Plano ISD School Improvement Plan: 2015 2016 School Based Improvement Committee Principal: Jamey J Allen Mission Statement: inspires a joy of learning, celebrates all, and challenges everyone to reach for the stars.
Verification Page Planning Timelines Analysis of Critical Actions, and STAAR 2014 2015 Gap Analyses: June 2015 Needs analysis, goal setting and strategic planning: June September 2015 Campus teacher data analysis day: August September, 2015 SBIC Plan due for DBIC review: October 30, 2015 Meeting Dates Meeting 1: SBIC approves the improvement plan (by October 23, 2015): Thursday, October 22, 2015 Meeting 2: Progress monitoring and review of strategic plan (by February 1, 2016): Tuesday, January 26, 2016 Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 10, 2016): Monday, May 30, 2016 2015 2016 Campus Status Check all that apply Title III English Language Learner Campus Non Title I Campus Title I Targeted Assistance Campus Targeted Assistance Campus Transitioning to Title I School wide Title I School wide Campus Page 2 of 14
SBIC Committee Information regarding the SBIC Committee (BQB Local) may be accessed here: http://pol.tasb.org/policy/code/312?filter=bqb Committee Member s Name Role Year 1st Participated on SBIC Amy Passalugo Faculty Member 2015 Martha Cordell Faculty Member 2015 Katie Ballenger Faculty Member 2014 Lindsay Welch Faculty Member 2014 Elizabeth Vasquez Faculty Member 2015 Nicole Geiler Faculty Member 2015 Dustin Farley Faculty Member 2015 Jamey J. Allen Principal 2010 Leah Pendleton District Professional 2015 Kristen Fisler Campus Professional, Non teaching 2015 Nia Carranza Campus Professional, Non teaching 2015 Katy Blake Support Staff Member 2015 Megan Rex Parent Selected by PTA 2014 Mary St. Clair Parent Selected by Principal 2014 Ya Fang Parent 2015 Jared Bares Parent 2015 Alia Saeedy Parent 2015 Venkata Mettu Parent 2015 Christi Dyer Community Member 2014 Lakshmi Yerragudi Community Member 2015 Russell King Business Representative 2014 Andrew Wheeler Business Representative 2014 Page 3 of 14
District Wide Goals 1. Increase the percentage of students meeting STAAR Satisfactory performance rates. 2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas. 3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group Closing Performance Gaps. 4. Increase the percentage of students meeting STAAR Advanced performance rates. 5. Increase high school graduation rates and ensure students are on track to graduate. 6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness. 7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (60% meet Phase in 1 Level II on STAAR/EOC). District Wide Goals Health, Fitness and Attendance: The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students. Applicable Student Groups All Violence Prevention and Bullying All Parental Involvement: The campus will provide a program to encourage and increase participation of parents in regular, two way and meaningful communication involving student academic learning and school activities. Highly Qualified Staff: The highly qualified rate of teaching staff (Teachers and Paraprofessionals) will meet the 100% target measure. Transition of Pre KN Students: The transition from early childhood to elementary school is supported by the campus and district. (Title I Campuses only) All All Title I only Page 4 of 14
Improvement Plan Critical Actions The areas for school wide and/or targeted grade level Critical Actions were identified using the following sources: Comprehensive Needs Assessment; Plano Professional Practice Analysis (PPP Analysis); STAAR/EOC Gap Analysis; and State of Texas Accountability Reports ( specifically addressing any student groups that did not meet State and Federal Accountability Safeguards ) Critical Actions Targeted Area 1. Study and use the district s written curriculum. CA #1 (Writing) School wide Kinder 1 st grade 2 nd grade 3 rd grade 4 th grade 5 th grade Other: 2. Monitor instructional practice using student performance data and classroom observations. CA#15 (PES) School wide Kinder 1 st grade 2 nd grade 3 rd grade 4 th grade 5 th grade Other: 3. Supplement district professional development to address school specific needs. CA #7 (Dig Cit/Tech) School wide Kinder 1 st grade 2 nd grade 3 rd grade 4 th grade 5 th grade Other: Page 5 of 14
