2019-20 campus improvement plan

Austin Independent School District 1 of 18 10/9/19

2019-20 Campus Improvement Plan

Including Zone Innovation Plan and Targeted Improvement Plan

Once published, a living draft of this plan can be found on the campus’ school page at www.austinisd.org/schools.


J.Frank Dobie College Prep Academy Campus Improvement Plan 2019-2020

Assurances and Theory of Action DCSI I, the District Coordinator of School Improvement, attest that I will provide or facilitate

the provision of all the necessary district-level commitments and support mechanisms to ensure the successful implementation of the Targeted Improvement Plan for this campus. I understand I am responsible for the implementation of all intervention requirements. If I am the principal supervisor, I understand I am responsible for ensuring the principal carries out the plan elements as indicated herein.

Emily Bush

Principal Supervisor (Only necessary if the DCSI is NOT the Principal supervisor)

I, as supervisor of the principal for this campus, attest that I will coordinate with the DCSI to provide or facilitate the provision of all the necessary district-level commitments and support mechanisms to ensure the principal I supervise can achieve successful implementation of the Targeted Improvement Plan for this campus. I understand I am responsible for ensuring the principal carries out the plan elements as indicated herein.

n/a

Principal I, as principal for this campus, attest that I will coordinate with the DCSI (and my supervisor, if they are not the same person) to use the district-provided commitments and support mechanisms to ensure the successful implementation of the Targeted Improvement Plan for this campus. I agree to carry out the plan elements as indicated herein.

Jesse De La Huerta 09/06/2019

Public Meeting Date September 10th 2019

Board Approval Date

District Commitments Theory of Action

If the principal supervisor provides support and coaching to the campus principal in the following areas: Improving quality within systems that ensure leaders are able to observe instruction and provide meaningful feedback to teachers in a timely manner; Innovating around compensation; Thoughtful lesson planning and lesson delivery that is aligned to the standards and consistently implemented across the campus; Reflection for all stakeholders regarding student learning and positive culture Then campus culture, teacher capacity and student learning outcomes will improve.



