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

HaggardMiddleSchool Principal: Julie‐Anne Dean Mission Statement: The mission of the Haggard Middle School Community is to meet me where I am and develop the skills to take me places I have yet to go.

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MiddleSchoolCampusImprovementPlan2014‐2015 HaggardMS

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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): 9/17/2014

Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 1/28/2015

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 6/2/2015

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

Lori Greenho Faculty Member 2010

Rebecca Grant Faculty Member 2012

Meredith Easter Faculty Member 2012

Kenny Johnson Faculty Member 2013

Ari Weinberg Faculty Member 2014

Nick Maxwell Faculty Member 2014

Julie‐Anne Dean Principal 2000

John Tedford District Professional 2011

Brooks Baca Campus Professional, Non‐teaching 2013

Megan Howard Support Staff Member 2014

Wendi Taylor Parent‐Selected by PTA 2014

Anne Griffith Parent‐Selected by Principal 2014

Amy Hendrix Parent 2014

Christian Gore Parent 2014

Julie Cincotta Parent 2014

Christie Huckaby Parent 2014

Lana Sheffield Community Member 2012

Heather Richardson Community Member 2014

Kathy Salazar Business Representative 2014

Blake Nelson Business Representative 2014


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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. Collaborate in teams to focus on curriculum, instruction, and assessment. All

2. Implement proven interventions to achieve mastery of grade level objectives. All

3. Conduct effective peer classroom observations in order to improve instructional practices. All

4. Ensure that the district’s written curriculum is the taught curriculum in every classroom. All


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TeamCritical‐ActionsELA (Reading and Writing) Critical Actions

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

Student Groups 1. Analyze student performance data to inform team decisions. (Theme 4 : Monitoring Performance & Progress)

All

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

All

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

All

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

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


1. Study the specific role that the grade and subject content plays in the students’ cumulative educational experience. (Theme 1 : Curriculum & Academic Goals)

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. Continually monitor individual student learning in varied ways. (Theme 4 : Monitoring Performance & Progress) All

4. Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives. (Intervention & Adjustment) All

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


1. Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives ( Theme 5 : Intervention and Adjustment)

All

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

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

4. Provide proven interventions to assist each student in mastering grade‐level objectives. (Theme 5 : Intervention & Adjustment) All

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


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

2. 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

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

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


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ELAImprovementPlan(ReadingandWriting) Critical Action: Analyze student performance data to inform team discussions and decisions

Strategies for Accomplishing Critical Action:

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

Analyze student performance data from many sources.1. Meet with teacher teams to review exactly which student

performance data they analyze as a team. 2. Ensure that teachers analyze multiple sources of student

performance data (e.g., common assessments, district benchmarks, state assessment) to inform their decision making.

3. List the specific skills that you want members of each teacher team to possess.

Once developed, use the list to plan professional development activities for each team based on their current skill levels.

Project Lead: ELA Dept. ChairStaff: 6th grade ELA Team Resources: PISD curriculum, Team meeting time, MAP, STAAR, and CogAT data. Timeline: Fall 2014 ‐ develop a clear understanding of what data is being used by team and how they’re using it. Plan professional development for MAP data analysis for sixth‐grade ELA only.

Meeting notes, assessment analysis, professional development Summative Notes: The sixth grade ELA team used each weekly meetings to analyze student performance. These are some of the approaches we used. Individualizes goals were set with MAP testing. Conference with students with feedback on the process of those goals. Reviewed SAS data, essential elements, weekly performances, and CAP assessments to improve daily instruction. Incorporated PAR (Plano Accelerated Reading) for students who struggle in reading TEKS objectives.

Use student performance data to identify best practices.1. Determine the extent to which each teacher team uses student

performance data to identify the best teaching practices on their team.

2. Increase this practice within each teacher team. Using the above information, have teachers determine the ways they may wish to analyze the data for identifying best practice.

Project Lead: ELA Dept. ChairStaff: 6th grade ELA team Resources: PISD curriculum, Team meeting time, MAP, STAAR, and CogAT data. Timeline: Fall 2014‐Spring 2015 ‐ Use team meeting time to develop a list of quality indicators to measure team’s effectiveness in the following areas: Time to study data

collectively. Recommend curricular

changes based on the data reviewed.

Make instructional adjustments as a result of the data reviewed.

Meeting notes, assessment analysis Summative Notes: Teachers have been pulling students out during SSR time to meet in small groups for interventions. Some of these interventions directly relate to the unit and some of these help to close skill gaps needed to understand the unit. Teachers have also been pulling students out after school once a week for 45 minutes for reading tutorials and small group instruction. Vocabulary introduction has been introduced at the beginning of the unit with key vocabulary words as needed. Teachers have created word walls with these vocabulary words. Additionally, reading tutorials were later implemented to help students with test taking strategies as well as address skills gaps. Students met with teachers once a week for 45 minutes for reading instruction and tutorials.


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Share student performance results as team. 1. Determine the extent to which teachers share student

performance results with their team members. 2. Encourage each teacher team in to plan a common lesson

sequence. For a particular objective to be delivered in each of their classrooms.

3. Help teachers to become objective analysts exploring what might account for any variation in student performance they observe in classroom results.

Project Lead: English Dept. Chair Staff: 6th grade ELA team Resources: PISD curriculum, Team meeting time, MAP, STARR, and CogAT data. Timeline: 2014‐15 school year

Agendas, meeting notes Summative Notes: This was accomplished through common planning weekly

Critical Action:

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



Provide tutorials that target specific objectives. 1. Analyze tutoring practices in the building. 2. Discuss results of analysis with department. 3. Identify steps to make tutoring a powerful practice.

Project Lead: ELA Dept. ChairStaff: 7th & 8th grade ELA teachers Resources: Staff members Timeline: Fall semester

Tutorial schedules, meeting notes Summative Notes: Writing workshops and tutorials were provided, RTI training with Megan Adams

Train and use peer tutors to support student learning.1. Conduct of survey of teachers who use peer tutors. 2. Share findings with the team. 3. Study the parameters of effective peer tutoring. 4. Teachers will determine how they will increase the use of

peer tutors to support student learning.

