The educator spent 5 hours reviewing the school improvement plan with Marsha Miller, Brian McKinley, and Steve Thompson. They examined data to determine weaknesses and areas of concern. While the educator was knowledgeable about writing school improvement plans from previous experience, they were surprised at how much faster reviewing the data was using technology. The same subgroups, such as special education students and low-income students, were still underperforming in reading and math based on the data analysis. Goals were established to address these issues.
The educator spent 5 hours reviewing the school improvement plan with Marsha Miller, Brian McKinley, and Steve Thompson. They examined data to determine weaknesses and areas of concern. While the educator was knowledgeable about writing school improvement plans from previous experience, they were surprised at how much faster reviewing the data was using technology. The same subgroups, such as special education students and low-income students, were still underperforming in reading and math based on the data analysis. Goals were established to address these issues.
The educator spent 5 hours reviewing the school improvement plan with Marsha Miller, Brian McKinley, and Steve Thompson. They examined data to determine weaknesses and areas of concern. While the educator was knowledgeable about writing school improvement plans from previous experience, they were surprised at how much faster reviewing the data was using technology. The same subgroups, such as special education students and low-income students, were still underperforming in reading and math based on the data analysis. Goals were established to address these issues.
1 Standard 1.0 School Vision Activity: Review of School Improvement Plan Time:
5 Hours
Artifact:
ELA School Improvement Goals
Description:
I spent the day working with Marsha Miller,
Brian McKinley, and Steve Thompson to review the previous SIP, examine data, determined where areas of weakness existed, and highlighted areas of concern for the School Improvement Team.
Reflection:
Because I had previous written the School
Improvement Plan at Braddock Middle School for three consecutive years, I was knowledgeable of what we were expected to do. However, I was surprised at how much faster we were able to examine the data by utilizing technology. I was not surprised to see that typically the same subgroups were not making proficient progress in the areas of reading and math. For example, the special education population in grades 10 and 11 still remained in the basic level. In addition, the FARMs subgroups in grades 10 and 11 did not make progress in reading and math. Goals were established for these subgroups in these respective areas.