Oran M. Roberts Elementary Campus Improvement Plan

Transcription

1 Oran M Roberts educates scholars on the path to college to fulfill their academic, social, and emotional aspirations as they become productive global citizens. To launch a transformation of our school, 100% of scholars and staff will develop, monitor, and meet a set of SMART goals driven by exemplary data and cultural practices. Page 1

2 In accordance with TEC , the following members are involved in the development of the campus action plan: Committee: Name Position Eneida Padro Amy Ward, Orenthal Wright Ben Leal Joel Lietman Elias Cantu Quamesha Ingram Principal Professional Staff Members Community Member(s) Business Representative(s) Parent(s) Special Education Teacher Other Page 2

3 THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child. THE STATE OF TEXAS PUBLIC EDUCATION GOALS GOAL #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language. GOAL #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. GOAL #3: The students in the public education system will demonstrate exemplary performance in the understanding of science. GOAL #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies. THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained. Objective #6: The state s students will demonstrate exemplary performance in the comparison to national and international standards. Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning. Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration. Page 3

4 COMPREHENSIVE NEEDS ASSESSMENT SUMMARY SCHOOL YEAR: Data Sources Reviewed: TAPR, My Data Portal, School profile, Terranova/SUPERA Reports, Dallas ISD Campus Climate Survey, Dallas ISD Student and Parent Perception Survey SDS (Student Discipline System), STAAR Data, TEI Spot Observations, Highly Qualified Teacher Summary Report, Rubrics: School-Based Culture, Data Driven Instruction Implementation, Parent Portal, Volunteer Report, Student Perception Survey, Technology Inventory Area Reviewed Demographics Student Achievement Summary of Strengths What were the identified strengths? Demographics information indicate a diverse student and faculty body. Dual Language Program is available through certified bilingual teachers in every grade level PK-5. Scholars ethnicity: 16% African American 83% Hispanic Teacher Ethnicity: 27% African American 46% Hispanic 15% White 7% Other 5% Multiple 71% of K-2 students performed above the 40th percentile on Terranova/SUPERA norm referenced assessment. Istation results indicate a 35% decrease in the number of Tier 3 students compared to Average tier 3 students was at 62% in , this rate improved to 27% in Kindergarten and 1st Summary of Needs What were the identified needs? Student attendance must increase to the optimal rate of 98%, currently at 96.8%. Special Education seems to be under-represented with 6%. Student enrollment indicates 68% at risk, 97% economically disadvantaged, 53% LEP, 6% Special Ed, and 10% TAG. Improve student achievement in the General Education program, currently 37% of 3rd graders are and 43% in 4th graders are Tier 3 on Istations. Accommodate for language acquisition in order to ensure 100% on ELLs progress levels of proficiency and achieve Advanced High level.increase number of students performing above the 80th percentile on Terranova/Supera. Priorities What are the priorities for the campus, including how federal and state program funds will be used? Student Attendance Rate - Attendance committee will work with RtI and SST team. Teacher Retention - Investment on positive culture and climate practices, including effective professional development approaches. Under-representation of Special Education Students - Effective implementation of RtI. Develop and implement a Response to Intervention system that supports the use of data-driven instruction to identify, implement and progress monitor the delivery and effectiveness of interventions facilitating greater differentiated support to all students. Overall, the collaborative effort by teachers, teacher leaders, and instructional coaches in supporting processes that seek to utilize data driven instruction to implement an effective Page 4

5 School Culture and Climate grade Math ACP results indicate over 80% of students meeting satisfactory standard. STAAR 2016 Results: Math: 73% TerraNova 2016 Results: Reading K-2 % above 40th Percentile: 66% Supera 2016 Results Reading K-2 % above 40th Percentile: 65% The Parent Perception Survey indicated that 90% of parents feel Welcome to be Involved and 100% had their Native Language Available. Student Perception Survey rated Pedagogical Effectiveness at 83% along with 83% for Expectations andtimely response to Parent Concerns 85%, Direction of District 70% Rigor (a 5% increase). Staff Climate Survey indicated a total of 72% of favorable responses for My team experiences with colleagues this year helped me improve instruction. Decrease in student suspensions from 130 to 76. There was a decrease of in discipline suspensions from to and to positively impacting Student Culture. STAAR 2016 Results Reading: 59% Writing: 54% Science: 55% TerraNova Results: Reading K-2 % above 80th Percentile: 19% Supera 2016 Results Reading K-2 % above 80th Percentile: 34% Math K-2 % above 40th Percentile: 40% Student Attendance Rate 96% Supportive Relationships 69% (5% increase) Culture of Feedback and Support S-49% (2% decrease from Spring 2015) & Positive Culture and Environment S-40% (13% decrease from Spring 2015) Response to Intervention system facilitating an increase in student performance and achievement. Improve communication systems, culture of support, vision and philosophy of purpose, develop strong relationships with all staff members. Connect initiatives to the vision when introduced and reinforced to the staff. Build ownership and one-on-one check ins with all staff members periodically throughout the year. Implementation of Parent Communication System to ensure concerns are addressed by appropriate parties in a timely manner. Page 5