Student Data

% of Students at Meets Grade Level % of Students at Meets Grade

Level on STAAR or Other Assessment

Cycle 1 (Sept-Nov) Cycle 2 (Dec-Feb) Cycle 3 (March-May) Summative Grade level

Subject tested

Data Source Goal Actual Data

Source Goal Actual Data Source Goal Actual Data

Source Goal Actual

6 Reading District Interim

All: 31 AA: 25 SpEd: 14 EL: 29

District Interim

All: 35 AA: 28 SpEd: 17 EL:33

District Interim

All: 40 AA: 32 SpEd: 20 EL:35

STAAR All: >=44 AA: >=35 SpEd: >=23 EL: 38

6 Math District Interim

All: 32 AA: 30 SpEd: 12 EL: 28

District Interim

All: 35 AA: 35 SpEd: 15 EL:31

District Interim

All: 40 AA: 38 SpEd: 18 EL:35

STAAR All: >=46 AA:40 SpEd:>=23 EL: >=40


All: 31 AA: 25 SpEd: 14 EL: 29

District Interim

All: 35 AA: 28 SpEd: 17 EL:33

District Interim

All: 40 AA: 32 SpEd: 20 EL:35


7 Writing District Interim

31 District Interim

32 District Interim

33 STAAR 35


All: 32 AA: 30 SpEd: 12 EL: 28

District Interim

All: 35 AA: 35 SpEd: 15 EL:31

District Interim

All: 40 AA: 38 SpEd: 18 EL:35

STAAR All: >=46 AA:40 SpEd:>=23


Student Data

% of Students at Meets Grade Level % of Students at Meets Grade

Level on STAAR or Other Assessment

Cycle 1 (Sept-Nov) Cycle 2 (Dec-Feb) Cycle 3 (March-May) Summative Grade level

Subject tested

Data Source Goal Actual Data

Source Goal Actual Data Source Goal Actual Data

Source Goal Actual

EL: >=40


All: 31 AA: 25 SpEd: 14 EL: 29

District Interim

All: 35 AA: 28 SpEd: 17 EL:33

District Interim

All: 40 AA: 32 SpEd: 20 EL:35



All: 32 AA: 30 SpEd: 12 EL: 28

District Interim

All: 35 AA: 35 SpEd: 15 EL:31

District Interim

All: 40 AA: 38 SpEd: 18 EL:35

STAAR All: >=46 AA:40 SpEd:>=23 EL: >=40

8 Science District Interim

40 District Interim

42 District Interim

44 STAAR 45

8 Social Studies

District Interim

40 District Interim

42 District Interim

44 STAAR 45

EOC Algebra 1 District Interim

35 District Interim

37 District Interim

45 STAAR 50



X This Focus Area has been self-selected, through data analysis and root cause analysis, as a priority area for the 2019-20 school year.

Rationale for Selecting this Effective Schools Framework Lever Stakeholders identified a need to bring multiple culture and climate systems together to form one vision for positive culture that would be implemented by all

stakeholders. Lever 3: Positive School Culture

Comprehensive Needs Assessment*

Highest Priority Data Point Data Source 2017-18

Data 2018-19

Goal 2018-19 Actual

2018-19 Goal Status

2019-20 Goal

2019-20 Actual

2019-20 Goal Status

% of all staff members who have completed customer service orientation

AISD CARES team

-- baseline 4 N/A 4.5

Campus score on the AISD CARES Customer Service Evaluation

AISD CARES team

-- baseline 77 N/A 80

# home suspensions (all students) DEEDS 197 194 TBD N/A 194

% AA students removed¹ during first semester DEEDS

My involvement in my child’s education is welcomed by campus administrators, counselors and teachers.

District Family Survey

98 98 97 Goal Not Met 98

The faculty and leadership have a shared vision. Staff Survey 83 -- 92 N/A 93

Overall, my school is a good place to work and learn.

Staff Survey 97 -- 94 N/A 95

School staff received sufficient training regarding how to use the social and emotional learning approach at this school.


Students at this school follow rules of conduct. Staff Survey 64 -- 71 N/A 80

My principal models social and emotional competence in the way that he/she deals with students and faculty on an everyday basis.


This school’s discipline practices promote social and emotional learning (e.g., developmentally appropriate consequences, restorative justice).


Managing Student Conduct subscale (% favorable responses)

Staff Survey 79.3 -- 83.3 N/A 85

https://www.austinisd.org/dre/district-campus-surveys




Data 2018-19

Goal 2018-19 Actual

2018-19 Goal Status

2019-20 Goal

2019-20 Actual

2019-20 Goal Status

Students at my school are respectful of others. Student Climate Survey

NA TBD 78 N/A 82

Behavioral Environment subscale (% favorable responses)

Student Climate Survey

66.8 -- 71.3 N/A 80

I feel safe at my school. Student Climate Survey

N/A

X Sample Questions from the TELL Survey N/A >=90

¹Home suspensions = HSS, Discretionary removals = DR, Mandatory removals = MR

Artifacts Reviewed: Checkmarks indicate systems/processes that are not yet fully implemented on the campus.

Meeting schedule with protected time for Child Study Team (CST) meetings, CST meeting protocol, and expected CST participants

X Referrals by teacher, grade level, time of day, student group, code, consequence, etc.

X Customer Service Walkthrough

eCST Individual Students and Roster Based Programs with interventions and supports

Discretionary Removal Checklist

X Posted District Customer Service Standards

X Schoolwide student culture routines, procedures, systems, and rubric for implementation

Principal Customer Service Dashboard

Emergency Operations Plans and Drill Schedule

Number/frequency of reviews of student discipline and/or attendance data

X Customer Service Campus Data Sheet

Assignment of Campus Safety Coordinator

X School vision, mission, goals, and values established and translated into Spanish/Vietnamese/Mandarin for bilingual campuses

X School vision, mission, goals development process, including stakeholder input list

X Campus Improvement Plan that includes mission, vision, values

X Campus climate surveys with questions, results, and response plans

X Campus-wide system of rewards and consequences, including restorative practices

X Campus-wide program to proactively teach mental health and wellness skills to students

X Systems to engage families about their child’s performance/CCMR/postsecondary in a positive, constructive, and personalized way.