Project Lead: ELA Dept. ChairStaff: 7th & 8th grade ELA teachers Resources: Staff members, professional articles Timeline: Action Steps 1‐3 = Fall semester Action Step 4 = throughout the school year

Survey of peer tutorials, agenda for sharing meeting Summative Notes: Discussed at department pullout. Peer editing with each major writing assignment during the second semester


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Critical Action:

Use interventions beyond the classroom for students who perform below grade level.



Seek support from team members to assist students performing below grade level 1. Examine the ways that teachers in your school currently

collaborate to assist students in their classrooms who are not mastering grade‐level objectives. Ask all teachers to specify exactly how they team with peers to address the needs of these students. Discuss the responses in a school leadership meeting.

2. Meet with teacher teams to review the way teachers indicate they are currently collaborating. Identify any outstanding examples of collaboration to share with the entire faculty.

3. Ask each team to design an activity to increase this practice in your school.

Project Lead: ELA Dept. ChairStaff: 6th grade ELA team Resources: Staff members in the school, examples of collaboration, activities to increase collaboration Timeline: One team meeting each six weeks to allow teachers to discuss and verify implementation

Discuss failures with leadership team, discuss students’ needs and performance in regular department meetings. Summative Notes: Our team leader would take information from our team meetings and discuss with the leadership team about our six weeks failures. Departments meeting regularly to discuss effective ways of teaching skills in each subject. Teachers will discuss the students’ needs and performance and identify best practices.

Seek support from multiple staff members 1. Determine the extent to which teachers seek support from

other staff members for students who are not mastering grade‐level objectives. Shared responsibility of all adults in the school for all learners is typically referred to as a culture of collective accountability. Ask teachers to provide examples that would indicate there is a culture of collective accountability in your school. Brainstorm with the school leadership team to extend these examples. Share the completed list with all staff.

2. Ask teacher team to discuss how they might more actively seek support from staff members to serve their students better. Have the team describe the additional adult support that will be provided beyond the classroom and then actually enact their plan. Share the ideas from each team across the school.

Project Lead: ELA Dept. ChairStaff: 6th grade ELA team Resources: staff members, leadership team, examples that indicate there is a culture of collective accountability in our school, parent support Timeline: Continuously throughout each semester contact other grade level teams and leadership team to discuss the list of examples that indicate collective accountability in our school

Discuss students in team meetings with various stakeholders. Summative Notes: Discuss students in team meetings. Having an administrator and counselor at our team meetings has helped our team be more effective when it comes to helping the students. Helps teachers to come up with a plan of action instead of just venting. Work on being more solution oriented rather than problem focused. Some shared ideas are behavior plans and academic planners/sheets to be signed. Teachers have shared from other grade levels the sheets they use. In addition to weekly meetings, next year all department members will have a common conference period allowing all members of the department to meet and be in continuous contact.


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Critical Action:

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



Visit other classrooms as part of collaborative process:1. Provide opportunities for teachers to visit other team

members’ classrooms. 2. Ask each teacher to schedule a single period of observation

time with another team member 3. Provide structured time for teachers to debrief following a

visit. 4. Work to develop an observation schedule that provides 3‐6

opportunities per school year.

Project Lead: ELA Dept.CchairStaff: 6th grade ELA team Resources: PISD curriculum, meeting time Timeline: One (min) observation per teacher during first semester; two (min) observations per teacher during second semester.

Schedule of team walks and rubrics for observation Summative Notes: Because of common planning time, visiting peer classes was challenging. Members noted in the future, substitutes could be provided to cover classes while they observe peers.

Participate in focused learning team walks: 1. Develop a structure for learning team walks to focus on

use of a practice or strategy. 2. Have team members develop and use rubrics or

observation documents to record observations.

Project Lead: ELA Dept.ChairStaff: 6th grade ELA team Resources: PISD curriculum, curriculum calendars, observation documents. Timeline: Two (min) team walks before June.

Schedule of interdisciplinary walks and rubrics for observation

Fully discuss instructional strategies following observations:1. Provide structured time for teachers to meet following any

peer observation to discuss the instructional strategies that were used and observed.

2. Model the type of sharing expected to be seen. 3. Initiate discussions about what may not have worked by

asking questions.

Project Lead: ELA Dept. ChairStaff: 6th grade ELA team Resources: PISD curriculum, curriculum calendars, observation documents. Timeline: Meet within ten days of each observation for three (min) meetings per year.

Schedule meetings to debrief Summative Notes: Teachers meet each week to plan the curriculum and share ideas. Notes are often taken on changes needed in the delivery of the lesson for the following year. Student products are often shared with best practices noted. Teachers discuss what has worked and what needs revision. Teachers are cognizant of lessons that would seem to support movement to higher growth bands for MAP.

Reflect on lessons as a team: 1. Determine the extent to which teachers use team meeting

time to review specific lessons that have been taught. Consider these factors: set format for reviewing lessons, teacher participation, student learning measure of

Project Lead: ELA Dept. ChairStaff: 6th grade ELA team Resources: PISD curriculum, curriculum calendars, observation documents.

Meeting notes, agenda Summative Notes: Teachers meet weekly to reflect on specific instructional practices used the previous week, noting what may be viewed as a best


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effectiveness, sharing of what did not work, are specific and tangible adjustments recorded for future use.

2. Have teacher observe another’s lesson so that she/she can offer additional insight during review process.

Timeline: Meet within ten days of each observation for three (min) meetings per year.

practice. Review of student scores through daily work, quizzes, or tests lead teachers to plan for remediation. Teachers discuss and share materials for remediation and discuss tutorials. Insight is gained through observations and sharing of actual practices.

