall there seems to be a lack of positive and warm communication in the classroom. It is recommended that the teacher become more approachable to all pupils by responding to reasonable student questions. Tends to be hypercritical, cross, and sometimes fault-finding with the students. This environment restricts communication and learning. It is recommended that the teacher be more pleasant, helpful, and friendly to the students.

11




En

thu

sia

sm

Is an extremely responsible teacher who is stimulating and very enthusiastic about work. This enthusiasm is contagious and reflected in the students’ interest and productive involvement in instructional activities. Uses reinforcement, application, and feedback skills to motivate students. Has excellent skills as a teacher. Enthusiasm for the job creates a positive climate for students. Because of this environment, many students who normally would be progressing slowly have made great gains this year. Has shown a great deal of pride in and enthusiasm for his/her job this semester. Seems to look forward to working with the students, and creating a constructive classroom environment. Because of this stimulating setting, many students seem to be performing at high levels and enjoying it. It is very resourceful, alert, and stimulating teacher. There is great enthusiasm for both the teacher and students for topics being covered. The support, praise, and encouragement given by the teacher have created such a situation.

Is sometimes aloof and unduly harsh on the students in the class. This attitude tends to dampen student enthusiasm toward classroom activities. It is recommended that the teacher relax his/her feeling of superiority over students and work hard to create a positive classroom environment. Teacher’s presence in the classroom is sometimes dull and listless. He/she does not generate much enthusiasm for the subject or topic being discussed. Because of the lack of enthusiasm expressed, the students tend to be disinterested and easily distracted. It is recommended that the teacher try to generate more enthusiasm for the work, therefore motivating the students. Has been a strong teacher at this school for a number of years. Recently he/she has become somewhat rigid, following a set routine without displaying much enthusiasm. This is caused a loss of student interest in the topics being covered. It is recommended that the teacher seek more flexibility when working with students, and try to assume a more relaxed approach. Is very opinionated and critical of others. The sarcasm directed toward other students has caused the teacher to become somewhat isolated. It is important that the teacher recognize this and concentrate on those skills necessary to lessen the tendency to be sarcastic, critical, and opinionated.

12




Kn

ow

led

ge o

f S

ub

jec

t M

att

er

Has a firm grasp of cognitive organization of subject matter, and demonstrates skill in the sequencing of learning tasks. Is extremely accurate with facts and generalization, and is a leading authority not only with students but with other faculty as well. Is able to select from a wide range of topics that can be used as vehicles for developing lesson goals and the processes for meeting these goals. Is always familiar with relationships and changes in various topics and fields that are part of the subjects in the teaching assignment.

Has a strong tendency to restrict course content and lessons to topics that suit his/her personal preferences or private purposes. Needs to realize that other areas are worthy of time even if additional preparation is necessary for their inclusion. Treats the content of each lesson as isolated and static rather than as an integrated part of the total instructional program in the grade level being taught. The teacher should develop relationships between objectives and provide for continuity. Is very often biased or inaccurate with facts and generalizations. It is extremely important for each teacher to remain objective and not to promote personal beliefs or feelings.

13




Fle

xib

ilit

y

Employs a variety of classroom activities for students. Stays alert to new trends and approaches in order to provide a sound program. Recognizes variations in individual pupils and provides alternative approaches to their learning tasks. Uses what seem to be original and relatively clever methods to aid instruction. This flexibility in approach tends to keep high interest in the topic being covered. Even with a wide range of ability levels in the class, overall student interest is high. Changes methods quickly when it is obvious that the approach being used is not effective. This flexibility makes him/her extremely effective. He/she shows an awareness of the attention level of the students and can adjust accordingly. Teacher’s materials and assignments are orderly and appropriate to the subject being taught. Although the teacher has a specific objective in mind and students’ tasks and assignments are well-planned, flexibility is provided to meet individual student needs. Differentiate Instruction as the need arises.

Uses routine procedures without variation. The lack of adaptability and flexibility in approaching each learning situation causes concern and frustration for students. It is recommended that the teacher be more imaginative and try new methods and/or material to provide a more interesting and fluent program. Is not flexible in adapting explanations to the individual needs of students. This lack of flexibility has caused rigidity in classroom presentations, and the teacher appears incapable of modifying explanations or activities to meet particular classroom situations. It is recommended that the teacher plan for alternative approaches and flexibility in meeting the individual needs of students. Is impatient with interruptions and normal classroom digressions. This lack of flexibility in handling daily, routine interruptions has caused him/her to lose some effectiveness as a teacher. It is recommended that the teacher show more patience and flexibility in handling routine classroom matters. Teacher’s materials and assignments are not orderly and appropriate to the teaching objectives. Although the teacher has specific objectives in mind with student assignments to augment learning, he/she moves from one topic to another with a total lack of fluency and articulation. It is recommended that the teacher develop a sequence and follow it.

14




Mo

tiv

ati

on

an

d R

ein

forc

em

en

t

Provides the students with opportunities to apply what they have learned in the class. His/her students are motivated to learn because they can readily see the practical need for their new knowledge. Provides feedback to students about their progress and successes as a positive motivational technique. This type of reinforcement is very effective with students, and the results are apparent. Provides on-going motivation for the students to become better involved in the learning process. He/she helps the students discover why the lessons have a meaning for them. Uses the spirit of teamwork as a motivational technique. The whole class feels a shared purpose, and they all work together toward its achievement.

Needs to spend more time and effort guiding and inspiring students to venture into areas of learning where creativeness can thrive. Puts forth little or no effort to provide motivation for students to become involved before or during learning tasks. He/she should coordinate the lesson with students’ interests and needs. Secures effort from students through punishment and extrinsic rewards. He/she needs to develop the ability to encourage students through positive motivational methods such as praise. The teachers’ teaching methodology is irrelevant, inappropriate, and frustrating for the students. The students in the class are not motivated to work, and are suffering a loss of morale.

15




Str

uc

turi

ng

Co

mm

en

ts

Provides a summary of each day’s lessons. Students are able to ascertain the importance of facts and concepts covered in the lesson and are encouraged to ask for clarification. Clearly identifies the goals and objectives of the course. The purposes of the class are clearly stated and reflect the goals of the school. Teacher’s classroom tasks are appropriate to student needs, interests, and abilities. Attention is given to logical progression as well as to skill and sequential development. Presents subject matter in a logical, well-organized manner. Lesson objectives are articulated to students in a clear and precise manner. Teacher’s classes demonstrate that exceptional planning has taken place. Objectives are clearly stated, lessons are well-organized, and closure is achieved at the end of the class. Uses questioning strategies extremely well in clarifying and redirecting learning. Has an excellent ability to use multi-level questions based upon different cognitive levels in order to stimulate critical thinking. Promotes critical thinking by encouraging students to elaborate further when making comments or asking questions.

