Definition/Purpose: After your data analysis yields a summary of findings, the next step is to engage in the needs assessment process to identify needs and establish priorities. The 5 steps of the needs assessment include: Step 1: Establish Purpose of Needs Assessment and Establish the Team, Step 2: Gather Data, Step 3: Data Analysis, Step 4: Root Cause Analysis, Step 5: Prioritize Needs. The needs assessment process is intended to safeguard against planning or implementing strategies before the root cause of a problem is understood. Identified and Prioritized Needs: It is important to prioritize your needs so that your improvement plan is targeted and focused. Although a CIP/DIP is critical to overall success, this improvement plan is intended to address the specific reasons for low performance in the state accountability system. To ensure a targeted improvement plan, identify what focus areas will have the greatest impact on the reason(s) for low performance in an index, system safeguard or PBM indicator and ensure those are your prioritized needs. Need 1: Need 2: Need 3: Need 4: Need 5: Need 6: Need 7: K-5 teachers need to meet the needs of English Language Learners through effective vocabulary strategies and ESL instruction. K-5 teachers need to deepen students' understanding of math concepts through the use of daily problem solving. K-5 teachers need to plan and implement the district science curriculum using the 5E Model as per the pacing guide. K-5 teachers need to collaborate to develop comprehensive writing lesson plans to include grammar and writing process skills that develop into full composition writing. K-5 teachers need ongoing job embebbed professional development to implement reading instruction effectively. K-5 teachers and staff need to implement research based strategies to improve school climate. ***Important Notice! Improvement Required districts/campuses must complete Attestation Statement at the bottom of this tab to fulfil TEC 39.106 requirements!*** Need: Index: Critical Success Factor/ESEA Turnaround Principle: Annual Goal: Strategy: How will addressing this need impact the index, CSF/ESEA TP, or major system identified? K-5 teachers need to meet the needs of English Language Learners through effective vocabulary strategies and ESL instruction. 1, 2, 3, 4 CSF 1 / ESEA TP: Strengthen the School s Instruction, CSF 2 / ESEA TP: Use of Data to Inform Instruction, CSF 7 / ESEA TP: Ensure Effective Teachers, CSF 3 / ESEA TP: Provide Strong Leadership ELL student performance will increase from 44% to 55% All Subjects Combined. K-5 teachers will meet in PLCs to plan and implement research based vocabulary strategies across all content areas and to plan effective ESL instruction which will include interactive lessons and activities to give ELL students the opportunity to improve their English reading, writing, and speaking skills. A focus on academic vocabulary and effective ESL instruction will improve student achievement for ELL students in all content areas. Critical Success Factor / ESEA Turnaround Principle Key CSF 1-Improve Academic Performance CSF 2-Quality Data to Drive Instruction CSF 3-Leadership Effectiveness CSF 4-Increased Learning Time CSF 5- Family/Communit y Engagement CSF 6-School Climate CSF 7-Teacher Quality ESEA TP: Strengthen the School s Instruction ESEA TP: Use of Data to Inform Instruction ESEA TP: Provide Strong Leadership ESEA TP: Redesigned School Calendar ESEA TP: on going Family and Community Engagement ESEA TP: Improve School Environment ESEA TP: Ensure Effective Teachers Page 1 of 40
Cell applies only to district submissions Cell applies only to district submissions Cell applies only to district submissions Interventions by Quarter Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr) Q4 (May, June, July) 100% of K-5 teachers will identify their ELL students for targeted instruction and Q1 Goal: progress monitoring. 100% of K-5 teachers will be trained in SIOP strategies and implement strategies Q2 Goal: selected by the grade level and principal. 70% of second -fifth grade ELL students will meet or exceed one year's growth as Q3 Goal: measured by TELPAS. 70% of students will use SIOP & Marzano's Vocabulary strategies to engage in academic discourse, journal responses, Q4 Goal: and other student products. Interventions: Interventions: Interventions: Interventions: Vertical PLCs will be facilitated by principal Sept 30 and Oct 1 to complete campus form which assists teachers with identifying student groups represented in their class. Teachers will use this information to provide targeted instruction, interventions, modifications, and monitor progress. Principal will use this form in teacher conferences to follow up on student progress throughout the year. Forms will be updated as new students enroll. Teachers and administration will attend ongoing Lead4ward training to disaggregate data (CBA/benchmark) for all student groups in order to guide instruction and 1) interventions. Principal will organize SIOP training for all K- 5 teachers. Training will consist of 3 full days of PD followed with coaching and modeling by the SIOP trainers. K-2 will be trained on November 6-8, 3rd-5th teachers will be 1) trained November 13-15. Principal will include SIOP strategies as a focus on every vertical PLC agenda (every 4 to 6 weeks). Principal will lead discussion and review of implementation of SIOP strategies including data collected through walkthroughs and lesson plans. Principal will train staff on Marzano's 6 Step Vocabulary Process with a focus on academic vocabulary development and usage across content 1) areas. Weekly and Vertical PLCs will continue to focus on implementation of SIOP strategies, Marzano's 6 Step Vocabulary Process, and lesson planning. Principal will work with K-5 grade levels to select SIOP strategies for school wide implementation. Teachers will include SIOP strategies in 1) lesson plans. Page 2 of 40
