Academic Office Operational Plan
ACADEMIC OFFICEOPERATIONAL PLANAcademic OfficeOperational PlanDr. Paula D. KnightDeputy Superintendent / Chief Academic OfficerTerrance P. Bullock, PMPOperations CoordinatorApril 15, 2021 v6Page 1 of 290
ACADEMIC OFFICEOPERATIONAL PLANOVERVIEWDocument Version LogIntroductionPurpose of the 2021 – 2022 PlanThe Differences between operational and strategic plansThe Management of the operational planAcademic Office MissionTP 3.0 Pillars / Smart ObjectivesDistrict PrioritiesAcademic Office PrioritiesComponents of the Tactical PlanTimeline for Plan DevelopmentTACTICAL DOCUMENTSCurriculumArtsELA ElementaryELA SecondaryMath ElementaryMath Elementary – SecondaryScience ElementaryScience SecondarySocial StudiesDirector – CurriculumVirtual LearningNon – CurriculumOperationsAcademic Instructional CoachesCCRClimate and CultureESOL / BilingualLeadershipProfessional DevelopmentSaint Louis PlanSpecial EducationAthleticsState and FederalHealthy Schools / Healthy CommunitiesGreen SchoolyardsGifted and TalentedOperational Plan TrackerDesigning Key Performance Indicators TemplateProcess Management Program Procedures / Work InstructionsPage 2 of x
ACADEMIC OFFICEOPERATIONAL PLANVERSION LOGDateVersionEditorNotes03/03/214TBullockEdited AIC Section04/07/214TBullockEdited ESOL Section04/07/215TBullockAdded HSHC / GSY Sections04/15/216TBullockAdded Timeline and Gifted SectionVersion with estimated budgets included , is on file with the Academic Operations CoordinatorINTRODUCTIONPurpose of the PlanThe purpose of the 2021 – 2022 Operational Plan is to provide a clear picture of tasksand responsibilities in line with the goals and objectives contained within theTransformation Plan / District Priorities / Academic Office Priorities.The Operational Plan provides the what, who, when and how much: what - the strategies and tasks that must be undertaken who - the persons who have responsibility of each of the strategies/tasks when - the timelines in which strategies/tasks must be completed how much - the amount of financial resources provided to complete eachstrategy/taskThe Differences between operational and strategic plans:Strategic PlanA general guide for the management of theDistrictSuggests strategies to be employed in pursuitof the District’s goalsIs a plan for the pursuit of the District’smission in the longer term (3 - 5 years)A strategic plan enables management toformulate an operational plan.The strategic plan, once formulated, tendsnot to be significantly changed every yearThe development of the strategic plan is aresponsibility shared and involves differentcategories of stakeholders.Operational PlanA specific plan for the use of the AcademicOffice’s resources in pursuit of the strategicplan.Details specific activities and events to beundertaken to implement strategiesIs a plan for the day-to-day management ofthe Academic Office (one year time frame)An operational plan should not beformulated without reference to a strategicplanOperational plans may differ from year toyear significantlyThe Deputy Superintendent and staff of theAcademic Office produce the operationalplan.Page 3 of 290
ACADEMIC OFFICEOPERATIONAL PLANThe Management of the operational plan:The Academic Office Directors should continually monitor the implementation of theoperational plan and exercise control of the Academic Office Resources to ensuresuccess.What needs to be managed by the Academic Office Directors includes:TimelinesKey PerformanceIndicatorsResponsibilitiesPhysical Resources /Professional ServicesBudgetDid strategies commenced and will all tasks / activitiesbe completed by the scheduled timelines?Is progress been made according to performancemeasures? Are targets being met?Is staff having difficulty with the tasks assigned tothem? Does there need to be any reassignment ofresponsibilities?Is the procurement of materials and services occurringin a timely manner? Are professional services beingmanaged efficiently and performance standards beingmet?Is the budget being managed effectively and“unexpected costs” being held to a minimum?ACADEMIC OFFICEMISSION STATEMENTThe Academic Office of the St. Louis Public Schools provides strategic leadership tosupport and develop all instructional staff in order to ensure that the diverse needs ofour students are met in challenging and equitable classrooms as we prepare themacademically and socially for post-secondary education and careers and to makemeaningful contributions to our global society.Page 4 of 290