Critical Action:




Visit other classrooms as part of collaborative process:1. Provide opportunities for teachers to visit other team

members’ classrooms. 2. Ask each teacher to schedule a single period of observation

time with another team member 3. Provide structured time for teachers to debrief following a visit 4. Work to develop an observation schedule that provides 3‐6

opportunities per school year.

Project Lead: ELA Dept. ChairStaff: 7th & 8th grade ELA teachers Resources: PISD curriculum, curriculum calendars, meeting time Timeline: At least one observation per teacher in first semester. At least two observations per teacher in second semester.

Schedule of team walks and rubrics for observation Summative Notes: Because of common planning time, visiting peer classes was challenging. Members noted in the future, substitutes could be provided to cover classes while they observe peers.

Participate in focused learning team walks: 1. Develop a structure for learning team walks to focus on use of

a practice or strategy. 2. Have team members use rubrics or observation documents to

record observations.

Project Lead: ELA Dept. ChairStaff: 7th & 8th grade ELA teachers Resources: PISD curriculum, curriculum calendars, observation documents. Timeline: At least two team walks before June.


Fully discuss instructional strategies following observations:1. Provide structured time for teachers to meet following any

Project Lead: ELA Dept. ChairStaff: 7th & 8th grade ELA

Schedule meetings to debrief


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peer observation to discuss the instructional strategies that were used and observed.

2. Model the type of sharing expected to be seen. 3. Initiate discussions about what may not have worked by asking

questions.

teachersResources: PISD curriculum, curriculum calendars, observation documents. Timeline: Meet within two weeks of each observation for at least three meetings per year.

Reflect on lessons as a team: 1. Determine the extent to which teachers use team meeting time

to review specific lessons that have been taught. Consider these factors: set format for reviewing lessons, teacher participation, student learning measure of effectiveness, sharing of what did not work, are specific and tangible adjustments recorded for future use.

2. Have teacher observe another’s lesson so that he/she can offer additional insight during review process.

Project Lead: ELA Dept. ChairStaff: 7th & 8th grade ELA teachers Resources: PISD curriculum, curriculum calendars, observation documents. Timeline: Meet within two weeks of each observation, for at least three meetings per year.

Meeting notes, agenda

Critical Action:

Study exactly what is to be taught and learned—and to what level of mastery—at their grades and in their subjects.


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

Explain the district’s written curriculum 1. Clarify learning goals. Identify the academic objectives of

district’s written curriculum. Be able to specify what students should know and be able to do when they complete any given grade/subject.

2. Encourage teachers to share learning objectives with students and parents—even if not directly asked.

3. Encourage students to ask “What am I supposed to be able to do as a result of completing this class?”

Project Lead: ELA Dept. ChairStaff: 7th & 8th grade ELA teachers Resources: TEKS, PISD curriculum Timeline: Prior to each unit

Newsletter, discussing learning targets/posting, introducing with each unit or new objective, mypisd, printing a student calendar for each child, writing or printing the learning target on the handouts.

Explain mastery level for all learning objectives 1. Understand the level of mastery students should be able to

Project Lead: ELA Dept. ChairStaff: 7th and 8th grade ELA

Summative Notes:Discussed at monthly department meetings


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demonstrate according to district’s curriculum.2. Verify that teachers are able to explain this level of mastery

students are expected to attain.

teachersResources: PISD curriculum Timeline: full school year

Analyze data from multiple testing sources MAP goal setting

Study the specific knowledge and skills to be tested1. Ensure that all teachers can identify the specific objectives of

the district’s written curriculum that are to be mastered by any assessment.

2. Make results of any assessment administered in your school instructionally meaningful for teachers by showing which academic objective is being measured.

3. Teachers study connection between test items and the tested academic objective in collaborative team meetings.

Project Lead: ELA Dept. ChairStaff: 7th & 8th grade ELA teachers Resources: PISD curriculum Timeline: Meetings after major assessments

Summative Notes: Analyzed data at grade level and department meetings throughout the year as it becomes available

Relate items on various assessments to learning objectives1. All teachers show ability to articulate the relationship between

any assessment item and the academic objective 2. Teachers provided with resources that connect all state

assessment items to the district’s written curriculum. 3. Teachers examine academic objective associated with

assessment items to determine level of instruction needed.

Project Lead: ELA Dept. ChairStaff: 7th & 8th grade ELA teachers Resources: PISD curriculum Timeline: Full school year

Summative Notes: Discussed at grade level department meetings and with ELA team at department meetings.

MathematicsImprovementPlan

Critical Action:

Study the specific role that the grade and subject content plays in students’ cumulative educational experience.



Describe the full continuum of student learning objectives.1. Meet with math department teacher above & below each

grade level to look at the curriculum alignments once a month during the department meetings.

2. Take time to observe other classroom teachers in other grade levels, during off periods and look for math connections.

3. Contact Vines or Plano Senior teachers to make sure students are ready for the next math step.

Project Lead: Department HeadStaff: Math Teachers 6‐8 Recourses: TEKS PISD Curriculum Timeline: Ongoing

Meeting notes, schedule of observations Summative Notes: Team collaborated to analyze which objectives and TEKS overlap and build through the grade levels during the math department meetings, pull out days, and professional development days.


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4. See that all teachers have the knowledge of books that are taught in other grade levels.

Critical Action:




Visit other classrooms as part of collaborative process1. Provide opportunities for teachers to visit other team

members’ classrooms during conference periods so teachers can visit other grade levels or other disciplines.

2. Ask a teacher to schedule a single period of observation time with another team member or other discipline.

3. Provide structured time to debrief following a visit.


Schedule of observations, rubric for observations Summative Notes: Summative Notes: Because of common planning time, visiting peer classes was challenging. Members noted in the future, substitutes could be provided to cover classes while they observe peers.

Participate in focused learning team walks 1. Develop a structure for learning team walks and focus on use

of a practice or strategy. 2. Have team members develop and use rubrics or observation

documents to record their observations.


