a framework for continuous school improvement...

GETTING RESULTS! ™ - Continuous School Improvement Planning

© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3

A Framework for Continuous School Improvement Planning

Customized by Performance Fact, Inc. for

UT University Charter School (Austin, Texas)

2010 to 2011 Campus Improvement Plan

Highlights of the Instructional Focus

SCHOOL: Pegasus

DISTRICT: UT-UCS

PRINCIPAL: Terry Mohle

ADDRESS: 896 Robin Ranch Rd. Lockhart, TX 78644

PHONE: 512-432-1652 FAX: 512-432-1653

EMAIL: [email protected] DATE: June 2010



PLAN SOLUTIONS

The Action Sequence…in 1-2-3-4-5 Steps!™

The final phase in the school improvement planning process is to use the Action Sequence…in 1-2-3-4-5 Steps!™ to explicitly outline your school’s plan to meet student achievement targets in each of the core content areas (i.e., Reading/ELA, Math Science, etc.), as well as NCLB/AYP and other locally relevant student achievement categories (e.g., Attendance, graduation rate, suspension, etc.) The graphic below depicts the 5 Steps of the Action Sequence and summarizes what needs to be done for each step. Information from Worksheets 4, 5, 6, and 7 in the packet will be needed to complete the last phase. To facilitate the process, an Action Sequence… in 1-2-3-4-5 Steps! template is provided.

Step 1: Data

Where are we now? Step 2: Design

Where do we want to go next?

Step 3: Delivery

How are we going to get there?

Step 4: Development of People

What additional skills/training/ capacity building do we need?

Step 5: Documentation

How do we track our progress?

Analysis of current state of student achievement data and educational practices.

Identify and describe below 2-to-4 research-based or promising strategies that you will implement.

Complete the “What needs to be done” column for each promising strategy described.

Describe the professional development needed to successfully carry out the tasks outlined in Step 3.

Define the milestones of progress you will monitor at specific time-intervals

Step 1: Data

Where are we

now?

Step 2: Design

Where do we want

to go next?

Step 3: Delivery

How are we going

to get there?

Step 4: Development of

People

What additional skills/training/

capacity building do we need?


How do we track

our progress?



Systemic Initiatives

ACTION SEQUENCE…in 1-2-3-4-5 Steps!

Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Improve student achievement for all students, all subjects

STEP 1: DATA STEP 2: DESIGN

Student Achievement Priority Areas: 1. IMPROVING BASIC ACADEMIC PROGRAM

Underlying Causes (“root cause”): 1. STUDENTS ARE TYPICALLY NOT

IN ATTENDANCE FOR A COMPLETE SCHOOL YEAR.

2. STUDENTS ARE TYPICALLY NOT ENROLLED ON THE CAMPUS FOR MORE THAN 15 MONTHS.

3. INITIALLY, TEACHERS MUST SPEND A GREATER THAN AVERAGE AMOUNT OF TIME “TEACHING” SCHOOL-RELATED BEHAVIORS, SUCH AS FOLLOWING DIRECTIONS, RESPECTING THE BOUDARIES OF OTHERS, PROPER HANDLING OF MATERIALS, ETC.

Research-based Strategies: 1.1 IMPLEMENT C-SCOPE AS A VIABLE REPEATABLE

CURRICULUM 1.2 INTRODUCE AND IMPLEMENT DIFFERENTIATED

INSTRUCTION IN THE CLASSROOM 1.3 IMPLEMENT DATA-DRIVEN INSTRUCTIONAL

PLANNING 1.4 CREATE AND SUPPORT TEACHER NETWORKS

FOR INSTRUCTIONAL SUPPORT AND PLANNING 1.5 PROVIDE LONG-TERM SUSTAINED PROFESSIONAL

DEVELOPMENT AS NECESSARY 1.6 CREATE A SYSTEM OF OUTREACH AND SUPPORT

FOR THOSE IN THE PARENTING ROLE 1.7 DEVELOP ORGANIZATIONAL ACTION TO IMPROVE

TEACHER RECRUITMENT, RETENTION AND MORALE

STEP 3: DELIVERY STEP 5: DOCUMENTATION

What Needs to Be Done: Describe “What needs to be done” for each promising strategy.

