Freedom Trail Elementary

2009-10 Building Continuous Improvement Plan

The Olentangy Local Schools are committed to facilitate maximum learning for every student. The district’s focus on continually improving the achievement of its students results in Continuous Improvement Plans or (CIP) at the district and building level. CIP start with a review of all data

available to identify strengths and target opportunities for improving student achievement. Each year from these data, the district, buildings and departments identify targets for improvement and implement strategies to achieve results.

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Building Strengths

(August)

  • The Ohio Achievement Test passage rates for current 4th and 5th grade students all exceeded 87 percent.
  • The Freedom Trail Elementary staff and students are motivated and engaged in the learning process.
  • Over 90% of the Freedom Trail Elementary staff are established Olentangy teachers.

Building Areas for Improvement

(August)

  • Only 75 percent of current 4th and 5th grade IEP students scored proficient or above in reading and math.
  • The Freedom Trail Elementary staff comprises 10 different elementary schools, each elementary has progressed to a different point in the unpacking process and it is essential the staff has a common vision and vocabulary.

Focus

(August)

  • To clearly articulate quality learning targets that directly align curriculum to assessment and instruction.

Actions

(September)

Mid Year Check

(January)

All teachers will focus on the following curriculum processes:

  1. Analyze curriculum maps to be clear and confident about map standards.
  2. Research and explore curriculum map indicators to obtain deep content knowledge.
  3. Unpack the curriculum to identify clear learning targets or the scaffolding to the learning targets.
  4. Clearly define what mastery of the learning targets looks like when achieved.
  5. Will know where students are in relation to the specified learning targets at any time.

As the instructional leaders, we will:

  1. Make daily decisions aligned with the building and district focus.
  2. Conduct building walk-throughs for the purpose of collecting evidence of progress on the curriculum focus.
  3. Conduct evaluations of staff members with an emphasis on the curriculum processes.
  4. Create professional development opportunities during late starts, curriculum days, etc. to support building CIP.
  5. Collect feedback from staff on progress of the building CIP action steps.
  1. During numerous professional development opportunities through the 2009-2010 school year the FTES staff used the unpacking process to better understand and implement state curricular standards.
  2. During professional development opportunities the FTES staff worked with grade level and vertical teams to better understand what is being taught in their and other classrooms.
  3. & 4. During the 2009-2010 school year the FTES staff used team planning opportunities and the district Ashland class to create learning targets and discuss what it looks like when students truly understand what they are learning in the classroom.
  4. Grade level teams and specialty areas have had numerous professional conversations about their learning and where it fits into the big picture.
  1. All professional development opportunities are centered around the building and district focus.
  2. FTES administration are conducting daily walkthroughs to collect evidence of our progress towards the district and building CIP.
  3. The FTES administration has emphasized the building and district CIP during the evaluation process.
  4. Many professional development opportunities including unpacking, How Full is Your Bucket and Regie Routman in Residence have been created to support the building CIP.
  5. The FTES staff has been integral in planning all professional development opportunities throughout the 2009-2010 school year.

Results we expect

(September)

Mid Year Check

(January)
  • Increase in the percentage of staff using classroom learning targets explicitly in their instruction based on the month to month principal walkthroughs.
  • FTES will meet the AYP target proficiency rate for all subgroups in Reading and Math on the Ohio Achievement Tests as determined on the Local Report Card for the 09-10 school year.
  • FTES will have at least 80 percent of students achieving at or above their projected performance level in a majority of subjects and grade levels.
  • The FTES administrative team has noticed an increase in the number staff members posting learning targets. We have also seen an improvement of the quality of these targets.
  • As building teams, the FTES staff continues to monitor the progress of all students in the AYP Reading and Math subgroups.
  • The Mid year checks at Freedom Trail Elementary staff and administration continually has conversations about the progress of our students and what works best for them as learners.

Link to District CIP:

(What district benchmark results will get better because we improve our results?)

  • Focus Area: Focus Area: To clearly articulate quality learning targets that directly align curriculum to assessment and instruction.
  • Benchmark 1: Achievement at or above anticipated levels based on measured ability.
  • Benchmark 3: Meet state and national standards.