Need 1 LEA Name: Follow up to SIOP training includes SIOP Lesson Coaching and Modeling (week long process). Principal will be with consultant throughout the whole process. Day 1: A team of 4 teachers will be selected for SIOP consultant to observe. Observations will be conducted in all 4 classrooms. Day 2: Consultant provides feedback to teachers including revision of the lesson. Day 3: All bilingual teachers will implement the ESL curriculum. ESL journals will be developed at the beginning of school year (Tabs- vocabulary, class notes, Reader's Responsesentence frames) 2) Consultant will coteach with a designated teacher. Day 4: Consultant will debrief with all 4 teachers during planning. Day 5: Consultant will demonstrate teaching techniques in designated classrooms. Consultant will debrief entire process (week) with administration including 2) recommendations. Teachers will become proficient with the use of TELPAS Observation Protocol Rubric for reading, writing, listening, and speaking. Principal will facilitate ongoing training in this area during monthly campus based bilingual meetings. Teachers will collect and score 2) student products using the rubric. Principal will review TELPAS data with teachers. Interventions for ELL students will target K-5 students who did not meet expectations on TELPAS and/or who are demonstrating low performance academically. Tutoring will be provided after school and summer school will be offered to identified PK, K 2) and 5th graders unless otherwise specified by district. Admin team and lead bilingual teachers will meet with K-5 bilingual teachers once per month for ESL lesson planning to include implementation of SLAR/ELAR TEKS, ELPS, REACH, and vocabulary 3) cards/visuals. K-5 teachers will meet in weekly PLCs for lesson planning. Team leaders will work with teachers to discuss SIOP strategies. Strategies will be included in lesson plans. Teachers will use data to inform instruction 3) and plan interventions for ELL students. 3) 4) 4) 4) K-5 teachers will meet in weekly PLCs for lesson planning. Team leaders will work with teachers to discuss SIOP strategies. Strategies will be included in lesson plans. 3) 4) Targeted walkthroughs will be conducted weekly by administration to observe implementation of selected SIOP strategies. Teachers will receive feedback electronically, written and or face to face. Action plans w goals will be developed as needed. K-5 teachers will develop and utilize interactive word walls and sentence frames in English & Spanish across all content areas. Student journals will be established for academic vocabulary in each content area to use as a reference and resource. Targeted walkthroughs will be conducted weekly by administration to observe implementation of selected SIOP strategies. K-5 teachers will receive feedback electronically, written and or face to face. Action plans with goals will be developed as needed. Targeted walkthroughs will be conducted weekly by administration to observe implementation of selected SIOP strategies. Teachers will receive feedback electronically, written and or face to face. Action plans with goals will be developed as needed. Page 3 of 40
What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? Weekly walkthroughs will be used to collect evidence of student application, understanding, and increased engagement with academic vocabulary 1) including SIOP strategies. Weekly walkthroughs will be used to collect evidence of student application, understanding, and increased engagement with academic vocabulary including SIOP 1) strategies. Weekly walkthroughs will be used to collect evidence of student application, understanding, and increased engagement with academic vocabulary including SIOP 1) strategies. Weekly walkthroughs will be used to collect evidence of student application, understanding, and increased engagement with academic vocabulary including SIOP 1) strategies. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by content area, grade level, teacher, student groups, student, 2) and by TEK. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by content area, grade level, teacher, student groups, student, and by 2) TEK. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by content area, grade level, teacher, 2) student groups, student, and by TEK. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by content area, grade 2) level, teacher, student groups, student, and by TEK. K-5 teachers will review student journals every 9 weeks in collaborative planning to assess student 3) vocabulary development. K-5 teachers will review student journals every 9 weeks in collaborative planning to 3) assess student vocabulary development. K-5 teachers will review student journals every 9 weeks in collaborative planning to 3) assess student vocabulary development. K-5 teachers will review student journals every 9 weeks in collaborative planning to assess student vocabulary 3) development. Teacher made weekly assessments in each content area. Data will be disaggregated by content area, grade level, teacher, 4) student, and by TEK. Teacher made weekly assessments in each content area. Data will be disaggregated by content area, grade level, teacher, student, 4) and by TEK. Teacher made weekly assessments in each content area. Data will be disaggregated by content area, grade level, teacher, student, 4) and by TEK. Teacher made weekly assessments in each content area. Data will be disaggregated by content area, grade level, 4) teacher, student, and by TEK. Page 4 of 40
Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report Yes Campus met the first quarter goal. 100% of K-5 teachers identified their ELL students for targeted instruction and progress monitoring. Current ELL Denials - K-2, 1st-5, 2nd-6, 3rd-8, 4th-5, 5th-3. ELL students (Bilingual classrooms) - K-37, 1st-49, 2nd-42, 3rd-72, 4th-74, 5th- 49. Total ELL students enrolled -345. Teachers used the PBMAS Student Support Plan (required district form) to indicate strategies and accommodations for ELL students for each subject. Intervention Data (BOY): ISIP results (IStation BOY for bilingual students) Tier 1 K 68%, 1st 50% 2nd 64% 3rd 41%. CBA results (1st 9 weeks) for ELL student group- Reading Total- 53%; Grade Level results: - 3rd 55%, 4th 60%, 5th 48%. Math Total- 25%; Grade Level results: 3rd -8%, 4th- 28%, 5th-48%. 5th grade Science - 54%. Reading Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. adjustments must be made in order to meet the annual Campus met the first adjustments quarter goal; therefore, no adjustments will be made must be at this time. SIOP training made in order has been scheduled for to meet the second quarter as per plan. annual adjustments must be made in order to meet the annual adjustments must be made in order to meet the annual Page 5 of 40