Schedule of observations, rubric for observations

Fully discuss instructional strategies following observations1. Provide structured time for teachers to meet following any

peer observation to discuss instructional strategies that were used and observed.

2. Have team members share strategies they observed that would be of benefit in their classroom.


Meeting notes


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Critical Action:

Continually monitor individual student learning in varied ways.



Monitor student understanding intermittently throughout lessons.1. Establish specific goals that teachers will check for at specific

points throughout each lesson. 2. Have the grade level team examine one lesson that will be

taught and decide on points at which they will check understanding.


Grade level meetings, review data Summative Notes: Grade level teams met daily and during Math Pull out day and monthly department meetings and review student data, and determine what standards need to be retaught. Grade level teams meet with a math coach from the district that helped examine multiple lessons that were taught. As a group, the team decided on points at which they checked for understanding.

Monitor students’ higher‐order thinking 1. Decide on what extent to monitor students across full range of

thinking skills. 2. Examine teachers questioning techniques.


Meetings with math coach to discuss learning strategies Summative Notes: Grade level teams met with a math coach from the district to decide strategies teachers will use to monitor student across full range of thinking skills.

Critical Action:

Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives.



Extend learning for students who demonstrate early mastery1. Help teacher distinguish between gifted students and those

who have demonstrated early mastery. 2. Use extension and enrichment questions to increase the depth

of knowledge.


Formative and summative assessments to recommend honors placements Summative Notes: Students successfully mastering early success of grade level TEKS, were recommended to be placed into honors math courses. Using summative and formative assessments. ‐On‐going Process.

Work collectively to challenge students who demonstrate early Project Lead: Department Head Collaborate to construct challenging and enriching activities


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mastery 1. During department meetings and school leadership meetings,

collaborate on how to assist students in the classroom who demonstrate early mastery. Ask all teachers to specify exactly how they team with peers to address the needs of these students.

Staff: Math Teachers 6‐8Recourses: TEKS PISD Curriculum Timeline: Ongoing

Summative Notes: Teachers would collaborate and construct challenging and enriching activities. Grade level team members would analyze the formative and summative assessments for each unit for students who demonstrated early mastery at 90% or above. Ongoing Process.

Identify specific work products/outcomes for extended learning1. Have students share their new discovery. 2. Collect samples of extended learning activities that the

teachers are currently using. Summarize your observation and share with department.

3. Encourage teachers to work with their teams to define the work products and outcomes that will be expected for any extended learning opportunity. Teachers should be clear and specific about what type of evidence they will accept.


Create enrichment activities and a selection process for assignments Summative Notes: Each unit we recommended select students demonstrating early mastery using assessments to participate in enrichment activities. And were then required to present their new discoveries to the class. Teachers in each grade level shared examples of extended learning activities that were successfully implemented in their classes during our monthly math department meetings. During discussion teachers would contribute various strategies that could also be used. By the end of April each teacher was able to collect 5 new enrichment activities and work samples they could possibly incorporate into next year’s lessons.

ScienceImprovementPlan

Critical Action: Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives.



Extend learning for students who demonstrate early mastery:1. Teachers should be distinguishing between gifted students and

those who are demonstrating early mastery of a grade learning objective.

2. Investigate the approaches teachers take in addressing the early mastery students. Make sure it is a “deeper, not wider”

Project Lead: Department Head Staff: Science Teachers 6‐8 Resources: TEKS, PISD curriculum Timeline: Ongoing

Formative and summative assessments to recommend honors placements Summative Notes: Various strategies were used to extend learning including Review Games, Interactive Tutorial Games, Independent Research, Concept Extensions, Vocabulary Games, Roller Coaster


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approach. 3. Teachers should work in teams to develop new learning

opportunities and activities that will be carefully crafted to require deeper levels of thinking and investigation relative to the same standard for which they have developed mastery.

Design Extension, etc.

Identify specific work products/outcomes for extended learning:1. Collect and compare samples of extended learning activities

that teachers are currently using to gauge the amount of structure provided in these assignments.

2. Teachers should work with their teams to define the work products and outcomes that will be expected for extended learning opportunities in their classrooms.


Collaborate to construct challenging and enriching activities Summative Notes: Various specific work products were produced including Body System model showing person with disease/complication, 3D cell model and Bottle Biology, and Roller Coaster Design.

Work collectively to challenge students who demonstrate early mastery: 1. Examine the ways that teachers in your school currently

collaborate to students in their classrooms who demonstrate early mastery of grade‐level objectives. .

2. Meet with teacher teams to review the way teachers indicate they are currently collaborating.

3. To increase this practice in the school, have teachers team with other teachers of the same grade and subject to regroup students who show early mastery.


Create enrichment activities and a selection process for assignments Summative Notes: Students were given different options when they displayed early mastery, including games/extension activities, research portfolios, and practice items with advanced rigor.

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



Visit other classrooms as part of collaborative process:1. Provide time to visit other teachers, not just for personal

growth for those experiencing difficulty‐but as part of school business (best practices). Make it a normal routine.

2. Teachers should plan times for visits (conference/off periods), get subs if needed‐combine classes for coverage to go observe.

Project Lead: Department Head Staff: Science Teachers 6‐8 Resources: Coworkers Timeline: Ongoing

Schedule of team walks and rubrics for observation Summative Notes: Teachers observed each other and gave feedback, would like more time to continue observations and conversations that come from them.


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3. Provide time to talk about observations (debrief). Analyze instruction (not just compliments).

4. Develop observation schedule (3‐6 per year) with goals. Participate in focused learning team walks: 1. Do walks with a group of educators (3‐5) with focus/particular

strategy. 2. Develop rubrics for evaluating observations. Visit 15 min at

end to review observations‐then meet with admin& teachers to discuss.



