williams high school - plano independent school district · 2017-04-11 · high school improvement...

Plano ISD

School Improvement Plan: 2015-2016

School Based Improvement Committee

Williams High School

Principal: Gloria Martinez

Vision: Williams HS students’ will be inspired and equipped to achieve personal success as lifelong learners and responsible productive citizens. Mission Statement: In order to prepare students to live in and contribute to a changing world; as well as, engage, in active, lifelong learning, Williams High School provides a balanced, varied school curriculum designed to meet the academic, cultural, and social needs of individuals from the diverse backgrounds of our community.

High School Improvement Plan 2015-2016 Williams High School

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Verification Page

Planning Timelines ● Analysis of Critical Actions, and STAAR 2014-2015 Gap Analyses: June 2015 ● Needs analysis, goal setting and strategic planning: June – September 2015 ● Campus teacher data analysis day: August-September, 2015 ● SBIC Plan due for DBIC review: October 30, 2015

Meeting Dates ● Meeting 1: SBIC approves the improvement plan (by October 23, 2015): Tuesday, October 20, 2015 ● Meeting 2: Progress monitoring and review of strategic plan (by February 1, 2016): Monday, January 25, 2016

● Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 10, 2016): Tuesday, May 31, 2016

2015-2016 Campus Status Check all that apply

☑ Title III English Language Learner Campus ☑ Non-Title I Campus

☐ Title I Targeted Assistance Campus

☐ Targeted Assistance Campus Transitioning to Title I School-wide

☐ Title I School-wide Campus

Title I Information Title I Components

1 (CNA) Comprehensive Needs Assessment

6 (PI) Strategies to Increase Parental Involvement

2 (RS) Reform Strategies

7 (Tran) Transition (Elementary schools only)

3 (HQ) Instruction by Highly Qualified Staff

8 (A) Teacher Decision-Making Regarding Assessments

4 (PD) High-Quality Professional Development

9 (M) Effective and Timely Assistance to Students


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5 (R/R) Strategies to Attract Highly Qualified Teachers

10 (Coord) Coordination and Integration

Program Funding

Multilingual i.e. Parent programs, Assistance with ESL and/or Bilingual program utilizing Multilingual Specialists

Title I i.e. Parent programs, Tutorial Program, RAMP up for Kindergarten Program

Sp.Ed. i.e. Special Education emergency aid

Local i.e. Parent programs

PDAS SBIC Waiver Approval Form: To provide an alternative appraisal process to the PDAS for experienced eligible teachers, the School Based Improvement Committee has to submit a waiver

(first approved at the campus level) for consideration by the District Based Improvement Committee at its first regularly scheduled meeting. The PDAS SBIC

WAIVER APPROVAL FORM may be accessed here: http://inside.pisd/hr/services/documents/PDASSBICWAIVERAPPROVALFORM.pdf

SBIC Committee (HS) Committee Member’s Name Role Year 1st Participated on SBIC

Christine Miller Faculty Member 2014

Jana Fry Faculty Member 2005

Edie Alderson Faculty Member 2013

Beth Evans Faculty Member 2014

Becky Jackson Faculty Member 2015

Bonnie Davis Faculty Member 2014

Gloria Martinez Principal 2014

Kim Edmonds District Professional 2014

http://inside.pisd/hr/services/documents/PDASSBICWAIVERAPPROVALFORM.pdf


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Gary Carter Campus Professional, Non-teaching 2011

Alicia Kamien Support Staff Member 2013

Cyndy Schrader Parent-Selected by PTA 2014

Dawn Hall Parent-Selected by Principal 2014

Jennifer Fernberg Parent 2013

Committee member search still in progress Parent



Committee member search still in progress Parent (High and Senior High only)

Christine Tien Community Member 2014

Adrian Rodriguez Community Member 2013

Amber Conde Business Representative 2015

Committee member search still in progress Business Representative

Jarely Meja Student (High and Senior High only) 2014

Carter Calloway Student (High and Senior High only) 2014

Snipta Mallick Student (High and Senior High only) 2014

Committee member search still in progress Student (High and Senior High only)

Lisa Delacruz Ad hoc (Assistant Principal) 2011

Kristen Kinnard Ad hoc (Assistant Principal) 2014

Deba Douglas Ad hoc (Assistant Principal) 2014

Information regarding the SBIC Committee (BQB Local) may be accessed here: http://pol.tasb.org/Policy/Code/312?filter=BQB

District-Wide Goals 1. 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.

http://pol.tasb.org/Policy/Code/312?filter=BQB


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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 (60% meet Phase-in 1 Level II on STAAR/EOC).

District-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.

