Kelli Houston

EDAD 530

Comprehensive School Improvement Plan

Goal

By June 2018, teachers at All Saints Middle School will develop stronger relationships with their students to improve overall student

achievement as evidenced by a twenty percent decrease in behavior referrals, a twenty percent decrease in the number of failing grades, a ten percent

increase in the average score on standardized tests, and a twenty percent increase in favorable scores on student and parent surveys. The following

will be indicators used to measure the success of the goal: course grades for each student at the end of each quarter of each year, individual student

behavior referrals, test scores on the Iowa Assessments, and the surveys that will be administered at the beginning and end of each year.

Brief Description of Plan

Promoting positive teacher-student relationships at the middle school level at All Saints Catholic School could make a positive impact on

student academic achievement. Therefore, it is proposed that administrators and staff work toward building more positive relationships with all of

their students by getting to know them, expressing their care and understanding, and differentiating instruction in their classrooms. The proposed plan

would initially include the following steps: administering a survey to the teachers, students, and parents; analyzing the results to determine areas of

focus; develop professional development around focus areas; and use identified strategies in the classroom and continue to monitor.
Rationale for Action Plan

Entering the middle school grades is a challenge for many adolescents. The teachers at All Saints Catholic School want to help make the

transition from fifth grade to sixth grade less difficult. Many students experience lower achievement their first year of middle school and that is

something the All Saints Middle School teachers want to end. Research suggests that students can increase their overall academic achievement if they

have positive relationships with their teachers. Since middle school teachers have a higher number of students and less time with each student, it can

be difficult for teachers to develop and maintain these positive relationships with their students.

Teacher-student relationships have a direct impact on a students performance in the classroom. If a student senses their teacher does not know

them or care about them, they are less motivated to do well in the class. After administering a student survey on the climate and culture of a school, it

was evident that the area All Saints struggles with the most is students feeling as though their teachers get to know them as individuals and care about

them. In order for students to want to learn, they need to feel connected to the teacher. This will increase the likelihood of them learning and

maintaining the material presented in class. It is vital for teachers to recognize the need to build relationships with their students and implement

strategies to create a caring learning environment.

Action Plan

Person Measureable Professional

Action Steps Timeline Resources Needed Evaluation
Responsible Indicators Development
1. Develop and Within the first Action Research Examples of Number of Information on At least 80% of the
administer a two weeks of Team surveys developed completed surveys effective surveys, surveys will be
survey to students, school starting. by other schools returned, results research on how returned
parents, and (August 2016) and organizations, from surveys, surveys should be completed.
teachers that word-processing feedback on developed and Students, parents,
addresses the program to create structure, administered and teachers will
climate and culture survey, electronic clearness, and efficiently provide feedback
of the school, communication to organization of on the easiness of
specifically administer survey surveys completing the
focusing on to staff and parents survey.
teacher-student
relationships.
2. Gather Within two weeks Action Research System to record A spreadsheet or Data collection The team will have
completed surveys, of gathering all Team results, completed other form to and organization a clear method to
record, and completed surveys surveys organize data, list organize the results
analyze the results, (September 2016) of high and low of the surveys
determining areas, suggestions using a spreadsheet
strengths, for professional or other form. All
weaknesses, and development of the results will
professional be included in the
development focus form. The team
areas. will identify the
high and low areas
indicated on each
group of surveys.
Clear and specific
professional
development
topics will be
 identified based on
needs.