Fully discuss instructional strategies following observations:1. Plan time to discuss with teachers about observation. 2. Model type of sharing‐what you would like to see. Establish

comfort for collaboration. 3. Encourage teachers to discuss/ask questions. Investigate! 4. Pick effective follow‐up to share at staff meetings about

specific practices pedagogy.


Schedule meetings to debrief

Reflect on lessons as a team: 1. Do teachers use team meeting time to review specific lessons? 2. Does this lesson review lead to specific changes/adjustments to

future?


Meeting notes, agenda

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



Analyze learning objectives as a team: 1. Teachers should regularly meet in subject‐area teams to

analyze the academic objectives in the curriculum. 2. Review team meeting agendas to ensure studying the

academic objectives is a regular and planned activity.

Project Lead: Department Head Staff: Science Teachers 6‐8 Resources: TEKS, Plano Curriculum Timeline: Ongoing

Team meetings, assessment analysis Summative Notes: Grade level teachers meet together to discuss lessons, supplement lessons, share teaching techniques and strategies

Develop, review, or refine lessons as a team: 1. Set expectations that the best lesson planning is a collective

Project Lead: Department Head Staff: Science Teachers 6‐8

Team meetings to create lessons


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and collaborative process. 2. Create a common assessment for a lesson, and have each team

member administer it to share the results and determine the cause for the variation in scores.

Resources: TEKS, Plano Curriculum, Textbooks Timeline: Ongoing

Summative Notes:Discussed specific Chemistry topics that needed to be focused on more. Created additional Chemistry lessons to address those topics

Study student work or assessment results as a team:1. Teams should study both student work samples and common

assessment results in team meetings. 2. Have teachers bring student work samples relative to a

common academic objective that has been recently taught. Compare differences in results and search for the source of such differences.

3. Teachers should create, administer, and study the results of a common assessment to search for factors that can increase effectiveness for all students.

4. Monitor team meetings to ensure studying student work is a regular and planned activity.

Project Lead: Department Head Staff: Science Teachers 6‐8 Resources: TEKS, Plano Curriculum, Textbooks Timeline: Ongoing

Create plan to collect common work samples, create and analyze common assessments Summative Notes: Teachers used released STAAR questions throughout the year in assessment. They collaborated to study trends in student success on STAAR questions over time. 8th grade teachers collaborated with 6th and 7th grade teachers to make sure appropriate concepts were also incorporated at lower levels.

Collaborate with vertical teams. 1. Arrange meetings to discuss students’ level of preparation for

each grade and subject. 2. Structure the meetings to produce specific recommendations

for improving student preparedness and make sure that the recommendation is acted upon.

Project Lead: Department Head Staff: Science Teachers 6‐8 Resources: TEKS, Plano Curriculum, Textbooks Timeline: Ongoing

Schedule team meetings Summative Notes: 6th‐8th grade science teachers met together to analyze STAAR test questions and determined that we needed to emphasize on our Chemistry Unit. Each grade level worked independently to create additional lesson plans and activities to address relevant Chemistry topics.

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



Provide tutorials that target specific objectives: 1. Analyze the tutorial practices and consider if the tutorial

sessions are specific to academic objectives and can take place prior to new learning.

2. Identify the steps that will take place within the team to make


Analysis of tutorial practices, schedule tutorials Summative Notes: Targeted Science STAAR tutorials for “borderline” 8th grade students, teachers from all grade levels contributed.


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tutoring a powerful practice. Train and use peer tutors to support student learning:1. Visit classrooms where tutors are being used and record

observations relative to their use. 2. Ask teacher who are highly skilled in the knowledge and use of

peer tutors to share their practices.


Identify peer tutorials, create schedule of classroom visits, meet with teachers Summative Notes: Met as team to develop strategies where peer tutors has been successful and implement practice, Think, Pair, Share, Distribute students to topics to become an expert and then have them share to their group. Science Fair project after school tutorial workshop for data representation in Excel.

SocialStudiesImprovementPlan

Critical Action:

Participate in peer classroom visits in order to improve the instruction practices of the team.



Visit other classrooms as part of the collaborative process.1. Schedule visits to other teachers’ classrooms 2. Visit other team members’ rooms. 3. Each teacher is to schedule one debriefing with other team

members. 4. Observation pairs will set specific goals for observations.

Project Lead: Social Studies Department Chair Staff: Social Studies Teachers Resources: Walkthrough Rubric Timeline: 3 Visits per year

Schedule of team walks and rubrics for observation Summative Notes: Classroom observations completed as a department. Teachers went to Bowman Middle School and observed various teachers with specific goals for observations.

Participate in focused learning team walks. 1. The team identifies a particular focus for a walk. 2. Develop a rubric or observation document for the 5‐15 minute

observation.

Project Lead: Social Studies Department Chair Staff: Social Studies Teachers Resources: Walkthrough Rubric Timeline: 1 walk per 6 weeks

Schedule of interdisciplinary walks and rubrics for observation Summative Notes: Teachers met with school leaders to discuss findings.


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3. Schedule time on the same day to review observations and noticeable or striking points from the observations.

4. Schedule a meeting with school leaders and teachers whose classrooms were visited to share observations.

Fully discuss instructional strategies following observations. 1. Schedule time to meet after peer observations (see C2.2A‐3) to

share analytical discussion of what or what did not work. 2. Encourage focusing on an objective analysis of what was or

was not working.

Project Lead: Social Studies Department Chair Staff: Social Studies Teachers Resources: Walkthrough Rubric Timeline: Ongoing

Schedule meetings to debrief Summative Notes: Reflection from walkthroughs led to discussion about common conference periods across disciplines, improved warm ups and more effective lesson planning.

Reflect on lessons as a team. 1. Determine the extent to which teachers use team meeting

time to review specific lessons they have taught. Consider factors such as the following:

i. Do teachers have a set format for reviewing lessons in team meetings?

ii. Do all teachers actively participate in the lesson review process?

iii. Does the lesson review include any type of student learning measure of effectiveness (i.e. assessment results)?

iv. Does the lesson review lead to specific and tangible adjustments that are recorded for future use?