10 (Coordination and Integration) All

Violence Prevention and Bullying 10 (Coordination and Integration)

All

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

1 (Comprehensive Needs Assessment)

6 (Strategies to Increase Parental Involvement)

10 (Coordination and Integration)

All

Highly Qualified Staff: The highly qualified rate of teaching staff (Teachers and Paraprofessionals) will meet the 100% target measure.


3 (Instruction by Highly Qualified Staff)

4 (High-Quality Professional Development)

5 (Strategies to Attract Highly Qualified Teachers)

10 (Coordination and Integration)

All


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Transition of Pre-KN Students: The transition from early childhood to elementary school is supported by the campus and district. (Title I Campuses only)


7 (Transition) 10 (Coordination and Integration)

Title I only


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Improvement Plan Critical-Actions The areas for school-wide and/or targeted core-subject Critical Actions were identified using the following sources:

● Comprehensive Needs Assessment; ● Plano Professional Practice Analysis (PPP Analysis); ● STAAR/EOC Gap Analysis; ● State of Texas Accountability Reports (specifically addressing any student groups that did not meet State and Federal Accountability Safeguards)

Critical-Actions Targeted Area

1. Define high-yield instructional strategies and reinforce their use in all classrooms.

Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:

2. Provide new teachers with tailored support regarding curriculum, instruction, and

assessment.

☐ Campus Wide

☐ Reading

☐ Writing

ELA

Mathematics

☐ Science

Social Studies

☐ Other:

3. Use instructional coaches to strengthen teachers' instructional skills.

☐ Campus Wide

☐ Reading

☐ Writing

ELA

☐ Mathematics

☐ Science

Social Studies

☐ Other:

4. Supplement classroom interventions with targeted support for students who perform

below grade level or demonstrate early mastery of the curriculum. Meet Special

Education and ELL State System Safeguards in Reading and Math

Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:


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5.

☐ Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:


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Critical Action 1

Critical Action: Define high-yield instructional strategies and reinforce their use in all classrooms. (CA 11)

Project Lead:

Administrators: Gloria Martinez, Lisa DeLaCruz, Kristen Kinnard, Deba Douglas

Social Studies Department Chair- Jana Fry; Science Department Chair- Ramy Mahmoud; Math Department Chair- Bonnie Davis;

English Department Chair-Edie Alderson

Staff, Title I Staff:

Social Studies Department: Jana Fry, Lulu Aguilar, Ruth Bernabo, Michelle Miller, Rhett Carter, Gerry Luna, Faith Novotny, Amy Klein,

Jessica Porter, Nicky Krasner-Smith

Science Department: Ramy Mahmoud, Brian Vincer, Vashka Desai, Adrianna Goodland- Martinez, Tracy Henry-Smith, Gayle Singleton,

Courtney Crosby, Bianca Benitez, Donald Walker, Rima Niyogi

Math Department: Bonnie Davis, Breanne Hughes, Lewis Blount, George Hargrove, Ingrid Huisman, Jasmine Johnson, Jerry Palacioz, Cindy Miller, Lisa Jang, Kim Larson English Department: Edie Alderson, Melissa Starr, Stephanie Walterscheid, Theresa Callahan, Rachel Willis, Jelana Aaron, Leah Higginson,

Celeste Merla, Sasha Maryland, Matt Zellner

Counselors: Doug Flores (Lead), Monica Trevino, Howard Bates, Lisa Greco

Materials and Resources: TEKS, PISD Curriculum, SAS reports, Testing Results, Master Schedule 2015-2016 Timeline: September 2015-June 2016

Targeted

Area: School-wide ☐ Reading ☐ Writing ☐ ELA ☐ Mathematics ☐ Science ☐ Social Studies ☐ Other:

Strategies for Accomplishing Critical Action:

Action Step Implementation Timeline

per Action Step Formative & Summative Notes

(Evidence of Implementation and Impact)


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Promote a Common understanding of high-yield instructional strategies Work collaboratively with teachers to identify a set of high-yield instructional strategies that all teachers will master and use in their classrooms. The chosen strategies must have supporting research that links their use to gains in student learning when properly employed. Determine how leaders will ensure that all faculty members are skilled in the use of the identified strategy. Perhaps teachers who demonstrate the strongest skills in each strategy can lead brief sessions across a number of weeks for colleagues. Carefully structure the opportunity for all teachers to master the instructional strategies that have been identified as important for all staff members to employ. This support might include master teachers, instructional coaches, and/or collaborative team study.

