Action Plans and Benchmarks

Current Revision – December 2011*

* Changes noted in bold italic print

School name:	Normandin Middle School		District:		New Bedford
Content area(s):	ALL Content Areas		Student group(s):		All
Goal:	Increase Proficiency Index in English Language Arts for all students to:			83.3 (2011)		to	89.0 (2012)	to	94.1 (2013)
	Increase Proficiency Index in Math for all students to:			73.5 (2011)		to	81.9 (2012)	to	90.6 (2013)
Student learning objective (if applicable):		Students consider and use written / oral feedback to improve skill / concept development in specified content area
Improvement Objective:
Students are provided with assessment feedback important to advancing student learning in all content areas. Feedback is standards based relative to skill development appropriate to grade level and content area

STRATEGY:	Implement standards based assessment practices that advance skill and content knowledge necessary to drive instruction
Start Date / Deadline	Activity	Frequency	Person responsible	Resources needed	Progress
9.2011	Provide follow-up professional development activity to review elements of effective and purposeful written feedback	3X yearly	Outside consultant Administrative leadership team	Content meeting time	Cont. 9.2011
9.2011	Teachers will continue to use oral feedback in conjunction with written feedback to clarify and reinforce skills being taught	Weekly	Classroom teachers	none	Cont. 9.2011
9.2011	Professional development review on activities that promote academic rigor in the classroom	2X yearly	Outside consultant Administrative leadership team	Content meeting time Outside consultant	Cont. 9.2011
9.2011	Professional development review on protocol for looking at student work (LASW)	2X yearly	Outside consultant	Samples of student work	Cont. 9.2011
9.2011	Continue documentation of ESE identified evidence of academic rigor in Administrative leadership team walk-throughs	Weekly	Administrative Leadership Team	Use of protocol	Cont. 9.2011
9.2011	Teachers will continue to adjust instruction to the meet the diverse needs of students and re-teach concepts and skills that have yet to be mastered	Daily	Classroom teachers	Formative / informal assessments Daily class work	Cont. 9.2011
9.2011	Teachers will continue to use warm-ups / summarizers that will reflect strengths / weaknesses as determined by current student performance	Daily	Classroom teachers	Creation of daily warm ups	Cont. 9.2011
9.2011	Teachers will continue to use protocol of utilizing formative / summative assessments to drive instruction in all content areas; all grades	Per unit of study	Classroom teachers	Creation of formative / summative assessments	Cont. 9.2011

Implementation Benchmarks

STRATEGY:	Implement standards based assessment practices that advance skill and content knowledge necessary to drive instruction
Method of collecting evidence		Criteria for quality implementation	Frequency	Person responsible	Start date
Walk Throughs, Lesson Plans, Content Meetings, Assessments and data collection		Assess data and adjust teaching / learning activities as necessary to drive classroom instruction	As Required / available	Teacher Administrative Leadership Team	Cont. 9.2011

Outcome Benchmarks

OUTCOME:	Improved student conceptual skills will increase test scores on MCAS, District assessments, school based assessments
Method of collecting data		Person responsible	Frequency
MCAS District benchmarks School assessments		Classroom teachers, administrative leadership team	Yearly Quarterly As required
		Desired level of improvement	Progress
		See MCAS identified AYP proficiency goals stated above	In progress
		Percentage of students scoring 70% or above on District Benchmark and / or school based assessments will increase by 2010% by final assessment	In progress

STRATEGY:	Implement standards based teaching / learning practices that promote academic rigor and advance student learning
Start Date / Deadline	Activity	Frequency	Person responsible	Resources needed	Progress
11.2010	Three teachers to attend Keys to Literacy conference on Open Response	1x	Teachers/Administration	Time / finances	Completed 10.2010
10.2010	4 days of professional development for all ELA / Literacy teachers and special education teachers on Keys to Literacy comprehension strategies	1x	Teachers / Administration	Grant / time / substitutes	Completed
9.2010	Professional development for math teachers on effective open response practices for math content	2x	Teachers/Administration	Consultant	Review / October 2011
9.2010	Professional development for UA teachers on effective open response practices	1x	Teachers/Administration	Consultant	Review / October 2011
9.2011	Continue use of standards based Understanding by Design lesson planning with focus on standards based objectives, essential questions, learning activities reflecting academic rigor, and assessment performance tasks	Weekly	Classroom Teacher	Lesson plan template	Cont. 9.2011
9.2011 9.2010	Continue professional development on strategies that create and maintain academic rigor in the classroom	2X yearly	Outside consultant Administrative Leadership Team	Content meeting time Outside consultant	Cont. 9.2011
9.2011 9.2010	Professional development review for all teachers on creation and use of essential questions and student learning objectives	2X yearly	Administrative Leadership Team Outside Consultant	Content time	Cont. 9.2011
9.2011 9.2010	Administrative Leadership Team will continue to provide feedback through formal and informal evaluation regarding classroom lesson and lesson plans	Weekly	Administrative Leadership Team	Common lesson plan template	Cont. 9.2011
9.2011 9.2010	Teachers will continue to use protocol of utilizing formative / summative assessment data to drive instruction	Per unit of study	Classroom teachers	Galileo software	Cont. 9.2011
9.2011 9.2010	Teachers will continue to use Understanding by Design type lesson plan format that identifies lesson objectives, Massachusetts Framework Standards, and essential questions that reflect academic rigor based on Bloom’s Taxonomy	Weekly	Classroom teachers	Lesson plan template Massachusetts Frameworks	Cont. 9.2011
9.2011 9.2010	Professional development review for all teachers on the elements of a good lesson as referenced in the Skillful Teacher	1X yearly	Administrative Leadership Team	Skillful Teacher Handbook Content time	Cont. 9.2011
9.2011 9.2010	Provide professional development review for new teachers on creating lesson plans using Understanding by Design type lesson plan template	1X yearly	Administrative Leadership Team	Lesson plan template Content time	Cont. 9.2011

