Stan Fitzanko u Principal

Edison Junior High School

1400 Earl Street u Pekin, Illinois 61554 u 309/477-4732 u Fax 309/477-4738u e-mail sfitzanko@pekin.net

To: Edison Staff

From: Stan Fitzanko

Date: September 21, 2001

Re: SIP Agenda

______________________________________________________________

11:10 - Lunch (Please be back by 12:10)

12:15 Time for Reflection

12:30 ISAT Result / Discussion - Stan / Sue

12:45 School Improvement Planning – Sue / Stan

1:30 Quality Assurance Visit / Timelines – Stan / Sue

1:45 Evaluation Process / Goal Setting – Stan / Sue

2:00 Individual / Team Goal Setting / Rough Draft – Staff

2:30 Sharing of Personnel Crisis Plan - Candi

2:40 Book Checkout – Linda / Keli

2:50 Odds and Ins

Evaluation – Sue

Assessment of Edison’s SIP Day

September 21, 2001

P – Q – P

Praise: (Write one or more positive comments about today’s SIP.)

Question: (Write one or more questions about anything that was confusing or that you would like additional information on.)

Polish: (Write suggestions on how this retreat could have been improved.)

Edison Retreat Input SIP Activity – September 21, 2001

5 Performance Expectations Indicators

The following is a summary of our retreat activity. These are what you said are characteristics that describe the 5 Performance Expectations Indicators.

Personal and Professional Growth

Planning and Instructional Methods

Classroom Management

Collaborative Worker

Learning Environment

Professional Growth Planning

(Rough Draft)

District Goal:

 

 

 

 

 

 

 

Edison Professional

Improvement Growth

Goal: (Improve Reading) Goal:

 

 

 

 

Activities/Indicators

 

 

 

 

Activities Indicators (Proof)

 

 

 

Stan Fitzanko u Principal

Edison Junior High School

1400 Earl Street u Pekin, Illinois 61554 u 309/477-4732 u Fax 309/477-4738u e-mail sfitzanko@pekin.net

September 21, 2001

Edison SIP Activity

Evaluation Timeline (Tenure Teachers)

Goal Setting -

Five Expectations:

Summative Evaluation Conference

 

Staff member response

Three Copies

Signature -

 

Reading and Writing in Content Areas: Practical Strategies for the Middle Level Classroom

By Sue Swaim

Edison School Improvement Activity Teacher Name: _____________________

September 21, 2001

Please circle the correct answer to each question. If you are unsure of an answer, you may go back and reread the article. Please, this is not for a grade. We are only trying to gather baseline information on all Edison teachers’ reading skills.

  1. This faculty agreed to participate in an action research project that targeted?
  1. spelling and punctuation errors
  2. vocabulary skills
  3. content-area reading
  4. technical reading skills
  1. P-A-C-E-R is an organizational strategy this staff taught to its students. P-A-C-E-R stands for?
  1. Parent Advocates Concerned for Extra Reading
  2. Preview, Analysis, Carefully Read, Evaluate and Review
  3. Be a Pace Setter in Reading
  4. Practice, Answer, Caring, Energized, Read A Lot
  1. Writing to learn is a partner to reading to learn because?
  1. When you write you use spell check a lot more.
  2. Students can use webbing to take notes.
  3. Writing is a part of every class.
  4. Students learn to look for information they need when writing reports, etc.
  1. All the following are true statements except for?
  1. Asking students to write down all they know about a topic before it is taught can focus their attention.
  2. One way to assess student understanding of a lesson is to stop during the lesson and have them write a response to a specific question.
  3. A graphic organizer is a visual aid that can show students the relationships between the main ideas in a reading passage.
  4. We know that deep subject comprehension comes from simply reading textbooks.

