secondary campus improvement plan: 2014 2015 improvement ... · adrienne hunter assistant principal...

Secondary Campus Improvement Plan: 2014‐2015 School Based Improvement Committee

HendrickMiddleSchool Principal: Lisa Long Mission Statement: Our mission is to provide a caring and supportive learning environment preparing students to be responsible citizens able to meet the opportunities and challenges of the future with confidence and integrity.

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MiddleSchoolCampusImprovementPlan2014‐2015 HendrickMiddleSchool

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CampusVerificationPage Planning Timelines

CoreWork Diagnostics, Analysis of Critical Actions, and STAAR 2013/2014 Gap Analyses: (by June 2014)

Needs analysis, goal setting and strategic planning: (June, July & August 2014)

Preliminary SBIC Plan Complete: (by August 18, 2014)

Campus teacher data analysis day: (August 18‐21, 2014)

SBIC Plan due in September 2014

Meeting Dates 2014‐2015 Meeting 1: SBIC approves the improvement plan (by September 22, 2014): 9/22/2014

Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 1/26/2015

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 6/1/2015

Title I Components (The following required components have been addressed in this SBIC plan.) Title I Targeted Assistance Components 1 ‐ 8 Title I Schoolwide Components 1 – 10

1. Comprehensive Needs Assessment 2. Effective methods and instructional strategies based on scientifically‐based research 3. Teaching by highly qualified staff 4. High quality and ongoing professional development for teachers, principals and paraprofessionals 5. Increasing parental involvement 6. Transition to different grade levels and schools 7. Involvement of teachers in testing decisions beyond state 8. Monitoring student progress and providing additional assistance 9. Coordination and integration of federal, state and local services and programs 10. Strategies to attract highly qualified and high‐quality teachers to high‐need schools

☒ Non‐Title I ☐ Title I Targeted Assistance ☐ TA Campus transitioning to Title I Schoolwide ☐ Title I Schoolwide


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SBICCommitteeCommittee Member’s Name Role Year 1st Participated on SBIC

Hope Adams Faculty Member 2012

Kelly Morris Faculty Member 2011

Dan Solis Faculty Member 2013

Karen Horne Faculty Member 2013

Raymond Morton Faculty Member 2011

Jana Sprague Faculty Member 2012

Lisa Long Principal 2011

Adrienne Hunter Assistant Principal 2010

Mark Wilczyski Admin Intern 2014

Susan Hayes District Professional 2012

Victoria Hines Campus Professional, Non‐teaching 2011

Robmikia Holman Support Staff Member 2014

Still searching for committee member Parent‐Selected by PTA

Still searching for committee member Parent‐Selected by Principal

Tommy Briggs Parent 2013

Arezou Nouri Parent 2011

George Long Parent 2014

Still searching for committee member Parent

Ormie Melton Community Member 2010

Still searching for committee member Community Member

Kim Winkler Business Representative 2011

Still searching for committee member Business Representative


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DistrictandCampusGoals1. Increase the percentage of students meeting STAAR Satisfactory performance rates. 2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas. 3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group – Closing Performance Gaps. 4. Increase the percentage of students meeting STAAR Advanced performance rates. 5. Increase high school graduation rates and ensure students are on track to graduate. 6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness. 7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (55% meet Level II on STAAR/EOC).

Campus‐Wide Goals Title I Components

Applicable Student Groups

Health, Fitness and Attendance: The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students.

9 All

Violence Prevention and Bullying: The violent incidents will meet the target measure. Measure: 0 9 All

Parental Involvement: The campus will provide for a program to encourage and increase participation of parents in regular, two‐way and meaningful communication involving student academic learning and school activities.

5 All

Highly Qualified: The highly qualified rate will meet the 100% target measure. 3, 4, 10 All


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Campus‐WideCriticalActions

Campus‐Wide Critical ActionsAreas for improvement identified by Campus Needs Assessment: NCEA CoreWork Diagnostics and STAAR/EOC Gap Analysis.

Address any student groups that did not meet Accountability Safeguards.