Need: Index: Critical Success Factor / ESEA Turnaround Principle: Annual Goal: Strategy: How will addressing this need impact the index, CSF/ESEA TP, or major system identified? Cell applies only to district submissions Cell applies only to district submissions Cell applies only to district submissions K-5 teachers need to deepen students' understanding of math concepts through the use of daily problem solving. 1, 2, 3, 4 CSF 1 / ESEA TP: Strengthen the School s Instruction, CSF 2 / ESEA TP: Use of Data to Inform Instruction, CSF 3 / ESEA TP: Provide Strong Leadership, CSF 7 / ESEA TP: Ensure Effective Teachers, CSF 4 / ESEA TP: Redesigned School Calendar Increase student achievement in math from 48% to 53% (All students/all Groups) The campus will provide job embedded training for K-5 teachers to help teachers effectively implement the UPSC (Understand Plan Solve Check) model and new math TEKS in daily math lessons. Using the UPSC model in daily math lessons will give students a tool to plan and solve multi-step problems which will result in increases in student achievement. Critical Success Factor / ESEA Turnaround Principle Key CSF 1-Improve Academic Performance CSF 2-Quality Data to Drive Instruction CSF 3-Leadership Effectiveness CSF 4-Increased Learning Time CSF 5- Family/Communit y Engagement CSF 6-School Climate CSF 7-Teacher Quality ESEA TP: Strengthen the School s Instruction ESEA TP: Use of Data to Inform Instruction ESEA TP: Provide Strong Leadership ESEA TP: Redesigned School Calendar ESEA TP: on going Family and Community Engagement ESEA TP: Improve School Environment ESEA TP: Ensure Effective Teachers Page 6 of 40
Interventions by Quarter Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr) Q4 (May, June, July) 100% of K-5 teachers will use AIMS data to place students in zones for Q1 Goal: progress monitoring. 75% of walkthroughs will show evidence of K- 5 teachers modeling UPSC and/or Forde Q2 Goal: Ferrier math strategies. 80% of student journals and daily work will show evidence of student use of UPSC Q3 Goal: and/or Forde Ferrier math strategies. 90% of K-5 students will be on grade level and/or make one Q4 Goal: Tier growth as measured by EOY AIMS. Interventions: Interventions: Interventions: Interventions: In August K-5 grade teachers will attend district math training on the new math curriculum and math TEKS. Campus PLCs in first quarter will focus on reviewing AIMS data in order to place students in small groups to provide targeted TIER 1, 2 and 3 instruction. Campus master schedule will include a 30 minute daily math intervention for all K-5 students. During this math intervention time, teachers will use Mentoring Minds, Think Through Math, and other teacher created resources. Assessments will be given at BOY, MOY, EOY to monitor progress towards Tier 1 Principal will contract with Forde Ferrier to performance. Principal will provide 1 full day of PD for 3rd-5th grade purposefully review AIMS teachers. Follow up training will include 4 Forde Ferrier consultant will provide direct data in PLCs to ensure days of modeling and coaching for all thirdfifth grade teachers. Principal will shadow fifth grades in 1/1/2 hour blocks for 10 days. instruction to identified students in third- students are progressing and showing adequate consultant during modeling and coaching Teachers will monitor assessment data for growth for promotion by sessions to support full implementation of these students to determine effectiveness of K-5 teachers will administer EOY AIMS to assess progress in 1) EOY. 1) math strategies. 1) this strategy. 1) math and identify focus TEKS for student interventions. Page 7 of 40
2) 3) The district has contracted with Forde Ferrier to provide PD to third and fourth grade teachers on effective math strategies. Principal will facilitate implementation of the math strategies in PLCs and observe in walkthroughs.teachers will work collaboratively to develop common assessments using STAAR Maker (3rd-5th). In October PLCs, principal will focus on identification of new math TEKS at each grade level. Time will be provided to discuss teacher s PD needs in reference to the new math TEKS. Principal will set expectations for use of UPSC model in lessons and journals. All classrooms will have UPSC posters for student reference. K-5 teachers will administer MOY AIMS and Forde Ferrier consultant will provide direct instruction to identified students in thirdfifth grades in 1/1/2 hour blocks for a week. Teachers will monitor assessment data for these students to determine effectiveness of 2) this strategy. district benchmarks to assess progress in math and identify focus TEKS for interventions. 3rd-5th grade students will participate in conferencing and goal setting. They will use charts and graphs to track 2) progress on assessments by zones. During May PLCs, principal will lead data reviews to include AIMS (BOY to EOY) and STAAR (if available) to identify areas of strength and growth per grade level. Data reviews will determine # of students on or above grade level and % 2) making one Tier growth. Principal will schedule math teacher specialist to provide PD on UPSC model and support for Forde Ferrier math strategies during PLCs K-5. Math specialist will meet with grade level teams to identify, unpack, and plan instructional activities to address 3) new math TEKS as per pacing guide. Math specialist will conduct learning walks to observe implementation of UPSC model and math instruction with an emphasis on new math TEKS. Specialist will provide 3) feedback to teachers and principal. 3) Page 8 of 40
