CSI Plan - South Mountain Middle School

Compiled data on behaviors, consequences, incentives, staff
consistency, admin follow-through

Anticipated Start Completion Date
8/3/2020 11/10/2020

Material/Resources/Supports Needed
Time, systems and structures for additional support for teachers

Anticipated Start Completion Date
8/3/2020 9/1/2020

Material/Resources/Supports Needed
Shared communication system

Anticipated Start Completion Date
8/3/2020 9/8/2020

Material/Resources/Supports Needed
Time to create, input from staff

Anticipated Start Completion Date
7/31/2020 9/8/2020

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Lead Person/Position
Community Schools Director, SMMS Staff, SMMS families
Prof Development Step No

Action Step
Set an explicit expectation for the minimum number of contacts
a relationship owner should have with each family each quarter
Lead Person/Position
SMMS Teachers, Administration
Prof Development Step No

Action Step
Create a simple system for tracking family contacts, shared and
accessible by all school staff
Lead Person/Position
Administration, Community School Director
Prof Development Step No

Action Step
Re-envision ATS to include ways for students to 1) still receive
the instruction for the day (teachers send assignments, notes,
teachers collect work at the end of the day and review/assess
with other student work), 2) maximize time to practice math
skills (per Priority 1), and 3) engage in restorative conversations
between teachers, students, admin, and families
Lead Person/Position
Behavioral Support Staff, Administration, Teachers
Prof Development Step No

Action Step
Develop a process/protocol for referring and dropping off
students in ATS

Material/Resources/Supports Needed
Meeting time, printed expectations

Anticipated Start Completion Date
8/3/2020 9/1/2020

Material/Resources/Supports Needed
Printed expectation

Anticipated Start Completion Date
7/26/2020 9/8/2020

Material/Resources/Supports Needed
Creation of a simple, shared tracker, spreadsheet, journal, or
digital tool to track contacts

Anticipated Start Completion Date
7/27/2020 11/11/2020

Material/Resources/Supports Needed
Committee with time to re-envision, input from broader
stakeholders including students who have spent time in ATS

Anticipated Start Completion Date
7/27/2020 11/11/2020

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Lead Person/Position
Administration, Behavioral Support Staff

Prof Development Step No

Anticipated Output
• Printed and electronically shared and posted shared
vision for the South Mountain's culture.
• All staff and families have a copy of the South Mountain
school culture one-pager that outlines a shared vision,
shared priority behaviors to recognize or address, explicit
consequences for priority behaviors, and owners
responsible for key steps
• All staff and families have a copy of the South Mountain
school culture one-pager that outlines a shared vision,
shared priority behaviors to recognize or address, explicit
consequences for priority behaviors, and owners
responsible for key steps
• All staff have a one-pager/flow chart of how to respond
to prioritized behaviors
• 100% staff attendance at PD and South Mountain
debriefs
• Admin has the documents, tools, and calendar time
committed to monitor staff consistency in responding to
priority behaviors
• All staff and families have a copy of the South Mountain
school culture one-pager that outlines a shared vision,
shared priority behaviors to recognize or address, explicit
consequences for priority behaviors, and owners
responsible for key steps
• Time protected on all teachers calendars, quarterly
• Admin (or assigned owner) has data compiled and ready
for quarterly school culture meetings
• Individualized teacher support plans

Material/Resources/Supports Needed
Current process, clear understanding of strengths and
opportunities of current process; input from H. Lesster

Monitoring/Evaluation
What: Observe and track specific "look fors" based on school
vision and culture plan (both informed by Restorative Practices).
Who: Admin and additional capacity for classroom
walkthroughs
How: Digital system to track "look fors" by teacher and
common area, review "look fors" data side-by-side with
discipline infractions data disaggregated by teacher and student
group
How often: Review data monthly, publish/share celebrations
monthly in faculty meeting and newsletter

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• All staff know how consistently they are responding to
priority behaviors relative to the staff in general

• Shared spreadsheet with relationship lead for each
student and their family, and a defined process for adding
new students as needed

• Expectations shared in writing with full staff
• All teachers have a printed and/or digital copy of the

expectation
• Relationship owners have an easy place to track the

contacts they make with families

• A one-pager defining the purpose of ATS, clear teacher
responsibilities and student responsibilities to maximize
the time for learning, and a process outline for how all
involved stakeholders will engage in a restorative
conversation.