2. Future observations may include specific lesson observations to offer additional insights and/or videotaping the lesson so that the presenting teacher may observe in a more objective manner before reporting back.

Project Lead: Social Studies Department Chair Staff: Social Studies Teachers Resources: MSP Lesson Timeline: Ongoing

Meeting notes, agenda Summative Notes: Reflection from walkthroughs led to discussion about common conference periods across disciplines, improved warm ups and more effective lesson planning.

Visit other classrooms as part of the collaborative process.5. Schedule visits to other teachers’ classrooms 6. Visit other team members’ rooms. 7. Each teacher is to schedule one debriefing with other team

members. 8. Observation pairs will set specific goals for observations.

Project Lead: Social Studies Department Chair Staff: Social Studies Teachers Resources: Walkthrough Rubric Timeline: 3 Visits per year

Schedule of team walks and rubrics for observation


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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.



Explain the district’s written curriculum: 1. Teachers should clearly define the desired academic goal for

students and continuously monitor student understanding and achievement.

2. Teachers should understand the importance of utilizing educational programs, state requirements, and district curriculum during the implementation of classroom instruction.

3. Communication between teachers, students, and parents should be fluent to foster a successful educational environment

4. District leaders should evaluate this practice to ensure it is completely and fully effective.

Project Lead: Social Studies Department Chair Staff: Social Studies Teachers Resources: TEKs, MSP Curriculum Timeline: Ongoing

Newsletter, discussing learning targets/posting, introducing with each unit or new objective, mypisd, printing a student calendar for each child, writing or printing the learning target on the handouts. Summative Notes: During the course of the school year we have continued to link the district curriculum to student achievement. The results from district and school exams have allowed us to refocus our teaching efforts to maximize instructional effectiveness.

Explain mastery level of all learning objectives: 1. Teachers should have clear expectations about the level of

understanding students are to exhibit in relation to the learning objectives.

2. Teachers should demonstrate the level of mastery expected of students through guided practice and sample assessment items.

3. Training should be provided to any teacher that lacks the skill set required to implement this practice.


Discussed at monthly department meetings Summative Notes: Mastery continues to be a difficult task. Within the social studies classroom there continues to be a large differential between the highest and lowest students. This provides a challenge that we are addressing through providing extension of learning activities and differentiation for student needs.

Study the specific knowledge and skills to be tested:1. Ensure that teachers learn specific knowledge that is to be

measured for district, state, or national assessment. 2. All assessments administered must be meaningful and

correlate specifically to the learning objectives.


Analyzed data at grade level and department meetings throughout the year as it becomes available Summative Notes: In the fall of this year we met as a department to assess the results from several student assessments. This includes STAAR exam


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3. Teachers should collaborate and discuss the connections between test materials and objectives in team meetings with a consideration for the thinking level required for student success.

results, semester exam results and other tests. These results were analyzed and adjustments were made to tutoring and instruction to fill learning gaps. This information was used to drive STAAR tutorials which were completed as a collective effort of the department.

Relate items on various assessments to learning objectives:1. Teachers should be able to explain the connection between

items or ideas that are tested, and the academic objective that is being tested.

2. Teachers should have access to materials that connect and support district curriculum. It should always be clear which academic objectives are being tested on district (benchmarks) test. In the event that teachers decide to create their own test, they need to be certain that they are aware of the academic objectives connected to each test question.

3. The connection between curriculum, instruction, and assessment is better understood when teachers are aware of the objectives being taught and the way in which mastery of that objective will be assessed.


Discussed at grade level department meetings and with Social Studies team at department meetings. Summative Notes: Learning objectives directly come from the Essential Questions from each unit. Instruction and testing is directly aligned with these essential questions.

Critical Action:

Align instruction with the district’s written curriculum and assessment schedules.



Plan instruction from the district written curriculum1. Focus on knowledge and skills students are to attain and

demonstrate 2. Teachers examine their own understanding of what students

are to know 3. Assess students prior knowledge and level of mastery 4. Review levels of mastery with colleagues to ensure mastery


Grade level and department meetings Summative Notes: While meeting as grade level teams the social studies department addresses levels of mastery and student needs to allow for flexibility. Planning is done with the district curriculum in mind, but is adjusted for varying levels of student mastery. This will be bolstered by the creation of a common planning period for all members next year.


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Pace instruction to master tested knowledge and skills1. Allow students ample opportunity to master skills 2. Allow for variations in the schedule to attain mastery


Lesson planning and implementation of district curriculum Summative Notes: While meeting as grade level teams the social studies department addresses levels of mastery and student needs to allow for flexibility. Planning is done with the district curriculum in mind, but is adjusted for varying levels of student mastery.

Align classroom assessments with standardized tests1. Continue to utilize district assessments which are aligned to

state assessments 2. Add questions aligned to the state TEKs and STAAR where

appropriate


Lesson planning and implementation of district curriculum Summative Notes: While meeting as grade level teams the social studies department addresses levels of mastery and student needs to allow for flexibility. Planning is done with the district curriculum in mind, but is adjusted for varying levels of student mastery.

Critical Action:

Collaborate in teams focused on curriculum, instruction, and assessment.



Analyze learning objectives as a team 1. Meet in grade level team to review learning objective 2. Align curriculum with learning objectives


Team meetings, assessment analysis Summative Notes: Grade level teachers share a common planning period allowing them to review lessons together. Teachers then make necessary alterations to meet student needs while aligning with the district curriculum and learning objectives.

Develop, review, and refine lessons as a team 1. Discuss lesson implementation 2. Create and utilize common assessments


Team meetings to create lessons

MiddleSchoolCampusImprovementPlan2014‐2015 CampusName

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Study student work and assessment results as a team1. Go over test results 2. Discuss gaps in learning 3. Refine instruction or assessment to fill gaps


Create plan to collect common work samples, create and analyze common assessments Summative Notes: Testing results are reviewed by grade level team and by vertical social studies teams alike. This allows for an understanding of learning gaps that can be addressed now and be reinforced in the following grade level.

