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: Campus administrators and teachers need ongoing training in how to plan, execute, and evaluate instruction from the curriculum. Need 2: Teachers need training in how to build background knowledge and academic vocabulary in all students. Need 3: Teachers need training in balanced literacy instruction. Need 4: Bilingual/ESL teachers need to collaboratively plan instruction. Need 5: ***Important Notice! Upon completion of the Improvement Plan, please complete Attestation Statement at the bottom of this tab!*** Need: Index: Campus administrators and teachers need ongoing training in how to plan, execute, and evaluate instruction from the curriculum. 2 Critical Success Factor: Annual Goal: Strategy: How will addressing this need impact the index/csf or major system identified? Teacher Quality from the curriculum. use appropriate formative assessments to show student growth and to drive instruction and When teachers are intentionally planning effective instruction from the curriculum and formatively assessing student progress, students will grow academically. Students will demonstrate success in meeting standards on formative assessments. Cell applies only to district submissions Page 1 of 19
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Need 1 To date, what actions have been taken to address Need 1? Interventions by Quarter Q1 (July, Aug, Sept) Q2 (Oct, Nov, Dec) Q3 (Jan, Feb, Mar) Q4 (Apr, May, June) Many teachers have participated in training academies in how to locate and plan from the IFD document in the district curriculum. These trainings are led by Dr. John Crain. The campus administrators have continued this process with Dr. Crain and central office administration. Campus administratiors attend weekly planning meetings with teachers to further develop effective planning and ways to increase active student engagement. Preplanning meetings are held weekly to help lead teachers intentionally guide team with planning form the IFD, with consideration to data specifically focusing on exploring and elaboration. Each 3rd and 4th grade teacher will Q2 Goal: complete training in planning from the IFD. Each 1st and 2nd grade teacher will Q3 Goal: complete training in planning from the IFD. Each Kinder and Specials teacher will complete training in Q4 Goal: planning from the IFD. Interventions: Interventions: Interventions: 1) Teacher attendance in initial IFD academy. 1) Teacher attendance in initial IFD academy. 1) Teacher attendance in initial IFD academy. Weekly planning meetings monitored by 2) campus administration. Weekly planning meetings monitored by 2) campus administration. Weekly planning meetings monitored by campus 2) administration. Regular pre planning sessions with 3) leadership team using the curriculum. Regular pre planning sessions with 3) leadership team using the curriculum. Regular pre planning sessions with leadership team using 3) the curriculum. 4) Formative assessments to measure student growth. 4) Formative assessments to measure student growth. 4) Formative assessments to measure student growth. What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1) Formative assessment data. 1) Formative assessment data. 1) Formative assessment data. 2) Teacher sign in sheets. 2) Teacher sign in sheets. 2) Teacher sign in sheets. 3) Minutes from planning sessions. 3) Minutes from planning sessions. 3) Minutes from planning sessions. 4) Data gathered from walkthroughs. 4) Data gathered from walkthroughs. 4) Data gathered from walkthroughs. End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report Yes Yes Page 3 of 19
evidence used to determine if the goal will or won't be met. must be made in order to annual Training on planning from the Curriculum was provided by Consultant, John Crain. We have verification of attendance for each of these meetings. Sign in Sheets are also kept for weekly planning meetings, where teachers must complete a team planning form indicating focus of instruction based on SE and TEKS. The form also gives Emphasis of planning is now moving from basic knowledge of the curriculum to a more rigorous understanding of the student expectation and how it is impacting student learning. evidence used to determine if the goal will or won't be met. must be made in order to annual Teachers continue to meet and plan from the curriculum on a weekly basis. Grade level meetings have evolved into more in depth disucssions focusing on the rigor of instruction. Using checkpoints, teachers formatively assess student progress on the TEKS and meet with the leadership team to plot the data. This data is used to form Improve writing instruction by training and monitoring the writing progress in grades K 3. evidence used to determine if the goal will or annual Page 4 of 19
