School Action Plan: Template Overview

Transcription

1 School Action Plan: Template Overview Directions: The School Action Plan template has several tabs. They include: Achievement Targets (Red Tab) Needs Assessment (Red Tab) Key Action 1-5 (Blue Tabs) Summary (Green Tab) Funds (Green Tab) Page to enter and review data. Metrics aligned with the District Action Plan are listed; however, please feel free to add any other achievement targets relevant to your campus Open-ended areas to record needs with respect to critical areas. 5 tabs are provided for Key Actions and Specific Action Steps to be entered. To assist in continual review of the Specific Actions, this tab shows only the Action steps, NLT Date, and status. An additional area for comments and next steps are provided. A summary of the budget information from the action steps. Also a summary of Title I Components addressed is included to help ensure all 10 components are addressed at TAB ONE: Achievement Targets SELECT YOUR CAMPUS FROM THE DROP DOWN LIST AT THE TOP OF THE PAGE. THIS POPULATES YOUR SCHOOL INFORMATION TO ALL TABS FOR PRINTING PURPOSES. - The purpose of this section is to help the campus align on student achievement targets. - Space is provided for you to enter the data for your campus for last year as well as set targets for the coming year. For this reason, the metrics may be broader than at the - campus level (e.g., combining ACP performance from both semesters and all content areas) and you may feel the need to disaggregate this metrics further and add it to this sheet. - There are no formulas in this page, so feel free to delete items that are not applicable to your school. TAB TWO: Needs Assessment - The purpose of this section is to synthesize your team's assessment of the campus needs. - Open-ended space is provided to synthesize the metrics into a Needs list. The Excel cells are designed to expand as you type; however, multiple lines are also provided if you wish to list them. TAB 5-7: KEY ACTION (Briefly state the specific goal of objective.)

2 - The purpose of this section is to outline the 3-5 key actions and associated specific actions your school will take to address the identified needs and are likely to lead to achieving the school's achievement targets. Please note that you do not need to use all five sheets. All of the following fields have a drop down list with the most used choices for each field; HOWEVER, you may enter in values that are not listed in the drop down. For example, special grants may have funding codes not listed or if the step uses split funding (i.e. 199/211). Know that you are not limited to the choices in the drop down list. It is merely a drop down list for your convenience Title I This asks campuses to justify Title I Expenditures by Action Step FUND Funding Sources OBJ Object code AMOUNT Amount of funds needed for action Status The progress of the action step (aligned to Mid-Year and Summative terminology) color coded. NLT Date The date that the step will NO LATER THAN be completed. There are formulas in this page, so please be careful with inserting and deleting rows and columns if at all possible. TAB EIGHT: SUMMARY - The purpose of this section is to show the progress of the Campus Action Plan. The timelines and statuses are highlighted for each Key Action on one workbook page, with a section for comments and next steps. Area for Principal to see all action steps and their statuses. Area for comments and next action steps made available to the right of the TAB NINE: FUNDS - The purpose of this section is to show a summary of utilized funds of the specific action steps. A total expediture by funding source and object code is shown. In addition, campuses can check if they have successfeully addressed each of the 10 components of Title I at least once. This area shows total expenditures by Funding Source and Object Codes. In addition, it gives the counts of action steps which are designated to address one of the ten components on Title I. If a principal can find a specific action that follows with the campus key actions, then they can update the Key Action Plan. In fact, if there is a component at 0, it is indicated red and a note appears.

3 If the component that is lacking in the plan does not align with the Key Actions the campus is addressing, the principal can add Title I Specific Actions in the table to the right. Adding actions there will adjust the counts in the table. Also, add staff funded by Title I and SCE funds in the table to the right.

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6 CAMPUS/SCHOOL NAME CESAR CHAVEZ SELECT YOUR CAMPUS FROM THE DROP DOWN MENU School Action P Achievement Targets Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014. Metric SY2013 Score SY2014 Goal Elementary (K-5) STAAR at Level III-Advanced (%) STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results) Grade 3 STAAR Reading (Level II - Recommended) Grade 4 STAAR Writing (Level II - Recommended) Kindergarten Readiness on ISIP (% Tier 1) Average of Campus End- and Mid-year Course ACPs (% passing)