Teacher’s classes lack any clear definition of goals and objectives. It is difficult for students to pursue their lessons due to the failure to articulate in a clear and precise manner. Teachers’ classes end without any summation. This lack of closure prevents students from experiencing meaningful learning while in this teacher’s class. Teacher’s classes are not conducted in a logical, well-organized manner. Lesson objectives are seldom clearly stated and, as a result, students are unable to understand precisely what they are expected to do. Teacher’s daily objectives need to be clearly stated at the beginning of each class. Students need to know what the purpose of the lesson will be, and should receive a summation or overview at the conclusion of the lesson. Needs to devote more time to the development of goals and objectives. Due to this weakness, it is difficult to comprehend what he/she is attempting to achieve in the class. The teacher’s classes tend to be quite disorganized. Results are seldom achieved, and closure on lessons is not in evidence. Needs to articulate class objectives in clear, precise language in order for the students to become more actively involved in the learning process

16




Ta

sk

Ori

en

tati

on

Knows the importance of “time on task” for students to maximize their learning potential. Tasks are well-thought-out and planned. Students know what is expected of them and approach their tasks unhesitatingly and independently. Has an excellent command of the content of the curriculum. Provides an excellent orientation for each concept about to be covered. Tasks are well-thought-out and appropriate to the ability level of each student. Learning tasks are purposeful and functional in nature. Breaks down the students’ tasks into appropriate segments for the time available and the ability level of the students. He/she calls attention to the major points of importance, anticipates difficulties, and plans appropriate tasks for the students. Provides for meaningful practice exercises, written and oral reports that are appropriate, and activities that are essential to the students in learning the designated material.

Does not articulate students’ learning tasks in a clear and effective manner. Because the students are unsure what is expected of them, they tend not to perform well. It is recommended that the teacher do a better job of identifying the specific tasks that students are to learn, then put them into a sequential learning pattern. Seems to lack a full and complete understanding of the individual tasks students are to learn. All tasks should be approached from the standpoint of meeting the individual needs of the students in the classroom. It is recommended that the teacher work out lesson plans that identify what specific tasks are to be learned. Does not make effective use of instructional materials that would help students stay on tasks. There is an abundance of material that should be used for students that would focus on specific areas or tasks. It is recommended that the teacher become knowledgeable of the instructional materials that would help students focus on the task at hand. Has not developed lesson plans that take advantage of the latest research regarding “time on task” and student learning. Needs to ensure that students are involved in meaningful activities and assignments that focus attention on the appropriate areas.

17




Va

ria

bil

ity

Teacher’s assignments vary in length and difficulty, and are always appropriate to the varying abilities and backgrounds of the students. Adapts materials and techniques to address differentiated instruction. Uses different cognitive levels of discourse, and varies levels of student tasks in providing for the interests and abilities of individuals. Teacher’s class projects are always planned around that interests and experiences of the pupils.

Sees all pupils as similar rather than as individuals with different abilities and needs. It is recommended that lessons be developed which provide for variables in each student’s abilities, and that the lessons be designed to meet the needs of all students. Makes instructional decisions based upon fixed standards or group norms rather than personal criteria based upon observed variations in pupils. Teacher’s assignments are routine, unclear in purpose and lacking in variety and range. Assigns tasks that are generally unsuited to pupil’s needs, interests, and abilities.

18


Domain 3: Classroom Management LEVEL OF PERFORMANCE


Cre

ati

ng

An

En

vir

on

men

t a

nd

Cu

ltu

re f

or

Le

arn

ing

Arranges the furniture and materials in position for effective attainment of current objectives. Displays interesting and effective bulletin boards, pictures, charts, and excellent examples of student work. Relates the physical environment of the classroom to the concepts and instructional objectives being covered at that time. Provides a variety of enriching materials and displays around the classroom to help stimulate the learning process in his/her class. Provides for an instructional setting that is free from distractions or interruptions. Materials and student aids are organized and easily accessible. Teacher’s classroom displays a physical environment which facilitates a positive learning situation for students. Teacher’s careful planning and preparation is demonstrated by the positive learning environment he/she has created in the classroom.

Shows little care for the effective arrangement of furniture for maximum attainment of objectives. Students rearrange furniture for their own objectives rather than those of the class. It is recommended that advance planning and firm control be utilized in physically arranging the classroom. Does little to create a stimulating environment for students. The lack of appropriate bulletin boards, exhibits and/or charts is a cause for concern. It is recommended that he/she place appropriate instructional display material around the room to enhance the unit or lesson being taught. Needs to change the display material in the classroom to reflect the units being taught. Students could participate in and profit by the process of creating displays. Teacher’s classroom is cluttered and in disarray. This causes many distractions for students and is a source of other student problems, such as confusion. It is recommended that he/she organize the classroom in an orderly fashion and maintain a clutter-free environment.

19




Ma

inta

inin

g A

cc

ura

te R

eco

rds

Provides a systematic summary of the students’ effectiveness in the classroom. Each student’s strengths and weaknesses are well-documented. Maintains satisfactory records of students’ punctuality and attendance. Brings insight and understanding to the many reports and documents teachers are required to complete. All paperwork is completed on time and done correctly. Understands the need for accurate and complete records for each student in the class. Care is given to record and report student progress fairly. Handles routine requests promptly and efficiently, and renders prompt and accurate reports. Shows careful attention to record-keeping and routine matters (attendance, grades, etc.) Promptly attends to routine matters and reports back to the administration.

Lacks an adequate record-keeping process. Information on students is not maintained in an organized and orderly fashion. He/she needs to maintain accurate records for each student in the class. Does not maintain satisfactory records of student punctuality and attendance. He/she needs to maintain accurate daily records for each student. Teacher’s disregard for the front office’s requests for information has been a problem this year. It is recommended that he/she provide accurate information promptly when requested by the administration.

20




Te

ch

no

log

y,

Fa

cilit

ies

, a

nd

Ma

teri

als

Creates, finds, and uses a variety of materials to challenge the students and stimulate growth. The materials are always well-organized and effectively utilized. Uses a variety of subject-matter-related materials in the classroom. One often sees a multimedia approach used to enhance the lessons (promethan board, computer, video, etc.). His/her use of classroom space creates a flexibility that enables students to learn from many diverse sources. Often uses thinking maps, charts, diagrams, maps, or models to stimulate student interest. Uses the board to help students understand difficult concepts. His/her ability to outline the lessons on the board allows students to comprehend these concepts visually, as well as learn valuable lessons about outlining. Teacher’s room is a delightful place for students to learn. He/she has established learning centers in various parts of the room that teach specific skills. Student work is appropriately exhibited throughout the classroom as reinforcement for the students. Has shown great concern for the care of the audiovisual equipment in the room. Students have learned to treat the equipment properly and are thus able to use it in individualized learning centers.