X Family and community engagement and impact data colleged and reviewed regularly

Data Analysis







http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/CARES%20Walkthrough.pdf

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/CARES%20Walkthrough.pdf

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/Checklist%20for%20Discretionary%20Placement%2019-20.pdf

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/Checklist%20for%20Discretionary%20Placement%2019-20.pdf

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/060418_CustSvc_StandardsRev_FINAL_Accessible.pdf

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/060418_CustSvc_StandardsRev_FINAL_Accessible.pdf

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/Branded%20Customer%20Service%20Data%20Sheet_V3.pdf

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/Branded%20Customer%20Service%20Data%20Sheet_V3.pdf


Strengths, increases, and gaps closed (by grade levels, subjects, student groups, or languages): • There are many resources on the campus to support climate (CIS, Restorative Practices, Gear Up, CARY, PBIS, Family Resource Center, etc) • Reduction in office referrals

Weaknesses, decreases, or existing gaps (by grade levels, subjects, student groups, or languages): Communication and alignment regarding the many programs available and systems of support Turnover in teachers and program facilitators

Root Cause

Causal factors of areas of strength: Office referrals decreased because the campus started a process of identifying agreements regarding office referrals Leadership advocates for supports from resources in town and within the district

Causal factors of areas of weakness that can be addressed by strategies in this improvement plan:

Turnover is the result of funding constraints and the workload; Some turnover is the result of staff promotion

Positive School Culture Strategies

Essential Action 3.1: Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations.

• Stakeholders are engaged in creating and continually refining the campus’ mission, vision, and values. (ESF_PL3_EA1a_IMP) 1: During the 19-20 SY, we will create and implement a framework for the "Dobie Way" for developing a strong and cohesive staff, student, and community

culture. Action Steps Provide professional development sessions for 6th grade teachers regarding Culturally Responsive Restorative Practices (CRRP) this summer then engage stakeholders on the Aug 6-8th to update the

Responsible Party

Restorative Practice Associate, Administration

Evidence of Implementation

Restorative Practice Matrix, "Dobie Way" culture building framework; Google form documenting restorative

Funding Source N/A

Timeline for Completion

August- May

Evidence Collection Date

November 2019 February 2020 May 2020

Implementation Status

Necessary Adjustments/

Next Steps


discipline matrix/framework in line with the refined campus’ mission, vision, and values with stakeholders. CRRP 101: 6th grade teachers will be trained by December 2019 7th grade teachers will be trained by May 2020

circles, Mission, Vision and Values

Create and monitor the yearly calendar for meetings related to culture to update as needed.

Restorative Practices Associate, Administration

Calendar with dates; Meeting minutes; Agenda; Sign-in sheets

August- May November 2019 February 2020 May 2020

Strategy #2 • Campus practices and policies demonstrate high expectations and shared ownership for student success, with a drive towards college and career readiness

and postsecondary success. (ESF_PL3_EA1b_IMP)

Action Steps Expand AVID organizational expectations to every classroom.

Responsible Party

AVID Site Team/A Team; Teachers


Binder checks (samples); Observation data

Funding Source N/A


August- May





Next Steps

Strategy #3 • Staff members share a common understanding of the mission, vision, and values in practice and can explain how they are present in the daily life of the

school. (ESF_PL3_EA1c_IMP)


Action Steps Create a system for identifying indicators of the campus mission, vision and values in daily life, and develop methods to acknowledge those positive values.

Responsible Party

Administration; Teachers


Newsletters with weekly recognition and information related to campus values.

