Is this a district submission or campus submission? Is your district staged in PBM? Data Analysis Summary Campus Yes Definition/Purpose: Summary of findings Data analysis and review of student level data conducted by the intervention team [Texas Education Code (TEC) 39.106 (a) and 19 Texas Administrative Code (TAC) 97.1071] is designed to identify factors contributing to low performance and ineffectiveness of program areas. Data analysis informs the needs assessment and leads to a targeted improvement plan. A data summary captures patterns and trends in the data. A summary of findings is a way to synthesize the outcome of the data analysis to create the basis for the needs assessment process. Section 1: Student Achievement Index met? Yes, at Phase In Level II What are the trends in the index 1 data Writing decreased 13 points, Math increased 14 points, Reading increased 1 over time? point What impact do the trends have on Index 1? Met standard What other insights do the data reveal that impact student success? All areas have opportunity for improvement Section 2: Student Progress Index met? Yes, at Phase In Level II What are the trends in the index 2 data over time? Students showed growth with an index score of 52 What impact do the trends have on Index 2? Continued gains will assist in meeting this index What other insights do the data reveal that impact student success? White students outperforming Hispanic on this index. Gaps Index met? What are the trends in the index 3 data over time? No Hispanic and low SES students continue to lag behind White and non low SES students. What impact do the trends have on Index 3? Unable to meet target What other insights do the data reveal that impact student success? Overall low writing scores negatively impacted this index. Page 2 of 28
Section 4: Postsecondary Readiness Index met? What are the trends in the index 4 data over time? What impact do the trends have on Index 4? What other insights do the data reveal that impact student success? Section 5: System Safeguards Were system safeguards missed for Performance? Were system safeguards missed for Participation? Were system safeguards missed for Graduation? What are the trends in the System Safeguard data over time? What other insights do the data reveal that impact student success? Data Analysis Summary Yes, at Final Level II Yes No No Writing significantly below for majority of subgroups and All students. Special Education student performance significantly lower than other groups on all tests. Improvement needed in Reading and Mathematics Section 6: PBM In whatprogram areas is the district staged? If the campus is contributing to the district's PBM staging please explain. Enter your answer in the cell to the right. 0 0 0 0 0 0 Page 3 of 28
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. Improve Writing Proficiency as measured Need 1: by STAAR Improve Reading Proficiency as measured Need 2: by STAAR Improve Math proficiency Need 3: as measured by STAAR Special Education student's who demonstrate mastery on Need 4: reading and math STAAR. Need 5: Need: ***Important Notice! Upon completion of the Improvement Plan, please complete Attestation Statement at the bottom of this tab!*** Improve Writing Proficiency as measured by STAAR Index: 3 Critical Success Factor: Annual Goal: Improve Academic Performance By May 2014, 80% of students will demonstrate writing proficiency on STAAR. Page 5 of 28
Need 1 LEA Name: Strategy: How will addressing this need impact the index/csf or major system identified? Implement a comprehensive writing initiative that includes: a. Developing a Writing Leadership Team to train staff in Writing Academy strategies b. Develop a calendar of Benchmark Targets to monitor progress of students c. Develop cross curriculum writing plan that includes daily and weekly activities d. Increase time for ELAR. e. Increase supplemental curricular resources aligned to STAAR. Writing scores will improve for all subgroups including Hispanic, low SES, and Special Education. Cell applies only to district submissions Page 6 of 28
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) Writing standards taught across the curriculum, teachers have been trained in Writing Academy Curriculum and it has been purchased to be used as an additional resource in grades 3 5.ELA block was extended to 180 minutes a day. 70% of students will demonstrate writing proficiency on 9 week benchmark and/or Q2 Goal: performance indicator. 75% of students will demonstrate writing proficiency on 9 week benchmark and/or Q3 Goal: performance indicator. 80% of students will demonstrate writing proficiency on Q4 Goal: STAAR or 9 week benchmark and/or performance indicator. Interventions: Interventions: Interventions: 1) Writing across the curriculum. Writing across the curriculum. Pieces 1) evaluated using STAAR Writing Rubric. Writing across the curriculum. Pieces evaluated using the 1) STAAR Writing Rubric. All teachers trained to use the STAAR 2) Writing Rubric. Fourth grade WIN time used to focus on 2) Writing at least two days a week. WIN time used to focus on Writing in all grade levels at least 2) one time per week. Team of ELA teachers sent to Rigor without Mortis by Barry Lane, who will then come 3) back and train all teachers. 