Building Continuous Improvement Plan 2010-2011
Olentangy Shanahan Middle School

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:

(What do our kids do well and how do we know?)
(August)

  • Over 88% of all students scored proficient or above in reading, math and science on state achievement tests.
  • Over 80% of sixth grade students scored accelerated or advanced in math.
  • Over 60% of eighth grade students scored accelerated or advanced in science.
  • Over 84% of all students met or exceeded their projected performance in reading, math and science.
  • Shanahan is the only middle school to receive the SOAR award in back to back years.

Building Areas for Improvement:

(What do our kids need and how do we know?)
(August)

  • Only 69.9% of students with disabilities scored proficient or above in reading.
  • Only 54.8% of students with disabilities scored proficient or above in math.
  • Only 46.2% of Hispanic students scored proficient or above in math.
  • Only 53.8% of Hispanic students scored proficient or above in reading.
  • Overall, Shanahan did not meet expected growth in 6th grade reading.

Focus

(Where do we start? What one area of improvement is the highest priority? Why?)
(August)

  • To align quality learning targets to classroom assessment practices, informing instructional decisions and improving student achievement.

Actions:

(What will we do?)
(September)

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.

Mid Year Check

(Are we completing the improvement actions?)
(January)

  • Classroom Walkthrough Data
  • Participate in job embedded professional development focused on the Classroom Assessment for Student Learning.
  • Implementation and monitoring of Math Labs
  • Implementation and monitoring of Reading Intervention program for at-risk 6th grade students.
  • Continuing to focus department and individual work on classroom learning targets, balancing assessments, and monitoring student mastery using formative and summative assessments.

Results we expect:

(How will we know it worked?)
(September)

  • An increase in the percentage of staff using classroom learning targets explicitly in their instruction based on the month to month principal walkthroughs.
  • Monitor the frequency of learning target types being utilized in classrooms.
  • Align targets to assessments to monitor achievement and plan instruction.

Mid Year Check

(What evidence do we have that the plan is working? Do we need to edit the plan?)
(January)

Link to District CIP

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

  • Focus Area: To clearly articulate quality learning targets that directly align curriculum to assessment and instruction.
  • Benchmark 1: Percentage of students achieving at or above their projected performance level.
  • Benchmark 3: Meet state and national standards.