Need 2 LEA Name: Leadership Team worked with CIT and principal to develop draft of the Reconstitution plan including performance measures for staff retention determination. Leadership team, CIT, and principal met in September to identify performance measures to improve student achievement and points needed to remain on campus. Reward/ Incentives (TTIPS grant funds) will be identified for each point level and shared with staff in October. In September, the Board approved a change in PDAS for Crockett which allowed principal to place all teachers on standard appraisal for 2014-15. Principal notified staff of this change in faculty meeting. Administrators will conduct a minimum of 25 walkthroughs weekly utilizing district walkthrough form and 4) provide feedback For the Reconstitution Plan, all K-2 teachers and other professional staff members have been assigned to support all 3rd-5th grade teachers in order to improve student achievement. CBA data from October will be used to identify needs and plan targeted interventions for all 3rd-5th grade students. Tutoring/academic clubs for increased learning time will begin Nov. 1 to end of year. Schedule- Tutoring 2 days weekly, 3:15-4:15. Clubs- 1 day weekly, 3:00-5:00. Club sponsors will receive stipends funded by 4) TTIPS grant. 4) Reconstitution Performance Measures - To help professional staff members monitor their points, Research & Evaluation department will collect data for each identified measure on Staff Retention plan and provide periodic updates to principal which will be shared with staff. Staff that are not meeting points will continue to be supported in their areas of need as determined by principal and individual teachers. Human Resources will provide informational training sessions to provide information on Charlotte Danielson Appraisal system which will be implemented in 2015-16. Reconstitution - Teachers who meet points (increase student achievement) will be retained as per the Performance Measures. During Summative conferences, principal will survey teachers (who meet their points) to determine their retention and exit plans. In May, Principal will work with HR to recruit and retain staff with skill necessary to meet needs of students at Crockett. (instructional technology). Beginning this summer, principal will take part in District Turnaround Leadership Initiative (DTLI). This will include attendance at sessions at the University of Virginia to increase leadership effectiveness. 4) Page 9 of 40
What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? PLC agendas, sign ins, lesson plans, Data Wall- BOY AIMS data used to 1) place students in zones. PLC agendas, sign ins, lesson plans, Ford Ferrier PD, student rosters, student data for 1) Forde Ferrier groups PLC agendas, sign ins, lesson plans, MOY AIMS data used to place students in zones. Ford Ferrier PD, student rosters, student 1) data for Forde Ferrier groups 1) PLC agendas, sign ins, lesson plans, EOY AIMS data, STAAR Teacher made weekly assessments in each content area. Data will be disaggregated by content area, grade level, teacher, 2) student, and by TEK. Teacher made weekly assessments in each content area. Data will be disaggregated by content area, grade level, teacher, student, 2) and by TEK. Teacher made weekly assessments in each content area. Data will be disaggregated by content area, grade level, teacher, student, 2) and by TEK. Teacher made weekly assessments in each content area. Data will be disaggregated by content area, grade level, 2) teacher, student, and by TEK. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by content area, grade level, teacher, 3) student, and by TEK. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by content area, grade level, 3) teacher, student, and by TEK. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by content area, grade level, teacher, 3) student, and by TEK. Walk through data - I Can statements, pacing, UPSC model and Forde Ferrier math strategies in lessons and student 3) journals Administration will conduct targeted walkthroughs to look for evidence of I Can statements, pacing, UPSC poster and use of UPSC model in lessons and 4) student journals. Administration will conduct targeted walkthroughs to look for evidence of I Can statements, pacing, UPSC model, and Forde Ferrier strategies used in lessons and journals. Math intervention classes will be 4) monitored. Administration will conduct targeted walkthroughs to look for evidence of I Can statements, pacing, UPSC model, and Forde Ferrier strategies used in lessons and journals. Math intervention classes will be 4) monitored. Administration will conduct targeted walkthroughs to look for evidence of I Can statements, pacing, UPSC model, and Forde Ferrier strategies used in lessons and journals. Math 4) intervention classes will be monitored. Page 10 of 40
Are you on track to meet the annual Yes End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report quarter goal. 100% of K-5 teachers used AIMS data to place students in zones for progress monitoring. Data room has been established. AIMS, IStation, and CBA data is posted. K-5 teachers have data zone charts in their classrooms (K-2) AIMS, 3rd-5th- CBA chart. Principal reviewed AIMS data in vertical teams K-2 Oct 1, 3-5 Sept 30. District provided Forde Ferrier Math PD for 4th grade on Oct 22-23, 3rd grade- Oct 28-29. Reconstitution: Performance measures for staff retention were developed and shared with staff in October. All 3 administrators are conducting 25 WTs each weekly with electronic feedback to support teacher development and improve instruction. During the October 20th Describe the data or evidence and 25th PLC, principal used to determine if the goal reviewed UPSC model, will or won't be met. discussed expectations for Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. adjustments must be made in order to meet the annual Campus met the adjustments quarterly goal; must be therefore, no made in order adjustments will be to meet the made at this time. annual adjustments must be made in order to meet the annual adjustments must be made in order to meet the annual Page 11 of 40