Title I Components


1. Study exactly what is to be taught and learned – and to what level of mastery – at their grades and in their subjects. (Theme 1: Curriculum & Academic Goals) All Students

2. Align all instruction with the district’s written curriculum and assessment schedules. (Theme 1: Curriculum & Academic Goals) All Students

3. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership & Capacity Building) All Students

4. Collaborate in teams focused on curriculum, instruction, and assessment. (Theme 2: Staff Selection, Leadership & Capacity Building) All Students

5. Use allocated time as a tool to maximize learning opportunities. (Theme 3: Instructional Tools: Programs & Strategies) All Students

6. Use high – yield instructional strategies as tools to support rigorous learning. (Theme3: Instructional Tools: Programs & Strategies) All Students

7. Discuss student performance results early and often with the principal, parents, and students. (Theme 4: Monitoring Performance & Progress) All Students

8. Analyze student performance data to inform team discussions and decisions. (Theme 4: Monitoring Performance Data) All Students

9. Provide proven interventions within the classroom to assist each student in mastering grade‐level learning objectives. (Theme 5: Intervention & Adjustment) All Students

10. Provide proven interventions before, during, and after school in the area writing to assist in mastering writing objectives. (African American ‐Writing‐47%, ED‐Writing‐54%) AA and Econ

Dis


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TeamCritical‐ActionsELA (Reading and Writing) Critical Actions

Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports Title I

Components Applicable

Student Groups 1. Provide proven interventions within the classroom to assist each student in mastering grade‐level learning objectives. (Theme 5:

Intervention & Adjustment) ALL

2. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership & Capacity Building)

ALL

3. Study exactly what is to be taught and learned – and to what level of mastery – at their grades and in their subjects. (Theme 1: Curriculum & Academic Goals)

ALL

4. Align all instruction with the district’s written curriculum and assessment schedules. (Theme 1: Curriculum & Academic Goals) ALL

Mathematics Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports

Title I Components


1. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff, Selection,Leadership, & Academic Goals)

ALL

2. Discuss student performance results early and often with the principal, parents, and students. (Theme 4: Monitoring Performance & Progress)

ALL


ALL

4. Align all instruction with the district’s written curriculum and assessment schedules. (Theme 1: Curriculum & Academic Goals) ALL

Science Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports

Title I Components


1. Collaborate in teams focused on curriculum, instruction, and assessment. (Theme 2: Staff Selection, Leadership & Capacity Building) ALL

2. Use allocated time as a tool to maximize learning opportunities. (Theme 3: Instructional Tools: Programs & Strategies) ALL

3. Analyze student performance data to inform team discussions and decisions. (Theme 4: Monitoring Performance Data) ALL

4. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership, & Capacity Building)

ALL

Social Studies Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports

Title I Components


1. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection,Leadership, & Capacity Building)

ALL


ALL

3. Collaborate in teams focused on curriculum, instruction, and assessment. (Theme 2: Staff Selection, Leadership, & Capacity Building)

ALL

4. Use high – yield instructional strategies as tools to support rigorous learning. (Theme3: Instructional Tools: Programs & Strategies) ALL


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ELAImprovementPlan(ReadingandWriting) Critical Action: Provide proven interventions within the classroom to assist each student in mastering grade‐level learning objectives. Strategies for Accomplishing Critical Action: Provide tutorials that target specific objectives

Action Step Project Lead, Staff, Title I Staff,Resources, Timeline: 2014‐2015 Formative & Summative Notes and Reflections

Utilize writing conference with 7th grade students to ensure that students understand the writing process. Targeted advisory and afterschool intervention for writing (writing lab & Food for Thought afterschool tutoring).

Classroom teachers Notes from student conferences, activities utilized in targeted intervention, notes from grade level ELA meeting and department meeting Summative: Through discussion with teachers, they felt that the having targeted advisory and afterschool intervention for writing was helpful. It was also discussed how to increase the number of students attending and what different strategies that will be used in the sessions.

Revisit the tutorial schedule to help determine the most effective ways to address specific academic objectives.

Classroom teachers Survey

Identify steps needed to improve the tutorial schedule to help create a powerful teaching practice.

Classroom teachers Notes on identified steps Summative: This is still a work in progress with teachers. Started dialogue with teachers about the steps needed to help create a powerful teaching practice during tutorial.

Team shares notes with administrator to help provide a summary to the faculty.

Classroom teachers Notes from meeting Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings.

Critical Action: Provide proven interventions within the classroom to assist each student in mastering grade‐level learning objectives.

Strategies for Accomplishing Critical Action: Train and use peer tutors to support student learning

Action Step Project Lead, Staff, Title I Staff,Resources, Timeline: 2014‐2015 Formative & Summative Notes and Reflections

Create an assessment on the use of peer tutors in the classroom Classroom Teachers SurveyConduct classroom visits to observe the use of peer tutors Administrators Notes from the classroom visitsDevelop a rubric to evaluate the effectiveness of peer tutoring Teacher Teams and

Administrators Rubric

Team shares rubric with teacher teams and leadership to help them increase peer tutoring in their classroom

Teacher Teams, classroom teachers, and administrators

Rubrics and notes from the discussion


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Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team. Strategies for Accomplishing Critical Action: Visit other classrooms as part of collaborative process

Action Step Project Lead, Staff,

Resources, Timeline: Aug. 2014 ‐ 2015

Formative & Summative Notes and Reflections

Team will create a schedule of opportunities to visit other teacher’s classroom at least 2 times a year.