By Whom? By When? With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will

monitor at specific time-intervals.

1.1 Regularly scheduled team meetings to allow teachers and administration opportunities to discuss lesson planning and share ideas.

Teacher Principal

Each 3 weeks

C-SCOPE tools-IFD, etc.

Six weeks grades, benchmark assessments

1.2 Continue attendance at district-wide staff development sessions for all educational staff.

All Staff District staff Trainers

Regularly scheduled on campus calendar

Materials provided at staff development sessions

Six weeks grades, benchmark assessments, classroom observations

1.3 Schedule benchmark Teachers During 1st TAKS formatted Data summaries based on data obtained from the





By Whom? By When? With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will


assessments for all students Principal six weeks and at the end of the first semester

assessments assessments

1.4 Weekly faculty meetings with time allotted for sharing of ideas, strategies. Waiver days for campus staff development and student staffings. Building team meetings (weekly) Curriculum team meetings (3 weeks)

Teachers Principal

Weekly, throughout the year, and every 3 weeks

CSCOPE curriculum 3 week progress report grades

1.5 Continue attendance at district-wide staff development sessions and participation by all teachers in trainings scheduled on the campus on waiver days.

Teacher Principal District staff Trainers

Throughout the year-see calendar

Materials provided at training sessions

Classroom observations, student participation at academic fairs on campus, report card grades

STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)



PLAN SOLUTIONS

Subject: Math


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Math - All Students: Show academic growth on Math TAKS from 2009 to 2010 Student Achievement Targets for specific Math subgroups: Improve student scores on statewide and federal accountability measures as well as show individual student growth through MAP assessment


Student Achievement Priority Areas: 1.1 MEASUREMENT AND ALGEBRAIC

CONCEPTS/REASONING - STRENGTHEN SKILLS IN THIS AREA FOR ALL STUDENTS

1.2 ANALYSIS OF DATA TO DETERMINE AREAS OF STRENGTH AND AREAS OF WEAKNESS TO GUIDE INSTRUCTION

Underlying Causes (“root cause”): GAPS IN PREREQUISITE SKILLS LACK OF CONSISTENT ATTENDANCE IN PAST YEARS LOWERED EXPECTATIONS FOR PREVIOUS YEARS IN EDUCATION LACK OF MOTIVATION/BEHAVIORAL ISSUES LACK OF IDENTIFICATION OF LEARNING DIFFICULTIES ECONOMIC FACTORS AFFECTING TYPES OF STUDENTS SERVED HIGH MOBILITY OF STUDENTS INSUFFICIENT TRAINING OF STAFF IN USE OF RESOURCES LACK OF PLANNING TIME WITH IA

Research-based Strategies: DIFFERENTIATED INSTRUCTION, USE OF MANIPULATIVES AND HANDS-ON MATERIALS, COOPERATIVE LEARNING, PROBLEM-SOLVING, INVESTIGATION, TIES TO REAL-LIFE SITUATIONS


Use diagnostic assessments Teachers Principal

Beginning of school year, mid year, and

end of year

TAKS formatted assessments

MAP

CScope lesson plans, data summaries after assessments, MAP assessments

Acquire adequate numbers of TEs for content mastery teachers as well as classroom teachers

Principal Ongoing Orders from district TEs in classrooms




Use diagnostic assessments Teachers Principal

Beginning of school year, mid year, and

end of year

TAKS formatted assessments

MAP

CScope lesson plans, data summaries after assessments, MAP assessments

Incorporate hands-on activities, using manipulatives Teachers Ongoing Materials available in each classroom