Collaborate with vertical teams 1. Meet to discuss student success/gaps with teams 2. Discuss learning expectations by grade level 3. Identify challenges to student success from previously taught

concepts 4. Address filling knowledge gaps by grade level


Schedule team meetings Summative Notes: This is an imperative part of the process because so many concepts are introduced at the lower levels and then tested in the 8th grade. Having vertical team meetings weekly next year will be much appreciated.

Share materials and instructional strategies as a team1. Create portfolios which can be passed on as students move

grades 2. Use department days to share instructional information 3. Create a list of best practices to share


Team meetings, assessment analysis


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Health,FitnessandAttendance

Goals: 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 Goals:

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

Campus Wellness Form ‐ by Nov. 30, 2014

Summative Notes:Campus Wellness Captain was appointed by principal. Athletic Director serves as the captain. Campus Wellness Team was formed during the first semester

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

Campus Wellness Captain


Campus Wellness Form ‐ Sept. 30, 2014

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

Coordinated School Health Curriculum – Ongoing

Summative Notes:District Health curriculum is delivered by grade level by utilizing a combination of settings to include classroom, gymnasium and outdoors to accomplish Coordinated School Health requirements.

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

Coordinated School Health Curriculum – by Nov. 30, 2014

Summative Notes:Bulletin board has been created and maintained by the PE teachers, who is responsible for posting health related items. Bulletin board is in process of being moved from gymnasium to outside the Administrative Intern’s office.


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Applicable Students

Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

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

Campus Wellness Captain/Principal


Ongoing Summative Notes:Parents and the community are notified of Family Wellness Nights and Health Fairs through use of district email and local community media. These Wellness Nights and Health Fairs are coordinated with the Central Cluster and are usually held at the beginning of the year with community partners.

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 Campus Wellness Form ‐ 2014‐15 school year

Summative Notes:Data from Fitnessgram has been reviewed to identify trends and identify areas of concern related to the following activities: aerobic, flexibility, or strength. Once identified modifications to instruction are instituted to raise the level of fitness in the areas of concern.

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

P.E. Teacher Student Exemption Form

Fitnessgram Goal Form ‐ Ongoing

Summative Notes:All eligible students are assessed in the required components of Fitnessgram, which is required by the state of Texas (except for students that qualify for an exemption.)

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

Fitnessgram, Student Report by May 2015


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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

Physical Activity Requirement Form – Ongoing

Summative Notes:Followed state provided Texas Essential Knowledge and Skills requirements as well as district provided requirements. This increased activity times approximately 10 minutes daily.

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

P.E. Teacher Pedometers; heart rate monitors

Pedometers; heart rate monitors ‐ by Apr. 2015

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

Yearly Plan Form Lesson Plan Form Observation ‐ Ongoing

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 Attendance clerk, Administrative Intern, Attendance report

Reports run each 6 week period; as needed; Ongoing

Summative Notes:Attendance reports were generated periodically. Administrative Intern met with students and called parents when absences became excessive. Discussions were held with grade level counselors and teachers regarding the students with chronic absences. Notified parents and students about the number of absences and discussed reasons for absences. Make‐up time was assigned and documentation kept for students with excessive absences.

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

Ongoing Summative Notes:Administrative Intern created individual plans for students with absence issues.


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ViolencePreventionandBullying

Goals: 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 Goals: 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 Ongoing Summative NotesAdministrative Intern and Assistant Principal evaluated and identified high risk areas

Monitor high risk areas. (Required) Administrative Intern

Staff assignments/ schedule

Ongoing Summative Notes:Areas by the cafeteria restrooms are monitored on a regular basis as a result of staff feedback. The hallway by offices 524/525 is monitored by Ms. Phillips during passing periods. Bike racks by Parkhaven are monitored after school as part of the HMS Duty Schedule. The tennis courts adjacent to Westside Drive are monitored after school as part of the HMS Duty Schedule.

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

Fall 2014 Summative Notes:All staff members are provided access to the code of conduct and handbooks and are in compliance.

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

harassment. (Required) Counselors Handouts/PowerPoint Fall 2014 Summative Notes:

Annual staff training presented by the counseling staff. All staff members completed the district mandated modules on sexual harassment. Staff and students participated in an Anti‐Bullying Week and “Mix it Up”


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

lunch, which encouraged students to get to know other students and encouraged community within the school. Staff and students made pledges to refrain from bullying and to report incidents of bullying. Administrative Intern implemented a reporting process where students can anonymously report bullying and other incidents, which need to be investigated. Counselors presented suicide prevention training to the staff during PDH in August 2013.

Review referral process. (Required) Administrative Intern

Campus referral plan Fall 2014 Summative Notes:Completed. Current referral form and process is adequate.

Staff INTERVENTION: Establish recommended intervention strategies for

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

Discipline Management Plan

Fall 2014 Summative Notes:During PDH, teachers and staff review and discuss the HMS Discipline Management Plan. The steps to follow in the classroom in order to address student misbehaviors as well as the steps necessary for documentation and parent contact are reviewed.

Implement campus referral plan. (Required) Principal or designee

Campus Referral Plan Fall 2014 Summative Notes:Teachers and staff are shown the steps to take when addressing student misbehaviors and how to document when it is necessary to assign consequences such as Reflection forms, and make‐up time. Offenses that require immediate referrals to the office are also discussed as well as the process of having the offending students transported to the office.


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Utilize Discipline Management strategies. (Required) Principal or designee

Discipline Management Plan

Ongoing Summative Notes:Teachers and staff review additional strategies to educate students on appropriate classroom and campus behavior. Detailed information is provided in the HMS Discipline Plan and teachers are provided electronic copies to refer to when needed.