Needs to practice better housekeeping in the classroom. The physical disorder that exists has lead to a fragmented learning situation. Needs to devote more time to developing a variety of materials for use in the classroom. Has failed to utilize the many different resources that are available for students, and continues to emphasize one approach to instruction. Needs to learn that projecting videos is not the only method of instruction. Although an audiovisual approach can be valuable, total reliance on this method is a mistake. Should try to take better care of the equipment in the room. Due to the inability to monitor student use of the equipment, many valuable machines are in a state of disrepair. As a result, the students are not receiving the total benefits from the course that they should.

21




Cla

ss

roo

m C

on

tro

l

Teacher’s class resembles a smooth-running ship. The work appears to be kept moving at the proper speed for the students. It is a class in which students are effectively motivated and know what is required. Students frequently express their admiration for the conditions that exist in the class. Obvious control of all situations fosters an atmosphere of trust and respect. Teacher’s skill in organizing classroom activities has greatly contributed to an atmosphere of warmth, trust, and respect. He/she is obviously in total control of the classroom and the students respect him/her for it. Has established appropriate control over the classroom and is able to maintain it while utilizing a variety of approaches in meeting daily objectives. Where chaos could reign, order prevails. Has ensured that the classroom atmosphere is one in which learning can and does take place. Is considerate and fair in dealings with students. Impartiality has enabled him/her to set a tone of fairness and respect that students sincerely appreciate. Makes it easy and comfortable for students to participate in class. He/she maintains a friendly give-and-take atmosphere that does not permit ridicule by students or teacher. Tolerance and acceptance is evident.

Has virtually lost control of the class. Students are continually disturbing others, and learning has definitely ceased to occur. Students no longer respect the teacher or the subject that he/she teaches. Is unable to motivate the students, and has lost any sensitivity to students’ feelings that once did exist. Students have unfortunately become “the enemy who must be controlled.” Inability to discipline students has adversely affected the learning situation. Students are no longer actively involved in the learning process, but are instead involved in extremely detrimental behavior.

22


Domain 4: Professional Responsibility and Relationships LEVEL OF PERFORMANCE


Co

nc

ern

fo

r S

tud

en

ts

Shows respect for individual student opinions and allows students to take freely an opposing view from the teacher. He/she prizes openness and individuality in students. Establishes and maintains open lines of communication with each ethnic population represented at this school. This rapport with students has been instrumental in keeping a positive, healthy school environment. Has a genuine concern for students. This is substantiated by the positive comments received from parents and students alike. The responsiveness and positive attitude of the class reflect the concern and respect the teacher has for the students. Exhibits no bias against students because of race, sex, religion, economic status, cultural background, intellectual capability, or physical characteristics.

Does not show sincere concern for the students. Students are not allowed to express their opinions freely. It is recommended that the teacher develop a more positive attitude toward students and parents. Students and parents feel the teacher lacks a real concern for the students. Classroom mannerisms, tone of voice, and comments directed towards students give reason for concern. It is recommended that the teacher develop a more positive attitude toward students and their parents. Lacks a genuine concern for each student in the classroom. The diverse student population of this school needs to feel that every teacher accepts them and respects them. It is recommended that the teacher work to show concern and respect for each population of the student body. Has a habit of making derogatory comments to the low-ability students. It is recommended that the teacher be fair to all students and now show dislike for those of lesser ability.

23




Eff

ec

t o

n C

hara

cte

r a

nd

Pe

rso

na

lity

Gro

wth

The cordiality, kindness, courtesy, and display of fairness that are reflected in the teacher’s personality are excellent models for the students. Is always considerate of the students’ feelings. Is a sympathetic and understanding listener. Treats all students in a friendly, equal manner. They know that the teacher is s fair, unbiased man/woman who is always willing to help. Parents or students have frequently requested his/her classes, and have cited these traits as reasons for their requests. Is a highly articulate and organized teacher. He/she is an excellent model for the students to follow. His/her classes reflect the detailed planning that has obviously gone into the development of each lesson. Students are constantly amazed at the ability to create interesting and fascinating assignments. Has helped many students to recognize, develop, and live by moral and spiritual values. His/her obviously high moral character is an excellent model for students.

Teacher’s classroom demeanor makes it difficult for students to feel at ease and comfortable. He/she is highly disorganized, and the result is a class that does not have any sense of direction. Unfortunately, the students are not seeing behavior that bears emulating. If the teacher wishes to be perceived by the public as a professional, his/her style of dress should be reconsidered. His/her dress, manner, and behavior are out of place with the styles of this community. Instead of being a model of individualism for the students, the teacher has become a laughing stock. Teacher’s greatest difficulty in this area is his/her lack of tact. He/she is unable to refrain from making disruptive, unsubstantiated remarks at the most inopportune times. As a result, he/she is a source of controversy and unrest among our staff. Students have frequently remarked about his/her unprofessional approach towards others. Is unable to articulate his/her thoughts in a coherent manner. He/she uses improper words, tenses and is lacking in proper language skills. He/she has become a poor role model for the students.

24




Stu

de

nt

Part

icip

ati

on

an

d R

ea

cti

on

to

Le

ss

on

Creates a situation where students actively participate in the learning process. This involvement generates a very effective learning experience. Structures the learning situation to accommodate individual student differences. This planning and preparation on the part of the teacher ensures a favorable reaction to the lesson by the students. Has established a very positive rapport with the students. Pupils are involved in purposeful activities, not just busy work or unnecessary copying. Maintains and uses materials appropriate to the level of achievement of the students; therefore, student engagement and reaction to the lessons are very positive.

Does not create a situation where students actively participate in the learning process. Active involvement by students is lacking because of the overuse of the lecture method without class discussion. It is recommended that the teacher develop and use alternate approaches to teaching that generate greater pupil participation. Does not plan for the individual differences of students by providing appropriate questions to encourage them to participate in and/or react to the lesson being presented. It is recommended that the teacher use Bloom’s Taxonomy to develop appropriate questions that will encourage student participation. Has not established a positive rapport with the students. Because of this lack of rapport, students are not willing to take an active part in planned activities. It is recommended that the teacher be more relaxed and create a classroom environment conducive to student involvement. Does not encourage overall pupil participation. Pupil participation and reactions to lessons are coming from only a small group of students. The teacher should provide opportunities for all students to participate.