Teacher Teams and Administrators

Schedule of visits

Team members identify instructional focus for classroom observations visits.


Notes from classroom visits

Following the classroom observations visits, teams will meet to debrief and analyze the visit.



Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team. Strategies for Accomplishing Critical Action: Participate in focused learning team walks




Create protocol for structured learning team walks including teachers and administrator.


Written protocol

Team identifies instructional focus of the learning walk. Teacher team Notes on identified focusDevelop observation documents to record observations. Teacher Teams and

Administrators Observation documents

Identify date of learning walks, including a half‐day schedule of classrooms to be visited.


Schedule of learning team walk visits

Afternoon of learning walk, structure time for team members to review and share their observations.


Notes form learning team walk

Team shares observations with leadership and classroom teachers who hosted visits.

Teacher team, leadership team, classroom teachers, and administrator

Notes from meeting


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Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team. Strategies for Accomplishing Critical Action: Fully discuss instructional strategies following observation




Provide a schedule time for teachers to meet following peer observation to discuss the instructional strategies that were observed during the visit.


Notes from meeting Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings.

Department Head and administrator models non‐evaluative, objective analysis feedback

Teacher team, department head, and administrator

Engage in conversation that answers questions with regards to instructional strategies observed during the visit that provides effective feedback


Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team. Strategies for Accomplishing Critical Action: Reflect on lessons as a team




Meet weekly with the team to discuss lessons that have been taught and any additional information to effectively teach the lessons.



Analyze common assessments as a team and create action items that need to be address within the lessons.


Identify through team discussion the focus for classroom visits. Teacher Teams and Administrators


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Critical Action: Study exactly what is to be taught and learned – and to what level of mastery – at their grades and in their subjects. Strategies for Accomplishing Critical Action: Explain the district’s written curriculum




Utilize the following question to confirm understanding of the written curriculum: “How would you respond if a parent or student asks what students should know and be able to do when they complete your class?”

Classroom Teachers

Share academic objectives of the district’s written curriculum with all students and parents.

Classroom Teachers, Team Leaders, Department Heads, Administrative Team

Provide opportunities for students to discuss expected learning outcomes.

Classroom Teachers

Critical Action: Study exactly what is to be taught and learned – and to what level of mastery – at their grades and in their subjects. Strategies for Accomplishing Critical Action: Explain mastery level for all leaning objectives.




Create opportunities for teachers to discuss and understand the “level of mastery” students are to attain on each learning objective.


Organize team/department discussions to ensure that all teachers can explain the “level of mastery” that students are expected to attain on given learning objectives.



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Critical Action: Study exactly what is to be taught and learned – and to what level of mastery – at their grades and in their subjects. Strategies for Accomplishing Critical Action: Relate items on various assessments to learning objectives




Utilize team/department meetings to ensure that all teachers can articulate the relationship between assessment items and the academic objective.


Organize team/department discussions to examine the academic objective associated with each assessment item as written in the curriculum


Critical Action: Align all instruction with the district’s written curriculum. Strategies for Accomplishing Goal: Critical Action instruction from district written curriculum




Utilize team/department meetings to discuss the district curriculum and lesson planning expectations.


Use questioning strategies before, during and after classroom visits to support teacher in examining their understanding of what students are to know and be able to do regarding lessons taught.


Provide opportunities for teachers to give feedback to the following question: “What is it that you are expecting students to be able to do as a result of that activity/lesson/strategy?”



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Critical Action: Align all instruction with the district’s written curriculum. Strategies for Accomplishing Critical Action: Pace instruction to master tested knowledge and skills




Review pacing guides and schedules with classroom teachers to ensure ample opportunity to master the knowledge and skills on which they will be measured.


Discuss pacing and necessary adjustments during department/grade level subject meetings.


Utilize state, district and campus results to investigate issues related to student preparedness for the subject/class.


Critical Action: Align all instruction with the district’s written curriculum. Strategies for Accomplishing Critical Action: Align classroom assessment with standardized tests




Monitor alignment between classroom assessments and district benchmarks or the state assessment.


SAS Reports, Department Meeting Notes, Team Meeting Notes, & Leadership Meeting Notes

Provide opportunities for teacher to practice coding assessment items to the academic objective they are measuring. (Content and Thinking Level)


Department heads will meet and discuss copies of classroom assessments that have been coded by content and thinking level.