Weekly Department Meeting: English I - Tuesday English II Honors - Tuesday English II On-level – Thursday Department meeting are as needed. Chemistry -Wednesday Biology - Thursday Department meeting are as needed. Mon- AP World History Tue-World Geography Wed- pre AP World Geography and AP Human Geography Thur- World History Wed – Algebra I Thursday - Geometry Bi-weekly – Leadership Meeting -Friday

School-Wide Department and district leaders discuss, promote, and train teachers to use the instructional model of Inquiry by Design. We set standards and expectation for a collaborative and student-focused classroom. Each team focused on using process standards set forth by our new TEKS and reinforced by our district that led to increased student centered learning and a focus on inquiry based collaborative learning. Each team uses the district curriculum drive as their base for unit planning. Lessons and assessments from the curriculum drive are designed around high-yield instructional strategies. Department chair, administrator, and instructional coach did walk-throughs to observe how the classrooms were set up and how the curriculum was being presented. Master teachers routinely shared how they have adjusted and successfully implemented the strategies of an inquiry based model. Team planning and discussion during team meetings allowed for learning new strategies from each other. Weekly reflection times allowed for us to continually refine strategies that were being used to assure that each teacher was successful in implementation. There is a campus expectation of using the common planning time built into our master schedule to lead and coach our teams in the areas of curriculum and instruction. The Leadership Team and Professional Learning Team are leadership groups were discussions


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may center around coaching teacher to master curriculum and instructional goals.

Reinforce the use of high-yield instructional strategies Identify high yield instructional strategies during classroom visits both on and off campus. Off campus visits will include horizontal and vertical observations of campuses with similar student populations.

Each grading cycle per department

School - Wide All observations were on-campus. Majority of high-yielding instructional strategies were either discussed one on one or within weekly team meetings. Math A few observations were made this year, with the plan to do more in this area in the coming year. Social Studies The department chair and assistant principal conducted walkthroughs a few times this year. Strategies were primarily discussed in team meetings.

Identify best instructional practices based on student performance data Rely on evidence of student learning as the means for

Weekly Department

School- Wide Weekly team meetings were used to analyze assessments and discuss areas for growth in our teaching practices. We also discussed areas of success and teaching practices that aided in growth of our students.


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identifying best instructional practices in our department using detailed test analysis and student work samples.

Meeting English I - Tuesday English II Honors - Tuesday English II On-level – Thursday Department meeting are as needed. Chemistry -Wednesday Biology - Thursday Department meeting are as needed. Mon- AP World History Tue-World Geography Wed- pre AP World Geography and AP Human Geography Thursday- World History Wed – Algebra I Thursday - Geometry

English At weekly meeting teachers would bring in work samples occasionally for grading calibration and to discuss evidence of learning. This would naturally lead to discussion over instruction on how certain teachers attained certain results. Because our assessments come in the form of free-response writing, detailed test analysis are more challenging. Social Studies Work samples were discussed in team meetings to identify instructional practices.


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Critical Action 2

Critical Action: Provide new teachers with tailored support regarding curriculum, instruction, and assessment. (CA 6)

Project Lead:

Administrators: Gloria Martinez, Lisa DelaCruz, Kristen Kinnard, Deba Douglas

Social Studies Department Chair- Jana Fry; Math Department Department Chair: Bonnie Davis; English Department Chair: Edie

Alderson




Math Department: Bonnie Davis, Breanne Hughes, Lewis Blount, George Hargrove, Ingrid Huisman, Jasmine Johnson, Jerry Palacioz,

Cindy Miller, Lisa Jang, Kim Larson

English Department: Edie Alderson, Melissa Starr, Stephanie Walterscheid, Theresa Callahan, Rachel Willis, Jelana Aaron, Leah

Higginson, Celeste Merla, Sasha Maryland, Matt Zellner



Targeted

Area: ☐ School-wide ☐ Reading ☐ Writing ELA Mathematics ☐ Science Social Studies ☐ Other:




(Evidence of Implementation and Impact) Consider student results when selecting mentors Social Studies and Math: Mentors for new teachers will be chosen based upon the subject area taught and upon past successful student results in the classroom. School leadership will choose mentors for new teachers that would best help them to have a successful first year at our school.

August 2015

English: New teachers were paired with mentor teachers who were on the same team and had proven success in the classroom in the areas of classroom management and high-yielding instructional strategies and were familiar with the district curriculum. Math New teachers were paired with mentors on their teams to allow for


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English: Mentors should be selected because they have demonstrated

the ability to achieve better-than-expected student

performance results. The mentor’s classroom success should

be the primary criterion for selection.

Grading cycle, Weekly Team meeting

help on curriculum and best teaching strategies for their particular subject. Social Studies We had one new teacher in World History this year. She was paired with the World History team leader for mentoring because of his knowledge of the World History curriculum, success in reaching all levels of students, and ability to coach teachers in classroom management and high-yield instructional strategies.