Critical Action 1 Critical Action: Study and use the district s written curriculum. CA #1 Project Lead: Administration, Chera Wilson and Pompi Mukherjee Staff, Title I Staff: Support Staff, 4th Grade Team, Classroom Teachers Materials and Resources: Empowering Writers Materials, Campus Created Materials 2015 2016 Timeline: September 2015 June 2016 Targeted Area: School wide Kinder 1 st grade 2 nd grade 3 rd grade 4 th grade 5 th grade Other: Strategies for Accomplishing Critical Action: Action Step Implementation Timeline per Action Step 1. Collaboratively lesson plan with grade level and support staff. Weekly During Lesson Planning 2. Teachers and students use academic vocabulary from TEKS during learning opportunities. 3. Provide opportunities for students to use project based learning to show learning from district curriculum. Daily Throughout All Lessons On Going As Appropriate in Subjects 4. Use technology as an avenue to teach written curriculum On Going As Appropriate in Subjects Formative: Adding other staff members to planning. Librarian, ESL, Instructional Specialist, Sp Ed all added at needed points due to feedback. Summative: Extreme benefits and schedules made in order to follow same structure next year. Formative: Walkthroughs to look for academic vocabulary in learning targets. Listen to students and teachers using academic vocabulary and reflect in Plano Walkthroughs Summative: Greater than 90% of the time students are able to articulate goal including academic vocabulary. Formative: Observations during planning of teams planning for PBL including support staff. Summative: Principal attended presentations in all grades of PBL. Formative: Use of Power Walkthroughs to determine the percentage technology is used by students/teachers. Summative Over 50% of the time students were using technology to expand learning. Page 6 of 14
Critical Action 2 Critical Action: Monitor instructional practice using student performance data and classroom observations. CA#15 Project Lead: Administration Staff, Title I Staff: Support Staff, Classroom Teachers Materials and Resources: MAP Data, SAS, Strand by RIT Campus, A P Chart Campus 2015 2016 Timeline: September 2015 June 2016 Strategies for Accomplishing Critical Action: Action Step 1. Create groups based on MAP data for all students in math, reading and science. Implementation Timeline per Action Step On going as groups fluctuate. Formative: Provide data for teachers to create students groups. Summative: Every grade provided lists of groups that would be seen daily based on data. 2. Intentionally incorporate academic vocabulary from RIT strands. 3. Identify the skills that need remediated in Tier 2 and 3 students. 4. Differentiated instruction to meet the needs of students in all quintiles. Ongoing Beginning, Middle and End of Year Ongoing Formative: Teachers use data to locate students in similar RIT bands in overall subjects and each reporting category. Formative: PES will be used in each grade level to determine effectiveness. Formative: Use weekly Kid Talk meetings and monthly CMIT meetings to identify those students that qualify for Tier 2 and 3. Summative: The number of students qualifying for Tier 2 and 3 reduced from the beginning of the year. Formative: Data provided to identify students in each quintile. Summative: Use PES data broken by down quintile to determine growth on groups that were targeted for growth. 5. Revisit MAP scores and skills mastered continuously. Ongoing Formative: Principal set guidelines for teachers to revisit data and restructure groups. Summative: Use PES scores to determine if continually focus on data was successful Page 7 of 14
Critical Action 3 Critical Action: Supplement district professional development to address school specific needs. CA #7 Project Lead: Administration Staff, Title I Staff: Technology Team, Support Staff, Classroom Teachers Materials and Resources: BYOD policy, PISD Technology Acceptable Use Guidelines, Digital Citizenship Resources, Digital Citizenship Contract 2015 2016 Timeline: September 2015 June 2016 Targeted Area: School wide Kinder 1 st grade 2 nd grade 3 rd grade 4 th grade 5 th grade Other: Strategies for Accomplishing Critical Action: Action Step Implementation Timeline per Action Step 1. Create professional learning communities that give choice to staff. August 2015 Revise January 2016 2. Facilitating learning in the area of technology using Google, valuable aps, Twitter, 3. Implement the development of a building wide writing plan that uses Empowering Writers, common vocabulary and teaching resources. One Wednesday a Month Ongoing/One Wednesday a Month 4. Create a digital citizenship building wide plan. August 2015 Monitor ongoing Formative: Setting an avenue for teachers to have choice in what is learned throughout the year. Summative: Documented topics learned by each teacher. During walkthroughs focus on professional development strategies applied during instruction. Formative: Assigning facilitators (flexible) to address areas of learning. Summative: During Walkthroughs observing the use of Google, Twitter as well as in teacher communication. Formative: Facilitators hold sessions on each topic and adjust learning as needed for learners. Summative: Documented attendance and application in classrooms of strategies from professional development. Formative: Creating guidelines and contract to use as a springboard for student learning. Summative: Number of issues with digital learning reduced from prior year. Page 8 of 14