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MathematicsImprovementPlanCritical Action: Participate in peer classroom visits in order to improve the instructional practices of the team.

Strategies for Accomplishing Critical Action: Visit other classrooms as part of collaborative process




Team will create a schedule of opportunities to visit other teacher’s classrooms at least 2 times a year.


Schedule of visits

Team members identify instructional focus for classroom observations visits






Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team.

Strategies for Accomplishing Critical Action: Participate in focused learning team walks






Written protocol

Team identifies instructional focus of the learning walk Teacher team Notes on identified focusDevelop observation documents to record observations. Teacher Teams and

Administrators Observation documents









Notes from meeting


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Strategies for Accomplishing Critical Action: Fully discuss instructional strategies following observation






Notes from meeting



Notes from meeting



Notes from meeting


Strategies for Accomplishing Critical Action: Reflect on lessons as a team




Meet weekly with the team to discuss lesson that have been taught and any additional information to effectively teach the lessons.





Action Plan with items to address with dates

Identify through team discussion the focus for classroom visits. Teacher Teams and Administrators

Notes from discussion


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Critical Action: Discuss student performance results early and often with the principal, parents, and students.

Strategies for Accomplishing Critical Action: Meet individually with school leaders to discuss all students’ progress




Schedule a meeting to discuss academic progress of students. Teacher Teams and Administrators

Agenda Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings.

Create a rubric at assess the challenges and strengths with regards to academic progress of students.

Teacher team Rubric

Team refers to the rubric to brainstorm methods and strategies to ensure student progress.

Teacher team List of methods and strategies


Strategies for Accomplishing Critical Action: Communicate frequently with all parents




Communicate effectively with parents with regards to student performance.

Teacher team Communication log Summative: Teachers have documented communication log of communication between the parent and teacher about their students’ performance.

The team will discuss the most appropriate and effective way to communicate with parents and create a rubric to be used when communicating with parents about student performance.

Teacher team Team meeting notes and rubric Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings.

Team shares rubric with staff and discuss the advantages and areas of concern with creating a school wide communication rubric

Faculty Agenda, meeting notes, and rubric


Strategies for Accomplishing Critical Action: Confer individually with students at least once a semester





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Team will conference with students, at least once a semester, to review progress toward achieving their academic goals

Teacher teams Goal sheet

Team shares their experiences with regards to the conferences. Team assesses what worked or what needs to be adjusted to make the conferences more effective.

Teacher team Team meeting notes Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings.


Strategies for Accomplishing Critical Action: Provide timely feedback




Team will discuss the importance of timely feedback to students. Teacher Teams and Administrators

Team meeting notes Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings.

Team will create and maintain a log of the turnaround time students work is given back to them in a six‐week period.


Teacher Observation and Discussion

Team will meet to discuss and examine the turnaround time as a team and create action steps to ensure that students are receiving feedback in a timely manner.


Team meeting notes

Critical Action: Study exactly what is to be taught and learned – and to what level of mastery – at their grades and in their subjects.

Strategies for Accomplishing Critical Action: Explain the district’s written curriculum




Utilize questions the following question to confirm understanding of the written curriculum: “How would you respond if a parent or student asks what students should know and be able to do when

Classroom Teachers Teacher Discussions/Notes


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they complete your class?” Share academic objectives of the district’s written curriculum with all students and parents.


Team and Department Discussions/Notes


Classroom Teachers Classroom Walkthroughs


Strategies for Accomplishing Critical Action: Explain mastery level for all learning objectives






Teacher and Department Discussions/Notes



Teacher and Department Discussions/Notes


Strategies for Accomplishing Critical Action: Study the specific knowledge and skills to be tested




Team will meet to analyze the learning objectives. Teacher Team & Administrative Team

Team meeting notes

Team will meet to discuss student work and assessment to determine if objectives have been met.

Teacher Team & Administrative Team

Team meeting notes and student samples

Team will discuss strategies and resources that can be utilized to help students in meeting the objectives.

Teacher Teams and Administrative Team

Team meeting notes


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Strategies for Accomplishing Critical Action: Relate items on various assessments to learning objectives




Utilize team/department meetings to ensure that all teachers can articulate the relationship between assessment items and the academic objective.



Organize team/department discussions to examine the academic objective associated with each assessment item as written in the curriculum



Critical Action: Align all instruction with the district’s written curriculum and assessment schedules.