Funding Source N/A


August- May





Next Steps

Strategy #4 • Regular campus climate surveys assess and measure progress on student and staff experiences. (ESF_PL3_EA1d_IMP)

Action Steps Administer quarterly staff surveys to measure the student and staff experience

Responsible Party

Restorative Committee (A Team), Restorative Practice Associate


Survey results

Funding Source


August- May





Next Steps

startcollapse

startcollapse

Progress Monitoring Cycle 1 (8/20-11/22) Cycle 2 (12/2-2/28) Cycle 3 (3/2-5/29) Cycle 4 (6/1-8/31)


Process Goal Create survey and send to the staff within window and adjust action steps as needed in relation to survey responses.

Send survey to staff within window and adjust action steps as needed in relation to survey responses..

Send survey to staff within window and adjust action steps as needed in relation to survey responses.

Send survey to staff within window and adjust action steps as needed in relation to survey responses.

Student Performance Goal Average of sample TELL Survey Results at 80% favorable (Agree or Strongly Agree) Teachers feel comfortable raising issues and concerns that are important to them. The faculty are recognized for accomplishments. There is an atmosphere of trust and mutual respect. General school climate Managing student conduct New teacher support Teachers are recognized as educational experts.

Average sample TELL Survey Results at 85 %favorable (Agree or Strongly Agree) Teachers feel comfortable raising issues and concerns that are important to them. The faculty are recognized for accomplishments. There is an atmosphere of trust and mutual respect. General school climate Managing student conduct New teacher support Teachers are recognized as educational experts.

TELL Survey Sample Questions = Average at 90% favorable (Agree or Strongly Agree) Teachers feel comfortable raising issues and concerns that are important to them. The faculty are recognized for accomplishments. There is an atmosphere of trust and mutual respect. General school climate Managing student conduct New teacher support Teachers are recognized as educational experts.

Student Performance Actual Results

Barriers to Address this Cycle Teachers lacking time to complete survey and teachers being absent during survey window.

Teachers lacking time to complete survey and teachers being absent during survey window.

Teachers lacking time to complete survey and teachers being absent during survey window. Testing interfering

Teachers lacking time to complete survey and teachers being absent during survey window.


with teacher time to take survey.

District Actions for this Cycle Review survey data at campus visits and serve as thought-partners regarding next steps.

Review survey data at campus visits and serve as thought-partners regarding next steps.



Progress Monitoring Notes Did you achieve your 90-day outcome? Why or why not? Did you achieve your student performance goals listed above and on the Student Data page? Review the necessary adjustments/next steps notes for each action step. Which action steps from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?

Did you achieve your 90-day outcome? Why or why not? Did you achieve your student performance goals listed above and on the Student Data page? Review the necessary adjustments/next steps notes for each action step. Which action steps from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?





X This Focus Area has been self-selected, through data analysis and root cause analysis, as a priority area for the 2019-20 school year.

Rationale for Selecting this Effective Schools Framework Lever Significant work in this area began in SY 18-19, now there is a need to improve upon systems for instructional practice and careful implementation of high-

quality lessons in each classroom. Levers 4 & 5: High-Quality Curriculum and Effective Instruction

Comprehensive Needs Assessment*


Data 2018-19

Goal 2018-19 Actual

2018-19 Goal Status

2019-20 Goal

2019-20 Actual

2019-20 Goal Status

% of students meeting their individualized Dyslexia/ reading progress measures as defined in their intervention plans

Dyslexia & Literacy/bilitera

cy Dept.

N/A

% of English Learners at Advanced High or made one year of Composite Progress

TELPAS 44 >=36 14 Goal Not Met >=36

X Domain 3 Academic Achievement % of targets met (Reading and Math)

TEA data download

Rdg: 1/8, Mth: 0/8

-- Rdg: 1/8, Mth: 1/8

Goal Not Met Rdg: 4/8, Mth: 4/8 (50%)

Domain 3 Growth % of targets met (Reading and Math)

TEA data download

Rdg: 3/8, Mth: 1/8

Rdg: 0/8, Mth: 0/8

Goal Not Met Rdg: 4/8, Mth: 4/8 (50%)