3rd and 5th grade WIN time used to focus 3) on Writing at least one day a week. 3) 4) Form Writing Leadership Team 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? Data Notebooks should contain at least 2 Data Notebooks should contain at least 4 writing samples per Benchmarks created by Writing Leadership 1) Team. writing samples per student that have been 1) evaluated using the STAAR WritingRubric student that have been evaluated using the STAAR Writing 1) Rubric. 2) Writing samples 2) WIN lesson plans 2) WIN Lesson plans 3) Training sign in sheets 3) Benchmark data 3) Benchmark data 4) 4) 4) End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report evidence used to determine if the goal will or won't be met. evidence used to determine if the goal will or won't be met. evidence used to determine if the goal will or won't be met. Page 7 of 28
must be made in order to meet the must be made in order to meet the must be made in order to meet the Page 8 of 28
Improve Reading Proficiency as measured by Need: STAAR Index: 3 Critical Success Factor: Annual Goal: Strategy: How will addressing this need impact the index and CSF identified? Improve Academic Performance By May 2014, 80% of students will demonstrate reading proficiency on STAAR. Implement a comprehensive reading initiative that includes: a. Implement an intensive reading intervention program for students reading significantly below grade level b. Implement a comprehensive data collection and progress monitoring system c. Provide professional development on fluency and comprehension intervention strategies d. Improve Tier 1 reading instruction by providing professional development in writing lessons aligned to the standards and assessment practices. Reading scores will improve for all subgroups including Hispanic, low SES, and Special Education. 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) Page 9 of 28
Need 2 ELA teachers and paras were trained to use Corrective Reading Decoding. All 4th and 5th grade students who were at 60% mastery or below on the STAAR reading test and all 3rd grade students who were reading at a DRA level of 24 or lower were given the Corrective Reading Placement test and appropriate materials were ordered. RTI training held and RTI flow chart shared with all teachers. TS Consulting provided ELA teachers with facilitated planning to build capacity and provide onsite support. DRA was administered to students in 4th and 5th grade who scored 60% or lower on STAAR. Reading Interventionist worked To date, what actions with teachers and students have been taken to to provide ideas for lessons 70% of students will demonstrate reading 75% of students will demonstrate reading 80% of students will demonstrate reading proficiency on address Need 2? and strategies. Q2 Goal: proficiency on unit assessments. Q3 Goal: proficiency on unit assessments. Q4 Goal: STAAR. Interventions: Interventions: Interventions: Corrective Reading utilized with all students Corrective Reading utilized with all students Corrective Reading utilized with all students who qualified 1) who qualified for 45 minutes daily. 1) who qualified for 45 minutes daily. 1) for 45 minutes daily. Guided reading will be used for students Guided reading will be used for students Guided reading will be used for students who did not qualify 2) who did not qualify for Corrective Reading. 2) who did not qualify for Corrective Reading. 2) for Corrective Reading. 3) Istation will be used weekly 3) Istation will be used weekly 3) Istation will be used weekly 4) 6 Minute Fluency Training 4) 6 Minute Fluency utilized daily 4) 6 Minute Fluency utilized daily 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) Corrective Reading in program assessments. 1) Corrective Reading in program assessments. 1) Corrective Reading in program assessments. 2) Istation performance reports 2) Istation performance reports 2) Istation performance reports 3) Guided Reading Logs 3) Guided Reading Logs 3) Guided Reading & Fluency Logs 4) Sign in sheet for training 4) Fluency Logs 4) STAAR Data Page 10 of 28
End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report evidence used to determine if the goal will or won't be met. must be made in order to meet the evidence used to determine if the goal will or won't be met. must be made in order to meet the evidence used to determine if the goal will or won't be met. must be made in order to meet the Improve Math proficiency Need: as measured by STAAR Index: 3 Critical Success Factor: Annual Goal: Improve Academic Performance By May 2014, 80% of students will demonstrate mathematics proficiency on STAAR. Page 11 of 28
Strategy: Implement a comprehensive mathematics iniative that includes: a. Implement a comprehensive data collection and progress monitoring system b. Implement a comprehensive RtI system for identified students c. Increase supplemental curricular resources aligned to STAAR d. Provide professional development on critically thinking in mathematics. How will addressing this need impact the index and CSF identified? Mathematics scores will improve for all subgroups including Hispanic, low SES, and Special Education. Cell applies only to district i submissions i Page 12 of 28