Strategies for Accomplishing Critical Action: Pace instruction to master tested knowledge and skills




Review pacing guides and schedules with classroom teachers to ensure ample opportunity to master the knowledge and skills on which they will be measured.


Team and Department Discussion/Notes Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings.

Discuss pacing and necessary adjustments during department/grade level subject meetings.


Team and Department Discussion/Notes Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings. There is still continuing dialogue about pacing in subject area.

Utilize state, district and campus results to investigate issues related to student preparedness for the subject/class.


Team and Department Discussion/Notes

Critical Action: Align all instruction with the district’s written curriculum and assessment schedules.

Strategies for Accomplishing Critical Action: Align classroom assessments with standardized test




Monitor alignment between classroom assessments and district benchmarks or the state assessment.




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Provide opportunities for teacher to practice coding assessment items to the academic objective they are measuring. (Content and Thinking Level)



Department heads will meet and discuss copies of classroom assessments that have been coded by content and thinking level.




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ScienceImprovementPlanCritical Action: Collaborate in teams focused on curriculum, instruction, and assessment.

Strategies for Accomplishing Critical Action: Analyze learning objectives as a team





Team meeting notes






Team meeting notes

Critical Action: Collaborate in teams focused on curriculum, instruction, and assessment.

Strategies for Accomplishing Critical Action: Develop, review, or refine lessons as a team




Team will meet collective and collaborative about lessons being taught during the six‐weeks.


Team meeting notes

Team will collaborative and discuss lesson plans. Teacher team Team meeting notes


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Strategies for Accomplishing Critical Action: Study student work or assessment results as a team




Team will meet to review student work samples. Teacher Team Team meeting notes and student work samplesTeam will meet to review assessment data. Teacher team Team meeting and assessment data


Strategies for Accomplishing Critical Action: Collaborate with vertical teams




Team will meet to discuss preparedness for subsequent grade level. Teacher team Team meeting notesTam will collaborate to come up with recommendations to improve student’s preparedness for each grade level.

Teacher team Team meeting notes

Critical Action: Use allocated time as a tool to maximize learning opportunities.

Strategies for Accomplishing Critical Action: Use instructional time efficiently by addressing prerequisite knowledge




Team will determine what interventions are needed to address prerequisite skills and knowledge gaps that are needed to master a concept in the current grade level.


Team will structure tutorials to help students that are in need of the prerequisite skills.

Teacher team Tutorial agenda Summative: See tutorial agenda of prerequisite skills being taught


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Strategies for Accomplishing Critical Action: Use cross‐curricular instruction to maximize instructional time




Team will meet to discuss how different learning objectives are connected to their learning objectives.


Team will work with other teachers in other subjects to determine which learning objectives are crossed between the subjects.


Team and Department Discussions


Strategies for Accomplishing Critical Action: Differentiate instruction to maximize learning time




Team will meet to discuss ways for teachers to differentiate instruction in order to decrease re‐teaching time.


Team will collaborate ways to differentiate lessons to ensure all students understand the lesson.


Critical Action: Analyze student performance data to inform team discussions and decisions.

Strategies for Accomplishing Critical Action: Analyze student data from many sources




Team will meet to review student performance data and determine how the team will use the data.


Team will utilize student performance data in SAS to guide Teacher team Team meeting notes and SAS


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discussion on student performances.


Strategies for Accomplishing Critical Action: Use student performance data to identify best practices




Team will meet to discuss student performance data and what good teaching practices are being utilizes in the classroom.


Team will collaborate to identify instructional strategies and assessment to ensure good teaching practices.

Teacher team Teaming meeting notes Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings of a list of instructional strategies and assessments that can be used in the classroom.

Team will meet to debrief on the whether the instructional strategies need to be restructured.

Teacher team Teaming meeting notes


Strategies for Accomplishing Critical Action: Analyze student performance data to adjust instructional strategies




Team will meet to analyze student performance data to identify any adjust that need to be made to their instructional strategies.

Teacher team Team meeting notes and performance data

Team will study the student performance data to help determine what instructional adjustments might need to be made for student success.

Teacher team Team meeting notes and performance data



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Strategies for Accomplishing Critical Action: Share student performance results as a team




Team will meet to share assessment to help identify best practices. Teacher team Team meeting notesTeam will meet to have deeper discussion on what they can do as a team to ensure best practices are being utilized in the class.



Strategies for Accomplishing Critical Action: Visit other classrooms as part of collaborative process





Teacher Teams and Administration

Schedule of visits














Written protocol


Administration Observation documents








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Notes from meeting


Strategies for Accomplishing Critical Action: Fully discuss instructional strategies following observations





Teacher team and administrator Notes from meeting



Classroom Visits/Follow‐Up Discussions



Classroom Visits/Follow‐Up Discussions


Strategies for Accomplishing Goal: Reflect on lessons as a team




Meet weekly with the team to discuss lesson that have been taught and any additional information to effectively teach the lessons.