6 Staff Quality/ Professional Development Another strength is the initial training and follow up on Student Culture Systems resulting in high levels of Proficient implementation. 100% of teachers are state certified. Support Staff and structures of leadership. Tiered and differentiated support was provided to teachers through Real Time Teacher Coaching. All teachers are state certified to serve their student population.increased teacher retention rate. Over the past 3 years, since the school s opening in the Fall of 2013, half of the teaching staff has been new to the campus each year. Only 58% of the current teachers have an Effectiveness Level according to Teacher Excellence Initiative (TEI); the remaining 42% are new to the district or the profession. Out of the 58% of teachers with a TEI effectiveness level, 73% of them are rated Progressing II or below. Only 27% of teachers at O.M. Roberts for the school year are rated Proficient I or higher according to TEI. This has led to staff that is either new to the building, new to teaching, or new to the content in need of intense instructional support to effectively implement the turnaround initiative. Teacher Development Content Knowledge (Alignment) - Content PLCs, Balanced Literacy, Close Reading, Math Situation Based Problems in Learning. Partially Proficient Instruction (Pedagogy) - Center for Transformative Teaching: No Non-sense Nurturing Practices PD/Coaching Training on Focused Instruction, Think Pair Share, Do Now/DOL, Small Group. Data Driven Instruction: Reteach *FOCUS, Student Ownership Teacher Professional Development Plans (PDPs) that are Differentiated. New/Novice Teacher Book Club: Teach Like a Champion Curriculum, Instruction, Assessment STAAR aligned assessments administered every three weeks that match level of rigor, use the academic vocabulary and language, and maintain the same ratio of readiness to supporting standards as STAAR. Purposeful Planning Sessions provided teachers additional time to plan aligned lessons. Development of assessments include an opportunity for admin to review assessment and for teachers to provide feedback. Development of instructional calendars. Teacher retention needs to improve in order to sustain improvement of student academic achievement. Failure to provide timely, effective, and routinized procedures for interventions for those students who do no master tier 1 instruction. Many of the students with significant learning gaps also have severe social/emotional needs that novice teachers lack capacity to address, and also affect school climate. The current campus structure does not specify the time, evidence-based best practices and/or resources, or support personnel to effectively implement data-driven and teacher leaders will follow a detailed process for administering universal screeners, identifying interventions and intervention groups, and progress monitoring. This process will be led by the school s interventionist and it will take place during the RtI block allocated according to the master schedule. Time will be provided for teachers to meet with their coaches and grade levels to address the ensuing process. Bilingual/ESL, special education, and intervention teachers will be included in these meetings. Page 6

7 Implementation of content PLCs positively impacted instruction, increasing student achievement and built teacher capacity. Response to Intervention practices. The focus of the instructional support has been geared towards Tier 1 instruction and classroom management, leaving little to no time or resources to develop teachers capacity around differentiated instruction and Response to Intervention. Partnership with Momentous Institute to develop social/emotional health techniques. Family and Community Involvement District Parent Survey indicates that 89% of participants had favorable responses, highest in the feeder pattern. Strong community partnership with Jubilee Park. Funding of community liaison. An identified need would be to respond to parents concerns in a timely manner, currently at 85% satisfaction which is an increase from 78.3% last year, but it could be over 90%. Another need would be to leverage our part time community liaison in the upcoming year. Improve Timely Response to Concerns, currently at 85% and also improve parent perception of the Direction of District currently at 70%. This will be achieved with the implementation of a communication system regarding parent concerns. Mentors in order to positively impact our student population. School Context and Organization Master schedule reflects grade level planning by content allowing for vertical alignment. In-school tutoring program Beacon Hill and extended learning time allocated through after school tutoring. All teachers provide assessment feedback. Also, the structure of leadership groups (Leadership Team, Grade Level Chairs, and Content Leads) allows for leadership density. Account for time within master schedule for RtI practices. Increase communication of school expectations with all parties along with effective accountability measures. SST/RTI framework SST/RTI system implemented with fidelity to provide academic and behavior interventions. Technology Internet Access Connectivity Speed within the district is reliable. Also, we have access to a wide variety of technological devices for staff and students. For staff, there are over 20 sets of All-in-Learning clickers. Every classroom has 2 desktop There is a need for continued and timely technical support. Also, the implementations of Technology Applications (TA) TEKS and student mastery of such expectations. Finally, there is a need to provide Quality Professional Development sessions about how to use technology for differentiated instruction. This can be implemented through a cohort approach where a small groups of teachers is trained Page 7

8 computers, a ceiling mounted projector with interactive capabilities, and a document camera. Each teacher has been provided with a laptop and a surface tablet. For student use there are 48 Toshiba laptops, 168 Samsung laptops, 60 Surface tablets, and 81 Lenovo ThinkPad. There are 2 computer labs equipped with 24 desktop computers in each lab. Professional Development for Online Learning. and supported through effective implementation and follow through. Page 8