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8 Cesar Chavez Learning Center [281] Division 3 N DALLAS FP School Action Plan Needs Related to Student Achievement Data: Students struggled in multi-step and analysis questions on STAAR. Limited real life connections provided little opportunity for students to evaluate important facts/factors. Blend math and science content to develop shared measurement vocab to support the terminology found in STAAR. Develop thematic 6 weeks projects in social studies that reinforce reading/language arts critical thinking skills. Establish a student rubric/criteria chart by grade level/content to increase practice in TEKS objectives of graphs/charts. Over 30% of students were identified as Tier 3 as measured by Reasoning Minds. Few students moved at least four reading levels throughout the school year as measured through ISIP. Needs Related to Improving the Quality of Instruction: Summative spot observation data reflects below proficient in all areas, ranging from 1.3 (DOL) thru 1.6 (PI/MRS). All teachers new to Chavez did not have a mentor teacher or met on a monthly basis The PD calendar changed in the middle of last school year to provide a consistent schedule of high quality training. Members of CILT provided limited training opportunities in their assigned content. 6 out of 42 (14%) of teachers did not meet progressing levels on LO's and DOL's by the end of the school year. Needs Related to System Evaluation (philosophy, processes, implementation, capacity): Biweekly PD activity did not begin with one Core Belief activity to reinforce purposeful learning. Feeback from staff/faculty after PD sessions indicate a need to improve in the areas of minuses. Data Conference Form did not mrege spot observation data and student performance metrics. Leadership capacity and opportunities are not to the level of expectations according to teacher feedback. Many students were unable to be processed through EXCEEDS due to calendar deadlines. Monitoring academic progress is challenging to analyze and evaluate every six weeks. Goals Developed from Needs Assessment: Improve student achievement. Increase the quality of instruction through curriculum alignment. Maintain a positive school climate and classroom culture of learning.

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10 Cesar Chavez Learning Center [281] Division 3 N DALLAS FP School Action Plan KEY ACTION (Briefly state the specific goal or objective.) Improve the culture of PD, feedback, and climate. INDICATORS OF SUCCESS (Measurable results that describe success.) Increase effectiveness of PD sessions to improve instruction from 51.6% to 60% Develop team experiences with colleagues to improve instruction from 51.6% to 60%. Improve student discipline by decreasing the number of Level 2 and 3 referrals from 42 to 32. Review spot observation trends every 6 weeks, making comparisons, and discuss ways for improvement. Active practice of the Core Beliefs through members of CILT tying at least one belief to the central focus of a PD activity. REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) A1 Develop instructional PD calendar and review plan with members of CILT for improvement. 2.1 Attracting HQ staff B1 Conducting a Core Belief exercise at the beginning of each PD session (2x month). 2.1 Reform strategies C1 Develop team-building activities during the extended PD sessions. 2.2 HQ PD D1 Review calendar events and weekly agenda during content meetings and share feedback/suggestions. 2.2 E1 Monitor and chart student discipline by section and review every 2nd Wednesday by discipline committee. 2.3 HQ PD F1 Develop criteria and expectations for Bird's Nest. 2.3 HQ PD Timely Add'l Assistance G1 Generate and review spot observation data at staff meetings once every 6 weeks. 2.4 Instr by HQ tchrs H1 Discuss and generate action plans to improve teaching performance in non-proficient areas. 2.4 Instr by HQ tchrs I1 Provide tools for student feedback through use of technology. 2.5 Reform strategies J For the exit ticket (PMI) request specific feedback if we are headed in the right direction. 2.5 Reform strategies STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A2 PD to familiarize staff with district wide core beliefs. 2.1 HQ PD B2 Each grade level sponsors a designated month to honor colleagues and recognize areas where staff can provide lift and support to those in need. C2 Share ideas to improve and adjust training opportunities based on need of the campus Coordination of Svcs Grade-level transitions Materials/Resour ces $