 

 

 

 

Stan Fitzanko u Principal

Edison Junior High School

1400 Earl Street u Pekin, Illinois 61554 u 309/477-4732 u Fax 309/477-4738u e-mail sfitzanko@pekin.net

To: Edison Staff

From: Stan Fitzanko / Sue Thompson

Date: October 5, 2001

Re: SIP Agenda

______________________________________________________________

11:10 - Lunch (Please be back by 12:10)

12:15 Time for Reflection

12:30 Sharing out of Your Classroom Reading Activities

1:15 Homework PDSA Project

1:45 Break

1:55 Quality Assurance Key Questions – Sue Thompson

2:45 Odds / Ins

3:10 Evaluation – Sue Thompson

Assessment of Edison’s SIP Day

October 5, 2001

P – Q – P

Praise: (Write one or more positive comments about today’s SIP.)

Question: (Write one or more questions about anything that was confusing or that you would like additional information on.)

Polish: (Write suggestions on how this retreat could have been improved.)

Staff Decision

SIP Day October 5, 2001

Edison Jr. High

Miss Thompson, Assistant Principal as Facilitator

 

I. D. Recommendations

Vote for One Please – Circle your choice

 

  1. ID’s are collected in 5th period. Either in boxes (I.E. A – E, F – J, etc.). Then the kids are to report to their 5th period class to pick them up in the morning. (This is before they go to homeroom.)

    2.  

  2. Stan adjusts the homeroom schedule and the 5th period schedule to give us 8 minutes at the end of the day for the students to report back to homeroom. The end of the day announcements would be made at that time and the kids would leave their ID’s in their homerooms. Our regular classes would still have at least 60 minutes.

 

3. Make no changes at this time and re-evaluate at the end of the first nine weeks.

 

 

 

 

 

Perry Soldwedel u Superintendent

501 Washington Street u Pekin, Illinois 61554 u 309/477-4740 u Fax 309/477-4701 u e-mail psoldwedel@pekin.net

Note:

D means District responsibility for documentation

  1. means Priority for 2001-2002 quality assurance visits

2 means Priority for future, but not essential for 2001-2002

PERFORMANCE EXCELLENCE CRITERIA

Category One: LEADERSHIP

Key Question

Yes

No
  1. Our school leaders set, deploy and communicate our school’s values, directions and performance expectations to faculty, staff, students and parents. How? Key elements include:

    2. Examples:

1

 
  • Our school leaders create a school environment that promotes ethical values, student equity, empowerment, innovation, safety, school agility and school and faculty/staff learning. How? Key elements include:

    • Examples:

    1

     
  • Our school leaders review school performance relative to comparable and best performing schools, progress relative to short- and long-term goals, and the ability to meet changing school needs. How? Key elements include:How? Key elements include:

    • Examples:

    1

     
  • Our school leaders have key performance measures they regularly review: These include: Recent findings are:

    • Examples:

    1

     
  • We have a process for translating the school performance review findings into action priorities and these priorities are deployed throughout our school. How? Key elements include:

    • Examples:

    1

     
  • Our school leaders use these performance review findings to improve their own effectiveness and the system. How? Key elements include:

    • Examples:

    1

     

    Our school addresses the impacts on society of our operations? How? Key elements include: Key impacts are:

     

    D

    Our school anticipates public concerns with current and future services and operations. How? Key elements include:

     

    D

    Our school accomplishes ethical practices interactions and transactions with students and stakeholders. How? Key elements include:

    2

     

    Our school actively support and strengthens our community. How? Key elements include:

     

    D

     

     

     

    PERFORMANCE EXCELLENCE CRITERIA

    Category Two: IMPROVEMENT PLANNING

    Key Question

    Yes

    No
    1. Our school has an improvement planning process. Key steps and participants and length of time covered include:

      2. Examples:

    1

     
  • Our school’s planning addresses key factors by gathering and analyzing relevant data and information. How? Key data and information gathering/analysis includes:

    • Examples:

    1

     
  • Our school has short-and long-term objectives, a timetable for accomplishing them, and goals/targets, as appropriate. These include:

    • Examples:

    1

     
  • Our school’s objectives address the challenges identified in the school improvement plan and district long-range improvement plan. How?

