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Goal Action Plan

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The Goal Action Plan will monitor and assess the new goals of the school, which is the increase in academic scoring on the Ohio State Tests in both Mathematics and Language Arts. A set district team will monitor regularly the implementation of this plan and will modify the plan based upon the district’s progress toward achieving the goals and using identified progress measures. However, the district will also recognize the immense importance that academic subjects, other than reading and math, contribute to the success of a student. With this, it is understood that many students are supported in their development of reading and math skills through other academic subjects. The evaluation of the progress of the plan will be implemented from …show more content…

From the assistance of the team, data will be collected and organized with the usage of technology, such as google forms to help supplement the information that will guide the staff and students through the best instructional practices to support the growth of test scores in Mathematics and Language Arts. Fiscally, the goals will be budgeted through administration guiding to what areas need to be supported in this progress. Budgets will be made for the usage of RTI teachers in the classrooms, as well as incentive programs to promote students …show more content…

If distributed leadership is to be supported amongst the school and implemented, then the skills of professional collaboration are crucially important. Professional collaboration is the base for duties that are to be delegated but it has to be meaningful to all and not just another job. It is not good to simply have working groups, such as grade level teams or even professional learning communities that just work together rather than collaborate. Cooperation depends upon loose social connections and is a weak basis for improvement. When seeking improved school performance and better outcomes, the challenge is to create the conditions where professional knowledge and skills are enhanced, where effective leadership exists, at all levels, and where the entire school is working together in the overall goal of a better

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This collaboration not only helps to develop the entire plan for the year, but it also empowers to the teacher or staff member by giving that person a voice. When all individuals play a role, the implementation of the plan is more likely to succeed; thus, the pivotal

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Only reading and behavior are identified as needed goal areas leaving out other academic areas, such as math and writing. However, these building goals were refined based on student’s past performance data. Datnow and Park (2014) state student achievement goals are essential to the cycle of continuous improvement and can be specific and measurable but they do not outline the details for classroom instruction and differentiation needed for every student. To help all students achieve, teachers need to systematically and routinely use data to guide instructional decisions and meet students’ learning needs. Some of the teachers in my building do a great job of implementing this cycle and other’s do not.

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Step 1: Events Among the problems identified at Chester Middle School we can highlight the poor academic performance of the students demonstrated by the low scores on standardized tests, the deficiency monitoring student’s progress, and the few strategies implemented by teachers to help students succeed. The purpose of these assessments is to measure the academic performance of students and how they are mastering certain skills. What is the problem in Chester Middle School? The problem is that these tests have shown low performing students especially in reading, and teachers do not have the tools to improve it.

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2). There has been a shift in what effective leadership looks like over the years. The role of a principal has transitioned from a hierarchical system, in which the principal is the educational expert, to a shared instructional leadership role that encourages collaboration between the administration and teachers as well as between teachers and their colleagues (Marks & Printy, 2003). “Shared instructional leadership involves the active collaboration of principal and teachers on curriculum, instruction, and assessment,” (Marks & Printy, 2003, p. 371). With this approach, the responsibility for curriculum development as well as professional development and supervision of classroom instruction is shared, fundamentally changing structure and culture within the school.

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It was discovered that in education there were certain areas that were universal and common among learning. The two main subjects of concern were English language arts and mathematics. Common core is the new curriculum implemented now in school systems to develop learning. Common Core Standards are a clear set of shared goals and expectations for the knowledge and skills students need in English language arts and mathematics at each grade level so they can be prepared to succeed in college, career, and life. Although, Common Core seems to be here to stay this article addresses concerns in reference to content, instruction, and assessment.

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These problem solving investigations should focus on student interest. Goal 2 pertains to students being able to use, develop, and understand 21st century technology. Students will be able to use it to thrive in work, postsecondary education, and life. Goal 3 deals with students understanding what it takes to be a thriving global citizen that is accepting of others. These goals and strategic plan hopes to keep teachers from teaching in the front of the classroom to the kids researching, using technology, working with others, and solving problems.

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Additionally, he emphatically states, “Common Core standards both for mathematics and English language arts and literacy are clear in their focus on what students are to learn” (103). Newman and Roskos argue, “A common set of standards ensures that all students are able to have the skills and prepare them for a career or post-secondary education” (10). In general, the research on the Common Core methods, standards, assessments, and achievement are being met in a positive manner by educators. In Georgia, it is hoped the new Milestones Assessment System will move the focus away from test scores alone, and instead capture the progress of student learning (Hall 1). A significant shift in the new Common Core versus the former Georgia Performance Standards is the expectation for all students being college and career ready as they

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According to Kaffenberger and Young, (2011) schools use data to show academic progress toward meeting state standards, to justify funding for needed programs and personnel, and to determine

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I disagree with the schools that would only sell healthy drinks such as milk, water, and fruit juice. First of all, some students might be allergic to milk and some fruit juice. Another reason is any students should be able to bring any type of drink they please because some students might have their own opinion of what they like to drink with their meal at school. Also, I know that students should be more careful what they drink but the students would just go home and consume more sugary drinks when they have a chance . Also, students can still be healthy when they drink unhealthy drinks because they can have one type of sugary drink a day and the rest water or they can exercise after they drink a sugary drink with their meal also, some of the healthy drinks are not really healthy at all.

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