9 Title I, Part A Schoolwide Components: 1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1). 2. Schoolwide reform strategies that provide opportunities for all children to meet the State s proficient and advanced levels of student academic achievement, use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program. 3. Instruction by highly qualified teachers. 4. In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State s student academic achievement standards. 5. Strategies to attract high-quality teachers to high-need schools. 6. Strategies to increase parental involvement in accordance with section 1118, such as family literary services. 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs. 8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. 9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. 10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. Page 9

10 Ideal State: Goal(s) CULTURE Improve and maintain a positive school culture driven by ownership and high expectations that leads toward accomplishing our vision and mission. Objective(s): Climate survey indicates 60% of positive responses in the Fall and Spring on the Culture of Feedback and Support section. Climate survey indicates 55% of positive responses in the Fall and Spring on the Positive Culture and Environment section. Student survey indicates 80% of positive responses in the district student survey. 10% decrease in the number of discipline referrals in the 1st and 2nd Semester. Strategies and Action Steps Person(s) Responsible Resources 1.1 Schedule and conduct bi-weekly Principal check-ins with state certified teachers and highly qualified paraprofessionals to strengthen communication, develop relationships, and provide support. 1.2 Develop committees made up of Leadership Team Agendas, state certified teachers that will calendar, empower and build leadership donations. density: B-12, monthly munchies, fun faculty club, extracurricular activities, student incentives, culture team, etc. 1.3 Implementation of social/emotional learning skills learned through Momentous Institute by state certified teachers and highly qualified paraprofessionals. 1.4 Utilize PLC's and PD sessions to engage in collaborative efforts of outlining key actions from leaders and staff to develop ownership Leadership Team, State Certified Teachers Principal and Principal and Outlook Calendar Momentous Institute, 199- $1,000 Agendas for PD and Trainings for Timelines September- May Bi-weekly September - May Monthly September - May Monthly September- May ( monthly meetings) Evidence of Implementation Feedback from staff at leadership meetings Calendar of events PD Agendas, Classroom Observations Feedback from staff at leadership meetings Evidence of Impact Increase in Climate Survey Increase in Climate Survey Decrease in discipline referrals Increase in School Survey for climate Formative/ Summative Title I Schoolwide Components (Code by #) Feedback Survey 4 Feedback Survey 4 Student Survey 4 PD Feedback Survey Page 10 4

11 among state certified teachers and highly qualified paraprofessionals. 1.5 Engage all state certified teachers Principals and and highly qualified paraprofessionals in SMART goal setting solely focused on student achievement and individual performance. 1.6 Build consensus around a set of Principal values that will describe in specificity the actions that are needed to achieve the school vision and mission. Values: growth-mindset, data driven instruction, urgency, and trusting relationships. 1.7 Provide multiple opportunities for feedback and implementation of action steps for state certified teachers. and Principals and Principal SMART training School vision Forms from evaluation and feedback from coaches and principals September- June(Every 6 weeks) September through May (semester end)-operationali zed weekly August-June (Weekly) Feedback sessions with teachers Expectations, enforcement of expectations, rewards, and consequences Feedback Forms from walk through Higher grades, STAAR, ACP, test scores, lower discipline Assessments records Increase in Climate Survey Levels of Staff Ownership Climate Survey 1 Climate Survey Create school-wide positive culture through the development of school systems for restroom, cafeteria and dismissal procedures. Including parent participation. 1.9 Operationalize school values into a set of Professional Practices that will guide state certified teachers and highly qualified paraprofessionals performance. Develop a Culture Tracker to ensure communication of right messages, this will aid the hiring process., Community Liaison, Principals, Lead Teachers, and Principals PD, Handout, and Agendas $300 Culture tracker, School Vision, HR guidelines August- June(weekly check-ins,pd session every 4 weeks) Feedback from Principals Culture Rubrics Climate Survey, Parent Survey, SDS, BRES August 16th-19th Culture Tracker survey for climate BRES 5 Page 11 1