Provide extensive support for new teachers Social Studies: Develop deep support structures for new teachers beyond assigned mentors. As a leadership team, brainstorm the types of support—and at what intervals—from which new teachers could most benefit. To add to your understanding, interview teachers who were new to your staff in the past few years about what type of support would have been most helpful. Consider opportunities for new teachers that include membership on strong collaborative teams or within strong professional learning communities, assistance from instructional coaches, or customized professional development in the area of standards and data. Begin to weave and extend your own system of support for your new teachers. Math: We will be working on a more formal mentoring program for our new teachers. Mentors will be given a checklist of items to cover with their new teachers including, but not limited to, SPED

Weekly Team Meetings English I - Tuesday English II Honors - Tuesday English II On-level – Thursday Department meeting are as needed. Chemistry -Wednesday Biology - Thursday Department meeting are as needed. Mon- AP World History Tue-World Geography Wed- pre AP World

School-Wide Teams dedicated time in our weekly meeting to answer questions and address concerns over curriculum and instructions for new teachers. Mentors made ourselves available for support as needed. We use a live document to reflect and share how lessons went and ideas about lessons to come. Upon request, new teachers observed other teachers on their team. All our new teachers and mentors attending the district SMU mentee and mentor sessions which provided our teachers an opportunity to build relationship and gain insights on being a better teacher. New teacher were allowed one day of peer observations for professional growth. Social Studies The World History team leader and department chair met formally with our new World History teacher a few times each semester to discuss progress and areas of growth. We made ourselves available for informal conversations and support as needed. We provided time for


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procedures and paperwork, CMIT and 504 procedures, and classroom management procedures. Opportunities will be given for new teachers to make peer visits with specific goals created for those visits.

English:

● Develop an intentional structure for mentor teachers

and mentee teachers to operate within that incorporates

accountability to ensure that new teachers are being

supported.

● Within the structure, build in time for observations and

feedback meetings.

● Develop a form for new teachers to complete that

informs the mentors what area the new teachers feel

they need the most assistance.

Geography and AP Human Geography Thursday- World History Wed – Algebra I Thursday - Geometry Weekly Team Meetings English I - Tuesday English II Honors - Tuesday English II On-level – Thursday Department meeting are as needed. Chemistry -Wednesday Biology - Thursday Department meeting are as needed. Mon- AP World History Tue-World Geography Wed- pre AP World Geography and AP Human Geography Thur- World History Weekly Team Meetings English I - Tuesday English II Honors - Tuesday

her to observe other teachers in the building.


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English II On-level – Thursday Department meeting are as needed. Chemistry -Wednesday Biology - Thursday Department meeting are as needed. Mon- AP World History Tue-World Geography Wed- pre AP World Geography and AP Human Geography Thursday- World History Wed – Algebra I Thursday - Geometry

Focus new-teacher support on curriculum, instruction, and assessment

Social Studies and Math: New teachers will be involved in collaborative planning with their subject teams. Experienced members of the team with assist the new members with how to implement the curriculum being used, best practices for instruction and creating and preparing assessments. New teachers will also have access to our district curriculum specialist for help with instructional strategies in the classroom. English:

● Be certain that all new-teacher support activities are firmly

attached to helping them become familiar with the district’s

written curriculum, high-yield instructional strategies, and

chosen instructional programs and resources.

Monthly New Teacher Campus Training Monthly New Teacher

English New teachers were expected to participate in all weekly meetings. The expectation was communicated that new teachers should have thoroughly analyzed the upcoming lessons and come to the meeting prepared with any questions needing answers. We utilized our district instructional specialist. He worked with our new teachers at understand the curriculum and implementing high-yield instructional strategies. He visited classroom regularly, modeled instructional strategies, video new teachers and followed with meaningful feedback. Math New teachers participated in weekly team meetings with a focus on curriculum. New teachers were given assistance on lesson planning and lesson implementation. They were guided in the planning process with a focus on our districts UBD philosophy. New teachers were


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● District instructional coaches and curriculum coordinator will

develop and provide specific training for new teachers

throughout the year on the district’s written curriculum.

Campus Training given the opportunity for reflection with feedback from experienced teachers. Social Studies Our new teacher was expected to be present in all weekly team planning meetings. In the fall semester, the team leader met separately with her weekly to assist in preparing what had been planned. She was given small tasks in the fall to assist in planning and individual growth such as helping design lessons and assessments. In the spring semester she was paired with a seasoned teacher to plan an instructional unit.