• Addition to the staff handbook outlining the
process/protocol

What: Review family communication spreadsheet against
expectations
Who: Identified owner
How: Pull, organize, and sort data by student and teacher to
analyze the extent to which expectations are met
How often: Review spreadsheet monthly

What: Track student visits and length of stay in ATS, for
students spending 1 or more days in ATS track student academic
progress and growth based on a set criteria or goal
Who: ATS lead
How: Pull and organize data aligned to defined purpose and
teacher and student responsibilities; possibilities - teacher
specific data on sending work to ATS, student work samples
completed during ATS, math growth for students who spent X
number of days or more in ATS
How often: Review data monthly

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E. Professional Development Steps

(If you need more than the number of tables provided please cop

Professional Development Activity Name: Restorative Practices

Action Step South Mountain staff particip
two implementation plan
Audience All Staff

Topics to be Included TBD by district implementati

Evidence of Learning TBD by district implementati
Material/Resources/Supports
Needed TBD by district implementati

Lead Person/Position TBD by district implementati

Anticipated Timeline Start: 9/1/2020

Learning Format (If you need additional Learning Format table
paste more into the document)
Types of Activities TBD by district implementation plan Fr
Danielson Framework Component Met in this Plan 2a Creating

Choose an it
Once the Co

py and paste more into the document)

pates in Restorative Practices PD in alignment with ASD's year

ion plan
ion plan
ion plan
ion plan

Completion: 6/30/2021

es for this Professional Development Activity please copy and

requency TBD by district implementation plan
an Environment of Respect and Rapport
tem.
omprehensive Portal Opens you will be able to select more than 2.

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Professional Development Activity Name: EL Growth

Action Step Create a professional develop
but not limited to PD on utili
and/or supplemental resource
ESOL coaching) based on av
collaboration to support ELs.

Audience ESL teachers and general edu
Topics to be Included Utilizing educational technol
Evidence of Learning teaching; data analysis and us
Evidence of EL growth plan
language proficiency

Material/Resources/Supports Protected time for meetings,
Needed professional development pla
ESL Facilitator (TBD)Frank
Lead Person/Position Languages
Anticipated Timeline
Start: 10/1/2020

Learning Format (If you need additional Learning Format table

paste more into the document)

Types of Activities Coaching, workshops, collaborative Fr

planning, modeling, role play

Danielson Framework Component Met in this Plan 4e Growing

4d Participa

Once the Co

pment scope and sequence for the year, for all teachers including,
izing educational technology in small groups , the use of outside
es and technology (e.g. ESOL PD service providers, contracted
vailable funds; include monthly time designated for teacher
.

ucation teachers
logy; small group instruction; collaborative planning and co-
sing data to inform instruction; language acquisition strategies
in classrooms during walkthroughs; EL student growth in

including protocols for how the time should be used; sample
ans from other districts with a similar demographic
Derrick Principal Katie Gill Director of ESOL and World

Completion: 6/30/2021

es for this Professional Development Activity please copy and

requency Monthly

and Developing Professionally
ating in a Professional Community
omprehensive Portal Opens you will be able to select more than 2.