Health, Fitness and Attendance Critical Action : The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Critical Action: Applicable Action Step Responsible Staff/Resources Students COORDINATED SCHOOL HEALTH: K 8 Designate a Campus Wellness Captain and establish a Campus Wellness Team; set meetings, establish measurable goals and document progress toward goal completion. Principal Campus Wellness Plan Coordinator leads committee and establishes members. K 8 Include at least one Parent on Campus Wellness Team. K 8 Ensure that all components of the Coordinated School Health curriculum are delivered in an appropriate setting, i.e. classroom component requires use of a classroom. K 8 Create a Coordinated School Health bulletin board inside the school building for students, staff and parents to view. K 8 Notify parents/community members of Family Wellness Nights/Health Fairs through use of marquee, newsletter, web page, and/or mypisd. FITNESS: 3 8 Analyze student fitness data to set program goals for school year. Campus Wellness Captain Principal P.E. Teacher/ Staff Campus Wellness Captain/Principal Campus Wellness Plan Coordinated School Health Curriculum Coordinated School Health Curriculum Campus Wellness Plan Coordinator assigns one volunteer. Lesson plans from PE coaches. One board located in the gym and one located in the cafeteria. All sent through electronic communication from coordinator. P.E. Teacher Program Goal Form Coach analyzes practice tasks leading up to Fitnessgram in order to track progress. 3 8 Assess all eligible students using fitness test components. P.E. Teacher Student Exemption Form Completed spring 2016. Page 9 of 14
4 th & 7 th (NEW ACTION STEP) Ensure all data for 3 rd 8 th grade students is entered on timely basis, fitness report cards are printed (4th and 7th grade) and sent to parents or linked through mypisd. PHYSICAL ACTIVITY REQUIREMENTS: K 8 Ensure students are receiving required physical education classes/minutes for each school year and achieving moderate to vigorous physical activity (MVPA) 50% of the physical education class period. K 8 Measure MVPA and physical activity time using pedometers and heart rate monitors. K 8 Ensure physical education staff is using a sequential and developmentally appropriate curriculum which has students active at least 70% 90% of class time. K 5 Ensure students are receiving daily unstructured play during recess. K 5 Encourage opportunities for brain breaks and short activity breaks throughout the day. (Required) P.E. Teacher Principal P.E. Teacher Principal Principal Principal Fitnessgram Student Report (Please complete cells below) Recommended sample schedules are available upon request MVPA Form Pedometers; heart rate monitors Yearly Plan Form Lesson Plans Visible During Class Time Observation Resources available upon request Completed on time by PE coaches. Master schedule created to contain that appropriate amount of time for PE. Both used in lessons by PE coaches. Lesson plans reflect appropriate instruction. Thirty minutes per grade level built into master schedule. Brain breaks conducted by each grade level appropriate to that age. ATTENDANCE: Forms are available on inside.pisd K 8 Monitor attendance of students and follow up on prominent and chronic absences. K 8 Using Fitnessgram and attendance data, set measurable goals for students who have prominent and chronic absences and whose fitness test scores fall outside the Healthy Fitness Zone. Principal (Please complete cells below) Emails, letters, calls made by teachers, administration and attendance clerk. Grade Placement meetings for those missing over 10% of instructional days. Principal Student Goal Form N/A for 2016 2017. None fell into that category. Page 10 of 14
Violence Prevention and Bullying Critical Action: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283) Strategies for Accomplishing Goals: Applicable Action Step Responsible Staff/Resources Group Staff PREVENTION: Identify high risk areas. Principal/Admin Intern/Asst. Principal Staff feedback/ survey Done by administration at beginning of the year. Monitor high risk areas. Principal Designee Staff assignments/ schedule Duty schedule created for times/places that are high risk. Staff Follow Campus Rules/Expectations. EDUCATION: Principal Code of Conduct, District Handbook Campus Handbook Review rules and enforce rules by staff. Participate in annual staff training on bullying/sexual harassment. Principal or designee Handouts/Power Point Completed Aug 2015. Review referral process. Principal or designee Campus referral plan Completed with new staff Aug 2015. Staff INTERVENTION: Establish recommended intervention strategies for classroom/campus. Principal or designee (campus discipline staff) Discipline Management Plan Completed through CMIT monthly and Kid Talk Weekly Implement campus referral plan. Principal or designee Campus Referral Plan Complete Utilize Discipline Management strategies. (Required) Principal or designee Discipline Management Plan Complete. Page 11 of 14