25




Ra

pp

ort

Wit

h S

tud

en

ts

Explains daily objectives to the students. Is easy to understand, and the students relate well to clearly-defined lesson plans. Demonstrates a sincere interest in students, and expresses a serious concern for each and every one of them. They know that he/she is always willing to lend an understanding ear to their problems. It readily available to students in answering any questions they might have. Sincerity is obvious, and he/she makes students feel they are welcome to bring problems to him/her. Students know that he/she is interested in them as total individuals. Is always willing to give students extra help when they need it. Has a pleasant disposition and is constantly being sought out by the students for advice. Has been a quiet, settling force in the personal lives of many students. High regard for students and their opinions is obvious. Has established standards of conduct that are appreciated and respected by students. Has been quite successful in relationships with students. Has a delightful sense of humor that has shown students how to deal effectively with difficult situation. Ability to show students that their life’s problems are not insurmountable has made him/her a valuable asset to the students.

Has difficulty relating to students. They feel he/she is too aloof and not interested in them as human beings. He/she has developed a reputation of being crabby and cross and as a result the students tend to rate him/her as a poor teacher. Needs to open up more to the students. They seem to feel that he/she is not interested in them, that he/she seldom compliments them on their work, and that he/she does not value their opinions. Teacher’s students believe that he/she has favorites among them and that the rest of the class is ignored. They frequently complain about the inequity in his/her grading and his/her tendency to work with his/her favorites and not all members of the class. Has the reputation of being the strictest teacher in school. Students have unfortunately interpreted this to mean that he/she is also not interested in them, and they feel that the teacher is not willing to give them any assistance.

26




Att

itu

de

To

wa

rd S

up

erv

isio

n

Complies with administrative relations, including those he/she dislikes. Has the ability to work effectively with supervisors and is quite willing to strive to achieve common goals. Takes full advantage of the supervisorial assistance provided. Respects and follows organizational channels. If his/her needs have been overlooked, he/she has sought assistance by following the structure that has been established for solving problems. Is open to supervision and is most willing to receive constructive criticism. Has been very receptive to remarks aimed at improving his/her effectiveness. Receives constructive criticism in a manner that reflects an interest in improving instruction. Has openly requested visitation by supervisors to the classroom, and has sought out their input in hopes of finding even more effective ways of teacher. Is a respected member of our staff. Cooperation and understanding of the value in classroom visitation has made working with him/her a very pleasant experience. Is most appreciative of constructive criticism, and he/she uses it to improve his/her effectiveness as a teacher.

Has had difficulty accepting constructive criticism from the supervisor. Unwillingness to try new techniques and approaches has made him/her difficult to work with this year. Is unwilling to work with the supervisor due to a philosophical difference. Is not open to any suggestion that is contradictory to his/her teaching style. The supervisor has tried to discuss this with the teacher but no effective solution has been found. Is not open to any criticism. The supervisor has spent many hours in the teacher’s classroom and has made what is believed to be constructive criticisms. Is very defensive and feels threatened by these remarks. Is unwilling to be supervised by anyone. He/she feels that his/her 25 years of experience in the classroom have made him/her exempt from any criticism. Is unwilling to try anything new because he/she feels he/she has found the perfect approach to teaching.

27




Wo

rk R

ela

tio

ns

wit

h S

taff

Understands and tolerates differences in points of view with fellow staff members. Is most supportive of the democratic decision-making process in determining school policies. Works effectively with fellow staff members in curriculum improvement programs. Always maintains high working standards for himself/herself and colleagues. Has the respect of all personnel in the department. Is able to walk the thin line between departmental leader and teacher while maintaining the admiration and respect of all the fellow staff members. Takes a full share of the load in the preparation of reports, supervision of before and after school duties, faculty committees, and filling in wherever colleagues need assistance. This attitude has made him/her a popular member of our staff. Is cooperative and harmonious with coworkers. He/she sees his/her responsibilities as a teacher in relation to the total school program. Often shares teaching techniques with colleagues.

Needs to devote more time to developing effective working relationships with coworkers. Aloofness has prompted extensive criticism by colleagues. Fails to see his/her responsibility in relation to the total school program. Failure to cooperate with colleagues has created an environment of anger, frustration, and resentment between the teacher and coworkers. Fails to assume his/her share of responsibility in departmental duties. Unwillingness to participate in departmental responsibilities has created extensive resentment towards him/her by colleagues. Fails to use discretion when speaking of colleagues. This has caused many unpleasant situations for the teacher and coworkers. Teacher’s failure to share ideas and technique with colleagues has contributed to a very resentful situation between the teacher and his/her peers. Has isolated himself/herself from colleagues, and the resulting resentment has created extensive animosity among the teacher and colleagues.

28




Wo

rk R

ela

tio

ns

hip

s w

ith

Pa

ren

ts &

Co

mm

un

ity

Cooperates and participates in school-community activities, other than open house. He/she has a professional image among parents. Maintains ethical relations with the community. He/she is understanding and tolerates differences in points of view in the community where appropriate. Provides for continuing contact with students’ parents. He/she is very skilled in communication and interaction with parents, even in difficult situations, and always follows through in responding to students’ needs. Is always understanding of parental concern regarding students, and is available to parents to help with these concerns. His/her success with parents is also based upon free and easy communication.

Needs to develop an appreciation for parental concern regarding students, and to assist with these concerns. Parents can be an asset to the teacher, especially if they are concerned with their children’s learning. Must begin to understand that this is a diverse community and that many points of view are common. He/she must understand and tolerate these differences in order not to compromise the school’s roll in the community. Has an image of aloofness in the community that is fostered by lack of involvement. Needs to participate in more school community activities other than open house. Avoids parents when unpleasant or negative situations arise regarding students. Continuous contact must be maintained at all times, not just when the occasion is pleasant. Communications and interaction should be improved.

29


Domain 5: Student Growth and Assessment LEVEL OF PERFORMANCE


As

se

ss

me

nt/

Ev

alu

ati

on

Plans appropriate evaluation devices for the classes. Students are given pre and post-assessments for all units of study. Organizes and interprets evaluation data objectively and analytically. Keeps extremely systematic records and rates students on clearly-defined criteria. Diagnoses students’ strengths and weaknesses through pre-assessment techniques, and then prescribes a proper learning activity for each student. The individualized plan is monitored by the teacher and each student until both feel that the student is ready to be evaluated. Evaluation techniques reflect extensive knowledge of the process of evaluation. Students are tested, given questionnaires, surveyed, interviewed, and perform simulations as part of the evaluation. Students are constantly apprised of their classroom progress. Reinforcement through student-achievement charts enables students to be aware of their grades at any time during the course of the semester. Evaluations are comprehensive and often quite creative. Students are assessed on pre determined objectives through a variety of approaches. The exams themselves are very effective learning exercises. Evaluates objectively according to district criteria and state standards. Plans appropriate evaluation techniques. Communicates learning results/data. Organizes and interprets evaluation data. Uses assessment data to guide instruction. Assessments are congruent with instructional goals.