Implementation Benchmarks

STRATEGY:	Implement standards based teaching / learning practices that promote academic rigor and advance student learning
Method of collecting evidence		Criteria for quality implementation	Frequency	Person responsible	Start date
Walk-throughs, Lesson Plans, Content Meetings, Assessments and results		Assess data and adjust teaching / learning activities necessary to drive classroom instruction	As Required	Classroom teacher	Cont. 9.2011

Outcome Benchmarks

OUTCOME:	Improved student conceptual skills will increase test scores on MCAS, District assessments, school based assessments
Method of collecting data	Person responsible	Frequency
MCAS District benchmarks School assessments	Classroom teachers and administrative leadership team	Yearly Quarterly As required
	Desired level of improvement	Progress
	See MCAS identified AYP proficiency goals stated above	In progress
	Percentage of students scoring 70% or above on District Benchmark and / or school based assessments will increase by 2010% by final benchmark	In progress

STRATEGY:		Teachers will continue to use classroom management strategies as identified in research based Skillful Teacher, Positive Behavior and Intervention Support Program (PBIS) (Theme: Keeping in the Zone)
Start Date / Deadline		Activity	Frequency	Person responsible	Resources needed	Progress
9.2011 9.2010	Continue implementation of research based management strategies will be evident in all classrooms, including Positive Behavior and Intervention Support Program (PBIS)		Daily	Classroom teachers Administrative Leadership Team School Behavior Management Consultant Coaches	PBIS Consultant	Cont. 9.2011

Implementation Benchmarks

STRATEGY:	Teachers will continue to use classroom management strategies as identified in research based Skillful Teacher, Positive Behavior and Intervention Support Program (PBIS)
Method of collecting evidence		Criteria for quality implementation	Frequency	Person responsible	Start date
Walk-throughs, Lesson Plans, Content Meetings, Coaching meetings		Teachers will demonstrate specific management skills in the classroom that engage all students	Daily	Classroom teacher Administrative Leadership Team	Cont. 9.2011

Outcome Benchmarks

OUTCOME:
Method of collecting data	Person responsible	Frequency
Professional development log IPass data collection	Administrative Leadership Team PBIS committee	Monthly review Tabulated 1X per month using IPass data program
	Desired level of improvement	Progress
	20% reduction in student referrals each marking term from previous year’s date	In progress

Strategy	PBIS Committee will continue to promote and educate students on Zone Values (Be Safe, Be Considerate, Do the Right Thing)
Start Date / Deadline	Activity	Frequency	Person responsible	Resources needed	Progress
9.2011 9.2010	Continue professional development on changing school culture and climate around student behavior provided by PBIS	4X per year	Administrative Leadership Team PBIS committee	Meeting time Funding IPass data collection	Cont. 9.2011
9.2011 9.2010	Continue student success program to influence positive school behavior and academic achievement for students in need of behavior intervention to self manage	Daily	Administrative Leadership Team\ PBIS committee	Success Center & staffing Funding	Cont. 9.2011
9.2011 9.2010	Daily use of PBIS (see above) protocols established for positive school culture and climate	Daily	Administrative Leadership Team Classroom Teachers PBIS committee	Meeting time PBIS committee	Cont. 9.2011

Implementation Benchmarks

STRATEGY:	All Staff will continue to promote and educate students on Zone Values
Method of collecting evidence		Criteria for quality implementation	Frequency	Person responsible	Start date
IPass data collection Teacher and student surveys		Teachers following specified protocols related to implementation of PBIS Students successfully mainstreamed back into classroom from Success Program Decreased recidivism	Daily	Classroom teachers PBIS committee Administrative Leadership Team	Cont. 9.2011

Outcome Benchmarks

OUTCOME:	Respect for Zone Values that support ‘a community of learners who are academically proficient, demonstrate strong character, and exhibit self-confidence
Method of collecting data		Person responsible	Frequency
IPass data collection		Administrative Leadership Team	Tabulated 1X per month
		Desired level of improvement	Progress
		20% reduction in student referrals each marking term from previous year’s date	In progress

Strategy	NMS will create additional academically challenging courses that deepen understanding / skill development
Start Date / Deadline	Activity	Frequency	Person responsible	Resources needed	Progress
9.2011 9.2010	Spanish language classes using Rosetta Stone – Grade 8 – regular school day	2 classes 2X per cycle	Library teacher	Rosetta Stone software	Cont. 9.2011
9.2011 9.2010	Community Service Learning	1 day per cycle	Nat’l Honor Society Advisor	Transportation	Cont. 9.2011
9.2011 9.2010	Extension Art, Computer, Music, Leadership Physical Education classes	2 times per cycle	Individual teachers	Not identified at this time	Cont. 9.2011

Implementation Benchmarks

STRATEGY:	Develop, Implement, and promote additional academically challenging courses during the regular and extended school day
Method of collecting evidence		Criteria for quality implementation	Frequency	Person responsible	Start date
Program of studies Student enrollment Instructional Rounds		Increased student enrollment over time Standards based curriculum classes Solicited student input Solicited teacher input	Daily	Classroom teachers Administrative Leadership Team	Cont. 9.2011

Outcome Benchmarks

OUTCOME:	Increasing numbers of our students will develop and broaden knowledge in topics of both personal and academic interest to them
Method of collecting data		Person responsible	Frequency
Course verification forms Student enrollment records		Administrative Leadership Team Guidance counselors	2X per year
		Desired level of improvement	Progress
		Necessity to increase number of course offerings based on students’ needs and interests	Cont. 9.2011