Need: Index: Critical Success Factor: Annual Goal: Strategy: How will addressing this need impact the index and CSF identified? Cell applies only to district submissions Teachers need training in how to build background knowledge and academic vocabulary in all students. 2 Teacher Quality will implement these practices in their classrooms. Provide teacher training in this area. Formatively assess students to monitor progress. By addressing this need teacher quality will improve leading to improved student performance. Student's understanding of academic vocabulary will help with student performance. Interventions by Quarter Q1 (July, Aug, Sept) Q2 (Oct, Nov, Dec) Q3 (Jan, Feb, Mar) Q4 (Apr, May, June) Need 2 Teachers have been collaborating in grade level planning sessions in integrating "making mental images" practices into each To date, what actions lesson cycle. Mini lessons have been taken to on targeted vocabulary in address Need 2? morning assembly. All 3rd and 4th grade teachers will complete training in building background knowledge Q2 Goal: and academic vocabulary with all students. All 1st and 2nd grade teachers will complete training in building background knowledge Q3 Goal: and academic vocabulary with all students. All Kinder and Specials teachers will complete training in building background knowledge and academic vocabulary Q4 Goal: with all students. Interventions: Interventions: Interventions: 1) Initial training session. 1) Initial training session. 1) Initial training session. 2) Follow up sessions. 2) Follow up sessions. 2) Follow up sessions. 3) Classroom coaching sessions. 3) Classroom coaching sessions. 3) Classroom coaching sessions. Walkthroughs conducted by campus 4) administrators. Walkthroughs conducted by campus 4) administrators. 4) Walkthroughs conducted by campus administrators. What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1) Walkthrough data. 1) Walkthrough data. 1) Walkthrough data. 2) Formative assessment data. 2) Formative assessment data. 2) Formative assessment data. Teacher sign in sheets from training 3) sessions. Teacher sign in sheets from training 3) sessions. 3) Teacher sign in sheets from training sessions. 4) 4) 4) Page 5 of 19
End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report No We began using academic vocabulary in morning assemblies and realized we need evidence an intentional focused list. We have used to discussed the need in faculty meetings and determine if formed a committee to create a plan and the goal will provide training for implementation of or won't be buidling background knowledge in met. academic vocabulary. Yes The academic vocabulary team meets on Monday to plan lessons for the morning assembly. The team is using Marzano's book, Building Background Knowledge for Academic Achievement, to improve vocabulary instruction. The focus of the weeky meetings is to develop a list of words for each grade level using STAAR vocabulary and tier words from Marzano's book. A evidence word wall has been placed in the morning used to assembly area. This wall contains words of determine if the week in English and Spanish. Words are the goal will placed throughout the school. Students and or won't be teachers are encouraged to provide met. illustrations that deepen understanding. evidence used to determine if the goal will or The committee will meet and begin a book study using Robert Marzano's book on Building Background Knowledge for must be Academic Achievement. The purpose of made in order this committee is to create a timeline and to scope and sequence of academic annual vocabulary to be taught at each grade level. must be made in order to annual The committee will continue to create a list of vocabulary words and provide each grade level with the scope and sequence. annual Need: Index: Critical Success Factor: Annual Goal: Strategy: Teachers need training in balanced literacy instruction. 2 Improve Academic Performance All 2nd, 3rd, and 4th grade students will be reading and writing on grade level by the end of the year. use of formative assessments. How will addressing this need impact the index and CSF identified? By providing and implementing high quality literacy practices, students will become proficient readers. Page 6 of 19
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Need 3 Interventions by Quarter Q1 (July, Aug, Sept) Q2 (Oct, Nov, Dec) Q3 (Jan, Feb, Mar) Q4 (Apr, May, June) benchmarks, team teaching was initiated with the ELA and math specialists based on teachers' strengths. An ELA specialist was also sought and hired and an additional reading specialist was hired. Classroom schedules were modified to enable highly qualified staff, reading To date, what actions specialist and dyslexia have been taken to teachers to provide address Need 3? intensive intervention. Campus administrators and 3rd and 4th grade teachers will attend balanced literacy training. Students will show progress on Q2 Goal: formative assessments. 1st and 2nd grade teachers will attend balanced literacy training. Students will Q3 Goal: show progress on formative assessments. Kinder and Specials teachers will attend balanced literacy training. Students will show progress on formative Q4 Goal: assessments. Interventions: Interventions: Interventions: 1) Balanced literacy training. 1) Balanced literacy training. 1) Balanced literacy training. 2) Instructional coaching. 2) Instructional coaching. 2) Instructional coaching. Data driven teacher meetings based around 3) student progress and growth. Data driven teacher meetings based around 3) student progress and growth. Data driven teacher meetings based around student progress 3) and growth. Administer diagnostic/formative assessments in reading and meet with each teacher to review results. Intervene as 4) necessary. Administer diagnostic/formative assessments in reading and meet with each teacher to review results. Intervene as 4) necessary. 4) 99/53 What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1) Classroom walkthrough data. 1) Classroom walkthrough data. 1) Classroom walkthrough data. 2) Formative assessment data. 2) Formative assessment data. 2) Formative assessment data. 3) Teacher/administrator sign in sheets. 3) Teacher/administrator sign in sheets. 3) Teacher/administrator sign in sheets. 