12 1.10 Hold PD to allow for reflections and working on adult s mindsets among state certified teachers and highly qualified paraprofessionals Hold PD on Personality Profiles and and team Building through the Principals James Bird Guess Success Academy for state certified teachers and highly qualified paraprofessionals Hold follow up PD on Team Building through the James Bird Guess Success Academy for state certified teachers and highly qualified paraprofessionals. and Principals 1.12 Develop and monitor a SMART Teachers, goal around student achievement coaches, (SLO) and one around individual Principals performance (PDP) for state certified teachers State certified teachers and All Staff highly qualified paraprofessionals will be present at least 97% of the time every month Implement New Teacher, Academy with a full day training on Principals No-nonsense Nurturer and Real Time Teacher Coaching for new state certified teachers. Ideal State: Goal(s) DATA-DRIVEN INSTRUCTION Coach PD, Counselor books September to May (PD Every 4th week) Agenda, sign in sheets Survey for climate 199-$1,500 August 12th Workshops Test Scores, Culture Rubric, Teacher Retention Rate 211-$1,500 January - February Smart Goal training Training during PD NNN Workshop September 23, 2016 August- June (every six weeks) September- May (Biweekly) Workshops Test Scores, Culture Rubric, Teacher Retention Rate Teacher and Test scores by student goals and individual the tracking of increasing the goals Increase in Staff attendance Feedback from and Principals Improve and monitor the effective implementation of DDI to drive instruction and increase student achievement. Increase in Overall staff attendance Decrease in Referrals STAAR, SDS, ACP 4 STAAR, SDS, ACP, Assessments STAAR, SDS, ACP, Assessments TEI Scorecards STAAR Monthly Attendance Reports Climate Survey, TEI Scorecards, STAAR, SDS Objective(s): Assessments: The road-map for rigor will be defined. assessments are aligned to the TEKS, college readiness standards, and instructional calendars. According to the Implementation Rubric: Data-Driven Instruction and Assessment, a rating of 3, Proficient Implementation will be achieved by Dec, 2016 and a rating of 3.5, Exemplary Implementation, by May, 2017 in the Assessments component of the rubric. Page

13 Analysis: It will be determined where students are struggling and why. There is an immediate turnaround for results, review meetings, and analysis protocols. According to the Implementation Rubric: Data-Driven Instruction and Assessment, a score of 3, Proficient Implementation, will be achieved by Dec, 2016 and 3.5, Exemplary Implementation, by May, 2017 in the Analysis component of the rubric. Action: Implement new teaching plans to respond to the analysis. Teachers will implement action steps in upcoming lesson plans, re-teaching, small group instruction, and tutorials while being held accountable by administrators and engaging students in self-reflection. According to the Implementation Rubric: Data-Driven Instruction and Assessment, a score of 3, Proficient Implementation, will be achieved by Dec, 2016 and 3.5, Exemplary Implementation, by May, 2017 in the Action component of the rubric. Systems: Create systems and procedures to ensure continual data-driven improvement. Development of an assessment calendar, introductory and ongoing professional development, and integration of data in PLC meetings. According to the Implementation Rubric: Data-Driven Instruction and Assessment, a score of 3 Proficient Implementation, will be achieved by Dec, 2016 and 3.5, Exemplary Implementation, by May, 2017 in the Data-Driven Culture component of the rubric. Strategies and Action Steps Person(s) Responsible 2.1 Implementation of RTI in all grade Principal levels including all TAG and Special Ed teachers. Resources TEKS Resource System, Istation, Achieve 3000 Timelines September - May (daily) Evidence of Implementation Intervention Lesson Plans, RTI Plans Evidence of Impact Formative/ Summative Increased student achievement assessments (6 and 3 weeks) Title I Schoolwide Components Response to Intervention checkpoints will be conducted by the interventionist on a weekly basis. 2.3 Define rigor through unpacking practices and assessment construction (blueprints). Content PLCs will take place weekly for unpacking practices K - 5. Principal Interventionist, Principals, Principal PLC time, Schoolnet, Interventionist 211-$60,000 STAAR Release, DISD curriculum, vertical alignment matrixes, TEKS Resource System September - May (weekly) September 2016-May 2017 (3 week cycles) Meeting agendas, RTI Plans Lesson Plans, Observation, Mini-Assessment Data ACP, STAAR Increased student Completion of RTI achievement Plans in Schoolnet Student Performance in Target Areas; Improved Teacher Performance ACP, STAAR Ensure well-constructed, TEKS aligned, and college ready common assessments are taking place once STAAR Released tests, DISD curriculum, September 2016-May 2017 Assessment Data Assessment 2 Page 13

14 every Six Weeks. Ensured through Calendars and Test Blueprints. Resources: DMAC, Motivation Math/Reading/Science/ Writing and All-In-Learning, STAAR Ready. 2.5 Analyze teacher's results in order to facilitate teacher-leader data review meetings in individual or group sessions no later than 48 hours after the administration of common assessments. Cognitive coaching methods will be employed. Principal, Principals, vertical alignment matrixes, CCRS 211-$2,500 (at end of each 6 week period) Paul Bambrick s September Data-Driven 2016-May 2017 Instruction model (at end of each 6 and resources, week period) gap analysis protocol, All in Learning Calendars, Teacher Assessment Review DDI data analysis templates, reteach templates Re-teach assessments Increased student Re-teach achievement, assessments Increased teacher performance Provide a data collection tool (All In Learning) and equipment (All In Learning pad systems and document cameras) in order to model/train deep data analysis practices including item level analysis, standards based, student level, and global. 2.7 D evelop, train, and model how to utilize a Data Analysis Tool, Action Plan Template, and All In Learning cloud-based platform that will be utilized for discussion during data review meetings. Training for state certified teachers will be provided and data will be discussed every six weeks within 48 hours of test administration. 2.8 Model, train, and ensure high levels of accountability for the integration of TEKS in need of Principal, Media Specialist Principal, Principals,, Team Leads Principal, Principals, All in Learning 211-$2,500 Assessment Reflection Tool, Reteach Template, All in Learning Motivation September 2016-May 2017 (3rd and 6th week of each 6 weeks) September 22, 2016 September 2016-May 2017 Weekly Analysis Reports Increased teacher All in Learning knowledge of Usage Monitoring All in Learning data analysis and Usage Monitoring reflective practice Use of All in Learning, Complete Reflection Tool, Complete Action Plan Template Assessment Tutoring Lesson Plans, Observation, Increased teacher knowledge of data analysis and reflective practice Student Performance in targeted areas Assessment Reflection Tool, Action Plan Template ACP, STAAR, 8 4 9, 10 Page 14

