Carolyn Bukhair Elementary School Targeted Improvement Plan
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1 Carolyn Bukhair Elementary School Targeted Improvement Plan Problem Statement: The All Students group had 53% passing on the 2017 Reading STAAR. TIP Goal 1: By the end of the school year, the percentage of students achieving approaches grade level standard on Reading Performance will increase from 53% to 65% as measured by STAAR. Key strategies that the school will use to accomplish the goal: During grade level planning and data meetings, teachers, administrators and support staff collaborate on data, instructional strategies and evidence-based best practices to improve student performance in professional learning communities. Campus administrators, instructional coaches and central support staff will support 1-5 grade teachers with implementation of the bilingual model through direct coaching from instructional coaches, campus administrators and central support staff. Campus administrators, instructional coaches and central support staff will support bilingual teachers in implementing a transition plan for students with a strong framework in their native language to transfer the skills to their English language proficiency. Teachers will implement research based intervention programs (SIL, LLI, Esperanza and I station) with fidelity. Teachers will use the Linguistic Instruction Alignment Guide, appropriate language scaffolds, and language objectives to develop students listening, speaking, reading and writing abilities. Campus administrators, instructional coaches and teachers will perform an in-depth data analysis of the students who tested in Spanish for the 2017 school year to determine the language of instruction and assessment in 3 rd -5 th grade to ensure appropriate instructional time and treatment.
2 Campus administrators and instructional coaches will develop and deliver appropriate campus professional development for teachers after conducting Critical Success Factor Interviews in October performed by the Professional Service Provider (PSP). Teachers will utilize lesson delivery framework template for 3 rd -6 th reading to improve PLC discussions and consistency on grade level of research based, effective instructional strategies. Staff responsible for implementing and executing the key strategies: Teachers How school will monitor key strategies and performance: Campus administrators and instructional coaches will participate in teacher planning meetings for Reading and Writing weekly. (Formative Check) Data analysis meetings will take place after each unit assessment, MOY, SIM and will result in action plan for improvement. (Formative/Summative Check) Campus administrators, instructional coaches and teachers will review student progress of ELL tracking sheets at the mid-term of each quarter with a focus on student performance data and needed language scaffolds to develop students L, S, R and W. (Formative Check) Campus administrators, instructional coaches and teachers will be monitoring ISIP and I station usage every 3 weeks to inform the need for literacy support for bilingual and monolingual students. Data will be used to ensure instructional practices are aligned with needs during I time. Planning meeting agendas will be submitted in advance and reviewed after meetings by campus administrators. (Formative Check) Data Analysis sheets will be completed by teachers during data meetings resulting in action plans to promote professional development for teachers and targeted support for students. (Formative Check) Weekly Lesson Plan Checks and Teacher Observations (A minimum of 5 per week per administrator) with coaching and feedback sessions that identify high leverage moves to support teacher performance will be conducted by campus administrators. (Formative Check) Campus administrators, instructional coaches and bilingual teachers will attend bilingual cohort meetings for 3 rd - 5 th grade to help implement the new bilingual model to support transition from L1 to L2 Campus administrators will monitor and adjust utilization of district and campus support to assist teachers in the design of aligned lessons and the delivery of differentiated instruction
3 Staff responsible for monitoring progress of key strategies and performance progress: Teachers Problem Statement: The All Students group had a 27% on the 2017 STAAR Writing. TIP Goal 2: By the end of the school year, the percentage of students achieving approaches grade level standard on Writing Performance will increase from 27% to 60% as measured by STAAR. Key strategies that the school will use to accomplish the goal: During grade level planning and data meetings, teachers, administrators and support staff collaborate on data, instructional strategies and best practices to improve student performance targeting deficits in performance identified by frequent data analysis Instructional coaches, campus administrators and central instructional staff will support 4th grade teachers with implementation of the bilingual model through direct coaching. Teachers will implement research based intervention programs (SIL, LLI, Esperanza and I station) Teachers will use the Linguistic Instruction Alignment Guide, appropriate language scaffolds, and language objectives to develop students listening, speaking, reading and writing abilities. Campus