ACADEMIC OFFICEOPERATIONAL PLANTRANSFORMATION PLAN 3.0PILLAR 1Smart GoalsThe District creates a system of excellent SchoolsPILLAR 2Smart GoalsThe District advances fairness and equity across its systemPILLAR 3The District cultivates teaches and leaders who foster effective,culturally responsive learning environmentsSmart Goals3.1 SLPS recruits, hires, cultivates and retains more high quality , effectivebuilding leaders3.2 SLPS recruits, hires, cultivates and retains more high quality , effectiveteachers3.3 SLPS recruits, hires, cultivates and retains more high quality , effectivesupport staff, including contracted services3.4 SLPS aligns policies and operations with effective culturally responsivepracticesPILLAR 4Smart GoalsAll students learn to read and succeedPILLAR 5Community partnerships and resources support the District’sTransformation Plan5.1 SLPS and the SLPS Foundation continue to grow private andpublic dollars for Transformation Plan5.2 SLPS enhances volunteerism across the District5.3 SLPS grows brand awareness to attract partners and champions5.4 SLPS maximizes the effectiveness of its partnerships, workingcollaboratively to advance Transformation Plan ObjectivesSmart Goals1.1 SLPS meets and exceeds state standards for accreditation1.2 SLPS will staff in a manner that supports great choices for the childrenin the SLPS Community1.3 SLPS utilizes a standard of efficiency and equity to right size its systemfor the number of students it serves1.4 SLPS is financially sound and maintains a sustainable unrestricted fundbalance2.1 SLPS fosters inclusive school environments for students and familiesfrom diverse racial, ethnic and cultural backgrounds2.2 SLPS policies and structures more equitably distribute resources,supports and opportunities among district schools2.3 SLPS integrates its trauma – informed model with its CulturallyResponsive Pedagogy and Leadership Development framework4.1 K – 12 graders read on grade or above grade level4.2 At every stage of transition, from elementary to middle to High school,students are ready for the next level of learning4.3 High school students are prepared for the college and / or career oftheir choice upon graduation4.4 All students have access to enrichment resources, supports andopportunities that advance their success and love of learningPage 5 of 290
ACADEMIC OFFICEOPERATIONAL PLANDISTRICT PRIORITIESPILLAR 1District PrioritiesThe District creates a system of excellent SchoolsPILLAR 2District PrioritiesThe District advances fairness and equity across its systemPILLAR 3The District cultivates teaches and leaders who foster effective,culturally responsive learning environmentsDistrict Priorities3a. Career Pathways3b. Teacher Retention3c. Culturally Responsive SchoolsPILLAR 4District PrioritiesAll students learn to read and succeedPILLAR 5Community partnerships and resources support the District’sTransformation Plan5a. Volunteer and Mentors5b. Cultivate Strategic Partners5c. Community and District Pride5d. Expand Private and Public Grants EngagementDistrict Priorities1a. Student Attendance1b. Safe and Secure Schools1c. Financial Sustainability1d. Efficient and Equitable Staffing2a. Workforce Diversity2b. Equitable Resources2c. Decrease chronic absenteeism2d. Partner with Community allies4a. Student Reading Proficiency4b. Student Reading Support4c. English Language Learners4d. College and Career ReadinessPage 6 of 290
ACADEMIC OFFICEOPERATIONAL PLANACADEMIC OFFICE PRIORITIESPriority 1Core Instruction Framework- through the virtual learning playbook and blended instructionalframeworkPriority 2Tier 2 Support-teachers are using guided reading in elementary and small group instruction inmiddle/high to target learning gaps with students and provide additional supportPriority 3Assessments for learning - the CFAs are being utilized to analyze what students have masteredand what additional support they need. The STAR data provides a comprehensive view toguide a student’s literacy growth and appropriately place students into guided reading groupsand determine a student’s readability levelPriority 4Standards Based approach to promote critical thinking, problem solving and grade-levelproficiencyPage 7 of 290
