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PCIS presents school improvement plan emphasizing instructional walkabouts, attendance supports and teacher collaboration
Summary
PCIS administrators outlined a school-improvement plan focused on instructional observations ('walkabouts'), a Falcon Academy for new teachers, PBIS behavior supports and targeted interventions to reduce chronic absenteeism.
PCIS administrators presented the school's improvement plan March 17, describing a multi-year effort centered on strengthening instruction, increasing collaborative teacher practice and addressing chronic absenteeism.
The presenter (identified in the meeting as Mr. Paladino) said the plan emphasizes regular "walkabouts" — short, focused observations across classrooms — to identify and spread best practices, and a Falcon Academy that pairs new teachers with experienced facilitators. "I spend a lot of time looking at growth because we want to see where kids were when they came in and when they leave," the presenter said, noting growth-percentile measures and examples of curricula and interventions used in classrooms.
Key components presented: • Instructional walkthroughs and collegial observations: the school said it has completed more than 50 classroom visits in recent years and will require teachers to observe colleagues regularly as part of the next cycle of improvement. • Falcon Academy: a multi-step mentorship and guided-observation program for new teachers that pairs them with experienced facilitators and provides on-the-job coaching. • Targeted math and literacy supports: programs such as Freckle Math, math workshops and a literacy strategy cycle (including writing and speaking strategies) were cited as in-use tactics. • PBIS and student incentives: the school cited a points-based system linked to weekly and term rewards, and reported improvements in school climate and lower discipline incidents. • Chronic absenteeism work: case management, re-entry meetings, a transition room for morning support, an animal-assisted check-in and monthly support periods were described as part of efforts to improve daily attendance.
Data cited by the presentation included achievement and growth snapshots (for example, a math meeting/exceeding figure cited as 34% in sixth grade and 26% in seventh grade, and a claim that up to 61% of students were in moderate-to-high growth percentiles at certain points). Administrators also reported improvements in attendance after a difficult January and said subgroup growth for students with disabilities and high-needs students showed positive movement.
Why it matters: the plan targets day-to-day instruction and the supports that affect student engagement and learning gains. Administrators said the emphasis on collaborative observation and targeted supports is intended to produce measurable growth in coming years.
The presentation drew questions and compliments from committee members, who praised the school’s emphasis on collaboration and community-building. No formal vote was required for the informational presentation.