Need: Index: Critical Success Factor / ESEA Turnaround Principle: Annual Goal: Strategy: How will addressing this need impact the index, CSF/ESEA TP, or major system identified? Cell applies only to district submissions Cell applies only to district submissions Cell applies only to district submissions K-5 teachers need to plan and implement the district science curriculum using the 5E Model as per the pacing guide. 1, 2, 3, 4 CSF 1 / ESEA TP: Strengthen the School s Instruction, CSF 2 / ESEA TP: Use of Data to Inform Instruction, CSF 3 / ESEA TP: Provide Strong Leadership, CSF 7 / ESEA TP: Ensure Effective Teachers, CSF 4 / ESEA TP: Redesigned School Calendar Increase student achievement in science from 48% to 53% (All Students/All Groups) K-5 teachers will use Lead 4 Forward training to analyze and use data to identify student needs, inform instruction, and monitor student progress on grade level TEKS and process standards. PLCs will focus on select vocabulary activities, graphics, sentence frames, and gather materials necessary for lab experiments to enhance our students' conceptual knowledge of science as per K-5 students' academic performance will increase by providing rigorous lessons that build their science conceptual knowledge, graphic literacy/ interpretation skills, and science vocabulary through the application of interactive science activities and labs. Critical Success Factor / ESEA Turnaround Principle Key CSF 1-Improve Academic Performance CSF 2-Quality Data to Drive Instruction CSF 3-Leadership Effectiveness CSF 4-Increased Learning Time CSF 5- Family/Communit y Engagement CSF 6-School Climate CSF 7-Teacher Quality ESEA TP: Strengthen the School s Instruction ESEA TP: Use of Data to Inform Instruction ESEA TP: Provide Strong Leadership ESEA TP: Redesigned School Calendar ESEA TP: on going Family and Community Engagement ESEA TP: Improve School Environment ESEA TP: Ensure Effective Teachers Page 12 of 40
Interventions by Quarter Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr) Q4 (May, June, July) 100% of 5th teachers will administer a district preassessment in 5th grade science and use item analysis to identify TEKS for Q1 Goal: targeted instruction. 70% of K-5 student science journals will show evidence of vocabulary strategies, Q2 Goal: critical thinking, and teacher response. 55% of 5th grade students will meet passing standard or higher on district science Q3 Goal: benchmark. Increase student performance on STAAR science test from Q4 Goal: 48% to 53%. Interventions: Interventions: Interventions: Interventions: 5th grade teachers administered district Science Pretest on September 12 to assess students' knowledge of second-fifth grade TEKS. During vertical team meetings on Sept 30 and Oct 1, principal will lead item analysis review to identify instructional targets (hot spots) for their grade level. Teams will compare results to focus TEKS selected from Lead4ward training. Data will be used for targeted lesson planning. Teachers will use the Lead4ward templates and tools to pick out the highly tested TEKS/Process Standards from the science pretest. Teachers will use the Year at a Glance to align these targeted TEKS for lesson planning purposes. 5th grade teachers will use the pretest data to place students in zones to monitor progress towards 1) Phase in 1, 2, Final and Every 4 to 6 weeks, principal will facilitate vertical PLCs (K-2, 3-5) to plan science lessons using the district curriculum, online CMS resources, and 5 E model. Specific planning activities will be to unpack the TEKS, select vocabulary, journal entries, sentence frames, labs, and assessments.during PLCs, principal will facilitate use of Lead4ward tools to identify areas of need and plan focused instruction. Principal and team will receive training on Eduphoria. Teachers will be trained to access and use their data from Eduphoria to inform instruction. Data room will be established and maintained to track student 1) growth. During vertical PLCs, principal will facilitate data review of 1st-5th district science benchmarks to identify targeted TEKS/Process standards and plan interventions for students. 5th grade teachers will compare benchmark scores to science pretest to determine student progress (Zone chart). 5th grade students will participate in conferencing and goal 1) setting in preparation for STAAR science test. Third and fourth grade teachers will administer the district science pretest items appropriate for their students. Vertical PLC for third-fifth grade will review results and identify "hot spots". Third and fourth grade teachers will plan targeted instruction to focus on the science TEKS hot spots for their 1) grade level. Page 13 of 40
Need 3 LEA Name: Principal and teacher team will attend Lead 4ward Leadership training every quarter to provide ongoing support for implementation of data collection and review process to inform instruction. Session 1: Creating focus, Session 2 Analyzing Learning Standards and Session 3 Using Quintiles to Identify Intervention Needs. Principal will provide training to teachers through webinars and PLCs. Lead4ward consultant will meet with priority principals at the campus to support implementation (3 times in the first quarter 2) and 1X in November). During weekly planning, K-5 teachers will use the district science curriculum guide to ensure that the required components are evident in student journals. Journals should include implementing questions, claims, evidence, lab investigations, and teacher response. Teachers will use sentence stems to prompt students. (SIOP strategy). The district science specialist will meet with 5th grade teachers to review level of journal entries. During campus visits, the specialist 2) will also review K-4 journals. During weekly planning, K-5 teachers will plan lessons which Integrate science concepts into reading through Read Alouds and informational text which include graphs, 2) charts, and tables. Principal will review STAAR science data (when available) with