District Coordinator for School Improvement (DCSI) Professional Service Provider (PSP) Special Education Lead. 3rd Grade Reading Teacher and Team Lead

Transcription

1 KIPP Desiny Elemenary Campus Turnaround Plan Draf Please he Disric Coordinaor for School Improvemen, Laura Farber, a lfarber@kippdfw.org, wih commens. Disric Name: KIPP DFW Public Schools Couny- Disric Campus Number (CDCN): Campus Name: KIPP Desiny Elemenary Grades Served: Sakeholders Responsible for Campus Turnaround Plan Developmen: Kindergaren hrough 4h Grade Name: Laura Farber Tori Lee Jeanne Walker Rich Barre Michael Horne Anu Singh Kaie Walker Aleisha Dolls Ahjani Fuller Campus Adminisraive Team Role: Disric Coordinaor for School Improvemen (DCSI) Principal Professional Service Provider (PSP) Head of Schools Superinenden Special Educaion Lead Inervenionis 3rd Grade Reading Teacher and Team Lead Assisan Principal Please complee he following informaion for all members of he campus adminisraive eam (including principal, principal's supervisor, assisan principals, any campus-embedded insrucional coaches, and any oher adminisraive saff responsible for he implemenaion of he plan presened here. Name: Curren Role:

2 Tori Lee Ahjani Fuller LaQuicia Gill Tijera Marshall Anu Singh Kaie Walker Principal Assisan Principal Assisan Principal Insrucional Coach Special Educaion Lead Inervenionis Hisorical Narraive and Campus Vision Include a hisorical narraive ha succincly describes he hisory of he campus ha has led o under performance. Use he problem saemens idenified during he sysemic daa analysis o frame he narraive. Do no exceed 3000 characers. KIPP Desiny Elelmenary was founded wih PreK and Kinder in The school has grown each year o serve a new grade level, wih he founding Kinder class now in 4h grade. The school currenly serves jus under 600 sudens and has approximaely 50 saff members. KIPP Desiny is he firs elemenary school in he KIPP DFW Public Schools region. While here have been specific grade levels and eams ha have experienced success over ime, especially sudens in Kinder, overall here are hree compounding problems ha have made achieving coninue academic success a challange.firs, over he las five years, he school has experienced significan saffing challenges over ime. Turnover has been high urnover of saff- boh a he leadership and eacher level. The school now has is hird principal in is fifh year. The enire leadership eam is new o heir roles his year. Addiionally, many eachers are new o heir roles. The combinaion of a new eaching saff wih coninued eacher urnover has made consisency year over year a challenge.second, KIPP Desiny Elemenary serves a demographic of sudens wih a wide variey of needs. Through i's growh, he school has sruggled o suppor sudens wih more inensive needs, lacking he programming and saff o creae an environmen ha. Addiionally, KIPP Desiny Elemenary is locaed in a par of he ciy wih a moderae amoun of mobiliy. Suden ariion has compounded his challenge as each year a differen group of sudens wih differen needs arrives a he school.third, he school has had consisen changes o he approach and use of curriculum over ime. These changes have made i challenging o implemen curriculums wih fideliy and ensure sudens have a verically aligned experience year over year.as a resul of hese several areas of challenge, las year KIPP Desiny Elemenary did no mee he sandard for STAAR performance wih is founding class in 3rd grade. Addiionally, based on beginning of year MAP daa, sudens are no closing performance gaps year over year. Include he campus vision.

3 KIPP Desiny Elemenary School will grow scholar-leaders who are empowered o define heir own desiny and posiively impac he world hrough superior academic preparaion and leadership developmen. KIPP Desiny Elemenary sudens will hrive in a safe and challenging learning environmen of educaional excellence, enabling scholars o boh grow as leaders and build capaciy o ac independenly and make choices ha will evenually ransform our local communiy and he world as hey define heir own desiny o and hrough college. Needs Summary and Turnaround Plan Sysemic Roo Cause(s): Describe he sysemic roo cause ha has led o low suden performance. The sysem roo cause he has led o low suden performance is he lack of a comprehensive plan ha maches he skillse of he aduls a KIPP Desiny Elemenary. To be more specific, each year, a plan is creaed for he nex year, bu i is ofen changed numerous imes when he plan is no iniially successful. A he roo of his is eacher and leader capaciy due o heir experise levels and novice experience of saff. No having skilled saff members in each role, and having coninued urnover, has prevened he school from implemening plans wih fideliy. Turnaround Sraegy: Describe your approach o resolve he sysemic roo cause and improve suden oucomes. The urnaround sraegy for KIPP Desiny Elemenary will be focused on more quickly and sraegically building eacher and leader capaciy hrough focused coaching and suppor, iniiaing a school wide behavior sysems, and reconsidering saffing use o maximize impac on suden learning. To his end, he urnaround sraegy will creae a fundamenal change in eacher and leadership suppor. When execued wih fideliy, eachers and leaders will be equipped wih he insrucional and coaching ools o make significan increases in suden achievemen wihin he upcoming wo years. Oucome: Describe how he urnaround sraegy will help he campus achieve is vision.