11 KEY ACTION (Briefly state the specific goal or objective.) Improve the culture of PD, feedback, and climate. INDICATORS OF SUCCESS (Measurable results that describe success.) Increase effectiveness of PD sessions to improve instruction from 51.6% to 60% Develop team experiences with colleagues to improve instruction from 51.6% to 60%. Improve student discipline by decreasing the number of Level 2 and 3 referrals from 42 to 32. Review spot observation trends every 6 weeks, making comparisons, and discuss ways for improvement. Active practice of the Core Beliefs through members of CILT tying at least one belief to the central focus of a PD activity. REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) D2 Respond to action steps outline in the Weekly Agenda topics as necessary. 2.2 Needs assessment E2 Ensure classroom and school-wide rules are evident and reinforced. 2.3 Needs assessment F2 Continuously review the school's priorities and actively share recommendations to offer direction on what they should be. 2.3 Reform strategies G2 Seek and implement rigorous teaching strategies to improve in areas of need based on spot observation data. 2.4 Instr by HQ tchrs H2 Script in the lesson plans the effective strategies used to make improvements in the delivery of instruction. 2.4 Needs assessment I2 Discussing with colleagues the connection of a Core Belief to the purpose of the PD activity. 2.5 Reform strategies J2 Teachers will improve instruction by using small groups, differentiating learning, progress monitoring, and tutorials to increase student knowledge and skills using Chrome Books. 2.5 Reform strategies 199/ Materials/Resour ces $ 7,500.00

12 Cesar Chavez Learning Center [281] Division 3 N DALLAS FP School Action Plan 1 Improve the quality of instruction using aligned curricular maps and effective lesson plans. KEY ACTION (Briefly state the specific goal or objective.) INDICATORS OF SUCCESS (Measurable results that describe success.) 50% of teachers receive a 2.0 or higher on Learning Objectives and Student Engagement by December, 2013, and increased to 80% by May, % of teachers receive a 2.0 or higher on Demonstration of Learning and Purposeful Instruction by December, 2013, and increased to 80% by May, Compare spot observations to student performance data by teacher each 6 weeks. Having 100% of RtI meetings with parents as needed with identified Tier 3 students by October By Dec., the number of Tier 3 students will be reduced by 10%. By May, this number will reduce by an additional 20% 6 REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) A1 Provide on-going training on the "book ends" of lesson objectives and DOL's. 1.1 B1 Provide time for vertical articulation in prior and subsequent grades within each department. 1.2 Grade-level transitions Grade-level transitions C1 Maintain a visual board with ISIP data to chart reading level progress. 1.3 Asssessment Dec-Mak D1 Develop goal-setting template for students to chart their learning growth. 1.3 Needs assessment E1 Administrators will review data and teacher action plans after each six weeks. 1.3 Reform strategies F1 Review and progress-monitor Tier 3 students, as well as intervention plans. 1.3 Reform strategies G1 Generate graphs and related data regarding the spot tracker for PD. 1.4 Needs assessment Materials/Resour ces $ H1 Develop PD topics to enhance and improve teaching performance related to observations. 1.4 Needs assessment I1 Participate and provide recommendations in meetings with parents. 1.5 Parent involvement J Ensure that EXCEEDS has been updated at least once each six weeks. 1.5 Coordination of Svcs STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A2 Design and execute lessons based on specific learning objectives. 1.1 Grade-level transitions Materials/Resour ces $

13 1 Improve the quality of instruction using aligned curricular maps and effective lesson plans. KEY ACTION (Briefly state the specific goal or objective.) INDICATORS OF SUCCESS (Measurable results that describe success.) 50% of teachers receive a 2.0 or higher on Learning Objectives and Student Engagement by December, 2013, and increased to 80% by May, % of teachers receive a 2.0 or higher on Demonstration of Learning and Purposeful Instruction by December, 2013, and increased to 80% by May, Compare spot observations to student performance data by teacher each 6 weeks. Having 100% of RtI meetings with parents as needed with identified Tier 3 students by October By Dec., the number of Tier 3 students will be reduced by 10%. By May, this number will reduce by an additional 20% 6 REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) B2 Develop, post, and use aligned objectives and DOLs. 1.1 C2 D2 Teachers will conduct ISIP assessments at least once a month and move the student's name on the chart maintained in room 122. Increase student-teacher engagement through science labs, hands-on activities, collaborative group work, project based learning (research/six weeks projects). Grade-level transitions 1.2 Asssessment Dec-Mak 1.2 Needs assessment E2 Collect student data to report during the Data Conferences. 1.3 Reform strategies F2 Identify and review at least once every six weeks the tiering of students, implementing successful intervention strategies. 1.3 Reform strategies G2 Review recommendations and make adjustments to teaching strategies as noted. 1.4 Needs assessment Participate in backwards planning designing and administering common assessments at least every two weeks. 1.4 Asssessment Dec-Mak H2 Actively participate in at least 90% of PD offered on campus. 1.4 Needs assessment I2 J2 Continuously communicate with parents regarding the progress of students, particularly with Tier 3 students. Scribing student observation and assessment data on EXCEEDS at least once each six weeks for identified Tier 3 students. 1.5 Parent involvement 1.5 Coordination of Svcs Materials/Resour ces $ 3,800.00