K-5 teachers to identify areas of growth and targets for improvement. Teachers will identify science PD needs to 2) assist with planning for 2015-16 school year. During weekly grade level planning, teachers will select dual coded process standards (scientific investigation and reasoning skills) and plan activities to include these TEKS in daily science lessons. The district science specialist assigned to Crockett will provide support to 5th grade teachers for lesson planning, provide feedback on lessons observed and 3) student journal entries. Opportunities for Increased Learning Time will begin by November and will include After school tutoring and Science Clubs (stipends will be paid to club sponsors- TTIPS). Principal will check with district to determine availability of transportation for 3) these after school interventions /clubs. After school tutoring and/or science clubs will use the science benchmark data to plan targeted instructional activities. All 5th grade students will be invited to attend these opportunities for increased learning 3) time to prepare for STAAR science test. Targeted walkthroughs will be conducted weekly by administration to observe science classroom instruction and labs. K-5 teachers will receive feedback electronically, written and or face to face. Action plans with goals will be developed 3) as needed. Page 14 of 40
4) Science Lab schedule was developed in September to ensure that 5th grade teachers are providing hands on lab experiences to deepen students understanding of science content/concepts. All 5th grade classes are expected to go to the science lab 2 times a week. Administrative team and district science specialist will visit science lab to observe 5th grade lessons and provide feedback. Classrooms will be visited to observe implementation of journals, SIOP strategies, and teacher feedback. K-5 teachers will receive feedback electronically, written and or face to face. Action plans with goals will 4) be developed as needed. Administrative team and district science specialist will visit science lab to observe 5th grade lessons and provide feedback. Classrooms will be visited to observe implementation of journals, SIOP strategies, and teacher feedback. K-5 teachers will receive feedback electronically, written and or face to face. Action plans with goals will 4) be developed as needed. 4) Page 15 of 40
What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? PLC and grade level agendas, minutes, sign in sheets, Science Pretest data (zones), science lab 1) schedule, lesson plans PLC and grade level agendas, minutes, sign 1) in sheets, science lab schedule, lesson plans PLC and grade level agendas, minutes, sign 1) in sheets, science lab schedule, lesson plans PLC and grade level agendas, minutes, sign in sheets, science 1) lab schedule, lesson plans Common assessments will be administered every 3 weeks for science. Data will be disaggregated by grade level, teacher, 2) student, and by TEK. Common assessments will be administered every 3 weeks for science. Data will be disaggregated by grade level, teacher, 2) student, and by TEK. Common assessments will be administered every 3 weeks for science. Data will be disaggregated by grade level, teacher, 2) student, and by TEK. Common assessments will be administered every 3 weeks for science. Data will be disaggregated by grade level, teacher, 2) student, and by TEK. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by grade level, teacher, student, and by TEK. Data will be reported in Zones to monitor progress towards Phase in 1, 2, Final and 3) Advanced standards. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by grade level, teacher, student, and by TEK. Data will be reported in Zones to monitor progress towards Phase 3) in 1, 2, Final and Advanced standards. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by grade level, teacher, student, and by TEK. Data will be reported in Zones to monitor progress towards Phase in 1, 2, Final and 3) Advanced standards. District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by grade level, teacher, student, and by TEK. Data will be reported in Zones to monitor progress towards Phase in 1, 2, Final and Advanced 3) standards. Walkthrough data will include journal entries (vocabulary, sentence frames, and class notes), 4) science lessons and labs. Walkthrough data will include journal entries (vocabulary, sentence frames, and 4) class notes), science lessons and labs. Walkthrough data will include journal entries (vocabulary, sentence frames, and class 4) notes), science lessons and labs. Walkthrough data will include journal entries (vocabulary, 4) sentence frames, and class notes), science lessons and labs. Page 16 of 40
Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report Are you on track to meet the annual Yes quarter goal. 100% of 5th grade teachers administered the science pretest and identified TEKS for targeted instruction. Science Pretest results: 8% of 5th graders met the passing standard. High percent of 5th graders missed third grade TEKS. Results were shared with K- 4 teachers. Science CBA (1st 9 weeks) - Eng 55% Span 0%. Principal and campus Lead4ward team have attended Lead4ward training and webinars in Sept Oct. Training information has been shared in grade level and vertical team planning meetings to ensure implementation. Principal has participated in follow up meetings with Lead4ward consultants as required by district for Describe the priority campuses. During data or the first quarter, the evidence used district science specialist to determine if mainly worked with the the goal will or fifth grade team to won't be met. Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. adjustments must be made in order to meet the annual Campus met the quarterly goal; therefore, no adjustments are recommended at this time. adjustments must be made in order to meet the annual adjustments must be made in order to meet the annual adjustments must be made in order to meet the annual Page 17 of 40