4 The urnaround sraegy will apply he many lessons learned hrough KIPP Desiny Elemenary's growh o ensure signfican progress owards creaing a safe and challenging learning environmen of educaional excellence. The plan moves beyond he scope of he previous years' effors o improve academic achievemen. Grounded in a research-based professional developmen plan and a robus insrucional coaching model, eachers and leaders across all grade levels will be impaced. The campus vision focuses on an environmen of educaional excellence ha is gorunded in superior academic preparaion. The urnaround sraegy of building srong insrucional and coaching plans will creae he condiions needed o achieve he vision. Annual Goals: o be compleed upon receip of 2018 preliminary raing Processes/Procedures: Wha processes, procedures, and policies are needed o ensure ha he urnaround iniiaive will be implemened effecively?

5 The over-arching process of he urnaround plan is o build he capaciy of he leadership eam and he insrucional capaciy of he eaching saff of he school. KIPP DFW-Desiny Elemenary will esablish and implemen sysemic operaional proocols. Main elemens ha will be included include refining he hiring proocol, a differeniaed sysem of ongoing professional developmen, an enhanced insrucional coaching model, use of qualiy daa o drive insrucion and decision-making, and a review of curren policies and pracices o deerimine effeciveness. Purposeful suppor and ongoing raining will be provided eachers and leaders for insrucional coaching (Paul Bambrick model), use of qualiy daa o drive insrucion and developmen of a long erm ongoing PD model based on saff and needs of he campus. A he disric level, he roles and responsibiliies of leaders will be evaluaed and possible changes made o leadership assignmens. A fully developed professional developen plan will be creaed based on an analysis of wha skills a eacher needs o be a successful eacher a Desiny Elemenary. Roles and responsibiliies of eachers and leaders will be reviewed and adjused. New processes ha will be pu in place include refinemen and ongoing raining for he insrucional coaching model, and a differeniaed sysem for professional developmen. Across he disric, here will be addiional focus on alignmen o sandards and curriculum, insiuing accounabiliy for planning, observaion and feedback, reviewing daa, and reeaching o increase adul accounabiliy a he eacher and leader level. Only he following columns need o be compleed prior o being ordered o implemen he urnaround plan: Aciviy, Timeline, Person(s) Responsible. Processes and Procedures Implemenaio n Shor-Term: (raining, acquisiion of new skills) Aciviy (Acions/Process es) Revise hiring rubric and roles and responsibiliies of campus leadership Creae a Professional Developmen Plan: 1. New eacher orienaion o las all year 2. Insrucional Coaching Overview Timeline Person(s) Responsible Resourc es Expeced Oucomes (Goal/Targ e) Resuls (Oucomes/Daa) Sau s no now no now no now Nex Sep s

6 3. Daa Driven Insrucion/Less on Planning 4. Proocols for Collaboraion Inermediae: (Implemenai on) Revise insrucional coaching model and he orienaion process o be a year-long process ha purposely coaches insrucional coaches. Provide insrucional coaches ongoing PD hroughou he year. Progress monior he new saff hires based on he hiring rubric. Provide coaching suppor as needed.

7 Long-Term: (Resuls) Provide Professional developmen and monior implemenaion of sraegies. Progress monior effeciveness of insrucional coaching. Weekly academic progress monioring of suden daa alongside benchmark daa Comparison of he hiring rubric o he evaluaion rubic. This process will resul in high caliber eachers and leaders, herefore increasing heir insrucional capaciy resuling in high academic gains.