% of students who complete Algebra 1 before entering High School

Enrollment and EOC

16 >=35 21 Goal Not Met 26

% of GU Austin students receiving project services that have passed Pre-Algebra or an equivalent course

Enrollment and EOC

% of students in grade 8 who demonstrate proficiency on a problem-based learning activity

TEAMS 95 >=90 96 Goal Met >=90

% of students in grades 6-8 who successfully complete a district-created BLEND mathematics module

BLEND

# of AVID students taking High-school-level Algebra, Common Core math, or a higher-level math course (e.g., Geometry, Algebra 2).

AVID Team

Number of AVID students who completed Algebra I, 8th grade Common Core math, or an equivalent higher-level math course with a grade of “C” or better and who were eligible to enroll in

AVID Team



Data 2018-19

Goal 2018-19 Actual

2018-19 Goal Status

2019-20 Goal

2019-20 Actual

2019-20 Goal Status

Geometry, Algebra 2, and/or the next higher- level math course in 9th grade.

% of staff routinely using WICOR strategies AVID team

% of AVID classrooms with a decrease in transition time since start of the school year

AVID team

% of AVID classrooms with an increase in student time-on-task since the start of the school year

AVID team

Artifacts Reviewed: Checkmarks indicate systems/processes that are not yet fully implemented on the campus.

X Sample lessons with formative assessments

X Three to five instructional strategies identified and modeled with consistency and fidelity in all classrooms.

X Leadership calendar with PLCs and walkthroughs scheduled

X Assessment calendar with district-wide and level-specific testing expectations for the entire school year

Lesson Plan review protocol/criteria/templates

X System for staff to identify students who have significant learning gaps

X PLCs that include protected time for data analysis and lesson presentations monthly

X Monthly progress monitoring and tracking tools for teachers and students

Lesson Plan submission and feedback cycle expectations and protocols

Consistent, efficient, and visible structures in the classroom

X Sample PLC/Data Meeting minutes

X Sample Formative Assessments

Yearly Planning Guides (YPGs) for all grades and content areas (Scope and Sequence)

Class schedules with English and Spanish content and language allocation-for Dual Language and Transitional/Late Exit bilingual models

Dreambox reports/results X Sample Data Analysis forms, including disaggregated data and plans for reteaching

X Teacher-created PBL lesson plans and student products related to PBL

Dual Language Handbook (for campuses that have created one thus far)

X Istation reports/results X AISD Literacy Framework

Data Analysis

Strengths, increases, and gaps closed (by grade levels, subjects, student groups, or languages): Data-cycles and PLC protocols were developed and refined Domain 2B (Relative Performance) increased


EL students and African American students met their growth target in math

Weaknesses, decreases, or existing gaps (by grade levels, subjects, student groups, or languages): 6th grade reading and 7th grade math Percentage of English Learners not at their growth target and percent of English Learners who did not make progress on TELPAS

Root Cause

Causal factors of areas of strength: Administration is responsive to instructional needs and gaps that existed on the campus and were dedicated to developing EL students were mainstreamed into general classrooms for the first time (ELDA program was dismantled); Professional Development was provided

regarding best practices in supporting English Learners

Causal factors of areas of weakness that can be addressed by strategies in this improvement plan: Moving 6th grade math students into Algebra without a plan to teach the 7th grade TEKS Over 198 students were new to the country with little to no formal education. This lead to inadequate time to prepare them for state assessments.

High-Quality Curriculum and Effective Instruction Strategies

startcollapse

Essential Action 5.1: Objective-driven daily lesson plans with formative assessments • All teachers create and submit daily lesson plans that include clear objectives, opening activities, time allotments that indicate the amount of time spent on each step of the lesson, multiple, differentiated paths of instruction to a clearly defined curricular goal, including paths to meet the specific needs of students

with disabilities and English learners among other student groups, and daily formative assessments along with exemplar responses. (ESF_PL5_EA1a_IMP)

Action Steps Revise lesson plan template to include all elements in Essential Action 5.1, including exemplar responses and

Responsible Party

Academic Leadership Team


Lesson plan template and teacher lesson plans; Walk-through data

Funding Source N/A


August 2019-May 2020





Next Steps


revise and align walk-through form for all core teachers.