Uses inadequate and frequently inappropriate evaluation techniques. Students are never given pre-assessment, and often are tested on material that is of minor importance in the course outline. Does not assess students’ performances and levels of achievement with well-defined criteria. Fails to provide students with corrective information while they are working on their assignments. Does not relate daily classroom activities to achievement. Students are frequently evaluated on extremely subjective criteria that seem to have limited educational justification. Evaluation techniques tend to be quite predictable and have caused students to be critical of the course. Need to investigate other evaluation devices besides the paper-and-pencil examinations. Teacher does not communicate learning results to internal state holders in a meaningful and timely manner. Assessment data shows at least 30% of students are not proficient and have not shown progress on instructional goals. Teacher does not use assessment data to guide instruction.

30


Domain 5: Student Growth and Assessment LEVEL OF PERFORMANCE


As

se

ss

me

nt/

Stu

den

t A

ch

iev

em

en

t

Evaluations are comprehensive and often quite creative. Students are assessed on pre determined objectives through a variety of approaches. The exams themselves are very effective learning exercises. Evaluates objectively according to district criteria and state standards. Plans appropriate evaluation techniques. Communicates learning results/data. Organizes and interprets evaluation data. Uses assessment data to guide instruction. Assessments are congruent with instructional goals.

Teacher does not communicate learning results to internal state holders in a meaningful and timely manner. Assessment data shows at least 30% of students are not proficient and have not shown progress on instructional goals. Teacher does not use assessment data to guide instruction.

School District of the City of Pontiac ....................................................................

The Individual Professional Growth Plan (IPGP)

Teacher Name: ___________________________________________________________________ Teacher Status: ___ Probationary _____ Tenure Current Teaching Assignment: _______________________________________________________ School: __________________________________________________________________________ Date: ___________________________________________________________________________

Domain: _________________________________________________________ Goal 1 __________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Strategies (How it will get done): ______________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Evidence (Measured by): ____________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Identified Outcomes (Student Performance):_____________________________________________

________________________________________________________________________________

________________________________________________________________________________

Mutually Agreed Upon Resources and Administrative Support _______________________________

________________________________________________________________________________

Completion and Maintenance Date:____________________________________________________

Performance Level: ___ Highly Effective ___ Effective Minimally Effective ___ Ineffective

Comments: ______________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

School District of the City of Pontiac .................................................................... Goal 2 __________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Growth Measures: _________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Identified Outcomes: _______________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


________________________________________________________________________________



Comments: ______________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

School District of the City of Pontiac .................................................................... Goal 3 __________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Growth Measures: _________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Identified Outcomes: _______________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


________________________________________________________________________________



Comments: ______________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Administrator’s Signature: ________________________________________ Date: ______________

Evaluatee’s Comments (May add additional page(s): ______________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Teacher’s Signature: ____________________________________________ Date: ______________

xc: Teacher Building Administrator Personnel Office

Principal Walk-Through

Rigor: Teacher Effectiveness Student Achievement

1. Is the Teacher actively engaging with the students?

___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective Comments:_____________________________________________________________________ ______________________________________________________________________________

2. Does the Teacher provide an atmosphere for high achievement for each individual student?

___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective

Comments:_____________________________________________________________________ ______________________________________________________________________________

3. Does the Teacher provide clear, concise and accurate instructions (focus)? ___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective

Comments:_____________________________________________________________________ ______________________________________________________________________________

4. Does the Teacher provide critical thinking, problem solving & appropriate communication skills? ___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective

Comments:_____________________________________________________________________ ______________________________________________________________________________

5. Does the Teacher provide individualized instruction when necessary? ___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective

Comments:_____________________________________________________________________ ______________________________________________________________________________

How would you rank the Teacher overall for the above standards for Rigor?

___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective Additional Comments: ______________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

Relevance: Teacher Effectiveness

Planning and Preparation

6. Does the Teacher provide opportunities for application based on individual interests & choices? ___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective

Comments:_____________________________________________________________________ ______________________________________________________________________________

7. Does Teacher provide any Higher Levels of Thinking? ___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective

Comments:_____________________________________________________________________ ______________________________________________________________________________

8. Does the Teacher provide meaningful cross-curricular connections with other subjects? ___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective

Comments:_____________________________________________________________________ ______________________________________________________________________________

9. Does the Teacher explain the purpose for learning (why)? ___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective

Comments:_____________________________________________________________________ ______________________________________________________________________________

10. Does the Teacher provide a multicultural approach to assignment or lesson? ___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective

Comments:_____________________________________________________________________ ______________________________________________________________________________

How would you rank the Teacher overall for the above standards for Relevance?

___ Highly Effective _____ Effective _____Minimally Effective _____ Ineffective Additional Comments: ______________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

Relationship: Professional Responsibilities and Relationships Classroom Management

11. Does the Teacher exhibit a genuine interest in his/her Students?


Comments:_____________________________________________________________________ ______________________________________________________________________________

12. Does the Teacher exhibit fairness to all Students?


Comments:_____________________________________________________________________ ______________________________________________________________________________

13. Is there an atmosphere of mutual respect for both Teacher and Students?


Comments:_____________________________________________________________________ ______________________________________________________________________________

14. Does the Teacher speak in various levels of voice (show enthusiasm) during instruction?


Comments:_____________________________________________________________________ ______________________________________________________________________________

15. Does the Teacher foster a positive and caring environment for the Students?


Comments:_____________________________________________________________________ ______________________________________________________________________________

How would you rank the Teacher overall for the above standards for Relationship?


Additional Comments: ______________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

OVERALL RATING

_____ Highly Effective – Goes above and beyond nearly all expectations.

_____ Effective – Meets expectations, but does have a few weaknesses.

_____ Minimally Effective – Operating below expectations.

_____ Ineffective – Not meeting expectations.

Additional Areas of Possible Improvements not listed in the Rigor,

Relevance & Relationship Evaluation:

(Example: Use of Technology, Knowledge of Subject Matter, Time Management, NTS, etc..)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Signature of Evaluator: _________________________________ Date: _________________________

Signature of Teacher: __________________________________ Date: _________________________

Classroom Walk-Through

The following questions may assist us in classroom observations and feedback. Remember…The purpose of walk through is to assist staff in identifying problems and assist with creating a plan to solve the indentified problem. 1. Do they have access to district curriculum for the subject(s) they are assigned? 2. Is the pacing guide being followed based on the Atlas Rubicon Pacing Guide? 3. How do they plan their lesson to encourage students to be active participants? 4. What teaching strategies are they using to accommodate subgroup populations i.e., English

language learners, Special Education, etc…. 5. What instructional strategy is the teacher using, i.e… D.I. ?