15 re-teaching in upcoming lesson plans, targeting after school tutoring,, Content in-school tutoring, inform small Leads, Tutoring group instruction, update Chair instructional calendars, and the use of DOLs as part of ongoing assessments to monitor mastery of areas of need. 2.9 Conduct introductory and Principal, ongoing professional development. Develop and enforce an assessment Principals, calendar to lock in common assessment dates, windows for data review meetings, assessment construction, and purposeful planning meetings. DDI Calendar will reflect these dates Monitor re-teach implementation by reviewing re-teach plans and providing instructional feedback. Principal, Principals, 2.11 Creation of a Data Wall and Teachers Classrooms Data Walls to communicate results and measure growth. Data wall will be posted once every six weeks within one week after test administration Implement istation and Achieve 3000 as intervention programs. Coach, Interventionists, Math/Reading Science/ Writing and Measuring Up, STAAR Ready, Paul Bambrick Data-Driven Instruction model, DISD CurriculUm, Reteach Template, Calendars, Feedback Calendar Purposeful Planning (Last week of each 6 weeks) Reteach Lesson Plans, Reteach Mini ACP, STAAR, I-Station, DRA, Beginning Literacy Tracker September 2016 Assessment Calendar, PD calendar, DDI PD feedback survey September 2016-May 2017, Every Six Weeks Data Wall October Training, Example 2016-May 2017, Handout, Gallery Every Six Weeks Walk I-Station,, Computers, headphones September May 2017 (End of each month) Lesson Plan feedback, observation ACP, STAAR Observation ACP, STAAR Calendar, Observation, Data Increased teacher knowledge of Data Driven Instruction I-Station, DRA, Beginning Literacy Tracker Feedback Survey, STAAR, Assessments Increased teacher instruction performance on ACP, STAAR targeted skill, increased student performance on target skill Increased student and teacher analysis of data, ACP, STAAR increased student performance Increased student performance ACP, STAAR, I-SIP Page 15

16 2.13 Plan teaching units utilizing an aligned instructional calendar and well-constructed college ready common assessments every six weeks Review data with urgency after common assessments and desegregate by completing the Data Analysis Tool for discussion at the Data Meeting and completion of a Gap Analysis with an instructional leader. Teachers, Principals, 211-$700 Collection/Analys is, ACP, STAAR, ISIP, CAs Dallas ISD curriculum, Lead4ward, STAAR Ready, STAAR Released Tests Data Analysis Tool, All in Learning, Assessments July May 2017, Every Three Weeks September 2016-May 2017, Every Six Weeks calendars, common assessments Completed Data Analysis Tool Increased Observations, Alignment from calendar to Assessments lesson plan to assessment, increased student performance Increased teacher understanding of data and standards ACPs, STAAR 8 8, Reteach and re-assess high priority standards. Teachers Data Analysis Tool, Reteach Template, STAAR Ready, Motivation, Measure-up September 2016-May 2017, Every Six Weeks Reteach Lesson Plan check, observation, reteach assessment data check Increased student Reteach Mini performance ACP, STAAR 8, Develop explicit action steps after data review meetings in response to student data including adding standards for re-teaching in upcoming lesson plans, targeting after school tutoring, inform small group instruction, update instructional calendars, and purposefully use DOLs as ongoing Teachers Calendar, Gap Analysis Protocol, Data Analysis Tool, Reteach Template, STAAR Ready, Motivation, Measure-up September May 2017, Every Six Weeks Reteach Lesson Plan check, observation, reteach assessment data check DOL, Reteach Mini Increased student DOL, Reteach performance, Mini increased teacher understanding of student misconceptions ACP, STAAR on targeted standards 8, 9 Page 16