Need 3 LEA Name: Interventions by Quarter Q1 (July, Aug, Sept) Q2 (Oct, Nov, Dec) Q3 (Jan, Feb, Mar) Q4 (Apr, May, June) ESC 2 Consultant provided Math teachers with facilitated planning to build capacity and provide onsite support. RTI training was held and RTI Flowchart shared with all teachers. Math Interventionist worked with teachers and students to provide ideas for lessons and strategies. Adminstered BOY ESTAR/MSTAR to all students 3 5. Math teachers attended CAMT in To date, what actions July to learn new stategies have been taken to and implement those address Need 3? campus wide. 70% of students will demonstrate Math Q2 Goal: proficiency on unit assessments. 75% of students will demonstrate Math Q3 Goal: proficiency on unit assessments. 80% of students will demonstrate Math proficiency on Q4 Goal: STAAR. Interventions: Interventions: Interventions: Our Texas Regional Collaborative for Math Teachers Grant member will provide professional development to update 1) teachers on strategies learned. 1) Supplemental resources aligned to STAAR Continue to administer weekly formative assessments and use Lone Star Target Math, Think Through Math and Xtra 1) Math. Lone Star Target Math, Think Through Continue to administer weekly formative assessments and use Lone Star Target Math, Stations will be utilized in Math for spiraling review. Teacher 2) Math and Xtra Math will be used. 2) Think Through Math and Xtra Math. 2) will meet with small groups for remediation and enrichment. Stations will be utilized in Math for spiraling review. Teacher will meet with small groups 3) for remediation and enrichment. Stations will be utilized in Math for spiraling review. Teacher will meet with small groups 3) for remediation and enrichment. 3) 4) Administer weekly formative assessments. STEM director will conduct classroom observations, provide feedback and model 4) lessons. 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? Lesson plans, sign in sheets and walk throughs to monitor professional 1) development strategies. Review Data Notebook forthink Through Math reports, ESTAR/MSTAR MOY and 1) curriculum assessment results Review Data Notebook forthink Through Math reports, 1) ESTAR/MSTAR MOY and curriculum assessment results Think Through Math Performance reports 2) and curriculum assessment results. Lesson plans, sign in sheets and walk throughs to monitor professional 2) development strategies. Lesson plans, sign in sheets and walk throughs to monitor 2) professional development strategies. Data Notebook will contain assessement 3) results and interventions. 3) 3) STAAR Data 4) 4) 4) End of Quarter Reporting Q1 Report Q2 Report Q3 Report Q4 Report Page 13 of 28
evidence used to determine if the goal will or won't be met. must be made in order to meet the evidence used to determine if the goal will or won't be met. must be made in order to meet the track to meet the evidence used to determine if the goal will or won't be met. must be made in order to meet the Page 14 of 28
Increase number of Special Education student's who demonstrate mastery on Need: reading and math STAAR. Index: 3 Critical Success Factor: Annual Goal: Strategy: How will addressing this need impact the index and CSF identified? Improve Academic Performance By May 2014, 75% of Special Education students will demonstrate mastery on STAAR. Implement a comprehensive enhancement of continuum of services provided to special education students that includes: a. conduct an inventory of all resources available for special education students' instruction b. provide common planning time for general education and special education teachers c. Review student eligibility data, current services, and assessment results to evaluate current IEP's. STAAR scores for math, reading, and writing will improve for special education students. ed 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) Page 15 of 28
Nee LEA Name: New SPED Director has begun to review all special education student records. Inventory of SPED resources conducted. SPED teachers received training To date, what actions with general ed teachers have been taken to and common planning address Need 4? times scheduled. 70% of SPED students will demonstrate Q2 Goal: mastery on assessments. 73% of SPED students will demonstrate Q3 Goal: mastery on assessments. Q4 Goal: 75% of SPED students will demonstrate mastery on STAAR. Interventions: Interventions: Interventions: Conduct ARD's to adjust student placement 1) based on record audits. 1) Intense instruction based on IEP's 1) STAAR tutorials and test prep Increase supplemental resources and 2) materials based on IEP's Supplemental resources and materials 2) based on IEP's will be utilized 2) Continue intense instruction based on IEP's 3) Inclusion support 3) Inclusion support 3) Small group instruction and content 4) mastery services. Small group instruction and content mastery 4) services. 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? Data Notebook to review IEP's and 1) modifications Data Notebook to review IEP's and 1) modifications 1) STAAR Data 2) Lesson plans and walk throughs 2) Lesson plans and walk throughs 2) IEP Progress Reports Teacher and paraprofessional 3) documentation. Teacher and paraprofessioal 3) documentation. 3) Report Cards 4) 4) 4) Page 16 of 28