6. Is this an appropriate strategy? ________________________________________________________________________________ Teacher Subject Hour

Informal Classroom Observation Form (Option 1)

Teacher: _________________________________ Observer: __________________________

Date: __________________________________ Time: ________________________________

Curriculum

Observed

Not Observed

Additional information/comment

Objectives of the lesson are clearly posted

Lesson plans and actual lessons are linked to the Common Core Standards

Instruction

Observed

Not Observed


Instruction is differentiated to meet varied student needs

Teacher uses a variety of instructional strategies

Students receive timely individual support from the teacher or other adult

Directions and explanations are given verbally in writing

Students are groups in ways that promote maximized learning

English language learners are productively engaged in learning activities

Students with disabilities are productively engaged in learning activities

Teacher questioning leads to higher order thinking

Assessment

Observed

Not Observed


Progress monitoring assessments are used in the classroom

Which assessments are used multiple times a year to monitor student progress?

Formative assessments are used by the teacher to inform instruction

How do teachers formatively assess students?

Teacher closely monitors student work

Supportive Learning Environment

Observed

Not Observed


Time is maximized for learning through the use of regular routines and procedures

Classroom management strategies observed:

The noise level allows students to be productive

Students and teacher are respectful of one another

The classroom appears to be hazard-free

Evidence high-quality student work is posted in the classroom

English language learners are productively engaged in learning activities

Note: This Walk-Through Observation Toll is adopted from the Pontiac Schools Instructional Audit Classroom Observation

Protocol. It is published from the Data-in-a-Day (DLAD) booklet in Listing to Student Voices: Self-Study Toolkit from the

Laboratory Network Program, Northwest Regional Educational Laboratory (now known as Education Northwest), 2000.

COMMENTS:

QUESTION FOR TEACHER:

Informal Classroom Observation Form (Option 2)


Date: __________________________________ Time: ________________________________

Student Actions

Number of students: Estimate of students on task:

How are students grouped? Check all that apply.

□ Working independently

□ Working in pairs

□ Working in small groups

□ Whole group

What activities are students expected to be doing? Teacher Actions Where is the teacher? Check all that apply.

□ With individual students

□ With a small group

□ In front of entire class

□ At desk

What instructional techniques is the teacher using?

Comments

Reflection question

Informal Classroom Observation Form


Date: __________________________________ Time: ________________________________

1. Clear objective: Yes □ No □

2. GLES are visible: Yes □ No □

3. Relevant vocabulary is identified and shared with students: Yes □ No □

4. Classroom is organized and conducive to learning: Yes □ No □

5. Students are engaged: All □ Most □ Some □ Very few □ N/A □

6. Students know how they will be assessed: Yes □ No □ Unclear □ N/A □

7. Instructional Strategies Used (circle all that apply):

□ Identifying similarities and differences

□ Summarizing and note taking

□ Reinforcing effort and providing recognition

□ Homework and independent practice

□ Nonlinguistic representations/graphic displays

□ Cooperative learning

□ Identifying similarities and differences

□ Setting objectives and providing feedback

□ Generating and testing hypotheses

□ Questions, cues, and advance organizers

Comments

Pre-Observation Form

This form is to be completed by the teacher and issued to the administrator/observer no later than ________ on

the day of the observation. It is designed to assist both the teacher and the administrator in making the

observation more meaningful and productive. Include a lesson plan with this form.

Teacher: Room #: Date of Observation:

Name of Course: Hour: No. of Students:

1. Briefly describe the students in the class that will be observed, including those with special needs. (For example: strengths, learning styles, challenges, difficulties students typically experience in your class, etc. anything you think an observer should know in advance)

2. What are the goals of the lesson that will be observed? In other words, what do you want the students to specifically learn and be able to do? How will you determine if the students learned the lesson (i.e. assessment)? What do you plan to do if difficulties arise?

Teacher Signature: _____________________________________________________ Date: ________________

Administrator’s Signature: ______________________________________________ Date: ________________

Post-Observation Reflection Form

This form is to be completed by the teacher after the observation. The teacher should submit the completed

form according to the administrator’s / observer’s request or bring the completed form (typed responses to the

questions) to the scheduled post-observation conference.

Instructor: Room #: Date of Observation:

Name of Course: Hour: No. of Students:

1. As I reflect upon the lesson, to what extent were students productively engaged?

2. Did the students learn what I intended? How do I know? Do I have evidence that my instructional goals were met?

3. Did I alter my goals or instructional plan as I taught the lesson? If so, why?

4. If I had the chance to teach this lesson again, what would I do differently? Why?

5. What are my areas of strength?

6. What possible areas of growth exist? What activities or steps will I take to improve in these areas?

7. As I reflect upon my teaching practice/performance during the observation, using the following scale, I would rate my performance: Highly Effective, Effective, Minimally Effective, Ineffective. Why?

8. Provide samples of students work on the assignment/lesson taught. This work should reflect the full range of student ability in your class and include feedback you provide to students on their papers/work. (*Submit with the completed reflection form at the post-observation conference)

Formal Observation Worksheet MINIMUM PERFORMANCE EXPECTATIONS FOR ALL INFORMAL & FORMAL OBSERVATIONS

SCORING SHEET Highly Effective - 3 pts each Minimally Effective - 1 pt each Effective - 2 pts each Ineffective - 0 pts each Summative rating scale (based on total point value of each specific criterion within the five categories)

96 - 102 Highly Effective 68 - 95 Effective 34 - 67 Minimally Effective 33 and below Ineffective

Summative rating scale (based on an average point value of each specific criteria within the five categories):

2.80 – 3.00 Highly Effective 2.00 – 2.79 Effective 1.00 – 1.99 Minimally Effective .99 and below Ineffective

Grading scale is subject to change.