Need: Annual Goal: Strategy: How will addressing this need impact the index, CSF/ESEA TP, or major system identified? Cell applies only to district submissions Cell applies only to district submissions Cell applies only to district submissions K-5 teachers need to collaborate to develop comprehensive writing lesson plans to include grammar and writing process skills that develop into full composition writing. Index: 1, 2, 3, 4 Critical Success Factor / ESEA CSF 1 / ESEA TP: Strengthen the School s Instruction, CSF 2 / ESEA TP: Use of Data to Inform Turnaround Principle: Instruction, CSF 3 / ESEA TP: Provide Strong Leadership, CSF 7 / ESEA TP: Ensure Effective Teachers Increase student performance in writing from 33% to 40% (All Students/All Groups) Through the use of collaborative teacher planning, K-5 teachers will select learning activities to engage students in the writing process for both expository and narrative text to encompass revising, editing, and grammar skills. Collaborative planning will enhance teachers' skill in developing students as writers resulting in higher student achievement in this area. Critical Success Factor / ESEA Turnaround Principle Key CSF 1-Improve Academic Performance CSF 2-Quality Data to Drive Instruction CSF 3-Leadership Effectiveness CSF 4-Increased Learning Time CSF 5- Family/Communit y Engagement CSF 6-School Climate CSF 7-Teacher Quality ESEA TP: Strengthen the School s Instruction ESEA TP: Use of Data to Inform Instruction ESEA TP: Provide Strong Leadership ESEA TP: Redesigned School Calendar ESEA TP: on going Family and Community Engagement ESEA TP: Improve School Environment ESEA TP: Ensure Effective Teachers Page 18 of 40
Interventions by Quarter Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr) Q4 (May, June, July) 100% of the 4th grade teachers will attend initial district writing training to implement Writer s Q1 Goal: Workshop in classrooms. 80% of fourth grade writing portfolios will show evidence of the writing process, use of rubric for scoring, and teacher Q2 Goal: feedback/conferencing. 65% of 4th grade students will meet passing standard on district benchmark (revising & Q3 Goal: editing and compositions combined) Increase student performance on STAAR writing from 33% to Q4 Goal: 40%. Interventions: Interventions: Interventions: Interventions: K-5 teachers were introduced to the Writer's Workshop during initial district training. During grade level planning, teachers will use the district curriculum guide to plan writing lessons from Writer's Workshop. Teachers will explain and display the writing process (steps) used to develop 1) student compositions. Principal and grade level teams will meet in PLCs every 4 to 6 weeks. Principal will provide time during the PLC to develop writing lessons using district curriculum and resources. K-5 teachers will unpack the TEKS and select instructional activities which require students to apply revising & editing TEKS to literary and informational text and use the writing process to write 1) compositions. 4th grade teachers will administer district writing benchmark and use rubric to score compositions. Teachers will conduct student conferences for goal setting. Teachers will compare benchmark writing to student's first composition (baseline) to determine growth. Principal will lead data review to determine % of students writing a 2 or higher on compositions (narrative and expository). Revising & editing will be combined with compositions to get student s 1) overall writing score on benchmark. STAAR data will be reviewed (when available) to begin planning for 2015-16. Data will be used to Identify school wide writing targets. When the campus receives student STAAR compositions, principal will lead a team meeting to 1) read and review papers. Principal will search for consultant to provide ongoing job embedded PD to 4th grade teachers in writing. Schedule - 1 day in the fall and 1 day in the spring. Principal will attend the writing training in order 2) to support implementation. K-5 teachers will develop writing portfolios/journals for all students. Secondfifth grade portfolios will include rubrics for scoring. Students writing will show evidence of writing process, scoring, and 2) teacher feedback. Principal will work with 4th grade teachers to develop a plan for to deliver targeted instruction in small groups based on needs identified from benchmark. Instructional focus in groups will be on revising and 2) editing TEKS and composition development. Principal will work collaboratively with 4th grade to identify PD needs to address writing targets, set up campus based PD 2) calendar for 2015-16, and contact consultant for PD. Page 19 of 40
Need 4 LEA Name: During weekly grade level planning, K-5 teachers will score papers holistically. 4th grade teachers will use TEA rubrics for calibration purposes. 4th grade teachers will train students to use the rubric to provide specific feedback designed to improve their compositions and to identify Fourth grade teachers will provide time during writing for students to complete their first composition. Teachers will use the composition to assess student's level of writing 3) skill (baseline). instructional targets. As part of the writing process, students will participate in conferencing, goal setting, and maintain a writing portfolio as evidence of growth. K-5 bilingual teachers will use TELPAS writing PLDs (rubric) as a guide when conferencing with ELL students in order to improve 3) English writing skills. After school tutoring and/or writing club will use the writing benchmark to plan targeted instructional activities for revising & editing and composition development. All 4th graders will be invited to participate in these 3) writing intervention/clubs. Administration will conduct walkthroughs in K-5 classrooms to observe writing lessons. Feedback will be provided 3) electronically, written, and/or face to face. Administration will conduct walkthroughs in K-5 classrooms to observe writing lessons. Feedback will be provided electronically, written, 4) and/or face to face. Beginning in November, Opportunities for Increased Learning Time will be provided through After School tutoring and/or Writer's Club (club sponsors will be paid a 4) stipend - TTIPS). Twice a month, K-5 teachers will engage students in writing an expository response to informational text in science and social studies. This process should include teacher modelling, scaffolding, and individual 4) responses in journals. 4) Page 20 of 40