Teacher Teams Lesson plans and meeting notes


Identify through team discussion the focus for classroom visits.


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Strategies for Accomplishing Critical Action: Visit other classrooms as part of the collaborative process






Schedule of visits







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SocialStudiesImprovementPlan








Written protocol


Administration Observation documents









Notes from meeting


Strategies for Accomplishing Critical Action: Fully discuss instructional strategies following observations






Notes from meeting






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Strategies for Accomplishing Critical Action: Explain the district’s written curriculum




Utilize questions the following question to confirm understanding of the written curriculum: “How would you respond if a parent or student asks what students should know and be able to do when they complete your class?”

Classroom Teachers

Share academic objectives of the district’s written curriculum with all students and parents.



Classroom Teachers


Strategies for Accomplishing Critical Action: Explain mastery level for all learning objectives









Strategies for Accomplishing Critical Action: Study the specific knowledge and skills to be tested




Team will identify academic objectives for each lesson. Teacher team Team will analyze assessments to ensure that the academic objectives have been met by students.

Teacher team Assessments

Team will meet to discuss assessments to help determine if the academic objectives have been met by students. Team will collaborative strategies to ensure that the academic objectives are being met.

Teacher team Team meeting notes and strategies Summative: See the Grade Team Leaders/Department Head


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notes of the team meetings and department meetings. Review of the assessments to see if there is a need for a change in a strategy being used to teach the lesson.


Strategies for Accomplishing Critical Action: Analyze learning objectives as a team





Team meeting notes






Team meeting notes


Strategies for Accomplishing Critical Action: Develop, review, or refine lessons as a team




Team will meet collective and collaborative about lessons being taught doing the six‐weeks.


Team meeting notes Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings.

Team will collaborative and discuss lesson plans Teacher team Team meeting notes Summative: See the Grade Team Leaders/Department Head notes of the team meetings, department meetings and lesson plans.


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Strategies for Accomplishing Critical Action: Study student work or assessment results as a team




Team will meet to review student work samples. Teacher Team Team meeting notes and student work samplesTeam will meet to review assessment data. Teacher team Team meeting and assessment data


Strategies for Accomplishing Critical Action: Collaborate with vertical teams




Team will meet to discuss preparedness for subsequent grade level. Teacher team Team meeting notesTam will collaborate to come up with recommendations to improve student’s preparedness for each grade level.



Strategies for Accomplishing Critical Action: Share materials and instructional strategies as a team




Team will discuss level of materials and strategies shared with team.

Teacher Team Team meeting notes/documentation Summative: See the Grade Team Leaders/Department Head notes of the team meetings, department meetings and list of materials and strategies used by the team and department.

Team will meet as a team to share and communicate different resources and instructional methods that can be used in the classroom.

Teacher Team Team meeting notes/documentation Summative: See the Grade Team Leaders/Department Head notes of the team meetings and department meetings.

Critical Action: Use high – yield instructional strategies as tools to support rigorous learning.


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Strategies for Accomplishing Critical Action: Use differentiation strategies




Team will look at student assessment to determine the level of students that would need the opportunities for differentiation strategies.

Teacher team Team meeting notes and strategies

Team will review district curriculum to develop differentiation strategies for students.



Strategies for Accomplishing Critical Action: Ask questions that require higher – order thinking




Team will increase their level of questing to incorporate high level questioning with in their lessons.

Teacher team

Team will meet to discuss levels of skills that students use to answer questions.


Team will meet to structure questions prior to the lesson to ensure higher level questioning.

Teacher team Team meeting notes and higher level questions


Strategies for Accomplishing Critical Action: Adjust student group membership regularly




Team will meet to discuss and analyze current grouping practice of students.


Team will discuss and agree on a select grouping they will utilize during a lesson.


Team will analyze the effectiveness of the grouping strategy used during the lesson.



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Strategies for Accomplishing Critical Action: Use mastery learning strategies




Tem will provide feedback to students in a timely manner to ensure understanding prior to the final assessments.

Teacher team Student work samples and assessment data

Team will hold tutorials where students have the opportunity to correct assignments and retake assessments in order to demonstrate mastery.

Teacher team Student work samples

Team will meet to discuss the effectiveness of timely feedback and the impact it had on student learning.