Strategy #2 • Campus instructional leaders review lesson plans frequently for alignment to the standards, the scope and sequence, and the expected level of rigor, and

provide teachers with feedback and lesson planning support. (ESF_PL5_EA1b_IMP)

Action Steps Norm around expectations for lesson plan review and feedback (with emphasis on rigor and alignment of formative assessments and exemplar responses) for all core teachers.

Responsible Party



Lesson Plan Tracker; (including feedback to teachers); Agenda from staff presentation regarding expectations

Funding Source N/A


August 2019 - May 2020





Next Steps

startcollapse

startcollapse

Essential Action 5.3: Data driven instruction • Campus instructional leaders review disaggregated data to track and monitor the progress of all students, including students with disabilities and English

learners among other student groups, and provide evidence-based feedback to teachers. (ESF_PL5_EA3a_INV)

Action Steps Students set individual goals in math and

Responsible Party


Funding Source N/A


August 2019 - May 2020


November 2019 February 2020



Next Steps


reading and monitor those goals using ISIP/iReady and Math common assessments


Student goal sheets in the AVID binders

May 2020

Use raw score conversion tools to inform teachers regarding how a student moves to a higher STAAR performance category or stays at masters and monitor students achievement by approaches, meets and masters.

Principal at PLCs Data analysis spreadsheet/Data Cycle sheet

N/A August 2019 - May 2020


Disaggregate data for special targeted populations: African American, English Learners, Special Education in all core subjects.

Academic Leadership Team and PLCs

Data analysis spreadsheet/Data Cycle sheet, Lesson plan samples

N/A August 2019 - May 2020


startcollapse

startcollapse

Progress Monitoring Cycle 1 (8/20-11/22) Cycle 2 (12/2-2/28) Cycle 3 (3/2-5/29) Cycle 4 (6/1-8/31)

Process Goal Administer 1st 9 Weeks Assessment and analyze data

Administer 2nd 9 Weeks Assessment and analyze data

Administer 3rd 9 Weeks Assessment and analyze data

Administer STAAR and analyze


Student Performance Goal 1st 9 Week Campus Modified Assessment at Meets MATH All students: 32 AA: 30 SpEd: 12 EL: 28 READING All students: 31 AA: 25 SpEd: 14 EL: 29

(MoY Assessment) Meets levels: MATH All students: 35 AA: 35 SpEd: 15 EL:31 READING All students: 35 AA: 28 SpEd: 17 EL:33

3rd 9 weeks Assessment at Meets MATH All students: 40 AA: 38 SpEd: 18 EL:35 READING All students: 40 AA: 32 SpEd: 20 EL:35

STAAR at Meets MATH All students: <=46 AA:40 SpEd:>=23 EL: >=40 READING All students: >=44 AA: >=35 SpEd: >=23 EL: 38

Student Performance Actual Results

Barriers to Address this Cycle Creating assessments , student absences, and getting all assessments in within the window

Student absences, and getting all assessments in within the window

Student absences, and getting all assessments in within the window

Getting results in a timely manner

District Actions for this Cycle If the DCSI visits classrooms, coaches campus leadership and reviews data, with the leadership team, to improve instruction, overall instruction and leadership capacity will improve.

If the DCSI visits classrooms, coaches campus leadership and reviews data, with the leadership team, to improve instruction, overall instruction and leadership capacity will improve.



Progress Monitoring Notes Did you achieve your 90-day outcome? Why or why not? Did you achieve your student performance goals listed above and on the Student Data page?

Did you achieve your 90-day outcome? Why or why not? Did you achieve your student performance goals listed above and on the Student Data page?




Review the necessary adjustments/next steps notes for each action step. Which action steps from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?




2019-20 campus improvement plan

Documents