ACADEMIC OFFICEOPERATIONAL PLANTHE COMPONENTS OF THE TACTICAL PLANS1. Connection to TP3.0 / District Priorities / Academic PrioritiesIdentify the Pillar; SMART Goal; District Priorities; Academic Priorities that yourtactical plan is addressing:2. DescriptionDescribe the elements of the program that would be impacted by the “Targeted”Pillar; SMART Goal; District Priorities, Academic Priorities:3. Strategy to accomplish your Target” (Pillar; SMART Goal; District Priorities,Academic Priorities)Provide the strategy used to achieve your “Target”:4. Strategy Sponsor/Owner(s)Identify the individual that is accountable for the success of the tactical plan5. Key Performance IndicatorsProvide the KPI(s) (qualitative or quantitative) that demonstrates how effectivelyyou are progressing towards achieving your “Target”:6. Key Action StepsProvide the action steps (coherent set of specific steps) that are taken to achieveyour “Target”7. ’21-22 BudgetedProvide your Budget, which supports this planGuiding Questions that are used for soliciting Individual, Team or Committee Input1. Do we have the right focus in mind? Is there a clear connection between the focus ofthe activity and increasing the success of students in our district? How does thisconnect to the Transformation Plan 3.0?2. Who is missing and what is missing in terms of sub-activities and/or collaborators?How will this be communicated? How will the collaboration occur with overdepartments/divisions?3. Does anyone foresee any challenges with timing, esp. related to activities in whichthe same user group might already be engaged?4. Does anyone have feedback on how sponsor(s) can improve the accuracy, tone,usefulness, and core values-alignment of draft documentation and/or artifacts?Page 8 of 290
ACADEMIC OFFICEOPERATIONAL PLANAccountability/Monitoring ProcessThe Progress of this Strategy will be monitored on a quarterly basis using the AcademicOffice Operational Plan Tracking TemplatePage 9 of 290
ACADEMIC OFFICEOPERATIONAL PLANOPERATIONAL PLAN DEVELOPMENT TIMELINEAcademic Office Directors develop Division’s Mission Statements November 2, 2020–November 5, 2020Forecast / Tactical Documents Orientation Meeting for Academic Office Directors November 5, 2020Academic Office Directors develop Forecast / Tactical Documents November 5, 2020 –November 11, 2020Dr. Paula Knight and Mr. Terrance Bullock review completed documents November 11 –November 20, 2020Academic Office Directors and Staff participate in the Peer-to-Peer Workshop (Peerreview of completed documents) December 4, 2020Academic Office Directors assimilate the input from the Peer-to-Peer Workshop into theForecast / Tactical documents December 6 , 2020 –February 11, 2021Academic Office Operational Plan is reviewed and published February 11 –February 16, 2021Page 10 of 290
ACADEMIC OFFICEOPERATIONAL PLANCURRICULUM AND INSTRUCTIONMISSION STATEMENTThe mission of the St. Louis Public Schools department of Curriculum and Instruction isto develop, refine and clearly communicate critical curriculum content that clearlydefines what St. St. Louis Public School students should know and be able to do byproviding; Standards-based curriculum plans; Blended instructional resources; Assessments, performance criteria; Proficiency scales and ongoing support via the monitoring of fidelity ofimplementation with observation and coaching cycles, data analysis andprofessional development solutions.Page 11 of 290
ACADEMIC OFFICEOPERATIONAL PLANCurriculum / Visual ArtsProgram Name: Contemporary Art Museum Middle School ZMD Field TripsSubmitted By: John GrapperhausConnection to TP3.0 /District Priorities /Academic PrioritiesPillar 2: THE DISTRICT ADVANCES FAIRNESS AND EQUITY ACROSSITS SYSTEMPillar 3: DISTRICT CULTIVATES TEACHERS AND LEADERSPillar 4: ALL STUDENTS LEARN TO READ AND SUCCEEDPillar 5: COMMUNITY PARTNERSHIPS AND RESOURCES SUPPORTTHE DISTRICT’S TRANSFORMATION PLANDescriptionThe Contemporary Art Museum (CAM) will serve SLPS middleschools students as an expansion of the ZMD field trip program.CAM will provide curriculum, student tours, and teacherprofessional development to address