This paper presents a comprehensive school improvement plan developed through collaborative efforts among principals, teachers, guidance counselors, librarians, parents, community members, and union representatives. The plan addresses three core goals: (1) effective instruction through alignment of the Model Curriculum with Core Common Standards and the NJCCCS; (2) promotion of a positive school climate and culture through character education, attendance targets, and behavior intervention strategies; and (3) effective family and community engagement through parent participation incentives, ESL programming, and survey-based feedback mechanisms. Each goal is accompanied by specific, measurable targets and research-based implementation strategies.
This study presents a final proposal for a school improvement plan with feedback provided by the principal, school improvement team members, and other stakeholders. The members of the school improvement team include the principal, guidance counselor, teachers, librarian, community members, parents, teachers' union representatives, and a resource teacher.
The creation of the school improvement plan was enabled through collaborative efforts among all team members and stakeholders by obtaining and incorporating their feedback. The school improvement plan is inclusive of three specific goals: (1) effective instruction; (2) promotion of a positive school climate and culture; and (3) effective community and family empowerment.
The goal for effective instruction involves implementation of the Model Curriculum provided by the NJDOE, which will serve to ensure adequate integration of the Common Core Standards with the NJCCCS. Both formative and summative assessments will be aligned to the Model Curriculum.
Data will be collected and analyzed from assessments to ensure that at least 95% of students participate in mandated formative assessments and that at least 70% of students demonstrate proficiency on each subject learning objective of state-mandated formative assessments. Data collection and analysis will also ensure that staff continues to modify or improve instruction through the use of research-based methods.
Instruction will be continuously modified and improved using research-based methods, and the number of non-proficient students in the subject areas of Language Arts/Literacy (LAL) and Math will experience an 8.3% decrease compared to 2012 NJASK scores, achieved through the use of a rigorous curriculum, high expectations, and the implementation of classroom research-based best practices. Continuous student interventions — including tutoring and enrichment — will serve to decrease the number of non-proficient students in LAL and Math. Furthermore, all science, social studies, and specials-area teachers will continue to support student learning objectives for LAL and Math as articulated in the Model Curriculum.
A positive school climate will be promoted through proactive activities that create a safe environment for learning. Students will be provided with a character education program and assemblies for activities that promote cultural awareness and tolerance. Staff will participate in professional learning opportunities and will have the opportunity to create and present professional development sessions through collaborative efforts.
Goals for attendance include at least 95% attendance on the part of staff and students, with fewer than 5% of students experiencing chronic absence. Fewer than 5% of students will undergo suspension as part of these goals. Data goals include the examination of discipline referral data on a monthly basis to identify patterns of behavior and the possible root causes of behavior that result in suspension.
Strategies utilized include teachers having three designated "buddy teachers" to whom students with behavior problems may be sent, and guidance counselors continuing to play active roles in conferencing with students. Teachers will actively utilize in-house counselors for the implementation of research-based behavior modification. Students will reflect on their own behavior in order to create accountability for incorrect behaviors and to support the modification and curtailment of future incorrect behaviors.
"Parent surveys, ESL classes, and community mentors"
"Reaffirming participation and plan accountability"
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