Applicable Group All Students PREVENTION: Action Step Responsible Staff/Resources State clear student expectations/campus rules/citizenship. Principal or designee Code of Conduct/ Student Parent Handbook Use of R time rules in classrooms, morning announcements and during guidance. Monitor high risk areas. All staff Schedule (if necessary) Done through duty assigned. All Students EDUCATION: Explain referral process/contacts. All teachers Referral Plan Complete Aug 2015 All Students INTERVENTION: (Please complete cells below) Apply classroom interventions: All teachers Completed on an as needed basis. Employ discipline interventions: Designated staff Reduced amount of office referrals. Use other intervention strategies as necessary/appropriate. Conference with parents/students. Administrative staff or counselors Teachers or other staff Review monthly at CMIT or weekly at Kid Talk. Three times a year for K 2, once a year for 3 5 and on an as needed basis. Page 12 of 14
Parent Involvement Critical Action: The campus will provide a program to encourage and increase participation of parents in regular, two way and meaningful communication involving student academic learning and school activities. Project Lead: Principal Staff, Title I Staff: Counselor, Front Office Staff, PTA President, CTA Materials and Resources: 2015 2016 Timeline: August 2015 June 2016 Strategies for Accomplishing Critical Action: Action Step Require all parents to register students via Parent Portal in order to have access to enews, grades, attendance, and electronic information. Identify parents without computer/internet access to offer hard copies of school information. PTA representative meets with the principal on a monthly basis to gain insight to student/parent needs. Implementation Timeline per Action Step August September 2015 August and Ongoing as Students Enroll Monthly First Friday of Each Month Formative: communication at BOY to complete and check completed list. Communicate to those that have not. Set up appointment to come in to complete. All completed at Skaggs. N/A @ Skaggs. Done each month on first Friday of the month following board meeting with PTA. Communicate information through enews. Weekly Each Friday Completed each Friday. Upgrade and maintain the campus website for easy access and increased communication with the community. Partner with PTA to offer parental programs on a variety of topics (academic, social, etc ). As Needed Two per Semester Completed by CTA. Skaggs need to send another person to training as a backup to keep updated. Six completed this school year which was set up by counselor. Page 13 of 14
Highly Qualified Teacher Improvement Plan Critical Action: The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure. Project Lead: Plano ISD HR Employee Recruitment & Retention Department Staff, Title I Staff: HR Employee Recruitment & Retention Dept., HR Certification Officers, Curriculum Department, Campus Administrators Materials and Resources: Operating Fund, HR Budget, Campus/Curriculum Budget 2015 2016 Timeline: Throughout the year, as needs arise Strategies for Accomplishing Critical Action: Action Step Plano ISD Human Resources Dept. reviews and modifies the recruitment schedule biannually. Recruiting trips by Human Resources Dept./Campus Administrators are used to identify highly qualified candidates interested in teaching in Plano ISD. To attract and retain highly qualified applicants for bilingual students, Plano ISD offers a salary stipend. To attract highly qualified applicants, Plano ISD offers pre service teachers at local universities the opportunity to student teach at Plano ISD campuses. Local on going high quality professional development based on campus/district need is provided to all teachers in all core subject areas by the Curriculum Department/Campus Administrators. The Plano ISD Certification Office follows district hiring procedures to ensure that teachers are not hired if they do not meet highly qualified standards. Implementation Timeline per Action Step Biannually May, June Monthly Monthly Monthly Monthly Page 14 of 14