What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? PLC- Agendas, minutes, sign 1) in sheets, lesson plans Every 9 weeks, scored K-5 compositions will be submitted to administration for review and feedback.plc- Agendas, minutes, sign in 1) sheets, lesson plans Every 9 weeks, scored K-5 compositions will be submitted to administration for review and feedback..plc- Agendas, minutes, sign in 1) sheets, lesson plans Every 9 weeks, scored K-5 compositions will be submitted to administration for review and feedback.plc- Agendas, 1) minutes, sign in sheets, lesson plans Weekly assessments will be administered for revising & Weekly assessments will be administered Weekly assessments will be administered for Weekly assessments will be administered for revising & 2) editing TEKS 2) for revising & editing TEKS 2) revising & editing TEKS 2) editing TEKS District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by grade level, teacher, student, and by TEK. Data will be reported in Zones to monitor progress towards Phase in 1, 2, Final and 3) Advanced standards District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by grade level, teacher, student, and by TEK. Data will be reported in Zones to monitor progress towards Phase 3) in 1, 2, Final and Advanced standards District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by grade level, teacher, student, and by TEK. Data will be reported in Zones to monitor progress towards Phase in 1, 2, Final and 3) Advanced standards District CBAs will be administered at the end of every 9 weeks. Data will be disaggregated by grade level, teacher, student, and by TEK. Data will be reported in Zones to monitor progress towards Phase in 1, 2, Final and Advanced 3) standards Walkthroughs will collect evidence of Writer s 4) Workshop in classrooms. Walkthroughs will show evidence of student use of rubrics, journal writing in all content areas, student portfolios, application of revising and editing TEKS and the writing 4) process. Walkthroughs will show evidence of student use of rubrics, journal writing in all content areas, student portfolios, application of revising and editing TEKS and the writing 4) process. Walkthroughs will show evidence of student use of rubrics, journal writing in all content areas, student portfolios, application of revising and editing TEKS and the writing 4) process. Page 21 of 40
Are you on track to meet the annual End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report Yes Are you on track to meet the annual Are you on track to meet the annual Are you on track to meet the annual Describe the data or evidence used to determine if the goal will or won't be met. Campus met the first quarter goal. 100% of 4th grade teachers attended initial district writing training. On October 27, the district provided a pull out training for 4th grade teachers which guided them through resources in teacher s Writing toolkit. Principal has contracted with Forde Ferrier for 4th grade writing PD. Schedule is as follows: Initial training (Dec 6) will include modeling on Expository, Narrative, and revising and editing TEKS, Follow up training (Dec 11 and 12) for classroom visits, modeling and coaching by consultant. In January, the consultant will work directly with 34 students for 3 days of intensive writing support. Describe the Admin have been observing data or writing evidence used implementation/lessons to determine if during their 25 weekly the goal will or WTs. won't be met. Describe the data or evidence used to determine if the goal will or won't be met. Describe the data or evidence used to determine if the goal will or won't be met. Page 22 of 40
adjustments must be made in order to meet the annual Campus met the first quarter goal. No adjustments at this time. The district writing CBA (first 9 weeks) assessed composition development only. For future CBAs, the campus will develop common assessment (if needed) to ensure that revising & editing progress is assessed. adjustments must be made in order to meet the annual adjustments must be made in order to meet the annual adjustments must be made in order to meet the annual Page 23 of 40
Need: Index: Critical Success Factor / ESEA Turnaround Principle: Annual Goal: Cell applies only to district submissions Cell applies only to district submissions Cell applies only to district submissions K-5 teachers need ongoing job embebbed professional development to implement reading instruction effectively. 1, 2, 3, 4 CSF 7 / ESEA TP: Ensure Effective Teachers, CSF 1 / ESEA TP: Strengthen the School s Instruction, CSF 2 / ESEA TP: Use of Data to Inform Instruction, CSF 3 / ESEA TP: Provide Strong Leadership, CSF 5 / ESEA TP: On going Family and Community Engagement, CSF 4 / ESEA TP: Redesigned School Calendar Increase student performance in reading from 45% to 50% (All Students/All Groups) Strategy: K-5 teachers will implement Balanced Literacy schoolwide. How will addressing this need impact the index, CSF/ESEA TP, or major system Providing ongoing job embedded professional development in Balanced Literacy will provide teachers with identified? the training and instructional strategies needed to improve student achievement in reading. Critical Success Factor / ESEA Turnaround Principle Key CSF 1-Improve Academic Performance CSF 2-Quality Data to Drive Instruction CSF 3-Leadership Effectiveness CSF 4-Increased Learning Time CSF 5- Family/Communit y Engagement CSF 6-School Climate CSF 7-Teacher Quality ESEA TP: Strengthen the School s Instruction ESEA TP: Use of Data to Inform Instruction ESEA TP: Provide Strong Leadership ESEA TP: Redesigned School Calendar ESEA TP: on going Family and Community Engagement ESEA TP: Improve School Environment ESEA TP: Ensure Effective Teachers Page 24 of 40