Establish explicit purposes for new teachers to visit peers Social Studies: Begin to structure some opportunities for new teachers to observe other teachers in your school. Have your leadership team discuss how many visits new teachers will make to other classrooms this year. You might consider providing a substitute for one day and allowing a new teacher to visit five or six different classrooms during the day. You might also consider having school leaders substitute for new teachers for a period or two every six weeks so that the new teachers can visit a classroom. The latter—dispersed opportunity—probably provides the greater vehicle for studying and absorbing new strategies and techniques. Math: New teachers will be involved in collaborative planning with

Bi-weekly Leadership Meeting (Friday)

English We provided time for our new teachers to visit classrooms upon request. We still need to develop a better structure so that all new teachers can experience this process and have a meaningful debriefing of the observations. Math New teacher were allowed one day of peer observations for professional growth. Prior to the classroom visits, observation goals were noted. Reflection with department chair was completed after the observations. All our new teachers and mentors attending the district SMU mentee and mentor sessions which provided our teachers a opportunity to build relationship and gain insights on being a better teacher. Social Studies


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their subject teams. Experienced members of the team with assist the new members with how to implement the curriculum being used, best practices for instruction and creating and preparing assessments. New teachers will also have access to our district curriculum specialist for help with instructional strategies in the classroom. English: ● Begin to structure opportunities for new teachers to

observe other teachers. Provide substitutes and

develop a schedule for new teachers to see best

practices on our campus.

● Develop guidelines for new teachers about what they

will be observing, how they will record their

observations, and how they will analyze their findings to

apply to their own teaching.

Weekly Team Meeting English I - Tuesday English II Honors - Tuesday English II On-level – Thursday Department meeting are as needed. Chemistry -Wednesday Biology - Thursday Department meeting are as needed. Mon- AP World History Tue-World Geography Wed- pre AP World Geography and AP Human Geography Thursday- World History Wed – Algebra I Thursday - Geometry Weekly Team Meeting English I - Tuesday English II Honors - Tuesday English II On-level – Thursday

We provided time for our new teacher to visit other classrooms in the fall and spring. We debriefed the visits once completed.


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Department meeting are as needed. Chemistry -Wednesday Biology - Thursday Department meeting are as needed. Mon- AP World History Tue-World Geography Wed- pre AP World Geography and AP Human Geography Thursday- World History Wed – Algebra I Thursday - Geometry


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Critical Action 3

Critical Action: Use instructional coaches to strengthen teachers' instructional skills.(CA 8)

Project Lead: Administrators: Gloria Martinez, Lisa DelaCruz, Kristen Kinnard, Deba Douglas

Social Studies Department Chair- Jana Fry; English Department Chair- Edie Alderson


Social Studies Department: Jana Fry, Lulu Aguilar, Ruth Bernabo, Michelle Miller, Rhett Carter, Gerry Luna, Faith Novotny,

Amy Klein, Jessica Porter, Nicky Krasner-Smith

English Department: Edie Alderson, Melissa Starr, Stephanie Walterscheid, Theresa Callahan, Rachel Willis, Jelana Aaron,

Leah Higginson, Celeste Merla, Sasha Maryland, Matt Zellner



Targeted

Area: ☐ School-wide ☐ Reading ☐ Writing ELA ☐ Mathematics ☐ Science Social Studies ☐ Other:




(Evidence of Implementation and Impact) Use instructional coaches to serve all teachers Social Studies: Use instructional coaches to work collaboratively with all teachers. While instructional coaches must certainly be used to assist teachers who are experiencing difficulty in their classrooms, be certain that the primary tasks and expectations of the coaches are to facilitate knowledge sharing across teachers, grades, and subjects. This focus sets the tone that

Each Grading Cycle, as needed

English Department leaders and the department administrator met with our district instructional coach to set norms and goals for the utilization of the instructional coaches. We utilized our district instructional specialist. He worked with our new teachers at understand the curriculum and implementing high-yield instructional strategies. He visited classroom regularly, modeled instructional strategies, videoed new teachers and followed up with meaningful feedback. He also occasionally attended weekly planning meetings. Department leaders


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all teachers are learners and that learning from colleagues is highly valued.

English:

● Carefully study the role of instructional coaches.

Interview coaches and teachers to determine exactly how

coaches are used in your school.

● Assist teachers in instructional practices based on the

district curriculum and is specific to the district curriculum.

● Assist teachers who are struggling with the curriculum

and give honest and helpful feedback.

Each Grading Cycle, as needed

made ourselves available to assist any teacher struggling with the curriculum and/or instruction. Social Studies Our team meetings are designed for sharing, discussion, and growth around curriculum and instructional practice. We planned each unit using the UBD backwards design model so that all team members understood what, why, and how lessons/ units were being taught. The department chairs and assistant principal used targeted walkthroughs to assess instruction and addressed any issues as needed.

