AUGUST-SEPTEMBER
#1: Discuss roles, routines, expectations with the grade level team, students, and parents.

*Discuss this initiative with your team. Let them know what you will be working on and discussing with your students and their parents.

*Within the first few weeks of school, discuss with your students your role/expectations, their role/expectations, their parents’ role/expectations. Remember—students need to know what the target looks like and what mastery looks like. This is a good discussion to have with your teammates before you have it with your students.
Develop the class mission/purpose statement. See #2.
See enclosed sample.

*At the evening parent orientation, discuss your role/expectations, their expectations of the teacher, their role/expectations, and their child’s role/expectations. Share the class mission/purpose statement. Discuss how, after BOY profiles (and reflecting on last year’s TAKS for students in 4th and 5th grade), students will be analyzing their own data, setting goals, developing action plans for those goals, and keeping learning system notebooks where they can keep their data that tracks their progress toward meeting their goals.
See enclosed sample.

#2: Using the continuous improvement philosophy, establish the class mission/purpose statement within the first couple of weeks of school.

#3: Discuss with students the various jobs that can be owned by the students and those that can be shared between the teacher and students so that an efficient and effective classroom management system can be established.
See enclosed sample.


SEPTEMBER

#4: After receiving data back from BOY profiles, analyze the class data and assist the students in analyzing their own data.

*For students in grades PK and K, complete the 4-part student forms for profile results. For students in grades 1-5, the students complete the computer profile bar graph.

*From this data, students need to determine their strengths and areas for growth. These areas for growth will become their target skills. Target skills then need to be turned into clear, specific, measurable goals.

*After students have selected their individual target skills, the students and teacher need to determine the strengths and areas for growth (target skills) for the class as a whole.

*For each target skill, discuss with the class possible action plans, what progress would look like, and how progress will be measured. A class action plan needs to be developed as well as each individual student developing his/her own.
See enclosed samples.

*As action plans are being developed, discuss a variety of learning strategies so that students can select from a number of ways to successfully attain these goals. This could be a discussion of learning styles or study tips. Perhaps develop a community learning matrix where strengths of all students are listed whereby students who are working on specific areas can refer to this chart to locate learning buddies. Develop a Learning Plan for the classroom.
See enclosed samples.

*Post the class BOY data/plans (as well as the class mission statement) on a wall where it is visible to all. The data should reflect the class average objective scores (in a bar graph), overall class mastery average, strengths, and target skills. Action plans should be specific. Also, measures for the goals should be written in specific terms so that students are aware of how close they are to meeting the goals.

*The student’s individual data will be kept in a learning system notebook (see the following information).

#5: Have students create their own learning system notebooks.

*The notebook (whether a 3-ring binder, accordion folder, file folders, or other means to collect and store data) should include:
•the roles/expectations of the teacher, student, and parent,
•the class mission statement,
•the class target skills/goals,
•the class action plan,
•the student’s personal mission statement,
•the student’s personal learning goals,
•the student’s action plan, and documents that track progress toward meeting those goals, and
•the student’s data from profiles, practice TAKS, and classroom assessments.

See enclosed component list.










OCTOBER-DECEMBER

#6: Closely monitor the progress of each student. Conference with each student regarding the progress toward achieving the goals. Do the same with the class goals. Develop/implement forms for tracking progress that the students can use and keep in their learning system notebooks.

#7: Perhaps hold fall student-led conferences so that students can share their notebooks with their parents.

#8: For students in grades 4 and 5, determine if their flex time and small-group instruction is meeting their needs. For other grades, if flex time is not available, determine if small-group instruction is meeting their needs.

#9: Keep your principal, training cohort team, grade level, and Donna MacDonnell (at IS) updated on the status of the initiative.




JANUARY

#10: After receiving data back from MOY profiles, analyze the class data and assist the students in analyzing their own data. Update class graphs (and 4-part forms in grades PK-K) and have students update their computer-generated profile graphs.

#11: The class needs to analyze the class data and determine whether the goals are still needed or new ones need to be written. Action plans may need to be updated.






#12: In their learning system notebook, students will analyze their progress toward achieving their goals and determine whether the goals are still needed or new ones need to be written. Action plans may need to be updated. Their MOY data should be stored in their learning system notebooks.


FEBRUARY-APRIL

#13: Continue to closely monitor the progress of each student. Continue conferencing with each student regarding the progress toward achieving the goals. Regular conferences will help students keep their learning system notebook organized.

#14: Hold the spring student-led conferences so that students can share their progress toward achieving their goals with their parents.

#15: Continue to keep your principal, training cohort team, grade level, and Donna MacDonnell (at IS) updated on the status of the initiative.



MAY

#16: After receiving data back from EOY profiles or TAKS, analyze the class data and assist the students in analyzing their own data. Update class graphs and have students update their computer-generated profile graphs. Celebrate the accomplishments of the students. Their EOY data should be stored in their learning system notebooks. TAKS results should be noted.

#17: Complete a plus/delta on the use of learning system notebooks. Share findings with your cohort team, faculty and principal. Send a copy of the plus/delta to Donna MacDonnell at Instructional Services.

#18: Send home the learning system notebooks with the students.