    • Examples:

    1

     
  • Our school develops and deploys action plans to help achieve our objectives. How? Key elements include:

    • Examples:

    1

     

    Our school allocates fiscal resources to ensure accomplishment of our action plans. How? Key elements include:

    2

     

    Our school has developed key human resources plans that derive from our strategic objectives and action plans. These human resource plans include:

    2

     

    Our school has key performance measures/indicators for tracking action plan progress. These include:

    2

     

    Our school has performance projections for key measures/indicators of strategic objectives, and these take into account past performance as well as performance of comparable schools and educational options, as appropriate.

    2

     

     

    PERFORMANCE EXCELLENCE CRITERIA

    Category Three: STUDENT AND PARENT FOCUS

    Key Question

    Yes

    No

    Our school has a process for determining how curricula, courses, and programs will address our various student groups. How? Key elements include:

     

    D

    Through listening and learning strategies, our school determines student needs and expectations and the importance of such for the purposes of curricula, course, program and support service planning, marketing, and other improvements. How? Key elements include:

     

    D
    1. In determining needs and expectations, our school uses listening and learning methods to gather information from current, former and future students, student groups as well as parents/families. How? Key elements include:

      2. Examples:

    1

     
  • Our school determines key parent/family requirements, deploys them to all those involved and maintains effective parent/family relationships. How? Key elements include:

    • Examples:

    1

     
  • Our school uses key measures/indicators to monitor the effectiveness and progress of our key relationships. These include:

    • Examples:

    1

     

    Our school has key access mechanisms for parents/families to seek information, to pursue common purposes and to make complaints. These include:

    2

     
  • Our school has a complaint management process to address and resolve complaints. Key steps include:

    • Examples:

    1

     
  • Our school determines student and parent satisfaction and dissatisfaction and uses the information for improvement. How? Key elements include:

    • Examples:

    1

     
  • Our school follows up on interactions with students and key stakeholders to receive prompt and actionable feedback. How? Key elements include:

    • Examples:

    1

     

     

    PERFORMANCE EXCELLENCE CRITERIA

    Category Four: INFORMATION ANALYSIS

    Key Question

    Yes

    No
    1. Our school gathers and integrates data and information from all sources to support daily operations and school decision making. How? Key elements include:

      2. Examples:

    1

     
  • Our school selects and aligns measures/indicators for tracking daily operations, overall school performance, and the education climate. How? Key elements include:

    • Examples:

    1

     
  • Our school selects and ensures the effective use of key comparative data and information from within and outside the education community. How? Key elements include:

    • Examples:

    1

     

    Our school keeps our performance measurement system current with educational needs and directions. How? Key elements include:

     

    D
  • Our school has analytical processes in place to support review of school performance and our planning process. How? Key elements include:

    • Examples:

    1

     
  • Our school communicates the results of school level analysis to faculty and staff to enable effective support for decision making. How? Key elements include:

    • Examples:

    1

     
  • Our school aligns the results of school level analysis with key student results, school objectives, and action plans. How? Key elements include:

    • Examples:

    1

     
  • Our school makes needed data and information accessible to faculty and staff, students, parents and partners, as appropriate. How? Key elements include:

    • Examples:

    1

     

    Our school ensures the integrity, reliability, accuracy, timeliness, security, and confidentiality of data and information. How? Key elements include:

     

    D

    Our school keeps data and information availability mechanisms current with educational needs and directions. How? Key elements include:

     

    D

    Our school ensures hardware and software are reliable and user friendly. How? Key elements include:

     

    D

    Our school keeps our hardware and software systems current with educational needs and directions. How? Key elements include:

     

    D

    PERFORMANCE EXCELLENCE CRITERIA

    Category Five: FACULTY AND STAFF FOCUS

    Key Question

    Yes

    No
    1. Our school organizes work and jobs to promote cooperation, initiative/innovation, our culture, and the flexibility to keep current with education needs. How? Key elements include:

      2. Examples:

    1

     
  • Our school achieves effective communication and knowledge/skill sharing throughout the school, as appropriate. How? Key elements include:

    • Examples:

    1

     
  • Leaders motivate facility and staff to develop and utilize their full potential. How? Key elements include:

    • Examples:

    1

     
  • Our school’s faculty and staff performance management system, including feedback to faculty and staff, supports high performance and a student and stakeholder focus. How? Key elements include:

    • Examples:

    1

     

    Our school’s compensation, recognition and reward/incentive practices reinforce the focus on student learning and a student and stakeholder focus. How? Key elements include:

     

    D

    Our school has plans for career progression throughout the school and a succession plan for leaders. These plans include:

    2

     

    Our school identifies characteristics and skills needed by potential faculty and staff. How? Key elements include:

     

    D

    Our school has a recruitment, hiring and retention process for faculty and staff. This includes:

     

    D

    Our school’s work systems capitalize on the diverse ideas, cultures and thinking of current and potential faculty and staff, students, and stakeholders. How? Key elements include:

    2

     
  • Our school’s faculty and staff education and training contribute to the achievement of action plans, as well as to certification, licensure, development, learning and career progression. How? Key elements include:

    • Examples:

    1

     
  • Our school seeks input from all faculty and staff on education and training needs and delivery options. How? Key elements include:

    • Examples:

    1

     

    In our school’s faculty and staff education, training and development programs, we address key school needs associated with technology changes, personal development, new faculty and staff orientation, safety, assessment, improvement and diversity. How? Key elements include:

    2

     

    Our school offers internal and/or external faculty and staff education and training, as appropriate, and evaluates its effectiveness. How? Key elements include:

     

    D
  • Our school reinforces the use of knowledge and skills on the job. How? Key elements include:

    • Examples:

    1

     

    Our school through input from faculty and staff, improves workplace health, safety and ergonomics. How? Key elements include:

     

    D

    Our school has performance measures and/or targets for workplace health, safety and ergonomics. These include:

     

    D
  • Our school determines the key factors that affect faculty and staff well being, satisfaction, and motivation and analyzes these by employee type. How? Key elements include:

    • Examples:

    1

     

    Our school supports and evaluates faculty and staff via services, benefits, and policies and theses are tailored to the diverse needs of our employees. How? Key elements include:

     

    D

    Our school uses other indicators such as faculty and staff retention, absenteeism, grievance, safety and productivity to assess and improve faculty and staff well being, satisfaction and motivation. How? Key elements include:

    2

     

    Our school relates evaluation findings to key school performance results to identify priorities for improving the work environment and support climate for faculty and staff. How? Key elements include:

    2

     

     

    PERFORMANCE EXCELLENCE CRITERIA

    Category Six: PROCESS MANAGEMENT

    Key Question

    Yes

    No

    Our school has a design process(es) for curricula, courses, and programs and related delivery methods. Key elements include:

     

    D

    Our school ensures all curricula, courses and programs address student educational, developmental, and well-being needs; meet high standards; and focus on active learning. How? Key elements include:

     

    D
    1. Our school anticipates and prepares for individual differences in student learning rates and styles. How? Key elements include:

      2. Examples:

    1

     
  • Our school uses information on student groups and individual students for the purposes of engaging all students in active learning. How? Key elements include:

    • Examples:

    1

     
  • Our school incorporates new technology and changing student, stakeholder and market requirements into the design of curricula, courses and programs and related delivery methods. How? Key elements include:

    • Examples:

    1

     

    Our school’s curricula, course and program design process(es) address sequencing, linkages and new design methods, as appropriate. How? Key elements include:

     

    D
  • Our school uses a measurement plan that includes formative and summative assessment. How? Key elements include:

    • Examples:

    1

     
  • Our school ensures faculty and staff are properly prepared to implement our curricula, courses and programs. How? Key elements include:

    • Examples:

    1

     

    Our school has identified key educational programs, offerings, and delivery processes and key performance requirements for each. These include:

    2

    D

    Our school ensures that ongoing educational curricula, courses and programs meet key design and delivery requirements. How? Key elements include:

     

    D

    Our school has key measures/indicators to monitor and improve the delivery of our curricula, courses, and programs. How? Key elements include:

     

    D

    Our school evaluates curricula, courses and programs to minimize redesign efforts and their costs. How? Key elements include:

     

    D

    Our school improves curricula, courses and programs to achieve better student learning and improvements in services, as appropriate, and shares this information with faculty, staff, students, and stakeholders, as appropriate. How? Key elements include:

     

    D

    Our school has identified our key student services. These include:

    2

     

    Our school determines key student services requirements, incorporating inputs from students, faculty, staff and stakeholders, as appropriate. How? Key elements include: The key requirements are:

     

    D

    Our school meets these requirements by appropriate design and delivery of student services. How? Key elements include:

     

    D

    Our school has key performance measures/indicators for the improvement of these student services. These include:

    D

    Our school improves student services to keep them current with educational needs and directions, to achieve better performance, and to control overall costs and shares this information with faculty, staff, students and stakeholders, as appropriate. How? Key elements include:

    D

    Our school has identified our key processes for supporting our daily operations and faculty and staff in delivering curricula, sources, programs, and services. These include:

    2

    Our school determines key support process requirements, incorporating input from faculty and staff, as appropriate. How? Key elements include: Key requirements include:

    D

    Our school designs key support processes to meet all the key requirements. How? Key elements include:

    D

    Our school’s day to day operations of key support processes ensure meeting key performance requirements. How? Key elements include:

    D

    Our school has key performance measures/indicators for the improvement of these key support processes. These include:

    D

    Our school minimizes overall costs associated with inspections, tests and audits of key support processes. How? Key elements include:

    D

    Our school improves key support services to keep them current with school needs and directions and to achieve better performance, and shares this information with faculty, staff, students, and stakeholders, as appropriate. How? Key elements include:

    D

     

    PERFORMANCE EXCELLENCE CRITERIA

    Category Seven: PERFORMANCE RESULTS

    Key Question

    Yes

    No

    1. Our school has current levels and trends in key measures/indicators of student learning; these are segmented by student group, as appropriate. Key results include:

      2. Examples:

    1

     
  • Our school compares key measure/indicators of student learning to comparable student populations. Key results include:

    • Examples:

    1

     
  • Our school has current levels and trends in key measures/indicators of current and past student and key stakeholder satisfaction and dissatisfaction, persistence and other aspects building relationships with students and stakeholders; these are segmented, as appropriate. Key results include:

    • Examples:

    1

     
  • Our school compares key measures/indicators of student and stakeholder satisfaction with those of comparable schools. Key results include:

    • Examples:

    1

     

    Our school has current levels and trends in key measures/indicators of budgetary and financial performance, including measures of costs containment, as appropriate; these are segmented, as appropriate. Key results include:

     

    D

    Our school compares key measures/indicators of budgetary and financial performance with those of comparable schools. Key results include:

     

    D
  • Our school has current levels and trends in key measures/indicators of faculty and staff well-being, satisfaction and dissatisfaction, development, and work system performance and effectiveness; these are segmented, as appropriate. Key results include:

    • Examples:

    1

     
  • Our school compares key measures/indicators of faculty and staff well being, satisfaction and dissatisfaction, development, and work system performance with those of comparable schools. Key results include:

    • Examples:

    1

     

    Our school has current levels and trends in key measures/indicators of the performance of key education design and delivery processes, student services and support processes that contribute to enhanced learning and/or operational effectiveness; these are segmented, as appropriate. Key results include:

     

    D

    Our school has current levels and trends in key measures/indicators of accomplishment of school strategy. Key results include:

    2

     

    Our school has current levels and trends in key measures/indicators of safety; regulatory, legal and/or accreditation compliance; and support of our community(ies). Key results include:

    2

     

    Our school compares key measures/indicators of safety; regulatory, legal and/or accreditation compliance; and support of our community (ies) with those of comparable schools.

    2

     

    Note:

    D means District responsibility for documentation

    1. means Priority for 2001-2002 quality assurance visits
    2. means Priority for future, but not essential for 2001-2002