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Health,FitnessandAttendance

Critical Action: The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Critical Action:

Applicable Students

Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

COORDINATED SCHOOL HEALTH: Forms are available on inside.pisd K‐8 Designate a Campus Wellness Captain and establish a Campus

Wellness Team; set meetings, establish measurable goals and document progress toward goal completion. (Required ‐ Form Provided)

Principal

Campus Wellness Plan

Aug. 2014 –June 2015

Summative: See wellness plan

K‐8 Include at least one Parent on Campus Wellness Team. (Required)

Campus Wellness Captain


Aug. 2014 –June 2015

Summative: See wellness plan

K‐8 Ensure that all components of the Coordinated School Health curriculum are delivered in an appropriate setting, i.e. classroom component requires use of a classroom. (Required)

Principal Coordinated School Health Curriculum

Aug. 2014 –June 2015

Summative: See PE/Health lesson plans

K‐8 Create a Coordinated School Health bulletin board inside the school building for students, staff and parents to view. (Required)

P.E. Teacher/ Staff

Coordinated School Health Curriculum

Aug. 2014 –June 2015

Summative: Notices posted in the hallway

K‐8 Notify parents/community members of Family Wellness Nights/Health Fairs through use of marquee, newsletter, web page, myPISD.

Campus Wellness Captain/Principal


Aug. 2014 –June 2015

Summative: See Campus Communication Plan

FITNESS: Forms are available on inside.pisd 3‐8 Analyze student fitness data to set program goals for school

year. (Required ‐ Form Provided) P.E. Teacher Program Goal

Form Aug. 2014 –June 2015

Summative: See team meeting notes

3‐8 All eligible students will be assessed using fitness test components. (Required ‐ Form Provided)

P.E. Teacher Student Exemption Form

Aug. 2014 –June 2015

Summative: See team meeting notes

4th & 7th (NEW ACTION STEP) Ensure all data for 3rd ‐8th grade students is entered on timely basis, fitness report cards are printed (4th and 7th grade) and sent to parents or linked through myPISD. (Required)

P.E. Teacher Fitnessgram Student Report

Aug. 2014 –June 2015

Summative: Data entered into the system


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PHYSICAL ACTIVITY REQUIREMENTS: Forms are available on inside.pisd

K‐8 Ensure students are receiving required physical education classes/minutes for each school year and achieving moderate to vigorous physical activity (MVPA) 50% of the physical education class period. (Required ‐ Form Provided)

Principal Recommended sample schedules are available upon request MVPA Form

Aug. 2014 –June 2015

Summative: See master schedule and PE lesson plans

K‐8 Measure MVPA and physical activity time using pedometers and heart rate monitors. (Required)

P.E. Teacher Pedometers; heart rate monitors

Aug. 2014 –June 2015

Summative: See PE lesson plans

K‐8 Ensure physical education staff is using a sequential and developmentally appropriate curriculum which has students active at least 70%‐90% of class time. (Required ‐ Form Provided)

Principal Yearly Plan Form, Lesson Plans Visible During Class Time Observation

Aug. 2014 –June 2015

Summative: See PE lesson plans

K‐5 (NEW ACTION STEP) Ensure students are receiving daily unstructured play during recess. (Required)

Principal Aug. 2014 –June 2015

K‐5 (NEW ACTION STEP) Ensure students are receiving opportunities for brain breaks and short activity breaks. (Required)

Principal Resources available upon request

Aug. 2014 –June 2015

Summative: AVID strategies utilized

ATTENDANCE: Forms are available on inside.pisd (Please complete cells below)

K‐8 Monitor attendance of students and follow up on prominent and chronic absences. (Required)

Principal District and Campus Attendance Report and Truancy Dates

Aug. 2014 –June 2015

Summative: See attendance records

K‐8 (NEW ACTION STEP) Using Fitnessgram and attendance data, set measurable goals for students who have prominent and chronic absences and whose fitness test scores fall outside the Healthy Fitness Zone. (Required)

Principal Student Goal Form

Aug. 2014 –June 2015

Summative: Student summary results sheet


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ViolencePreventionandBullying

Critical Action: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283) Strategies for Accomplishing Critical Action: Applicable Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

Staff PREVENTION: Identify high risk areas. (Required) Principal/Admin

Intern/Asst. Principal

Staff feedback/ survey Aug. 2014‐June 2015

Summative: HMS student management plan

Monitor high risk areas. (Required) Principal Designee

Staff assignments/ schedule

Aug. 2014‐June 2015


Follow Campus Rules/Expectations. (Required) Principal Code of Conduct, District Handbook Campus Handbook