8 Processes/Procedures Implemenaion Saus: Check in dae: <ener dae> Processes/Procedures Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> Processes/Procedures Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> Processes/Procedures Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> Organizaional Srucure: How will you eliminae barriers o improvemen, redefine saff roles and responsibiliies as necessary, and empower saff o be responsive in suppor of he urnaround iniiaive? Eliminaion of barriers: --Budgeing for professional developmen, provide seond insrucional coach for he campus as well as second inervenionis --Addiional regional suppor for curriculum resources and professional developmen resources for eachers and leaders Roles and Responsibiliies, redefined as necessary: ---School and disric leadership: focus on coaching insrucional leaders and accounabiliiy sysems for planning, observaion and feedback, and daa cycles. Addiionally, disric leadership commis o esablishing a Disric Turnaround Acion Team ha collaboraes, reviews, and suppors he Turnaround/IR Campuses and Plans. Team will mee every 4-6 weeks o review plan implemenaion, professional developmen requess, daa, addiional budgeary requess, absenee raes, vacancies, and exernal professional developmen requess, ec. The Disric eam will collaborae o esablish a common daa collecion expecaion and assessmen processes for all Turnaround/IR Campuses for monioring. Provide Board quarerly updaes on progress of he campus.

9 ---Insrucional Coach: aend coaching meeings wih Principal, mainain observaion and feedback and daa meeing logs, mee wih eachers for weekly planning or debriefs, and receive feedback from Principal and Head of Schools on pracice ---Inervenionis: focus on supporing sudens sruggling academically wih research based inervenion; focus on specific subpopulaions of sudens wih greaes need Empowermen of saff: ---Through spring, inves saff in Turnaround Plan and Iniiaive hrough sraegic planning. ---Connec sraegic plan o curren year daa cycles o make a srong case for coninued improvemen ---Gaher saff feedback a leas wice a year on curren pracices, and ways o srenghen saff culure, suden culure, and academic resuls Only he following columns need o be compleed prior o being ordered o implemen he urnaround plan: Aciviy, Timeline, Person(s) Responsible. Organizaional Srucure Implemenaio n Aciviy (Acions/Process es) Timeline Person(s) Responsible Resourc es Expeced Oucomes (Goal/Targ e) Resuls (Oucomes/Daa) Sau s Shor-Term: (raining, acquisiion of new skills) Hire insrucional coach, an inervenionis Provide overview of insrucional coaching and inervenionis responsibiliies o saff On-going Professional Developmen Progress monior Jan-June 2018 Principal no now no now no now July-Augus 2018 Principal Throughou he school year Throughou he school year Principal Principal Nex Sep s

10 Inermediae: (Implemenai on) Long-Term: (Resuls) Organizaional Srucure Implemenaion Saus: effeciveness of insrucional coaches and inervenioniss as a resul, we will see an increase in suden oucomes and eacher capaciy Check in dae: <ener dae> <Ener Tex> Organizaional Srucure Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> Organizaional Srucure Implemenaion Saus: Check in dae: <ener dae> <Ener Tex>

11 Organizaional Srucure Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> Capaciy and Resources: Describe he saff, raining, and resources ha are required o implemen he plan. (Specify any new full ime employees as a resul of he iniiaive. Describe how personnel resources are differen from he previous school year.) One addiional saff member, an insrucional coach, will be added o he saff as well as a second inervenionis (invesmen of K). The curren and fuure Assisan Principals and coaches will aend professional developmen hroughou he summer and school year and develop a level of compeence o provide suppor o he saff. Money will also be se aside for regional as well as school specific professional developmen (20-30K). Boh during he summer and hrough he year, creaive scheduling and use of saff will alllow for specific eachers o aend addiional professional developmen. Only he following columns need o be compleed prior o being ordered o implemen he urnaround plan: Aciviy, Timeline, Person(s) Responsible. Capaciy and Resources Implemenaio n Aciviy (Acions/Process es) Timeline Person(s) Responsible Resourc es Expeced Oucomes (Goal/Targ e) Resuls (Oucomes/Daa) Sau s Shor-Term: (raining, acquisiion of new skills) Hire insrucional coach and inervenionis Provide overview of insrucional coaching and inervenionis Jan-June 2018 Principal July-Augus 2018 Principal Nex Sep s