contemporary issuesconnecting social studies, ELA, and visual art.Strategy to accomplishIncrease our middle schools students’ exposure to crossyour Targetcurriculum critical thinking and practices, community institutions,and the arts by expanding the ZMD field experience program toinclude the Contemporary Art Museum.Strategy Sponsor/Owner(s) John Grapperhaus, Judine Keplar, Glenn BarnesImpact Group(s)Key PerformanceIndicatorsKey Action StepsMiddle school students and their ELA, Social Studies, and Visual Artteachers. Teacher model connections between ELA, Social Studies,and art. Follow up on standard addressed by currentexhibit and lesson through formative assessment. Impact measured by staff and student surveys Students experience an arts institution in their community. Students produce projects based on their visit to CAMo write or design projects expressing personalmeaning connected to contemporary arto analyze and synthesize artistic interpretations ofcontemporary issues School classroom teachers receive PD on curriculumresource provided for the museum visit Determine which middle school grade-level pacing guidebest matches the content of the current exhibit. Students engage in pre-field experience lesson Schedule field experience to CAM Follow up lesson after field experiencePage 12 of 290
ACADEMIC OFFICEOPERATIONAL PLAN ’21-22 BudgetedSurvey staff and students for feedbackTo be determined (TBD)Page 13 of 290
ACADEMIC OFFICEOPERATIONAL PLANCurriculum / Visual ArtsProgram Name: Springboard to Learning ResidenciesSubmitted By: John GrapperhausConnection to TP3.0 /District Priorities /Academic PrioritiesPillar 2: THE DISTRICT ADVANCES FAIRNESS AND EQUITY ACROSSITS SYSTEMPillar 3: DISTRICT CULTIVATES TEACHERS AND LEADERSPillar 4: ALL STUDENTS LEARN TO READ AND SUCCEEDPillar 5: COMMUNITY PARTNERSHIPS AND RESOURCES SUPPORTTHE DISTRICT’S TRANSFORMATION PLANDescriptionSpringboard and St. Louis Public Schools have worked incollaboration to strengthen the Core Subjects and Fine Arts in theDistrict by providing teaching artists who serve within the schoolsand classrooms to enhance instruction through arts integration.The teaching artists work collaboratively with the classroomteacher to integrate instruction within the curriculum frameworkto deepen content knowledge and skills. Schools apply for thispartnership through the Office of Curriculum and Instruction andpartnerships are determined collaboratively between Springboardand SLPS.Strategy to accomplish 250 classrooms will receive an arts integration residencyyour Targetprovided by a staff-teaching artist. Residencies will be designed an adjusted to address statestandards. Residencies are designed to increase student engagement andlove of learning.Strategy Sponsor/Owner(s) John Grapperhaus (including support from Steve SandbotheSpringboard Senior Program Director)Impact Group(s)Key PerformanceIndicators Key Action Steps Pre-K teachersPre-K studentsIncrease in student engagement in all subjects.Observed and documented demonstration and growth of the“4 C’s”, critical thinking, collaboration, communication, andcreativity.Improvement in student engagement, behavior, and overallclassroom environment.Improved teacher instruction, satisfaction, and retention.Principals and teachers apply to SLPS Springboard Coordinatorto receive this program.Page 14 of 290
ACADEMIC OFFICEOPERATIONAL PLAN ’21-22 BudgetedCollaboration on lesson plansImplementation of arts integration strategies in classObserve and assess residencies based on the “4 C’s”, criticalthinking, collaboration, communication, and creativity.To be determined (TBD)Page 15 of 290
ACADEMIC OFFICEOPERATIONAL PLANCurriculum / Visual ArtsProgram Name: Springboard to Learning Wolf Trap ECE Job-Embedded PDSubmitted By: John GrapperhausConnection to TP3.0 /District Priorities /Academic PrioritiesPillar 2: THE DISTRICT ADVANCES FAIRNESS AND EQUITY ACROSSITS SYSTEMPillar 3: DISTRICT CULTIVATES TEACHERS AND LEADERSPillar 4: ALL STUDENTS LEARN TO READ AND SUCCEEDPillar 5: COMMUNITY PARTNERSHIPS AND RESOURCES SUPPORTTHE DISTRICT’S TRANSFORMATION PLANDescriptionSpringboard to Learning is the only Missouri affiliate of theNational Wolf Trap Institute for Early Learning Through theArts. The Wolf Trap professional development model helps