Aug. 2014‐June 2015


Staff EDUCATION: Participate in annual staff training on bullying/sexual

harassment. (Required) Principal or designee

Handouts/PowerPoint Aug. 2014‐June 2015

Summative: My Learning Plan Sign – In Sheet

Review referral process. (Required) Principal or designee

Campus referral plan Aug. 2014‐June 2015

Summative: My Learning Plan Sign – In Sheet

Staff INTERVENTION: Establish recommended intervention strategies for

classroom/campus. (Required) Principal or designee (campus discipline staff)

Discipline Management Plan

Aug. 2014‐June 2015


Implement campus referral plan. (Required) Principal or designee

Campus Referral Plan Aug. 2014‐June 2015


Utilize Discipline Management strategies. (Required) Principal or designee

Discipline Management Plan

Aug. 2014‐June 2015


All Students

PREVENTION:


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Applicable Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

State clear student expectations/campus rules/citizenship. (Required)

Principal or designee

Code of Conduct/ Student‐Parent Handbook

Aug. 2014‐June 2015


Monitor high risk areas. (Required) All staff Schedule (if necessary) Aug. 2014‐June 2015


All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan Aug. 2014‐June 2015


All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers Campus and Classroom management plan

Aug. 2014‐June 2015


Employ discipline interventions: (Required) Designated staff Campus discipline intervention documentation

Aug. 2014‐June 2015


Use other intervention strategies as necessary/appropriate. (Required)

Administrative staff or counselors

RTI Level 2 – ID: I Define Program

Aug. 2014‐June 2015

Summative: AVID strategies utilized

Conference with parents/students. (Required) Teachers or other staff

Conference notes Aug. 2014‐June 2015

Summative: See conference notes


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ParentInvolvement

Critical Action: The campus will provide for a program to encourage and increase participation of parents in regular, two‐way and meaningful communication involving student academic learning and school activities. Strategies for Accomplishing Critical Action:

Action Step Project Lead, Staff, Title I Staff,Resources, Timeline Formative & Summative Notes and Reflections

Suggested Action Step: Require all parents to register students via Parent Portal in order to have access to Enews, grades, attendance, and electronic information.

Leadership Team Summative: HMS communication plan

Suggested Action Step: Identify parents without computer/internet access to offer hard copies of school information.


Suggested Action Step: PTSA representative meets with the principal on a monthly basis to gain insight to student/parent needs.

Leadership Team Summative: See PTA meeting agendas and minutes

Suggested Action Step: Communicate information through E‐News. Leadership Team Summative: HMS communication plan

Suggested Action Step: Upgrade and maintain the campus website for easy access and increased communication with the community.


Suggested Action Step: Partner with PTSA to offer parental programs on a variety of topics (academic, social, etc…).

Leadership Team Summative: See HMS site calendar and PTA calendar

Suggested Action Step: College/Career Readiness‐ Provide website links to PISD's University Ready Program and to the College Board Website. Offer hard copies of College Board information in Counseling Office.

Leadership Team Summative: See counseling lesson plans

Suggested Action Step: College/Career Readiness‐Provide information to Career Path Classes and certification information.

Leadership Team Summative: See counseling lesson plans


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HighlyQualifiedTeacherImprovementPlan

Critical Action: The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure. Strategies for Accomplishing Critical Action:

Action Step Responsible Staff/Resources Timeline Formative & Summative Notes Plano ISD reviews and modifies the recruitment schedule biannually.

HR HR Employee Recruitment & Retention HR Budget

Aug 2014 ‐July 2015

Recruiting trips are used to identify highly qualified candidates interested in teaching in Plano ISD.

HR/Campus Administrators

HR Employee Recruitment & Retention HR Budget

Aug 2014 ‐July 2015

To attract and retain highly qualified applicants for bilingual students, Plano ISD offers a salary stipend.

HR Operating Fund Aug 2014 ‐July 2015

To attract highly qualified applicants, Plano ISD offers pre‐service teachers at local universities the opportunity to student teach at Plano ISD campuses.

HR/Campus Administrators

HR Employee Recruitment & Retention HR Budget

Aug 2014 ‐July 2015

Local on‐going high quality professional development based on campus/district need is provided to all teachers in all core subject areas.

Curriculum Department/Campus Administrators

Campus/Curriculum Budget

Aug 2014 ‐July 2015

The Plano ISD Certification Office follows district hiring procedures to ensure that teachers are not hired if they do not meet “highly qualified” standards.

HR Certification Office

HR Budget Aug 2014 ‐July 2015

secondary campus improvement plan: 2014 2015 improvement ... · adrienne hunter assistant principal...

Documents