Grades

Continue/expand calculator access for homework Teachers Ongoing Graphing calculators Sign-out and sign-in sheets in math classrooms

Employ scaffolding of materials/skills Teachers Ongoing Classroom resources

Grades, assessments

Incorporate problem-solving component in lessons Teachers Ongoing Classroom resources

Benchmark data analysis

Increase opportunities for group work Teachers Ongoing Classroom resources

Academic Fairs

Increase use of graphs and charts in daily activities Teachers Ongoing Classroom resources

Daily work

Continue/expand technology (document cameras, laptops, graphing calculators, interactive white boards)

District Technology staff

Ongoing District initiative


SPARC - CSCOPE

CAMT for new ideas, staff development

District-wide staff development

TI workshops to increase technology skills



PLAN SOLUTIONS

Subject: Science


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Science All Students: Show academic growth on Science TAKS from 2009 to 2010 Student Achievement Targets for specific Science subgroups: Improve student scores on statewide accountability measures in each objective area,


Student Achievement Priority Areas: STUDENTS WILL DRAW ON PRIOR KNOWLEDGE AND EXPERIENCE ALONG WITH GRADE LEVEL MATERIAL TO MASTER TEKS AND IMPROVE LEARNING

Underlying Causes (“root cause”): GAPS IN PREREQUISITE SKILLS LACK OF CONSISTENT ATTENDANCE IN PAST YEARS LOWERED EXPECTATIONS FOR PREVIOUS YEARS IN EDUCATION LACK OF MOTIVATION/BEHAVIORAL ISSUES LACK OF IDENTIFICATION OF LEARNING DIFFICULTIES ECONOMIC FACTORS AFFECTING TYPES OF STUDENTS SERVED HIGH MOBILITY OF STUDENTS INSUFFICIENT TRAINING OF STAFF IN USE OF RESOURCES LACK OF PLANNING TIME WITH IA LACK OF RESOURCES, SETTING FOR IMPLEMENTATION OF LAB ACTIVITIES

Research-based Strategies: DIFFERENTIATED INSTRUCTION SUMMARIZING AND NOTE TAKING MULTI-SENSORY APPROACH TO LEARNING INCORPORATION OF REAL LIFE APPLICATIONS


Regularly scheduled team meetings to discuss opportunities for differentiation

Teachers Principal

Ongoing Time scheduled for meeting

Lesson plans

Improving access to lab activities by increasing the amount of lab equipment and supplies

Teachers Principal

Ongoing Upgrade of materials Lesson plans

Instruction in safety procedures – implementation of procedures for training staff and students

Science Support staff

Beginning of year

Presentation to teachers

Training certificates




Regularly scheduled team meetings to discuss opportunities for differentiation

Teachers Principal

Ongoing Time scheduled for meeting

Lesson plans

Using graphic organizers Teachers Principal

Ongoing Purchase of journals, training for students

Student journaling

Increasing opportunities for field trips as they relate to the curriculum

Teachers Principal

Twice a year, minimum

Tied to curriculum, lesson plans

Lesson plans


Technology training for teachers to increase use of LCD projectors, etc.

Training of instructional aides in lab procedures as well as differentiated instruction strategies



PLAN SOLUTIONS

Subject: Reading


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Reading All Students: Show academic growth on Reading TAKS from 2009 to 2010 Student Achievement Improvement Target for specific subgroups Improve student scores on statewide and federal accountability measures as well as show individual student growth through MAP assessment


Student Achievement Priority Areas: INCREASE TAKS SCORES IN EACH GRADE LEVEL BY 5% INCREASE EXPECTATIONS FOR SPED STUDENTS PREVIOUSLY ASSESSED WITH TAKS-M INCREASE INSTRUCTIONAL TIME TO TEACHING VOCABULARY SKILLS AND READING COMPREHENSION