17 assessments to monitor mastery of areas of need to be included in lesson plans for the 2nd week of the following Six Weeks. Resources: STAAR Ready 2.17 State certified teachers Teachers participate in introductory and ongoing professional development. Adhere to the assessment calendar to construct, administer, upload to data collection tool, and analyze common assessments in order to implement action steps no later than 48 hours after administration E ngage students in goal setting Teachers and tracking in order to increase student ownership and intrinsic motivation Provide differentiated instruction following RtI model by adding an RTI block within the school day. Funding of an interventionist. Ideal State: Goal(s) HIGH QUALITY INSTRUCTION Teachers Administrator DDI calendar, Data collection tool, All-In-Learning, Assessments Goal Setting Mini Lessons, Goal Setting Student Trackers September 2016-May 2017 September 2016-Jun 2017, Every Six Weeks Schoolnet System October 2016 Schoolnet through interventions May $60,000 (Daily) Build, improve, and maintain teacher instructional capacity and effectiveness. ACP, STAAR PD attendance sheets, lesson plan feedback, observation, common assessment review sheet collection Observation, conferencing with scholars, check goal trackers Schoolnet Documented meetings Documented RTI plans Increased teacher understanding of DDI, increased student performance DDI Rubric, ACPs, STAAR Student goal setting,, increased student ACPs, STAAR performance Student DDI Rubric, ACPs, Performance and STAAR progress measure of RTI plans 4,8, Objective(s): 65% of 3 rd 5 th grade scholars will meet Satisfactory level or higher on their Reading STAAR assessment by May, % of PK 5 th grade students will reach Tier I or II on istation/dra by MOY (January, 2017) and 75% by EOY (May, 2017). 65% of students will meet satisfactory standard on Reading ACP. Page 17

18 Strategies and Action Steps 3.1 Implement campus wide literacy programs including istation, vocabulary, and balanced literacy. 3.2 Attend Paul Bambrick Training on Coaching a New Teacher in 90 days (3 administrators, 2 CICs and 1 interventionist) to better assist state certified teachers. 3.3 Predetermine weekly spot observations per admin on a Google Doc and record when feedback was given face to face to state certified teachers. Person(s) Responsible Reading Coach Resources DISD Curriculum Norma Jackson Training 211-$250 Reading Reconsidered- Lemov Leadership Team Paul Bambrick Workshop 199-$1,800 Principal, Principals,, Demo Teacher 3.4 Identify key instructional strategies and develop 30-day action, plans with Principals (CIC s) for state certified teachers.. Funding of CIC s. 3.5 Identify the highest-leverage point or root problem during spot, observations using TEI rubric and Principal, Paul Bambrick Teacher Development Principals Phases; a narrow, specific action step Google Drive; DISD Spot Observation Form Timelines Evidence of Implementation September Balanced literacy May 2017 Block, Lesson Istation Monthly plans Balanced Literacy (Wk Sept 26th) Vocabulary (Sept 21st) September 8-9th 2016 August 2016-May 2017 (Weekly Tuesday Meeting) Proof of attendance, increased spot observation averages Google Doc input of information; recording of observations and face to face feedback 211-$120,000 September Coaching Log 2016 May 2017 Monthly *as needed Teacher development phases, DISD TEI spot observation rubric August May 2017, Weekly observations Narrow, specific feedback that is high-leverage and related to student learning Evidence of Impact Formative/ Summative Increased student DRA; istation achievement in STAAR literacy DRA; istation Increased student Spot achievement Observations Increased teacher performance, lesson plans. Teacher spot observation scores Spot observation data, student results Increased student achievement, Increase in teacher performance Teacher spot observation scores Spot Observation Averages Teacher spot observation scores Title I Schoolwide Components (Code by #) , 5 Page 18

19 to increase student learning for state certified teachers. 3.6 Feedback will be aligned to the phase goal of each state certified teacher. Follow up with CIC's for targeted coaching and multiple measures of progress. Principal, Principal, Teacher development phases, TEI rubric, teacher feedback tracker August May 2017 Weekly Tuesday meeting Aligned feedback Increased by phase in coaching Bambrick Teacher Development Phases performance; increased teacher performance Coach-principal co-observations 4, Design and ensure implementation of a PD calendar around key instructional strategies and teacher development goal settings along with measurements for effectiveness for state certified teachers., Principal, Principal TEI rubric, Teach Like a Champion strategies, Center for Transformative Teaching Strategies August 2016-May 2017 Set August, check-in weekly Admin meeting PD developed around key instructional strategies/teache r development goals Increased teacher performance, teacher use of instructional strategies from PD Spot observations Implement practices from the Center for Transformative Teacher Training in order to implement Real Time Teacher Coaching around key instructional strategies. 3.9 Systematize follow up observation visits for state certified teachers from CIC's to assist with the implementation of most recent action step. Principal, Reading Coach, Demo Teacher Principal, Principal, Center for Transformative Teaching coaching conversations, tear-sheets Observation tracker in Google Drive August May 2017 Weekly coaching cycles August 2016-May 2017 Weekly Tuesday meeting. Coaching of Coach around key instructional strategies Follow up with coach for check/assist with implementation of most recent action step Increased teacher use of key instructional strategies from Center for Transformative Teaching Increased teacher implementation of most recent action step Spot observations; real time coaching observations Spot observations; checking coaches feedback tracker 4, 5 3, 4, 5 Page 19