Formal Observation Worksheet MINIMUM PERFORMANCE EXPECTATIONS FOR ALL INFORMAL & FORMAL OBSERVATIONS

Purpose & Guidelines:

To view teaching and learning in action

To gather evidence-based data from formal observation(s)

Be as unobtrusive as possible; do not disrupt the learning process

Observe a complete lesson

Observe quietly

Teacher Classroom # Date of Observation:

Class Subject: Number of Students Present: Time In: Time Out:

Please record the point value to which you find the following practices evident in the classroom: 3 points -

Highly Effective, 2 points - Effective, 1 point - Minimally Effective, 0 points - Ineffective

Domain 1: Planning and Preparation H E M I

The objective of the lesson is clearly articulated/defined and suitable for diverse students’ needs.

Teacher is knowledgeable of content, pedagogy (including GLCE, HSCE, or Standards), and instructional materials and resources.

Lesson is designed to challenge students to meet high expectations.

Teacher is knowledgeable of students’ skills, interests, varied approaches to learning, and knowledge.

Teacher selects appropriate instructional goals and objectives.

Teacher designs coherent units, lessons, and activities.

District curriculum outcomes are clearly stated and pacing reflects needs of students and district expectations.

COMMENTS:

Summative rating based on an average of above scores

Domain 2: Teacher Effectiveness H E M I

Oral and written communication is clear and accurate.

Teacher's use of high level questioning and discussion techniques is appropriate,builds shared understandings, and encourages authentic participation by all students.

A variety of developmentally appropriate instructional strategies and methods are used; differentiated instruction is utilized effectively.

Instruction is focused on learning objective.

Teacher models expected behavior and guides student practice.

Students are actively engaged in learning.

Domain 2: Teacher Effectiveness (continued) H E M I

Instructional time in the classroom is maximized.

Corrective feedback is used while monitoring student progress and time on task.

Teacher makes the lesson relevant and encourages students to make connections to other subjects and to the world beyond the classroom.

Instruction procedure includes connecting to prior learning, closure/summary of lesson, evaluating student learning, and extension activity/assignment.

COMMENTS:


Domain 3: Classroom Management H E M I

A culture for learning and expectations for achievement have been established.

The classroom provides a safe, orderly, student-friendly, and physically

comfortable environment.

Student behavior is monitored and managed effectively; responses to student

misbehavior are appropriate.

Teacher interactions with students are respectful and contribute to student

learning. There is a positive learning climate.

COMMENTS:


Domain 4: Professional Responsibilities and Relationships H E M I

Teacher communicates frequently with families of students and makes an effort to engage them in the instructional program.

Teacher's interactions with stakeholders are respectful, professional and consistent with school and district guidelines.

Information about the instructional program, district/school initiatives, and student work is communicated or posted.

Teacher's system for maintaining records adheres to district expectations and accurately documents student performance and progress.

Teacher participates in school/district projects or events and maintains positive relationships with stakeholders.

Teacher engages in continuous professional development and growth.

COMMENTS:


48

Domain 5: Student Growth and Assessment H E M I

Teacher evaluates objectively according to district criteria.

Teacher uses a variety of evaluative techniques.

Teacher uses formative and summative assessment data to guide instruction and determine student's progress.

Teacher communicates learning results to internal stakeholders in a meaningful and timely manner.

Students have an opportunity to demonstrate their learning and monitor/evaluate their progress.

Assessments are aligned with learning goals / content of instruction.

Teacher reflects thoughtfully on his/her instructional practice (reflective practitioner).

COMMENTS:


Evaluator Signature: _________________________________________ Date:__________________________ Evaluatee Signature: _________________________________________ Date:__________________________ School: ____________________________________________________ Position: _______________________ Evaluatee Comments: _______________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Pre-Observation Conference Form Post-Observation Conference Form Date of Observation: _____

49

Formal Evaluation Tool Confidential (Administrator to Complete)

Teacher: _____________________________________ School: ___________________________________ Current Teaching Assignment: _________________________________________ School Year:__________ Classification: Tenure Probationary

Please indicate the performance standard of each domain based on the evidence and evaluation and evaluation instruments used this school year: Highly Effective, Effective, Minimally Effective, Ineffective; provide additional comments as needed and a summative appraisal rating.

DOMAIN DOMAIN RATING

1. Planning and Preparation Comments:

2. Teacher Effectiveness Comments:

3. Classroom Management Comments:

4. Professional Responsibilities and Relationships

Comments:

5. Student Growth and Assessment Comments:

Is the teacher punctual for class, meetings, and school events? __ Consistently__Often __ Occasionally __Rarely

Does the teacher's overall attendance record give any cause for concern? __ Yes __ No If the answer is YES, please explain:

Does the teacher provide district/school documents when requested (i.e. syllabus, lesson plans, attendance reports, progress reports, goals, etc.)? __ Consistently__Often __ Occasionally __Rarely

Does the teacher participate actively in professional development activities to enhance content knowledge and pedagogical skills to contribute to the profession? __ Consistently __Often __ Occasionally __Rarely

Summative Appraisal Rating (average of each categorical rating):

__ Highly Effective __ Effective __ Minimally Effective __ Ineffective

Recommended Status for Next School Year:

__ Second Year Probation __ Third Year Probation __ Fourth Year Probation __ Fifth Year Probation __ Tenure __ IDP / Intensive Assistance & Enhancement Needed __ Not Recommended for Continued Employment and referred to Human Resources

Recommended Teaching Assignment for Next Year:

I understand that if I disagree with the statements in this evaluation, I may submit my own statement within five days after receiving this report.

Signed: ___________________________________________ Date: ______________________________ Teacher

Signed: ___________________________________________ Date: ______________________________ Principal

Signed: ___________________________________________ Date ______________________________ Superintendent

50

CRITERIA FOR ATTAINING TENURE 1. In addition to the conditions listed below, a teacher shall not be considered to have successfully completed

the probationary period unless, the teacher has been rated as effective or highly effective on his or her three (3) most recent annual year-end performance evaluations and has completed at least five (5) full school years of employment in a probationary period.

If a teacher has been rated as Highly Effective on three (3) consecutive annual year-end performance evaluations under the RSC (Revised School Code) and has completed at least four (4) full school years of employment in a probationary period, the teacher shall be considered to have successfully completed the probationary period.

2. Demonstrated knowledge of the subject matter being taught. 3. Demonstrated ability to communicate effectively with other teachers, parents and administrators.