Underlying Causes (“root cause”): GAPS IN PREREQUISITE SKILLS LOWERED EXPECTATIONS FOR PREVIOUS YEARS IN EDUCATION LACK OF MOTIVATION/BEHAVIORAL ISSUES LACK OF IDENTIFICATION OF LEARNING DIFFICULTIES ECONOMIC FACTORS AFFECTING TYPES OF STUDENTS SERVED HIGH MOBILITY OF STUDENTS LACK OF TRAINING OF STAFF IN USE OF RESEARCH-BASED PROGRAM (READING FOR OLDER LEARNER ) LACK OF PLANNING TIME WITH IA

Research-based Strategies: DIFFERENTIATED INSTRUCTION STRATEGIES TO IMPROVE FLUENCY VOCABULARY BUILDING (INCLUDING CONTENT AREAS) RECOGNITION OF ACADEMIC ACHIEVEMENT



By When?

With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will


Training, modeling C-Scope lessons using differentiated instruction by instructional coach

Teachers Instructional

Coach

Ongoing C-SCOPE curriculum

Midyear benchmark assessments, six weeks grades, portfolio assessments

Cross content collaboration; Progressive Reader and other research-based programs

Teachers Ongoing WordSmart program SRA kits, Time for

Kids

Regular team meetings to evaluate progress





By When?



Training, modeling C-Scope lessons using differentiated instruction by instructional coach

Teachers Instructional

Coach

Ongoing C-SCOPE curriculum

Midyear benchmark assessments, six weeks grades, portfolio assessments

Cross content collaboration; Progressive Reader and other research-based programs

Teachers Ongoing WordSmart program SRA kits, Time for

Kids

Regular team meetings to evaluate progress

Student assemblies to recognize achievement and Student assemblies to recognize achievement and promote skill acquisition (i.e. spelling bees, academic fairs, awards ceremonies)

All staff Each six weeks

Academic “Fair”-student presentation of skills/concepts learned

Participation in assemblies

Silent sustained reading time to promote reading for personal enjoyment and to improve reading proficiency

All staff Daily Books from Scholastic Book Fair

Increase in individual MAP scores

Using reading as a reward in content areas with a contextual tie to the curriculum

Teachers Daily Books from Scholastic Book Fair

Classroom management records

Allow students to select books for personal use as rewards and as part of the program to encourage a love of reading

Teachers Daily Books from Scholastic Book Fair

Book Fairs throughout the year


NCTA Membership

SPARC workshops for C-Scope

Differentiated instruction training

Trainings for use of hands-on materials, graphic organizers, foldables, centers, and other opportunities for students to be involved learners



PLAN SOLUTIONS

Subject: Writing


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Writing All Students: Show academic growth on Writing TAKS from 2009 to 2010 Student Achievement Targets for specific Writing subgroups Improve student scores on statewide and federal accountability measures.


Student Achievement Priority Areas: IMPROVED STUDENT PROFICIENCY IN SENTENCE FLUENCY, ORGANIZATIONAL SKILLS, CONTROL OF IDEAS, AND GRASP OF BASIC GRAMMATICAL CONVENTIONS

Underlying Causes (“root cause”): Gaps in prerequisite knowledge Trust issues (sharing personal ideas, thoughts in writing) Effect of technology on written expression/composition/spelling/grammar

Research-based Strategies: Differentiated instruction Implementation of C-Scope curriculum Use of graphic organizers Increased use of technology in the classroom

STEP 3: DELIVERY STEP 5: DOCUMENTATION What Needs to Be Done: Describe “What needs to be

done” for each promising strategy. By

Whom? By

When? With What? Milestones of Progress: “How do we track our

progress?” – Define the milestones of progress you will monitor at specific time-intervals.