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Professional Development Activity Name: Math Intervention

Action Step Provide PD and ongoing supp
Audience teachers supporting math (LS
Topics to be Included All math teachers and teache
Evidence of Learning
IXL intervention program, sm

Students will show growth in
during I/E

Material/Resources/Supports Utilize in-house expertise; PD
Needed SOI
Start: 10/1/2020
Lead Person/Position

Anticipated Timeline

Learning Format (If you need additional Learning Format table
paste more into the document)
Types of Activities technology tour, modeling and role play Fr

of routines and procedures,
collaborative planning
Danielson Framework Component Met in this Plan 3c Engaging

3d Using As
Once the Co

port on intervention programs (IXL) to all math teachers and
S, I/E math teachers, etc.)
ers who support students in math classrooms
mall group interventions, data analysis
n math proficiency on STAR and IXL; evidence of IXL use
D Time; $$ After hours PD

Completion: 6/30/2021

es for this Professional Development Activity please copy and
requency TBD by SOI
g Students in Learning
ssessment in Instruction
omprehensive Portal Opens you will be able to select more than 2.

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Professional Development Activity Name: Math Instructional Visi

Action Step Identify a shared professiona
throughout the year (this cou
etc.)

Audience Math teachers and teachers w
Math strategies, math instruc
Topics to be Included
Evidence of math instruction
Evidence of Learning growth in math proficiency
Material/Resources/Supports Research on potential shared
Needed
SOI, Math Academic Team
Lead Person/Position
Start: 10/1/2020
Anticipated Timeline

Learning Format (If you need additional Learning Format table

paste more into the document)

Types of Activities Coaching, workshops, collaborative Fr

planning, modeling, role play

Danielson Framework Component Met in this Plan 4e Growing

4d Participa

Once the Co

ion
al development resource for implementing math strategies
uld be a shared text, virtual PD, in-service PD, master teacher,

who support students in math classrooms
ctional model, data analysis, curriculum
nal vision in classrooms during walkthroughs; students will show

PD resources for math strategies

Completion: 6/30/2021

es for this Professional Development Activity please copy and
requency TBD by SOI
and Developing Professionally
ating in a Professional Community
omprehensive Portal Opens you will be able to select more than 2.

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Plan Communications

The success of a plan is how you communicate it to your staff, comm
components of your plan to your various levels of stakeholders.

Communication Step
Inform community of plan

Topics of Message
Create a one-pager summarizing the current strengths and weaknes
the school, the priorities for improving this year, and opportunities
parents to engage (including the importance of drilling basic math

Communication Step
Invest staff in priorities/PD

Topics of Message
Capture the strengths to build on and areas for growth; explicitly ti
strategies you’re implementing and PD plan to those assessments.
staff a PD scope and sequence for the year. Get their feedback.

Communication Step
Solicit feedback on plan

Topics of Message
Get feedback from both families and staff on implementation of str
and PD through electronic survey

Communication Step

munity, parents, and students. Develop steps to communicate

sses of Mode
s for Back to school meeting for staff and families
facts) (including virtual options); school video/powerpoint
available on social media/website; advertise by email,
radio, newspaper, social media
Audience
All families and staff
Anticipated Timeline
September

ie the Mode
Provide Back to school staff meeting (previewed in an agenda
by email ahead of time); staff handbook updates
Audience
All staff
Anticipated Timeline
September

rategies Mode
School messenger, email, Parent Liaison outreach
Audience
Families and staff
Anticipated Timeline
3 weeks before end of each quarter

Mode

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Progress Update

Topics of Message
Provide an update on implementation of strategies and progress to
using quantitative and qualitative data, including student performan
survey results from staff and families

Communication Step
Update staff on progress

Topics of Message
Provide an update on implementation of strategies and progress to
using quantitative and qualitative data, including student performa
survey results from staff and families. Use data to work with staff o
adapting plans as needed.

goals Social media, school messenger, email, radio,
nce and newspaper, parent meetings (in-person or virtual)
Audience
All families and staff
Anticipated Timeline
End of each quarter

goals Mode
ance and Faculty and team meetings (in-person or virtual)
on Audience
All staff
Anticipated Timeline
End of each quarter

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