4. Demonstrated ability to manage students effectively in small and large group settings: a. Focuses student attention on the lesson which includes teaching for understanding b. Manages time effectively c. Uses praise and positive reinforcement d. Works toward students developing self-discipline e. No classroom management issues f. Reinforces PBS (Positive Behavior Support) consistently g. Students on task and attentive

5. Lesson plans appropriate for instruction:

a. Lesson plans are meaningful and follow the adopted curriculum b. Objectives are stated clearly and shared with students daily c. Uses appropriate modeling and/or guided practice d. Monitors student progress in achieving objectives e. Lessons reflect the key elements of differentiated instruction and includes appropriate interventions to

ensure students success at all levels 6. Complies with all building and district policies, rules, regulations and directives (i.e. Board of Education

policies, building teachers’ handbook). 7. Conducts frequent and meaningful assessment of student progress:

a. Publisher tests are administered properly b. Teacher made tests are direct measurements of objectives taught c. Student’s progress is measured through a variety of methods d. Student’s progress is communicated with students, parents and administrators on a consistent,

documented, basis (conferences, phone calls, letters home, etc.) 8. Makes appropriate student referrals for additional support (RTI, counseling, etc.). 9. Seeks and accepts help when necessary from colleagues and/or administration.

10. Attends professional development that supports professional growth.

51

THE REVISED SCHOOL CODE (EXCERPT) Act 451 of 1976

380.1249 Performance evaluation system for teachers and school administrators; requirements; governor’s council on educator effectiveness; recommendations on evaluation processes; compliance with subsection (2) or (3) not required; effect of collective bargaining agreement; effectiveness label. Sec. 1249. 1) Not later than September 1, 2011, and subject to subsection (9), with the involvement of teachers and

school administrators, the board of a school district or intermediate school district or board of directors of a public school academy shall adopt and implement for all teachers and school administrators a rigorous, transparent, and fair performance evaluation system that does all of the following:

a) Evaluates the teacher’s or school administrator’s job performance at least annually while providing

timely and constructive feedback.

b) Establishes clear approaches to measuring student growth and provides teachers and school administrators with relevant data on student growth.

c) Evaluates a teacher’s or school administrator’s job performance, using multiple rating categories that take into account data on student growth as a significant factor. For these purposes, student growth shall be measured by national, state, or local assessments and other objective criteria. If the performance evaluation system implemented by a school district, intermediate school district, or public school academy under this section does not already include the rating of teachers as highly effective, effective, minimally effective, and ineffective, then the school district, intermediate school district, or public school academy shall revise the performance evaluation system within 60 days after the effective date of the amendatory act that added this sentence to ensure that it rates teachers as highly effective, effective, minimally effective, or ineffective.

d) Uses the evaluations, at a minimum, to inform decisions regarding all of the following:

i. The effectiveness of teachers and school administrators, ensuring that they are given ample opportunities for improvement.

ii. Promotion, retention, and development of teachers and school administrators, including providing relevant coaching, instruction support, or professional development.

iii. Whether to grant tenure or full certification, or both, to teachers and school administrators using rigorous standards and streamlined, transparent, and fair procedures.

iv. Removing ineffective tenured and untenured teachers and school administrators after they have had ample opportunities to improve, and ensuring that these decision are made using rigorous standards and streamlined, transparent, and fair procedures.

2) Beginning with the 2013-2014 school year, the board of a school district or intermediate school district or board of directors of a public school academy shall ensure that the performance evaluation system for teachers meets all of the following:

a) The performance evaluation system shall include at least an annual year-end evaluation for all teachers. An annual year-end evaluation shall meet all of the following:

i. For the annual year-end evaluation for the 2013-2014 school year, at least 25% of the annual year-end evaluation shall be based on student growth and assessment data. For the annual year-end evaluation for the 2014-2015 school year, at least 40% of the annual year-end evaluation shall be based on student growth and assessment data. Beginning with the annual year-end evaluation for the 2015-2016 school year, at least 50% of the annual year-end evaluation shall be based on

52

student growth and assessment data. All student growth and assessment data shall be measured using the growth assessment tool that is required under legislation enacted by the legislature under subsection (6) after review of the recommendations contained in the report of the governor’s council on educator effectiveness submitted under subsection (5).

ii. If there are student growth and assessment data available for a teacher for a least 3 school years, the annual year-end evaluation shall be based on the student growth and assessment data for the most recent 3-consecutive-school-year period. If there are not student growth and assessment data available for a teacher for at least 3 years, the annual year-end evaluation shall be based on all student growth and assessment data that are available for the teacher.

iii. The annual year-end evaluation shall include specific performance goals that will assist in improving effectiveness for the next school year and are developed by the school administrator or his or her designee conducting the evaluation, in consultation with the teacher, and any recommended training identified by the school administrator or designee, in consultation with the teacher, that would assist the teacher in meeting these goals. For a teacher described in subdivision (b), the school administrator or designee shall develop, in consultation with teacher, an individualized development plan that includes these goals and training and is designed to assist the teacher to improve his or her effectiveness.

b) The performance evaluation system shall include a midyear progress report for a teacher who is in the first year of the probationary period prescribed by section 1 of article II of 1937 *Ex Sess( PA 4, MCL 38.81, or who received a rating of minimally effective or ineffective in his or her most recent annual year-end evaluation. The midyear progress report shall be used as a supplemental tool to gauge a teacher’s improvement from the preceding school year and to assist a teacher to improve. ALL OF THE FOLLOWING APPLY TO THE MIDYEAR PROGRESS REPORT:

i. The midyear progress report shall be based at least in part on student achievement.

ii. The midyear progress report shall be aligned with the teacher’s individualized development plan under subdivision (a) (iii).

iii. The midyear progress report shall include specific performance goals for the remainder of the school year that are developed by the school administrator conducting the annual year-end evaluation or his or her designee and any recommended training identified by the school administrator or designee that would assist the teacher in meeting the goals. At the midyear progress report, the school administrator or designee shall develop, in consultation with the teacher, a written improvement plan that includes these goals and training and is designed to assist the teacher to improve his or her rating.

iv. The midyear progress report shall not take the place of an annual year-end evaluation.

53

Resources

The Revised School Code 380.1248

The Revised School Code 380.1249

Michigan’s Teacher Tenure Act

School Code Section 1250

The Allen Law Group PC

A Framework for Michigan Educator Evaluation (A Joint Proposal) AFT, MEA, MASSP, MSPA

Words for School Administrators, School Administrators Publishing Co.

Charlotte Danielson 1996

2012-13 Teacher Performance Evaluation Committee

Timothy Gardner, Human Resources Director/General Counsel

Kwame Stephens, Principal/Pontiac High School

Shana Jackson, Principal/Pontiac Middle School

Robert Jansen, Principal/Alcott Elementary School

Aimee McKeever, Pontiac Education Association, President

Angel Abdulahad, Teacher

Vilma Hilario, Teacher

Elnora Hawkins, Teacher

Kimberly Dorenzenko, Teacher

Dan McCarthy, MEA Uniserv Director

Documents

Redesign Plan Alcott School