administrators, instructional coaches and teachers will do an in-depth data analysis of Spanish testers to determine the language of instruction and assessment in 3 rd -5 th grade to ensure appropriate instructional time and treatment. Campus administrators, instructional coaches and teachers will analyze Writing checkpoint data in 3 rd and 4 th to vertically align and prepare for 4 th grade writing. Campus administrators determine and deliver appropriate campus professional development for teachers after conducting Critical Success Factor Interviews in October. Teachers will utilize lesson delivery framework template for 4 th grade Writing to improve PLC discussions and consistency on grade level of research based, effective instructional strategies Staff responsible for implementing and executing the key strategies: Campus Intervention Team
4 Teachers How school will monitor key strategies and performance: Campus administrators and instructional coaches will attend planning meetings for Reading and Writing weekly/data analysis meetings after each unit assessment, MOY, SIM.(Formative Check) Campus administrators and instructional coaches will review student progress of ELL tracking sheets each 3 weeks with a focus on student data and needed language scaffolds to develop students L, S, R and W. (Formative Check) Planning meeting agendas for PLCs will be submitted in advance of weekly PLC meetings to administrators and administrators will review and give feedback after weekly meetings. This will allow administration to be in the loop for any meetings missed due to off campus trainings or other conflicts (Formative Check) Teachers will complete and submit planning meeting agendas and minutes/data analysis sheets to administrators after each week. (Formative Check) Campus administrators, instructional coaches and teachers will review assessment data per unit, MOY and SIM. (formative and summative) Campus administrators and instructional coaches will conduct weekly lesson plan checks and teacher observations (minimum of 5 per week per administrator) with feedback and coaching to target high leverage instructional moves. (Formative Check) Campus administrators will walk through and provide teachers feedback in a calendarized cycle with CBE walk through protocols. Staff responsible for monitoring progress of key strategies and performance progress: Teacher
5 Problem Statement: The Special Education Student group had a combined student progress of 34%. TIP Goal 3: By the end of the school year, the Special Education student group progress score will increase from 34% to 45%. Key strategies that the school will use to accomplish the goal: Provide Special Education teachers time to meet with general education teachers to share IEP/504 specific information and facilitate the learning of the paperwork and accommodations (get to know your students). Target special education student performance in the following areas: a) Special education students in Reading b) Special education students in Math Special Education Team Lead will work with instructional coaches and teachers to design lessons that differentiate content based on student performance levels. She will also support specialists and instructional coaches in their pull out services to individualize instruction. Campus administrators, special education teachers and Special Education District Coordinator collaborate to analyze student needs, services, and in order to build the special education schedule to best meet the needs of students. Implement new Special Education Reading Curriculum (Reading Mastery) in 1 st -2 nd grades and (Corrective Reading) in 3 rd -6 th grades as a Tier 3 intervention for Special Education students. Implement Social/Emotional Learning curriculum (Second Step) with all Special Education students. Staff responsible for implementing and executing the key strategies: Special Education Teachers/General Education Teachers How school will monitor key strategies and performance: The Special Education team lead will monitor the individual student performance of all special education students at CBE and will progress monitor unit assessments each three weeks as a member of the campus leadership team.
6 Special education teachers will analyze data after all unit assessments, MOY, and SIM and collaborate with general education teachers about student strengths and weakness to drive instructional decisions. Special Education teachers will assess students through progress and mastery components of new Reading Curriculum. Walk throughs, amount of instructional time out of class as behavioral consequence and office referrals will be analyzed for special education students. Work with campus and district specialists to do walk throughs of pull out and inclusion instruction and learning to assess student strength and weaknesses. District specialists and campus leadership will conduct walk throughs during times special education students are in general education settings without special education to support to check for use of accommodations and use of differentiation to support special education student learning. Staff responsible for monitoring progress of key strategies and performance progress: Special Education Teachers ***The strategies above are supported by and can be found in the Campus Improvement Plan, Goal 5.
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