14 Cesar Chavez Learning Center [281] Division 3 N DALLAS FP School Action Plan KEY ACTION (Briefly state the specific goal or objective.) Use data to drive instruction and ensure academic growth in all students. INDICATORS OF SUCCESS (Measurable results that describe success.) Interim and formative assessment data will show 80% of students demonstrate at least proficient level. Using ISIP and RM data, students will demonstrate a level of growth providing by the ISIP chart or on RM. The number of students moving up one or two reading levels (ISIP) will be demonstrated on the visual board, and RM students honored at six weeks awards assemblies. Teachers will conduct four individual data conference meetings to demonstrate the success levels of their students. Implement one project based learning activity each semester and conduct a gallery/artifact walk to share with others. REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) A1 Meet weekly with each grade level to review and look at student data and plan next steps. 3.1 Needs assessment B1 Meet monthly with each department/content to review student data and plan next steps. 3.1 Asssessment Dec-Mak C1 D1 Provide grade level teams with professional development days to analyze student data to determine the degree of alignment between what is being taught and what is learned. Conduct individual data conferences with each classroom teacher to review data, strategies, and student achievement Grade-level transitions Timely Add'l Assistance E1 Assign student teachers and provide feedback from SMU Field Observation participants. 3.4 Attracting HQ staff F1 JFK50 Ask Not School Project assigned for PK-5 to be completed 4/4/ Coordination of Svcs STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) Develop plans to change instruction after each data point/progress monitoring assessment/district A2 assessment. Identify Tier 2 and Tier 3 students who require intervention and each assessment to develop action B2 plan to address student's needs. All Tier 3 students will be entered into EXCEEDS and progressed monitored. 3.1 Needs assessment 3.1 Asssessment Dec-Mak Materials/Resour ces $ 1,200.00

15 KEY ACTION (Briefly state the specific goal or objective.) Use data to drive instruction and ensure academic growth in all students. INDICATORS OF SUCCESS (Measurable results that describe success.) Interim and formative assessment data will show 80% of students demonstrate at least proficient level. Using ISIP and RM data, students will demonstrate a level of growth providing by the ISIP chart or on RM. The number of students moving up one or two reading levels (ISIP) will be demonstrated on the visual board, and RM students honored at six weeks awards assemblies. Teachers will conduct four individual data conference meetings to demonstrate the success levels of their students. Implement one project based learning activity each semester and conduct a gallery/artifact walk to share with others. REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) C2 Collaborate with staff to implement and monitor interventions at classroom level each month. 3.2 D2 E2 Establish data for each student with outlined goals (students in grades K-5 will track their own data). Meet weekly to monitor progress of RtI students and evaluate data to determine if students are making sufficient levels of progress. Grade-level transitions 3.3 Asssessment Dec-Mak 3.2 Timely Add'l Assistance F2 Update and submit classroom data template to administrators after each meeting. 3.2 Coordination of Svcs G2 Communicate with families regarding student progress and support. 3.3 Parent involvement H2 I2 Enhance instructional delivery by sharing best practices with student teachers and Field Observation participants. PK-2 will complete the Early Childhood initiative, and 3-5 will participate in the Social Studies essay on leadership or service learning in the community. 3.4 Attracting HQ staff 3.5 Coordination of Svcs

16 Cesar Chavez Learning Center [281] Division 3 N DALLAS FP School Action Plan Raise the level of academic rigor to reflect an increase on advanced level student performance on STAAR. KEY ACTION (Briefly state the specific goal or objective.) INDICATORS OF SUCCESS (Measurable results that describe success.) Student-teacher engagement will improve each six weeks as measured by spot observation data. Student performance on common assessments will improve as a result of increased student-teacher engagement. This will be measured by an increase in student proficiency on each common assessment. STAAR and Ready to STAARt data will identify students who performed at the advanced (90%) level. REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) A1 Provide feedback based on spot observations of teachers gauging success implementing effective student-teacher engagement. 4.1 Instr by HQ tchrs B1 Provide opportunities for teachers to plan collaboratively, both vertical and horizontal, to implement student engagement. 4.2 HQ PD C1 Maintain a library of professional books, journals, and other written items to support the individual who seeks to gain more successful ideas and strategies. 4.2 HQ PD D1 Review common assessments to analyze the level of rigor. 4.3 Reform strategies E1 Implement Lead4Ward strategies for HQ PD STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) Develop and implement strategies shared from spot observations to demonstrate viable and A2 improved ways to increase student engagement and levels of rigor. 4.1 Instr by HQ tchrs B2 Staff will increase rigor levels in classroom lessons and activities using Bloom's Taxonomy. 4.2 Reform strategies C2 Post Bloom's Taxonomy in the classroom. 4.2 Reform strategies