20 3.10 Design and implement a New Teacher group for mentoring purposes for new state certified teachers. New Teacher September 2016 new teacher support calendar; May 2017 book study, mentor/mentee matches and Biweekly meeting mentor/mentee meetings training Increase in teacher performance, New teacher retention Schoolnet Mentor tracker, teacher spot observations 3, 4, State certified teachers implement action step following the timeline indicated at the feedback session; which is monitored weekly through spot observations State certified teachers actively participate in coaching conversations and practice reflective behavior Participate in 1 instructional round of state certified teachers per semester focused on one key instructional strategy., Principal, Principal Teachers,, Principals Teachers Teacher Development Phases, Observation Feedback Form six steps to effective feedback process (Achievement First) TEI Rubric August 2016 May 2017 (weekly) September May 2017 (weekly) November, 2016 & January, 2017 feedback given, Increased teacher Spot observations 3, 4, 5 teacher performance, acknowledgment consistent of feedback, feedback implementation of feedback steps observable in follow up use of probing questions in feedback session, teachers self-identifying strengths and opportunities Sign-in sheets Increase in teacher performance, increase in teacher reflective practices, greater instructional capacity Feedback and implementation of action steps. Spot observations 4 Climate Survey Implement key instructional strategies to increase first good instruction's effectiveness. (Chart paper will be utilized for anchor charts, cardstock for flash cards, and interactive notebooks.) Teachers Principals DISD curriculum, Center for Transformative Teaching Strategies, Region 10 August 18, 2017 PD Non negotiables January 2017 Anchor charts, interactive notebooks, focused instruction, think-pair share, checks for understanding Increased student Spot observations 3 achievement, increased teacher performance, student ownership and use of interactive notebooks. Page 20

21 3.17 Implement the Dual Language Teachers program with fidelity, ensuring a Principals smooth transition for our 5th graders into middle school and for PK students into Kinder. Ideal State: Goal(s) PARENTAL INVOLVEMENT DISD curriculum, district dual language program guidelines Maintain and Increase parental engagement and community involvement.. August 2016 May 2017 (weekly meeting with LPAC chair, LPAC meeting monthly) Vertical alignment meeting. Smooth transition. STAAR, Parent Survey 7 Objective(s): A minimum of 15 parental engagement activities will take place during the year (parent workshops, parent meetings, coffee with the principal, Parent University, etc.). A minimum of 80 volunteers will be recruited throughout the school year to assist with mentoring, remedial instruction, and enrichment activities. District's Parent Survey will indicate 90% satisfaction in the Spring, % of our parents will sign up for Parent Portal in the Fall and 90% in the Spring. Strategies and Action Steps 4.1 Coordinate and conduct a minimum of 15 parental engagement activities including parent workshops, community picnics, etc. Person(s) Responsible Community Liaison Librarian Counselor 4.2 Develop a volunteer coordination Community program to assist with Brighter Bites, Liaison vision screening, and student mentoring. Resources Workshops Curriculum 199-$1, $1,000 Volunteer Database, Parent Center Timelines 8/20,9/24, 10/15, 11/5, 12/3, 1/14, 1/28, 3/3, 5/19 8/20, 9/4, 9/18, 10/16, 10/30, 11/6, 11/20, 12/4, 1/8, 1/22, 2/5, 2/19, 3/4, 4/24, 4/8, 4/29, 5/20 Evidence of Implementation Agendas, sign-in, pictures and marquee Volunteers Schedules, Orientation sign-in, Volunteers sign-in log, School Messengers, flyers (English & Spanish) Evidence of Impact Formative/ Summative Increase parent Attendance, participation Parent Compare Parent Perception Attendance Survey and Teachers & Volunteers Surveys Result of the surveys (January & May Title I Schoolwide Components (Code by #) 6, 10 Volunteer Hours 6 Page 21

