Component+Five--Action+Plan

//Introduction to//
 * Component 5 – Action Plan Development **

Each of the four preceding parts of the school improvement planning processes that you have now completed was designed to assist in developing the action plans for your school improvement plan. The results of this work will now be combined in the development of the action plans for your school improvement plan. The alignment of the school improvement plan with each of these four critical elements of the planning process will yield a data-driven, research-based plan focused on improving student learning. [1]

Your Action Plan is to be driven by __goals__ that address the __needs__ identified in the earlier stages of your process. Special attention is to be given to the NCLB criteria. For each goal, give the amount of expected, measurable growth and a reasonable timeframe or end date. // Example of a goal: // Our goal is to _____ (desired student performance outcome) _____ by _____ (amount of expected, measurable growth) ___ by ___ (end date).

Base the development of your action plan on the data you have collected about student achievement and perceptual data. These data collections help you set priorities based on school needs.

Choose the goals to realistically address your needs.

[1] Kathleen Fitzpatrick, __School Improvement: Focusing on Student Performance__. National Study of School Evaluation (NSSE). 1997

(**Helpful Hints** for planners, from the “Look-fors” and focus questions used by readers who review your plan) || Quality Schools enjoy continuous improvement and increased student achievement because of their commitment to thoroughly analyze all pertinent data and follow an action plan that addresses the prioritized needs of the school through purposeful and planned changes in school and classroom practices. Strategic Action/Results Plan ¨ Link the action plan to: 1. the School Board Five-Year Strategic Plan 2. the School Board Vocational Plan as appropriate 3. Federal Program Requirements 4. the State Board of Education Master Plan
 * COMPONENT 5 – ACTION PLAN DEVELOPMENT **
 * COMPONENT 5 – ACTION PLAN DEVELOPMENT **

¨ Goals 1. State what the student will know and be able to do (High schools must address both academic and vocational goals). 2. Be measurable. 3. Data-driven. 4. Academic focus. 5. Be attainable within a realistic period. 6. Link each goal to the School Board Five-Year Plan. ¨ Action Step/Strategy/Intervention: Identify activities that will need to take place in order to accomplish the goal. . ¨  Timelines 1. Establish and insert dates of periodic monitoring for informal and formal review of the action plan (i.e., 6 weeks, 3 months, semester) 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Provide starting date and completion date for each action step. 3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Monitor and address progress within the action plan. ¨<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Required Costs/Resources 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Estimate cost for each activity or intervention. For example, training materials, supplies, copies, cost of consultants, release time for teachers, … 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Identify source of funding for each activity or intervention. ¨<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Staff/Personnel/Person Responsible 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Identify who is responsible for the completion of each activity. 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Do not use term “faculty” or “administration.” 3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Examples include a person, school improvement leadership team, grade chair, etc.  ¨<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Professional Development 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Connect professional development activities to each goal. 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Identify professional development activities needed to implement goals and action steps.. 3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> A common mistake has been to write a general professional development paragraph that is not inextricably linked to the goals delineated in the plan. ¨<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Community Involvement 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Involve a parent (not employed by the district) and/or a community leader in the development of your plan. 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Identify the person in your plan. 3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Recommend that you list names of persons involved in the development of your plan and the group they represent. ¨<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Means of Evaluation 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Include a monitoring activity for each action step. 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Identify how you will know if each action step has been successful. 3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Identify the student behaviors or performance that will indicate the success of an action step. ||