17 Raise the level of academic rigor to reflect an increase on advanced level student performance on STAAR. KEY ACTION (Briefly state the specific goal or objective.) INDICATORS OF SUCCESS (Measurable results that describe success.) Student-teacher engagement will improve each six weeks as measured by spot observation data. Student performance on common assessments will improve as a result of increased student-teacher engagement. This will be measured by an increase in student proficiency on each common assessment. STAAR and Ready to STAARt data will identify students who performed at the advanced (90%) level. REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) D2 Staff will receive coaching based on feedback from administrators to increase effective studentteacher engagement. 4.2 HQ PD E2 Classroom discussions should require students to justify their thinking. 4.2 Instr by HQ tchrs F2 Implement strategies from Lead4Ward. 4.2 HQ PD G2 Using the Blue Print and CPGs, teachers will develop and implement common assessments every two weeks that will contain varying levels of rigor. 4.3 Asssessment Dec-Mak

18 Cesar Chavez Learning Center [281] Division 3 N DALLAS FP School Action Plan KEY ACTION (Briefly state the specific goal or objective.) Student discipline is enforced consistently and effectively. The goal is to have 100% compliance and meet student behavioral expectations by providing intervention, support, and recognition opportunities throughout the school year. INDICATORS OF SUCCESS (Measurable results that describe success.) Students demonstrate respectful and responsive communication skills as reflected on decreasing number of incidents by six weeks report. Student discipline referrals will be tracked by teacher to analyze trends and seek improvement to decrease frequency by 10% from fall to spring semester. All students will model expected behavioral expectations as posted in classrooms. Climate and culture in the classroom is recognized at awards assemblies. REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) Model the expected behavior with consistency of walking in the halls, cafeteria, and auditorium. A1 5.1 Needs assessment Redirect, readjust, and reinforce as needed. B1 Inspect and expect posted rules that are consistent with district and campus policies. 5.2 Needs assessment C1 D1 E1 Ensure that clear and respectful communication has been achieved to follow up with the infraction appropriately as outlined in the Student Code of Conduct. Incorporate FUNtastic Thursday and Friday activites with a requirement of having no classroom disciplinary infractions after March 1, Establish a discipline committee that meets once every six weeks to review data and make recommendations to improve in identified areas. 5.3 Needs assessment 5.4 Needs assessment 5.3 Grade-level transitions F1 Add a new distinction for High Flyer award and the criteria. 5.4 Reform strategies STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A2 Staff will reinforce the behavior expectations and consistently enforce the established rules. 5.1 Needs assessment B2 Posted rules that clearly outline the behavioral expectations with consequences. 5.2 Needs assessment

19 KEY ACTION (Briefly state the specific goal or objective.) Student discipline is enforced consistently and effectively. The goal is to have 100% compliance and meet student behavioral expectations by providing intervention, support, and recognition opportunities throughout the school year. INDICATORS OF SUCCESS (Measurable results that describe success.) Students demonstrate respectful and responsive communication skills as reflected on decreasing number of incidents by six weeks report. Student discipline referrals will be tracked by teacher to analyze trends and seek improvement to decrease frequency by 10% from fall to spring semester. All students will model expected behavioral expectations as posted in classrooms. Climate and culture in the classroom is recognized at awards assemblies. REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) All classrooms will implement effective classroom management strategies with posted C2 5.3 Needs assessment expectations and outcomes. D2 Implement and maintain a discipline log to offer long-term benefits for compliance. 5.4 Needs assessment E2 Participate in grade level dialogue to improve student relations and studying effective strategies that eliminiate behavioral infractions. 5.4 Grade-level transitions F2 Recognize students who have modeled the posted behavior expectations with High Flyer award 5.4 Reform strategies