All Students

PREVENTION:

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

Principal or designee

Code of Conduct/ Student‐Parent Handbook

Fall 2014, ongoing

Summative Notes:Teachers present the expectations for student behavior during “Eagle Camp” at the beginning of the school year. Posters communicating the expectations for students to follow the “Haggard Way” are posted in classrooms. Golden Eagle awards are given to students as incentives for attendance and maintaining an average grade of 80 or higher for each six week grading period.

Monitor high risk areas. (Required) All staff Schedule (if necessary) Ongoing Summative Notes:Completed by staff members throughout the year using the duty schedule.

All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan Fall 2014 Summative Notes:Teachers present students with the various steps of the HMS Discipline Plan through various presentations during “Eagle Camp”. Teachers explain the


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steps that are completed for various offenses and the process that is used when consequences escalate.

All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers Code of Conduct, Teacher rules

Ongoing Summative Notes:Teachers and staff discuss the “Haggard Way” and other character building strategies to encourage student intrapersonal and interpersonal growth and development.

Employ discipline interventions: (Required) Designated staff Code of Conduct Ongoing Summative Notes:The PISD Student Code of Conduct is followed when evaluating student offenses and corresponding consequences.

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

Administrative staff or counselors

Code of Conduct Ongoing Summative Notes:Interventions and strategies are employed according to each situation and in accordance with each student unique and individual needs. Educating students on methods and strategies they can use to avoid future issues are always discussed with each student.

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

Code of Conduct, district resources

Ongoing Summative Notes:Parents are contacted when referrals and consequences are assigned involving all major incidents and any time consequences involve time assigned in the ISS room. Conferences with parents and students are utilized when student misbehaviors are chronic or severe.


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ParentInvolvementCritical 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:


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

Administration and Teachers will present Parent resources (Parent Portal, eNews, myPISD, School web site) during Open House events, parent/ teacher conferences, and via e‐mail/phone calls – Ongoing

Summative Notes:Parents are provided with the opportunity to access technology and information during all open house events. Frequent communication between teachers, counselors, administrators and parents regarding academic and emotional needs. Parents are encouraged to monitor their child’s grades and assignments using the Parent Portal. Monthly newsletters sent out updating parents on school wide events and ways to support their child’s academic and social growth.

Identify parents without computer/internet access to offer hard copies of school information.

Administration, Counselors, and Teachers Office staff will provide paper copies of eNews letters in the school office – Ongoing

Summative Notes: Paper copies of the current eNews letters are available in the office.

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

Principal will meet each month during the 2014‐15 school year

Summative Notes: PTA representatives have met with the principal and assistant principal as needed.

Communicate information through E‐News. Principal will provide news and information weekly during the 2014‐15 school year

Summative Notes: The principal has provided weekly eNews updates throughout the year.

Upgrade and maintain the campus website for easy access and increased communication with the community.

Administrative Intern and Campus CTA will continually update the information on the campus website – Ongoing

Summative Notes: Campus CTA is keeping the website updated continually with information about the school calendar and special events.

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

Administrative Intern, Counselors, PTA representatives; Bird SPC

Summative Notes:Opportunities for parents facing truancy charges to attend “I’M Present” training have been mailed when required. Plano ISD Assessment Department presentations on various diagnostics given


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classes; Truancy Training: “I’M Present” – Ongoing

and how to interpret their results. Brochures and information sent home with all students to assist parents in understanding their child’s district assessments, such as CogAT, MAP and EXPLORE; as well as state assessments, such as STAAR, TELPAS (for ELL students).

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.

Counselors, Campus CTA, and AVID Facilitator; University/ College brochures and posters – Ongoing

Summative Notes: College/Career readiness information is available in the counselor’s office. Counselor presentations on interpreting EXPLORE results. Academic Conferences held with 8th grade students and their parents to complete their 4 year plans and discuss options for Post‐Secondary readiness.

College/Career Readiness‐Provide information to Career Path Classes and certification information.

Counselors, and AVID Facilitator will present the following programs during the 2014‐15 school year: University Ready presentations; College Ed through Social Studies classes; EXPLORE testing/results; Career Day; College Week; Field Trips to local Universities/Colleges; Guest Speakers from local Universities/Colleges

Summative Notes: College/Career readiness information is available in the counselor’s office. School wide College Week, which students participated in theme days and discussions about their plans for the future. Career Day for 8th graders in which they had the opportunity to hear from several guest speakers in a variety of careers and the determination it took the professionals to get into their careers. AVID field trips have been taken to exposed students to College campuses and learn about the admissions process of each college, as well as financial planning to encourage students and their families to begin preparing themselves for college.


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HighlyQualifiedTeacherImprovementPlan

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

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


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AnnualMeasurableObjective(AMO)A measurement used to determine compliance with the federal No Child Left Behind Act (NCLB). States must develop annual measurable objectives (AMOs) that will determine if a school, district, or the state as a whole is making adequate yearly progress (AYP) toward the goal of having all students proficient in English language arts and mathematics by 2019‐20. For Texas, the AMO target for all grades combined is 79% on the State of Texas Assessments of Academic Readiness (STAAR) English Language Art and mathematics tests. Critical Action: For student groups with 25 or more tests, the campus will implement and provide a plan to increase the performance of student groups that did not meet the NCLB Reading or Mathematics Annual Measurable Objective (AMO) of 79%.

ReadingAMO


Action Step Formative & Summative Notes and Reflections

MathematicsAMO


Action Step Formative & Summative Notes and Reflections

All African American Hispanic White Special Ed Economically

Disadvantaged ELL

% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

95 871 91 47 92 133 96 555 84 129 90 181 82 11

All African American Hispanic White Special Ed Economically

Disadvantaged ELL

% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

95 875 87 47 90 134 96 558 85 132 90 183 91 11

secondary campus improvement plan: 2014 2015 … · middle school campus improvement plan...

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