toprepare young children for a lifetime of learning by educating,modeling, and coaching host teachers in how to use active, multisensory, arts-integrated learning experiences in the classroom.Springboard professional performing artists specially trained in theWolf Trap model, partner with early childhood educators in theclassroom to provide developmentally appropriate, arts-integratedlearning strategies within the framework of their early childhoodcurriculum. Teaching strategies incorporate singing, dancing, roleplaying, and storytelling. To help build teachers’ arts-integrationskills, the Wolf Trap Institute professional development modelpairs early childhood educators with professional teachingartists—musicians, dancer, actors, and puppeteers—to trainthrough classroom residencies. Teachers who participated in theEarly Arts program receive hours of professional development,including ongoing coaching from Wolf Trap Teaching Artists andaccess to lesson plans and online resources. Students receive thebenefit of a teacher well versed in effective arts-integrationstrategies, as well as direct classroom experiences with Wolf TrapTeaching Artists in residence.Strategy to accomplish20 Pre-K classrooms will receive a 16-week Wolf Trap Institute foryour TargetEarly Learning Through the Arts residency through Springboard toLearning to increase student engagement in literacy and STEMconcepts, as well as providing job-Embedded ProfessionalDevelopment for Pre-K teachers.Strategy Sponsor/Owner(s) John Grapperhaus (including support from Samantha March, EarlyChildhood Director and Steve Sandbothe Springboard SeniorProgram Director)Page 16 of 290
ACADEMIC OFFICEOPERATIONAL PLANImpact Group(s)Key PerformanceIndicatorsKey Action Steps’21-22 Budgeted Pre-K teachersPre-K studentsIncrease in student engagement in all subjects.Gains in STAR testingImprovement in student engagement, behavior, and overallclassroom environment. Improved teacher instruction, satisfaction, and retention. Principals and teachers apply to SLPS Springboard Coordinatorto receive this program. EC Dept. will be consulted forplacements. Job-embedded Professional Development and coaching Collaboration on lesson plans Implementation of arts integration strategies in class Gradual release of strategies and responsibility to classroomteacherTo be determined (TBD)Page 17 of 290
ACADEMIC OFFICEOPERATIONAL PLANCurriculum / Visual ArtsProgram Name: Visual Art CurriculumSubmitted By: John GrapperhausConnection to TP3.0 /District Priorities /Academic PrioritiesDescriptionPillar 4: ALL STUDENTS LEARN TO READ AND SUCCEEDA new visual art curriculum draft was written and introduced forimplementation by SLPS art teachers starting in the 2019-20 schoolyear. New curriculum was written due new art standards beingadopted by DESE in the spring of 2019.Key Curriculum Components: Scope and sequence bridging previous skills-basedstandards with new concept-based standards. Standards tracker provide to assist art teachers andadministration in yearly planning, assuring all media andstandards are addressed. Literacy Components included to support art standards andinform hands-on application of techniques.Strategy to accomplish All art teachers will receive coaching cycles to ensure fidelity toyour Targetthe art curriculum and assess student proficiency in Missouriart standards. Art teachers will keep updated standard trackers to ensure allstudents receive instruction and opportunities to demonstrateart standard proficiencies.Strategy Sponsor/Owner(s) John GrapperhausImpact Group(s)Key PerformanceIndicatorsAll students and visual art teachers Teacher utilization of the Standards Tracker (monitored byVisual Art Coordinator, AIC, and self-reporting) Class instruction is provided for 100% of elements andprinciples of art, and 80% of available media. Creation of student writing including critiques and artiststatements. Students display evidence of reading aligned with artstandards. Student work displays showing evidence of:o Elements and Principles of Arto All key materials/mediao Cross-curriculum connectionsPage 18 of 290
ACADEMIC OFFICEOPERATIONAL PLANKey Action Steps’21-22 Budgeted Provide PD boosters on art curriculum and expectations Join all art class Microsoft Teams Teachers post updates to online standards tracker Share updates and progress with AIC at Curriculum carouselTo be determined (TBD)Page 19 of 290