Improvement of writing skills through competitive activities that encourage students to recognize connections between curriculum and real-life connections (poetry journals, short story contest)

Teachers End of each semester

Journals, C-SCOPE Portfolio assessments of student work, classroom presentations, lesson plans

Writing centers in the classroom Teachers Daily Centers in classrooms, C-SCOPE

Portfolio assessments of students work

Research papers to encourage writing, research, and presentation

Teachers Each semester

Research materials – print and electronic


Project writing relating to a unit covering reading, writing, and social studies

Teachers Each six weeks

Classroom materials, C-SCOPE


Writing activities that relate to real life connections (i.e. media literacy, etc.)

Teachers Daily Classroom materials, C-SCOPE


Cross-curricular support for writing in the content areas

Teachers Daily Portfolio assessments of students work





By Whom?

By When?




Training in 6 + 1 Writing Traits

Differentiated instruction relating to author’s purposes



Plan Solutions

Subject: Social

Studies


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Social Studies All Students: Show academic growth on Social Studies TAKS from 2009 to 2010 Student Achievement Targets for specific Social Studies subgroups: Improve student scores on statewide accountability measures.


Student Achievement Priority Areas: Students will maintain or increase scores from 8

th to

10th and 10

th to EXIT

Underlying Causes (“root cause”): Gaps in prerequisite knowledge

Research-based Strategies: Differentiated instruction Implementation of C-Scope curriculum Use of graphic organizers (time lines, etc.) Increased use of technology in the classroom



By Whom?

By When?

With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you

will monitor at specific time-intervals.

Incorporate more resources into the curriculum (ex. Time for Kids, History Alive!)

Teachers Principal

Daily Classroom resources Individual assessment through benchmarks and 6 weeks tests

Increase use of technology (interactive white boards, etc.)

Teachers District technology staff

Daily Additional technology in each classroom

Grades, increased student participation

Field trips to support the curriculum Teachers Facility staff

Each semester

Transportation, registrations for students and staff

Student participation, grades

Opportunities for students to present information to peers (academic fairs)

Teachers Each six weeks

Academic Fair presentations/assemblies

Student/class participation

Increased use of group work and activities to promote real-life connections (re-enactments of Civil War, guest speakers)

Teachers, outside presenters

Each semester

Guest speakers Student participation, writing assignments





Social studies conferences and workshops Increase access to current events materials

Staff development through the district

Region XIII staff development



Plan Solutions

Completion and

Graduation rate


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Completion and Graduation rate All Students: Student Achievement Targets for specific Completion and Graduation rate subgroups:


Student Achievement Priority Areas: Credit Recovery for high school students Accelerated learning for middle school students (explore opportunities to move students into more age appropriate grade levels when feasible) Lower the retention rate

Underlying Causes (“root cause”): Previous failures due to truancy, moves, behavior issues ECONOMIC FACTORS (POVERTY, NEED TO WORK TO SUPPORT FAMILY) FAMILY ISSUES (GENERATIONAL) ISSUES OUTSIDE EDUCATION (LEGAL/FAMILY ISSUES) LACK OF SUPPORT SYSTEM/ROLE MODELS

Research-based Strategies: Credit recovery Goal-setting with individual students Counseling regarding high school requirements Graduation plans



By Whom? By When?



Computer-based program to address credit recovery Teachers Daily OdysseyWare computer assisted instruction

Chart of progress – prepared by each student

Career-oriented field trips Teachers, academic transition coordinator

Each six weeks

Information from individual students regarding interests

Transcripts

Involve students in planning of graduation ceremonies on campus

Teachers Principal ATC

Each semester

Student committees Checklists





By Whom? By When?



Incentives/recognition for graduation prior to graduation

Teachers Principal ATC

Each six weeks

Certificates Awards ceremonies, classroom presentations, morning exercises

Assemblies for 8th graders and high school students to

educate them on graduation requirements ATC End and

beginning of each school year

Assemblies, student hand-outs

Student understanding of curriculum requirements

Individual counseling with students regarding progression through credits

ATC Principal

Daily Transcripts, academic achievement records

Lowered drop-out rate


Teacher training to implement computer-based program

Teacher training in graduation requirements

Recommendations for pre-ARD paperwork for graduation



Student Transition


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Student Transition: Support all students in their transitions


Student Achievement Priority Areas: Transition from elementary to middle school, middle school to high school, high school to college, and facility to home school

Underlying Causes (“root cause”): Lack of preparation

Research-based Strategies: Identify transition needs on an individualized basis for all students over the age of 14.