22 4.3 Use School Messenger to communicate with parents and provide information. Community Liaison 4.4 Community partnership with the Community HIPPY Program to assist with Early Liaison Childhood transition and increase parental involvement. School Messenger HIPPY Staff 865-$100 Monthly from August 2016 to May Fall (September) and (March) Spring Message Scripting & School Messenger Report Flyers, sign-in, s, marquee Increase Parental School Communication Enrollment Roster Parent Perception Survey HIPPY Enrollment 6, 7, Establish and use a Parent Resource Center for volunteer work and accessibility to resources. 4.6 Implement school wide nutrition program Brighter Bites ran by the North Texas Food Bank. 4.7 Utilize SBDM as a vehicle for decision making, gathering parent and community input, and as an opportunity to excel student progress. 4.8 Conduct an Orientation Day for students to meet their teachers and for parents to receive a short orientation about school procedures and expectations. Principal Community Liaison Community Liaison Community Liaison Teachers 4.9 Implement the Food and Teachers Nutrition Services, Fresh Fruit and Vegetable Program, during the school day from the United States Department of Agriculture Implement Jubilee s After School Principal program at OM Roberts. Jubilee Park Parent Center 199-$ $600 Flyers SBDM Committee Presentation Snacks Curriculum Every six weeks Fall and Spring Fridays Volunteer sign-in Sign beside the door Flyers, applications, -Volunteer hours report Brighter Bites Participants school messenger Report 4 times/year Sign-in sheet Implementation of Action Plan Parent Perception Survey Parent Perception Survey Parent Perception Survey, Community Partnerships August 18, 2016 Sign-in sheet 1 st Day of School Parent Perception Survey September - May (monthly) September - May (weekly) Cafeteria Records Increased perception survey Attendance Rosters Increase on student perception survey 6, 10 6, 10 Student Survey 10 Parent & Student Perception Survey Page 22

23 4.11 Community Partnership with Principal, Jubilee Park to provide tokens of Community appreciation for staff members, Liaison advertise Concilio classes for parents, and collaborate on coordination of after school program Community partnership with Principal, with the Exchange Club of East Dallas Community to coordinate donation of coats and Liaison materials Implementation of Essilor vision screening and Sealant initiative Coordinate day for Head Start students from David s Place to visit Roberts in order to ensure a smooth transition into Kindergarten. Community Liaison, Nurse Community Liaison Jublee Park, Education Task Force Meeting Exchange Club Donated Equipment Student Roster Sept - May (monthly) Sept - May (quarterly) Meeting Attendance Records of Donations Essilor: Mar 2017 Permission Slips Sealant: Fall 2016 April, 2017 Program Schedule Increased involvement Donations Parent Perception Survey, Community Partnerships Parent & Student Perception Survey Increased Parent positive Perception responses parent Survey survey. Smooth Transition Parent Perception Survey 9, Texas Education Code Planning and Decision-Making Process. (a) The board of trustees of each independent school district shall ensure that a district improvement plan and improvement plans for each campus are developed, reviewed, and revised annually for the purpose of improving the performance of all students. The board shall annually approve district and campus performance objectives and shall ensure that the district and campus plans: (1) are mutually supportive to accomplish the identified objectives; and (2) at a minimum, support the state goals and objectives under Chapter 4. (b) The board shall adopt a policy to establish a district- and campus-level planning and decision-making process that will involve the professional staff of the district, parents, and community members in establishing and reviewing the district's and campuses' educational plans, goals, performance objectives, and major classroom instructional programs. The board shall establish a procedure under which meetings are held regularly by district- and campus-level planning and Page 23

24 decision-making committees that include representative professional staff, including, if practicable, at least one representative with the primary responsibility for educating students with disabilities, parents of students enrolled in the district, business representatives, and community members. The committees shall include a business representative without regard to whether the representative resides in the district or whether the business the person represents is located in the district. The board, or the board's designee, shall periodically meet with the district-level committee to review the district-level committee's deliberations. (c) For purposes of establishing the composition of committees under this section: (1) a person who stands in parental relation to a student is considered a parent; (2) a parent who is an employee of the school district is not considered a parent representative on the committee; (3) a parent is not considered a representative of community members on the committee; and (4) community members must reside in the district and must be at least 18 years of age. (d) The board shall also ensure that an administrative procedure is provided to clearly define the respective roles and responsibilities of the superintendent, central office staff, principals, teachers, district-level committee members, and campus-level committee members in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization. The board shall ensure that the district-level planning and decision-making committee will be actively involved in establishing the administrative procedure that defines the respective roles and responsibilities pertaining to planning and decision-making at the district and campus levels. (e) The board shall adopt a procedure, consistent with Section (a), for the professional staff in the district to nominate and elect the professional staff representatives who shall meet with the board or the board designee as required under this section. At least two-thirds of the elected professional staff representatives must be classroom teachers. The remaining staff representatives shall include both campus- and district-level professional staff members. If practicable, the committee membership shall include at least one professional staff representative with the primary responsibility for educating students with disabilities. Board policy must provide procedures for: (1) the selection of parents to the district-level and campus-level committees; and (2) the selection of community members and business representatives to serve on the district-level committee in a manner that provides for appropriate representation of the community's diversity. (f) The district policy must provide that all pertinent federal planning requirements are addressed through the district- and campus-level planning process. Page 24

25 (g) This section does not: (1) prohibit the board from conducting meetings with teachers or groups of teachers other than the meetings described by this section; (2) prohibit the board from establishing policies providing avenues for input from others, including students or paraprofessional staff, in district- or campus-level planning and decision-making; (3) limit or affect the power of the board to govern the public schools; or (4) create a new cause of action or require collective bargaining. Last Amended: 82nd Leg., R.S., Ch. 626, Sec.1, eff. Sept. 1, 2011 Entered: July 22, 2011 Page 25