Focus instructional coaches support on curriculum, instruction, and assessment

Social Studies and English: Have the leadership team discuss the primary activities that you want your coaches to initiate. As always, of course, these decisions should be based on a thorough review of all available data—student performance data, feedback from collaborative teacher teams, etc. List the specific activities in which the coaches are expected to engage. Consider activities such as the following:

a.Planning, modeling, and evaluating lessons. b. Facilitating common assessment construction. c.Leading collaborative discussions about curricular objectives. d. Analyzing student performance data with individual teachers and teams. e.Training in high-yield instructional strategies


English Department leaders and the department administrator met with our district instructional coach to set norms and goals for the utilization of the instructional coaches. We utilized our district instructional specialist. He worked with our new teachers at understand the curriculum and implementing high-yield instructional strategies. He visited classroom regularly, modeled instructional strategies, videoed new teachers and followed up with meaningful feedback. He also occasionally attended weekly planning meetings. Department leaders made ourselves available to assist any teacher struggling with the curriculum and/or instruction. Social Studies Leadership team meetings addressed coaching teachers in more collaborative and student-centered classrooms. Our administrators outlined a goal for increased student engagement, which framed some of our leadership team discussions. We also devised plans to reach students not successful on EOC or who were failing multiple classes.


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Provide guidance for instructional coaches knowledge sharing

Social Studies: Provide comprehensive support and guidance to ensure that instructional coaches share knowledge within your school.* That is, rather than working with individual teachers on specific tasks, the instructional coaches' primary activities should lead to a much greater exchange of teaching knowledge across classrooms. The particular pitfall to avoid in knowledge sharing, however, is the tendency to treat all knowledge as equal.

English: ● Have a shared document that is updated by the

instructional coaches of successful approaches to the

curriculum they have observed through walk-throughs and

campus visits.

● Based on an analysis of student performance data and

observations, coaches will identify teachers who have had

particular success in needed areas of improvement. The

coaches will arrange to have the teacher model the lesson for

other team members and then lead a frank discussion about

what worked and what didn’t work in the lesson.

Each Grading Cycle, as needed Each Grading Cycle, as needed

English Communicated with the instructional coach on the need for feedback on campus visit observations. Department leaders and mentor teachers provided feedback on walk-throughs. We created a shared document within each team to record reflections after a unit of curriculum. Within meetings, any teacher who had a particularly successful strategy shared their success stories and we discussed how to improve instruction for anything we felt needed improvement. Social Studies The spring semester focus of the leadership team was to discuss how we intend to implement professional development and coaching for our teams in the upcoming school year. We have developed a draft professional development model to begin our work for next year.


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Critical Action 4

Critical Action: Supplement classroom interventions with targeted support for students who perform below grade level or demonstrate

early mastery of the curriculum. Meet Special Education and ELL State System Safeguards in Reading and Math (CA 17)

Project Lead:

Administrators: Gloria Martinez, Lisa DeLaCruz, Kristen Kinnard, Deba Douglas

Social Studies Department Chair- Jana Fry; Science Department Chair- Ramy Mahmoud; Math Department Chair- Bonnie Davis;

English Department Chair-Edie Alderson




Science Department: Ramy Mahmoud, Brian Vincer, Vashka Desai, Adrianna Goodland- Martinez, Tracy Henry-Smith, Gayle Singleton,

Courtney Crosby, Bianca Benitez, Donald Walker, Rima Niyogi

Math Department: Bonnie Davis, Breanne Hughes, Lewis Blount, George Hargrove, Ingrid Huisman, Jasmine Johnson, Jerry Palacioz, Cindy Miller, Lisa Jang, Kim Larson English Department: Edie Alderson, Melissa Starr, Stephanie Walterscheid, Theresa Callahan, Rachel Willis, Jelana Aaron, Leah Higginson,

Celeste Merla, Sasha Maryland, Matt Zellner



Targeted

Area: School-wide ☐ Reading ☐ Writing ☐ ELA ☐ Mathematics ☐ Science ☐ Social Studies ☐ Other:




(Evidence of Implementation and Impact) Proactively develop interventions plans for students performing below grade level Implement a weekly Math Boot Camp beginning in the spring semester. The camp will be on Tuesday and Thursday

Weekly Team Meeting English I - Tuesday

Math Math department created a Math Boot Camp during TAD period in the fall and block lunch in the Spring. Teachers were to identify students in their classes, based on formal and informal assessments, which


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afternoons in Computer Lab E120. We will be focusing on Algebra 1 kids who are ELL or SPED or at risk of failing the Algebra 1 EOC. Attendance at the boot camp will be mandatory until it is determined by the teacher that the student no longer needs the support.