20 Cesar Chavez Learning Center [281] Division 3 N DALLAS FP School Action Plan KEY ACTION PROGRESS REPORT KEY ACTION 1 ; SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Provide on-going training on the "book ends" of lesson objectives and DOL's. Design and execute lessons based on specific learning objectives. Provide time for vertical articulation in prior and subsequent grades within Develop, post, and use aligned objectives and DOLs. Maintain a visual board with ISIP data to chart reading level progress. Teachers will conduct ISIP assessments at least once a month and move the Develop goal-setting template for students to chart their learning growth. Increase student-teacher engagement through science labs, hands-on Administrators will review data and teacher action plans after each six weeks. Collect student data to report during the Data Conferences. Review and progress-monitor Tier 3 students, as well as intervention plans. Identify and review at least once every six weeks the tiering of students, Generate graphs and related data regarding the spot tracker for PD. Review recommendations and make adjustments to teaching strategies as Develop PD topics to enhance and improve teaching performance related to Actively participate in at least 90% of PD offered on campus. Participate and provide recommendations in meetings with parents. Continuously communicate with parents regarding the progress of students, particularly with Tier 3 students. Ensure that EXCEEDS has been updated at least once each six weeks. Scribing student observation and assessment data on EXCEEDS at least once each six weeks for identified Tier 3 students.

21 KEY ACTION 2 Improve the culture of PD, feedback, and climate. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Develop instructional PD calendar and review plan with members of CILT for improvement. PD to familiarize staff with district wide core beliefs. Conducting a Core Belief exercise at the beginning of each PD session (2x month). Develop team-building activities during the extended PD sessions. Review calendar events and weekly agenda during content meetings and share feedback/suggestions. Monitor and chart student discipline by section and review every 2nd Wednesday by discipline committee. Develop criteria and expectations for Bird's Nest. Generate and review spot observation data at staff meetings once every 6 weeks. Discuss and generate action plans to improve teaching performance in nonproficient areas. Provide tools for student feedback through use of technology. For the exit ticket (PMI) request specific feedback if we are headed in the right direction. Each grade level sponsors a designated month to honor colleagues and recognize areas where staff can provide lift and support to those in need. Share ideas to improve and adjust training opportunities based on need of the campus. Respond to action steps outline in the Weekly Agenda topics as necessary. Ensure classroom and school-wide rules are evident and reinforced. Continuously review the school's priorities and actively share recommendations to offer direction on what they should be. Seek and implement rigorous teaching strategies to improve in areas of need based on spot observation data. Script in the lesson plans the effective strategies used to make improvements in the delivery of instruction. Discussing with colleagues the connection of a Core Belief to the purpose of the PD activity. Teachers will improve instruction by using small groups, differentiating learning, progress monitoring, and tutorials to increase student knowledge and skills using Chrome Books.

22 KEY ACTION 3 Use data to drive instruction and ensure academic growth in all students. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Meet weekly with each grade level to review and look at student data and plan next steps. Develop plans to change instruction after each data point/progress monitoring assessment/district assessment. Meet monthly with each department/content to review student data and plan next steps. Provide grade level teams with professional development days to analyze student data to determine the degree of alignment between what is being taught and what is learned. Conduct individual data conferences with each classroom teacher to review data, strategies, and student achievement. Assign student teachers and provide feedback from SMU Field Observation participants. JFK50 Ask Not School Project assigned for PK-5 to be completed 4/4/14 Identify Tier 2 and Tier 3 students who require intervention and each assessment to develop action plan to address student's needs. All Tier 3 students will be entered into EXCEEDS and progressed monitored. Collaborate with staff to implement and monitor interventions at classroom level each month. Establish data for each student with outlined goals (students in grades K-5 will track their own data). Meet weekly to monitor progress of RtI students and evaluate data to determine if students are making sufficient levels of progress. Update and submit classroom data template to administrators after each meeting. Communicate with families regarding student progress and support. Enhance instructional delivery by sharing best practices with student teachers and Field Observation participants. PK-2 will complete the Early Childhood initiative, and 3-5 will participate in the Social Studies essay on leadership or service learning in the community.