ACADEMIC OFFICEOPERATIONAL PLANCurriculum / Performing ArtsProgram Name: Performing Arts CurriculumSubmitted By: Kaye HarrelsonConnection to TP3.0 /District Priorities /Academic PrioritiesDescriptionPillar 4: ALL STUDENTS LEARN TO READ AND SUCCEEDA new music curriculum draft is under construction to beintroduced for implementation by SLPS music teachers starting inthe 2021-2022 school year. New curriculum reflects the newMissouri arts standards adopted by DESE in the spring of 2019.Key Curriculum Components: Scope and sequence bridging previous skills-basedstandards with new concept-based standards. Standards tracker provide to assist teachers andadministration in yearly planning, assuring all standards areaddressed. Literacy Components included to support arts standardsand inform hands-on application of techniques.Strategy to accomplish All music teachers will receive coaching cycles to ensure fidelityyour Targetto the curriculum and assess student proficiency in Missourimusic standards. Music teachers will keep updated trackers to ensure allstudents receive instruction and opportunities to demonstratestandard proficiency.Strategy Sponsor/Owner(s) Kaye HarrelsonImpact Group(s)Key PerformanceIndicatorsKey Action StepsAll students and music teachers Teacher utilization of the Standards Tracker Creation of student writing including critiques and originalmusic examples Students demonstrate evidence of reading aligned with musicstandards. Student performance demonstrate evidence of:o Notation and Expressive Elements of Musico Grade level appropriate history and culturalconnectionso Cross-curriculum connections Provide PD boosters presenting the music curriculum andexpectationsPage 20 of 290
ACADEMIC OFFICEOPERATIONAL PLAN’21-22 Budgeted Join all music class Microsoft Teams Share updates and progress with AIC at Curriculum CarouselTo be determined (TBD)Page 21 of 290
ACADEMIC OFFICEOPERATIONAL PLANCurriculum / ELA ElementaryProgram Name: Comprehensive Literacy ProgramSubmitted By: Esther PalsenbergerConnection to TP3.0 /District Priorities /Academic PrioritiesPillar IV: All students learn to read and succeed.Schools will implement the St. Louis Public Schools (SLPS)Standards Based English Language Arts (ELA) curriculum withfidelity through on-going support with planning, pacing, andintervention using a comprehensive literacy program to supportwhole class and intervention (including guide reading) ELAcomponents.DescriptionThe foundation of the Comprehensive Literacy Model (CLM) is acognitive apprenticeship approach based on the belief thatstudents acquire knowledge, skills, and strategic processes throughassisted instruction with a sensitive and knowledgeable teacher.Through careful observation, the teacher notices what his or herstudents already know, and uses language that enables students touse what they already know to acquire new and unknowninformation. In CLM classrooms, teachers model and coachstudents with memorable demonstrations, provide clear andrelevant language for problem solving, adjust their support basedon student need, and develop structured routines that promotestudent independence. Within a workshop framework, there is abalance of learning opportunities for students to work at assistedand independent levels that promote the transfer of knowledge,skills, and strategies to new situations for a variety of purposes.Strategy to accomplish Provide teachers and students with a unified comprehensiveyour Targetliteracy program for grades Kindergarten through 5th gradesthat supports the SLPS Standards-Based curriculum. Thisprogram will include a virtual and in-person component tomeet all of the needs of our students. Provide a district-wide program with professional developmentto guide teachers on how to implement the comprehensiveliteracy program (CLP) with the standards-based curriculum. Provide a comprehensive literacy program that will address thepriority standards in all literacy areas to help support literacygrowth.Strategy Sponsor/Owner(s) Esther PalsenbergerImpact Group(s)Page 22 of 290