● Campus/Department Level - teams develop (possibly

over the summer) interventions for learning gaps in

each content area.

● Campus Level - Tutorial bus to help students who

cannot stay after school. More communication with

parents to stress the importance of students having the

opportunity to come before and after school for more

help.

● Use TAD time (like we already are) to help student

close their learning gaps.

English II Honors - Tuesday English II On-level – Thursday Department meeting are as needed. Chemistry -Wednesday Biology - Thursday Department meeting are as needed. Mon- AP World History Tue-World Geography Wed- pre AP World Geography and AP Human Geography Thursday- World History Wed – Algebra I Thursday - Geometry Bi-weekly Leadership Meeting (Friday)

needed additional support in understanding new material. Science STAAR Remediation- For students not currently enrolled in Biology, we developed scheduled remediation courses during Block Lunch/ TAD, and used released STAAR tests to pre-assess students performing below grade level and analyze specific content-areas for growth. All Science courses- Using previous performance data, we recognized students likely to underperform and utilized block-lunch to schedule proactive tutorials/ study sessions

Provide proactive support for students performing below grade level Implement mandatory tutorials during the school day through the TAD tutorial time to reach those kids with math learning gaps and those below grade level.

● Department Level - Develop a prerequisite skills

diagnostic at give students at the beginning of the year.

Weekly Core Department Meeting weekly- Thursday

Social Studies In the fall we implemented mandatory tutorials in the TAD model. In the spring we used a block lunch model for mandatory tutorials. English In the fall we implemented mandatory tutorials in the TAD model. In the spring we used a block lunch model for mandatory tutorials. English I developed a system for students to evaluate their performance and resubmit any work with the intention to scaffold their learning and provide another opportunity to achieve that


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particular learning goal. Math Students were identified by their math teachers through skill gaps and recommended for our Math Boot Camp. Students were moved into and out of the remediation program based upon achievements of goals that were set.

Proactively develop intervention plans for students demonstrating early mastery of the curriculum Classroom teachers will identify students regularly achieving 98% and above on tests and quizzes and encourage this subset of students to form a math club where they will work together on deeper level problems in all areas of math that interest them. They will be encouraged to think globally and to try to tackle problems that have a real world impact.

Bi-weekly Leadership Meeting (Friday) Bi-weekly Leadership Meeting (Friday)

Math Math club was postponed until the next school year as we developed our learning plans with our new curriculum this year.

Provide enhanced learning opportunities for students demonstrating early mastery of the curriculum. Classroom teachers will identify students regularly achieving 98% and above on tests and quizzes and provide alternative opportunities to extend their learning with projects or problem sets that require deeper thinking and critical problem solving skills.

Bi-weekly Leadership

School-Wide Each teacher identifies students achieving at high academic levels and provided alternative opportunities to extend their learning.


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● Campus Level - AP Academy - (TAD period possibly)

develop supplemental instruction on the crucial skills

needed to be successful at the AP level at PESH.

● Campus Level - regrouping students across teachers

for a unit of study to let those students who have

already mastered the material work on more advanced

learning projects.

Meeting (Friday)

Provide academic support aligned with the district curriculum.

Implement use of current curriculum online resources for remediation and support in preparation for their Algebra 1 EOC through the Math Boot Camp. ● Examine any school-level intervention to make certain

that they are tightly aligned with the academic

objectives of the district’s written curriculum that are

being addressed in the classrooms.

● Ensure that all instructional time within interventions is

targeted and tied to the academic objectives of the

district’s curriculum.

Weekly Department Meeting: English I - Tuesday English II Honors - Tuesday English II On-level – Thursday Department meeting are as needed. Chemistry -Wednesday Biology - Thursday Department meeting are as needed. Mon- AP World History Tue-World Geography Wed- pre AP World Geography and AP Human Geography Thursday- World History Wed – Algebra I Thursday - Geometry

Math Algebra I EOC preparation was started with district provided Think Through Math program. This program will be further implemented and developed during the next school year to work alongside our Math Boot Camp that was implemented this year.


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Evaluate the effectiveness of student interventions. Students will be evaluated for growth by monitoring progress in their classes by their classroom teachers as well as monitoring by teachers involved in their tutorials times. Tutorial teachers and classroom teachers will collaborate to discuss each student’s level of achievement in the program. ● Intervention team will meet to determine the

effectiveness of interventions by evaluating data and

assessments of the interventions.