3. Professional Fourth week of School counselor School counselor, Quiz developed by Emotional and Team will take a
development school and administrators school administration cognitive abilities quiz after the
would be given (September 2016) psychologist or highlighting the of adolescents, presentation and
focusing on the other behavior important points of brain development, must score at least
emotional and specialist, research the professional areas of concern 80%, otherwise
cognitive abilities on adolescent development with adolescents additional material
of adolescents. psychology, experience and methods to will be given to
Teachers will learn handouts for help adolescents read and complete
about the average teachers with vital with struggles they individually.
adolescents brain information to might face in
and development, remember middle school
along with
common strengths
and struggles this
group experiences.
4. The team will Fifth week of Action Research Current student Discussion of Effective policies Each member of
meet to examine school Team handbook, handout policies, each for middle schools, the team will be
and adjust current (September 2016) from professional teachers appropriate actively involved
expectations and development on Beginning of the expectations for in discussing and
policies each adolescent Year handout, adolescents, interpreting each
teacher will be psychology, policies and positive forms of school policy.
responsible for materials to make expectations poster communication Each member will
implementing with posters for each with students and incorporate the
their students. The classroom, parents policies into their
team will discuss Beginning of the Beginning of the
the meaning and Year handout Year handout.
reason for each from each teacher Each member will
policy and display the policies
expectation to and expectations
make sure there is post visibly in their
consistency among classroom at all
the teachers. The times.
important
expectations and
policies will be
agreed upon and
incorporated into
each teachers
Beginning of the
Year handout.
Posters will also be
made to hang in
each classroom.
5. The team will Week six to week Action Research A copy of Youve Participation in Youve Gotta When the team
engage in a book twelve. Team, to be led by Gotta Connect: book study, Connect: Building meets,
study using Youve (October- building principal Building methods to use Relationships that administration will
Gotta Connect: November 2016) Relationships that strategies in Lead to Engaged look to see that
Building Lead to Engaged classroom, Students, each team member
Relationships that Students, suggestions given Productive is participating in
Lead to Engaged Productive to other team Classrooms, and the discussion of
Students, Classrooms, and members, Higher each chapter and
Productive Higher observations made Achievement by reflecting on ways
Classrooms, and Achievement by by administration, James Alan to incorporate the
Higher James Alan reflective Sturtevant, strategies into their
Achievement by Sturtevant for each journaling reflection methods, own classroom.
James Alan member of the how to use Team members
Sturtevant. Action Research strategies will also
Teachers will learn Team effectively in the brainstorm ways
strategies to classroom other teachers can
implement in their use the strategies
classrooms. The in their
team will meet classrooms. Team
once a week to members will
discuss the reflect on the
assigned reading, discussions
reflect, and suggest weekly.
ways to implement
in the classroom.
Teachers will also
share what
strategies they
have been using
with their students
and which ones
have been
beneficial.
Teachers may also
share what
strategies they are
struggling to
implement, and
other teachers can
offer suggestions.
6. Team members Throughout the Action Research Observation Observations, How to conduct an Team members
visit each others rest of the school Team, schedule schedule, walk-throughs observation and will observe each
classrooms to year may be created and observation how to give other following the
check for (December 2016- enforced by the form/checklist, reflective and developed
consistency in April 2017) principal reflection form constructive schedule. Team
expectations and feedback members will
policies. Team complete an
members also observation
observe that evaluation form
strategies are being and conference to
implemented and provide feedback.
offer suggestions
for further
improvement.

7. At the end of the Survey Action Research Student end-of- Data collection How to read and Each team member
year, the team will administered the Team the-year report form, analysis of interpret will complete the
gather data on last two weeks of cards, Iowa results standardized test data collection
student grades, school (May Assessment scores, scores, data form for their
behavior referrals, 2017), Iowa behavior referral collection methods designated
and standardized Assessment Scores data, results of students by
test scores. The gathered in parent, student, gathering course
same survey will February 2017, and teacher grades, behavior
also be behavior referrals surveys, system for referrals, Iowa
administered to gathered last week organizing and Assessment scores,
parents, students, of school (May analyzing data and survey results.
and teachers again. 2017), report card Team members
showing grades will analyze the
from all four data and point out
quarters gathered increases and
the last week of decreases that are
school (May visible.
2017).
Data organized
and analyzed
during in-service
day at the end of
the year. (May-
June 2017)
8. Steps 1-7 will be Same timeline as Same person Same resources as Same indicators as Professional Same evaluation as
repeated the steps 1-7 (August responsible as steps 1-7 steps 1-7 development will steps 1-7
following year. 2017-June 2018) steps 1-7 be scheduled and
Adjustments will adjusted based on
need to be made specific needs and
for professional goals.
development
topics. The main
focus will be on
utilizing and
monitoring
successful
strategies. At the
end of the second
year, all of the data
gathered will need
to be compared
and analyzed to
determine the
success of the
program.