12 Inermediae: (Implemenai on) Long-Term: (Resuls) Capaciy and Resources Implemenaion Saus: responsibiliies o saff On-going Professional Developmen Refined daa cycles and processes for each level of role (eacher, inervenioniss, and coaches) Throughou he school year Throughou he school year Minimum monly Check in dae: <ener dae> Principal Principal Principal wih suppor from regional daa and assessmen coordinaor <Ener Tex> Capaciy and Resources Implemenaion Saus: Check in dae: <ener dae> <Ener Tex>

13 Capaciy and Resources Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> Capaciy and Resources Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> Communicaions: How will you communicae a shared and clear vision for he urnaround iniiaive ha resuls in a collaboraive effor oward suden success? KIPP DFW-Desiny Elemenary will seek inpu from all sakeholders hrough public meeings, leadership meeings, deparmen meeings, faculy meeings, and summer planning as well as Campus Improvemen Process sessions o ensure ha he vision is eviden hroughou he enire school year. The vision of a becoming a model school for he acceleraing eacher and leader capaciy will drive he planning of he school calendar and newsleers which is shared wih all sakeholders hrough flyers, newsleers, and visis o he neighborhoods. Only he following columns need o be compleed prior o being ordered o implemen he urnaround plan: Aciviy, Timeline, Person(s) Responsible. Communicaio n Implemenaio n Aciviy (Acions/Process es) Timeline Person(s) Responsible Resourc es Expeced Oucomes (Goal/Targ e) Resuls (Oucomes/Daa) Sau s Shor-Term: (raining, acquisiion of new skills) Share draf of iniiaive wih campus eam, public on websie for Ocober-December 2017 o January 2018 Principal Nex Sep s

14 Inermediae: (Implemenai on) Long-Term: (Resuls) commen, and Board by end of January. Summer developmen focused on he sraegic plan, grounded in he Turnaround Plan and Iniiaive Quarerly progress checks owards goals and impelmenaion of sraegic plan Improved TNTP saff survey daa and higher eacher reenion due o high level of buy in o sraegic direcion Summer 2018 Quarerly 2018 Principal/Leadershi p Team Principal/Nework Leadership eam

15 Improved TNTP paren survey daa and higher suden reenion due o high level of buy in o sraegic direcion Communicaion Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> Communicaion Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> Communicaion Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> Communicaion Implemenaion Saus: Check in dae: <ener dae> <Ener Tex> How will you allocae campus and disric funds for his iniiaive? Caegory Amoun Descripion Payroll 130,000 Addiional insrucional coach and inervenionis

16 Professional Developmen Exernal high qualiy professional developmen relaed o insrucional and culural prioriies for leaders and eachers Supplies and Maerials 5000 Curriculum resources Oher Operaing Cos 0 Capial Oulay 0 In he boxes below, idenify elemens of he plan ha address each Criical Success Facor (CSF). CSF 1: Coheren Curriculum and Assessmen CSF 2: Leadership Effeciveness CSF 3: Teacher Qualiy CSF 4: Family/Communiy Engagemen Sronger regional curriculum suppors and assessmen cycles, along wih school specific insrucional coaching: incuding lesson planning and delivery, TEKS knowledge, daa driven insrucion, process o analyze inerim daa, collaboraion ied o daa cycle, baseline eacher acion plans, and frameworks for daily lesson planning. Increasing he capaciy of campus leaders and eachers hrough insrucional coaching (Paul Bambrick model); ailored eacher developmen plans, bie-sized feedback and follow-up, formal follow-up for eaching no ye meeing he sandard. Insrucional coaching including lesson planning and delivery, TEKS knowledge, daa driven insrucion, refinemen of hiring process, baseline backwards design, baseline Insrucional uni planning, suppor for ariculaing objecives, suppor classroom managemen, regular walkhroughs and feedback, PD o undersand sandards and backswards planning, PD on classmangemen needs, PD o idenify Tier 1 needs in daa, differeniaed PD ny eacher or eam, srong inducion (ongoing) for new eachers, Clear lines of communicaion, especially as relaed o sudens' academic and behavior progress, and expanded opporuniies parens o inerac a he campus in a posiive manner. CSF 5: School Climae and Culure Clear lines of communicaion, expanded opporuniies for insrucional coaches o impac he effeciveness of classroom insrucion, increase in suden engagemen and decrease in discipline referrals, consisen classroom managemen, leadership eam developmen, daa ransparancy, processes o address aendance. Addiionally, approach o