● Get feedback from classroom teachers on the

effectiveness of interventions.

● Abandon interventions that do not result in increased

student performance.

Weekly Core Department Meeting – Thursday Bi-weekly Leadership Meeting (Friday)

School-Wide Core Department chairs and Academic Specialist met frequently to discuss each student’s level and intervention strategies and created an intervention plans to help reach the need of students.


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Violence Prevention and Bullying

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 Goals:

Applicable Group

Action Step Responsible Staff/Resources Formative & Summative Notes

(Evidence of Implementation and Impact) Staff PREVENTION:

Identify high risk areas. (Required)

Principal/Admin Intern/Asst. Principal

Staff feedback/ survey

Monitor high risk areas. (Required) Principal Designee

Staff assignments/ schedule

Follow Campus Rules/Expectations. (Required) Principal

Code of Conduct, District Handbook Campus Handbook

Staff EDUCATION:

Participate in annual staff training on bullying/sexual harassment. (Required)

Principal or designee Handouts/PowerPoint

Review referral process. (Required) Principal or designee Campus referral plan

Staff INTERVENTION:


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Establish recommended intervention strategies for classroom/campus. (Required)

Principal or designee (campus discipline staff)

Discipline Management Plan

Implement campus referral plan. (Required) Principal or designee Campus Referral Plan

Utilize Discipline Management strategies. (Required)

Principal or designee Discipline Management Plan

Applicable Group

Action Step Responsible Staff/Resources Formative & Summative Notes

(Evidence of Implementation and Impact) All Students

PREVENTION:

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

Principal or designee Code of Conduct/ Student-Parent Handbook

Monitor high risk areas. (Required) All staff Schedule (if necessary)

All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan

All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers

Referral Plan and

Analysis/ Teacher


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Detentions

Employ discipline interventions: (Required) Designated staff

Administrators:

Gloria Martinez, Lisa

DelaCruz, Kristen

Kinnard, Deba

Douglas, Gary

Carter/ Discipline

Referral/ Consult

forms

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

Administrative staff or counselors

Administrators:


DelaCruz, Kristen

Kinnard, Deba

Douglas, Gary

Carter

Counselors: Doug

Flores (Lead),

Monica Trevino,

Howard Bates, Lisa

Greco

Discipline Referral/

Consult forms


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

Administrators:


DelaCruz, Kristen

Kinnard, Deba

Douglas, Gary

Carter

Counselors: Doug

Flores (Lead),

Monica Trevino,

Howard Bates, Lisa

Greco

Discipline Referral/

Consult forms


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Parent Involvement

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

Project Lead: Administrators: Gloria Martinez, Lisa DelaCruz, Kristen Kinnard, Deba Douglas

Counselors: Doug Flores (Lead), Monica Trevino, Howard Bates, Lisa Greco Staff, Title I Staff: ALL Williams High School Staff

Materials and Resources: TEKS, PISD Curriculum, SAS reports, Testing Results, Master Schedule 2015-2016 Timeline: September 2015- June 2106




(Evidence of Implementation and Impact) Require all parents to register students via Parent Portal in order to have access to eNews, grades, attendance, and electronic information.

August 2015, and as the need arises

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

Monthly, Sept.- June

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

Monthly, Sept. – June

Communicate information through eNews. Monthly, as the need arises

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

Weekly, as the need arises

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

Monthly, as the need arises


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Highly Qualified Teacher Improvement Plan

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

Project Lead: Plano ISD HR Employee Recruitment & Retention Department Staff, Title I Staff: HR Employee Recruitment & Retention Dept., HR Certification Officers, Curriculum Department, Campus Administrators

Materials and Resources: Operating Fund, HR Budget, Campus/Curriculum Budget 2015-2016 Timeline: Throughout the year, as needs arise




(Evidence of Implementation and Impact)

Plano ISD Human Resources Dept. reviews and modifies the recruitment schedule biannually.

Biannually

Recruiting trips by Human Resources Dept./Campus Administrators are used to identify highly qualified candidates interested in teaching in Plano ISD.

May, June

To attract and retain highly qualified applicants for bilingual students,

Plano ISD offers a salary stipend. Monthly

To attract highly qualified applicants, Plano ISD offers pre-service

teachers at local universities the opportunity to student teach at Plano

ISD campuses.

Monthly


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Local on-going high quality professional development based on

campus/district need is provided to all teachers in all core subject

areas by the Curriculum Department/Campus Administrators.

Monthly

The Plano ISD Certification Office follows district hiring procedures to

ensure that teachers are not hired if they do not meet “highly

qualified” standards.

Monthly

williams high school - plano independent school district · 2017-04-11 · high school improvement...

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