By Whom? By When?



Provide interest inventories and life-skills assessments as well as interviews

Support Staff

Ongoing Ansell-Casey Interest Inventories Interviews

Completion of interest inventories for designated students

Expose and educate students on wide-range possibilities for post-secondary opportunities

Teachers Community Volunteers

Ongoing Guest speakers Homeroom teachers will work with students to complete goals and objectives and document this progress

Provide professional and vocational mentors Teachers Community Volunteers

Ongoing Community volunteers

Assignment of mentors

Class guidance lessons for 8 – 12 pertaining to graduation requirements, post-secondary options, and financial aide and scholarships, career interests, and aptitudes.

ATC End of year

Varied Sign-in sheets from meetings

Present C-Scope social skills instruction during core support.

Teachers Onoing C-Scope assessments

Lesson plans




Inservice on college-prep tests (deciding which one to take)



Plan Solutions

Subject: Parent

Involvement


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Parent Involvement: Increase parental involvement at ARD meetings


Student Achievement Priority Areas: Improved Parent/Teacher Communication

Underlying Causes (“root cause”): Lack of internet access in all rooms Parent apathy Boundary confusion among teachers – what is appropriate and what is not Parents emotionally detached

Research-based Strategies: Mail-out lists every 3 and 6 weeks Transition Surveys E-mail addresses for parents Skyward communication



By Whom? By When?



Educational representation at Family Day Teachers Principal

Monthly Information to be distributed through parent-teacher conferences

Parent surveys, sign-in sheets

Additional support for parent contact and mailings Teachers ATC Sp. Ed. Coordinator

As needed

Time given to staff to plan information

Newsletter

Increased internet access in all buildings District technology team

End of 1st

semester District resources Access available to teachers and students in each

building





Staff training on internet

Staff training on Skyward

Staff development with therapists



PLAN SOLUTIONS

Subject: HQ

Teachers, Recruitment

and Retention


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Teacher Recruitment and Retention:


Student Achievement Priority Areas:

Underlying Causes (“root cause”):

Research-based Strategies:



By Whom?

By When?



Develop a retention inventive for longevity, i.e. consecutive annual pay raises

District staff

End of school year

District resources New pay scale available to all staff

Add additional duty for support staff to research and assist with professional development

Support staff

Ongoing Topics generated by teachers and legal

requirements

Sign-in sheets at staff development

Analyze incoming faculty qualifications to determine compatibility with existing teaching assignments

Principal Interview committee

Ongoing Certification records Comparison of certifications with needed certifications for available positions

Provide professional development opportunities to improve teacher knowledge in academic subjects

Support staff Principal

Ongoing Topics generated by teachers and legal requirements

Sign-in sheets at staff development




Training for support staff in line with district goals

Trainer of Trainers for support staff when available by district staff



PLAN SOLUTIONS

Subject: School

Safety, Violence

reduction and

discipline management


Step 1: Data

Where are we now?

Step 2: Design


Step 3: Delivery






Student Achievement Improvement Target for Teacher Recruitment and Retention:


Student Achievement Priority Areas:

Underlying Causes (“root cause”):

Research-based Strategies:



By Whom?

By When?