4) 4) 4) End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report Yes Third and Fourth grade teachers, and campus administrators have received training in Balanced Literacy. This training also included training on Walkthrough forms that will aid in identifiying appropriate implementation of Balanced Literacy. Grade level team meetings now evidence used include discussions regarding balanced to determine if literacy implementation. DRA and the goal will or formative assessments have identified needed interventions. evidence used to determine if the goal will or Yes New walkthrough forms are used to assess the progress in balanced literacy. Teachers have shared ideas in grade level meetings and monthly faculty meetings. District leadership members have assisted the campus leadership team in observing classrooms trained in balanced literacy. Kindergarten and first grade teachers are beginning training in balanced literacy. track to annual evidence used to determine if the goal will or Page 8 of 19
annual A cohort of exemplary balanced literacy teachers will be formed. These teachers will assist in training and provide a cadre to help with implementation. annual Kindergarten and first grade teachers will complete training. Teachers will observe cohort members to refine and better implement balanced literacy in their classrooms. in order to meet Page 9 of 19
Need: Index: Critical Success Factor: Annual Goal: Strategy: How will addressing this need impact the index and CSF identified? Bilingual/ESL teachers need to collaboratively plan instruction. 2 Improve Academic Performance All ELL students will show growth in formative assessments and on state assessments. Provide training in collaborating in lesson planning and effective instruction. By addressing this need, teacher quality will improve, leading to better student performance. The students will transition from Spanish to English more effectively. Need 4 Cell applies only to district submissions Interventions by Quarter Q1 (July, Aug, Sept) Q2 (Oct, Nov, Dec) Q3 (Jan, Feb, Mar) Q4 (Apr, May, June) Planning meetings have been initiated by the campus administration in planning instruction from the curriculum. These teachers meet with their teams and have conducted student level data analysis sessions with campus administrators examining To date, what actions the STAAR and also have been taken to examining formative address Need 4? assessments. All 3rd and 4th grade Bilingual/ESL teachers will plan collaboratively. Students will show Q2 Goal: progress on formative assessments. All 1st and 2nd grade Bilingual/ESL teachers will plan collaboratively. Students will show Q3 Goal: progress on formative assessments. All KinderAll 1st and 2nd grade Bilingual/ESL teachers will plan collaboratively. Students will show progress on formative assessments. Bilingual/ESL teachers will plan collaboratively. Students will show progress on formative Q4 Goal: assessments. Interventions: Interventions: Interventions: 1) Initial modeling of Bil/ESL planning session. 1) Initial modeling of Bil/ESL planning session. 1) Initial modeling of Bil/ESL planning session. 2) Training in planning from the IFD. 2) Training in planning from the IFD. 2) Training in planning from the IFD. 3) Student level data review meetings 3) Student level data review meetings 3) Student level data review meetings 4) Attendance of teacher planning cohort. 4) Attendance of teacher planning cohort. 4) Attendance of teacher planning cohort. What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1) Classroom walkthrough data 1) Classroom walkthrough data 1) Classroom walkthrough data 2) Formative assessment data 2) Formative assessment data 2) Formative assessment data 3) Teacher sign in sheets 3) Teacher sign in sheets 3) Teacher sign in sheets 4) 4) 4) Page 10 of 19
End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report evidence used to determine if the goal will or annual Yes On December 12, a consultant from Region 8 met with teachers and trained them on collaboratively planning instruction. Bilingual teachers are attending weekly planning meetings with their grade level. Bilingual Assesments are charted on the data wall. All teachers need additional training on the ELPS and how to implement ESL strategies in the english classroom. Yes A new district director of Bilingual education is providing training and support for bilinugal teachers and the leadership team. Teachers are continuing to be trained in Bilingual instruction using the Gomez and Gomez models.this training includes evidence used bilingual pair training, bilingual centers to determine if training, and bilingual instruction. A parent the goal will or meeting was held to inform parents of the new program. Bilingual and ESL teachers will continue to annual be trainined in ESL instruction. track to annual evidence used to determine if the goal will or in order to meet Need: Index: Critical Success Factor: Annual Goal: Strategy: 0 How will addressing this need impact the index and CSF identified? Cell applies only to district submissions Page 11 of 19
Need 5 Interventions by Quarter Q1 (July, Aug, Sept) Q2 (Oct, Nov, Dec) Q3 (Jan, Feb, Mar) Q4 (Apr, May, June) To date, what actions have been taken to address Need 5? Q2 Goal: Q3 Goal: Q4 Goal: Interventions: Interventions: Interventions: 1) 1) 1) 2) 2) 2) 3) 3) 3) 4) 4) 4) What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? 1) 1) 1) 2) 2) 2) 3) 3) 3) 4) 4) 4) End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report evidence used to determine if the goal will or annual evidence used to determine if the goal will or annual track to annual evidence used to determine if the goal will or in order to meet Page 12 of 19