ACADEMIC OFFICEOPERATIONAL PLANKey PerformanceIndicatorsKey Action Steps’21-22 Budgeted Increase the number of students achieving mastery onidentified priority literacy standards. Increase the percentage of students achieving measurableproficiency in literacy based on common assessments andSTAR results. Set up multiple professional development sessions for teachersand leaders in order for them to implement the comprehensiveliteracy program with fidelity. Create a checklist for leaders and teachers on the expectationsfor in-person and virtual instruction using the comprehensiveliteracy program. Set up continuous booster sessions for grade specific teachersto support the implementation of the program. Align the priority standards with the CLP so that the commonassessments will match all of the components. Analyze data comparing prior scores with new scores to seethe difference between different programs while implementingthe SBC.To be determined (TBD)Page 23 of 290
ACADEMIC OFFICEOPERATIONAL PLANCurriculum / ELA ElementaryProgram Name: Improving Reading LevelsSubmitted By: Esther PalsenbergerConnection to TP3.0 /District Priorities /Academic PrioritiesPillar IV: All students learn to read and succeed.Schools will implement the St. Louis Public Schools (SLPS) EnglishLanguage Arts (ELA) curriculum with fidelity through on-going supportwith planning, pacing, and intervention. The average Student GrowthPercentile (SGP) of SLPS students in grades 1-5 in the area of readingfrom Fall 2020 to Spring 2021 will meet or exceed the district goal of50% as evidenced by reporting tools from Renaissance (STAR) by theend of the 2020-2021 school year.DescriptionTeachers will implement the standards-based curriculum and focus onthe priority standards with their ELA instruction. Teachers will useSTAR results using the benchmark and progress monitoring results toguide instruction and intervention components in order to increasereading levels.Strategy to accomplish Analyze data from STAR benchmark and progress monitoring toyour Targethelp guide instruction Implement daily guided reading lessons on students’ instructionallevel. Assess using running record to show growth andimprovements in their reading levels Model and assign daily reading to help improve comprehension andfluency Provide professional development to help improve best practices inimproving reading levels in studentsStrategy Sponsor/Owner(s) Esther PalsenbergerImpact Group(s)Key PerformanceIndicators Key Action Steps Increase the SGP of SLPS students in grades 1-5 in the area ofreading by 50% within the 2020-2021 school yearIncrease the amount of IDR per student and read alouds by teachersby 50% to assist with an increase in comprehension and fluencyMonitor school’s data tracker to identify classrooms with little to noincrease in reading level and set up coaching sessions with the AICand teachersAnalyze STAR benchmark and progress monitoring to identify andrecognize those students/teachers meeting and/or exceeding theidentified SPG goalsPage 24 of 290
ACADEMIC OFFICEOPERATIONAL PLAN ’21-22 BudgetedProvide professional developments for leaders and teachers to helpimprove best practices in improving readingVirtually visit guided reading sessions in order to observetechniques, flow, and pacingTo be determined (TBD)Page 25 of 290
ACADEMIC OFFICEOPERATIONAL PLANCurriculum / ELA ElementaryProgram Name: Standards-Based GradingSubmitted By: Esther PalsenbergerConnection to TP3.0 /District Priorities /Academic PrioritiesPillar IV: All students learn to read and succeed.Schools will implement the St. Louis Public Schools (SLPS) EnglishLanguage Arts (ELA) curriculum with on-going assessment usingCommon Formative Assessments focusing on high priority standards.By the conclusion of the 2020-2021 school year, 70% of students ingrades K-5 will meet their performance growth target (established bythe teacher) as measured by a comparison of their quarterly scores onthe ELA common formative assessments (CFSs) that integrate highpriority standards identified within the cu
Apr 15, 2021 · Office Operational Plan Tracking Template . ACADEMIC OFFICE OPERATIONAL PLAN Page 10 of 290 OPERATIONAL PLAN DEVELOPMENT TIMELINE Academic Office Directors develop Division’s Mission Statements November 2, 2020–November 5, 2020 Forecast / Tactical Do
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