23 KEY ACTION 4 Raise the level of academic rigor to reflect an increase on advanced level student performance on STAAR. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Develop and implement strategies shared from spot observations to Provide feedback based on spot observations of teachers gauging success demonstrate viable and improved ways to increase student engagement and implementing effective student-teacher engagement. levels of rigor. Provide opportunities for teachers to plan collaboratively, both vertical and horizontal, to implement student engagement. Staff will increase rigor levels in classroom lessons and activities using Bloom's Taxonomy. Maintain a library of professional books, journals, and other written items to support the individual who seeks to gain more successful ideas and strategies. Review common assessments to analyze the level of rigor. Implement Lead4Ward strategies for 3-5 Post Bloom's Taxonomy in the classroom. Staff will receive coaching based on feedback from administrators to increase effective student-teacher engagement. Classroom discussions should require students to justify their thinking. Implement strategies from Lead4Ward. Using the Blue Print and CPGs, teachers will develop and implement common assessments every two weeks that will contain varying levels of rigor.

24 KEY ACTION 5 Student discipline is enforced consistently and effectively. The goal is to have 100% compliance and meet student behavioral expectations by providing intervention, support, and recognition opportunities throughout the school year. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Model the expected behavior with consistency of walking in the halls, cafeteria, and auditorium. Redirect, readjust, and reinforce as needed. Inspect and expect posted rules that are consistent with district and campus policies. Ensure that clear and respectful communication has been achieved to follow up with the infraction appropriately as outlined in the Student Code of Conduct. Incorporate FUNtastic Thursday and Friday activites with a requirement of having no classroom disciplinary infractions after March 1, Establish a discipline committee that meets once every six weeks to review data and make recommendations to improve in identified areas. Add a new distinction for High Flyer award and the criteria. Staff will reinforce the behavior expectations and consistently enforce the established rules. Posted rules that clearly outline the behavioral expectations with consequences. All classrooms will implement effective classroom management strategies with posted expectations and outcomes. Implement and maintain a discipline log to offer long-term benefits for compliance. Participate in grade level dialogue to improve student relations and studying effective strategies that eliminiate behavioral infractions. Recognize students who have modeled the posted behavior expectations with High Flyer award

25 Cesar Chavez Learning Center [281] School Action Plan Division 3 N DALLAS FP SUMMARY OF KEY ACTION EXPENDITURES FUND TOTAL 199 $ - $ - $ - $ - $ - $ - $ $ - $ - $ - $ 7, $ - $ - $ 7, $ - $ - $ - $ - $ - $ - $ $ - $ - $ - $ - $ - $ - $ - 199/211 $ - $ - $ - $ - $ - $ - $ - 21M $ - $ - $ - $ - $ - $ - $ - SCE $ - $ - $ - $ - $ - $ - $ - SCE/199 $ - $ - $ - $ - $ - $ - $ - Other SR Fund $ - $ - $ - $ - $ - $ - $ - TOTAL $ - $ - $ - $ 7, $ - $ - $ 7, # TITLE I COMPONENT OF ACTIONS 1 Needs assessment 19 2 Reform strategies 15 3 Instr by HQ tchrs 7 4 HQ PD 10 5 Attracting HQ staff 3 6 Parent involvement 3 7 Grade-level transitions 11 8 Asssessment Dec-Mak 8 9 Timely Add'l Assistance 4 10 Coordination of Svcs 6

26 Note: In order to meet Title I requirements, Specific Action steps may be added to the Key Action Tabs OR in the Title I Specific Actions in the table to the right.

27 TITLE I SPECIFIC ACTION STEPS School Action Plan TITLE I COMPONENT RESPONSIBLE ACTION STEP FUND OBJ ITEM AMOUNT NLT DATE STATUS Grade-level transitions TEACHERS 1.1 Regular collection and evaluation of data sources Timely Add'l Assistance TEACHERS 1.3 Extended learning opportunities Asssessment Dec-Mak PRINCIPAL 2.4 Increase technology resources/usage Grade-level transitions PRINCIPAL 2.5 Teachers will improve instruction by using small groups, differentiating learning, progress monitoring, and tutorials to increase students' knowledge and skills HQ PD STAFF 4.2 Professional literature/trainings/conferences Instr by HQ tchrs STAFF 1.2 Staff/student supplemental supplies and resources for core content areas 199/ Materials/Resource s Materials/Resource s Materials/Resource s Materials/Resource s Materials/Resource s Materials/Resource s $ $ 3, $ $ $ $ 5, /30/14 Asssessment Dec-Mak TEACHERS 2.5 Teachers will improve instruction by using small groups, differentiating learning, progress monitoring, and tutorials to increase students' knowledge and skills using Chrome Books 199/ Materials/Resource s $ 7,500.00

28 TITLE I OR SCE FUNDED STAFF JOB CODE EMPLOYEE ID EMPLOYEE FUND FTE