Designated bell breaks at middle school - Hilton Teacher Beginning of school

Bell system provided by facility

Installation of bell system

Standardized school rules in each classroom Teacher Principal

Beginning fo school

Copies of rules and receipts to each

classroom teacher

Rules receipts kept on file in each homeroom

Continue opportunities to offer positive reinforcement to students

Teacher Principal

Ongoing Weekly progress reports

Classroom management plans submitted to office

Collaboration between Pegasus staff, therapists, and UT charter school staff

Principal Ongoing Staff meeting attendance Classroom visits

Sign-in sheets from meetings and visits

Incorporate character development into the existing curriculum

Teacher Principal Support staff

Monthly Time provided during school day Resources related to character education

Lesson plans




Capturing Kids’ Hearts training

CPI training



Composite School-Wide Professional Development and Collaboration Plan

What you need to do:

Compile the professional development priorities needed to successfully carry out the tasks, as outlined in Step 4 of your Action Sequence…in 1-2-3-4-5 Steps! (i.e. for Reading, Math, Science, etc.)

Align the focus of your professional development to the needs identified in your plan.

Set aside and calendar the “sacred time” reserved explicitly for staff collaboration and evidence-based reflection on teaching practices and student learning.

Topic/Focus/Purpose What? /Why?

Date/Time When?

Participants For whom?

Facilitator/Provider By whom?

Delivery Format How?

Funding With What?

Training on writing Present Levels of Academic Achievement and Functional Performance to improve ability to described student performance in terms of strengths and needs and meet legal requirements in this area

Spring 2010 All teachers ATC, Principal with training provided by special education staff at district office

Half-day staff development

Campus time from waiver days

Training on selecting and implementing accommodations for students according to legal guidelines

Spring 2010 All teachers ATC, Principal with training provided by special education staff at district office

Half-day staff development

Campus time from waiver days

Training relating to TAKS assessments-appropriate instruments based on student needs, allowable accommodations, etc.

Spring 2010 All teachers, aides, facility staff

Principal Half-day staff development for educational staff Scheduled staff meetings for facility staff

Campus time from waiver days Principal to attend staff meeting s and present information

Skyward training for teachers to begin to use grade book

Fall 2010 All teachers Instructional coach Team meetings during school day or planning time

Training provided at district level for instructional coach

CSCOPE training for teachers to improve ability to utilize curriculum in all subject areas

Fall 2010 All teachers Instrucional coach Team meetings during school day or planning time

Training provided at district level for instructional coach

Differentiated instruction staff development Throughout school year

All staff District staff Staff development days on campus calendar

District funds



Topic/Focus/Purpose What? /Why?

Date/Time When?

Participants For whom?

Facilitator/Provider By whom?

Delivery Format How?

Funding With What?



ADDITIONAL FACTORS & CONDITIONS THAT IMPACT TEACHING-&-LEARNING Based on the student achievement Areas of Strength and Areas of Concern, assess the extent to which each of these factors and conditions currently impact the quality and effectiveness of teaching-&-learning. Then, outline the improvement opportunities or areas of focus for this school year. (Note: Most of these factors and conditions address NCLB or Region 20 expectations. Add other factors and conditions, as needed, to meet your needs).

Current State of the Factor/Condition (What is working well? What needs improvement)

Improvement Opportunities (What We Will Do This Year)

Continue to implement CSCOPE curriculum for all subject areas Continue training and curriculum meetings to better utilize all CSCOPE resources

Continue Book Fairs as a way to encourage recreational reading for all students and reinforce reading comprehension

Train teachers to use Skyward grade book

Support reading and math through additional class time during the school day for students who have demonstrated poor performance on MAP assessments and/or statewide assessments

Improve use of data to guide instruction (benchmarks, previous assessments, MAP, DRA-2, etc.)

Support academic progress through assemblies and other opportunities to allow students to demonstrate what specific skills they have mastered during each six weeks period

Improve skills in the area of special education legal requirements for ARD meetings to ensure that all policies are being followed and that all student needs are being met

Implement ideas and strategies addressed at district wide staff development sessions and provide teachers with opportunities to share success stories relating to these ideas and strategies

a framework for continuous school improvement...

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