NJC

NJC

Nancy Jane Cochran

Elementary

Action Plan 2013 - 2014

Three key Actions

Abstract DeMarcus Goree has collaboratively created an action plan that addresses destination 2020.

Three key actions will be targeted this year to raise academic achievement.

Key

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Indicators of success (Measurable results that describe success)

1 As measured by administrative feedback over lesson plans, 100% of the reading lesson plans will show evidence of the higher levels of Bloom's Taxonomy.

2 As monitored by Data Walks (September, November, January and February) 100% of the classrooms will implement and execute MRS strategies for student engagement.

3

As measured by Spot Observations and Informal Observations, administrators will observe an increase in purposeful instruction from 1.4 to 1.8 and student engagement from 1.5 to 1.9 by December 2014.

4 As measured by running records we will see a 10% increase in Tier 3 student fluency probes from Fall 2014 to Spring 2015.

5

As measured by STAAR SLA/ELA Data, all Reading STAAR data will show an increase in the categories of Satisfactory from 52% to 60% and from 4% to 12% in the Advanced performance when compared to 2013/2014 STAAR Data.

Specific actions – school leaders (What specific actions steps will the building leaders take to accomplish the objective?)

A1 Administration will provide teachers with half day planning at the start of each six weeks, weekly feedback on lesson plans, and will provide training on higher levels of Bloom's Taxonomy. (1)

B1 Administration will provide PD over MRS, and schedule quarterly data walks to observe evidence of student engagement. (2)

C1 Administration will provide training over Thinking Maps, and monitor the implementation of Thinking Maps monthly to observe evidence of rigorous instruction. (3)

D1 Administration will monitor the progression of purposeful instruction, student engagement, and SLO quarterly. (3)

E1 Administration will purchase materials for fluency checks, provide training over running records, conduct monthly checks of running records to target differentiated instruction. (4)

F1

Administration will train teachers in August on how to use testing resources to develop 6 week assessments that are aligned to the curriculum (Mentoring Minds, Measuring Up, Green Apple, Drops in the Bucket, Reading A to Z, Kamico, Study Island, STAAR Toppers, Step Up to STAAR, test banks, and Common Assessment trackers). (5)

G1

Administrators will provide teachers with training on the use of kidney tables, journals, white boards, markers, binders to increase the rigor and engagement in small group instruction by November 14, 2014. (5)

H1 Administrators will purchase chapter books for chapter book studies to increase rigor in grades 3-5 by September 12, 2014. (5)

I1 Administrators will purchase the All In Learning Program to help with assessment and data collection of informal and common assessments by July 18, 2014.(5)

J1 Administration will conduct one on one data meetings and provide teachers with time to review data horizontally once a six weeks. (5)

K1 Administration will provide funds for Tier 3 tutorials by November 14, 2014. (5)

Specific actions – staff (What specific actions steps will the staff take to accomplish the objective?)

A2

Teachers will embed higher levels of Bloom's taxonomy into their daily lesson cycle by September

19, 2014.(1)

B2

Teachers will attend training over MRS and will implement MRS into the daily lesson cycle to

enhance student engagement by October 31, 2014. (2)

C2

Teachers will attend training over Thinking Maps and will implement the eight Thinking Maps into the

daily lesson cycle to enhance rigor by August 22, 2014. (3)

D2

Teachers will align tested and taught curriculum to meet the level of proficient or above in purposeful

instruction, student engagement, and SLO by 1/9/2015. (3)

E2

Teachers will attend training over running records and conduct monthly fluency probes to help target

differentiated instruction by September 19, 2014. (4)

F2

Teachers in grades 3-5 will utilize STAAR prep materials to help increase the number of students at

the Satisfactory and Advanced levels. (5)

G2

Teachers will utilize small groups to help differentiate and increase the number of students at the

Satisfactory and Advanced levels by September 26, 2014. (5)

H2

Teachers in grades 3-5 will utilize chapter books to help increase the level of rigor and number of

students at the Satisfactory and Advanced levels. (5)

I2

Teachers will profile student progress using school trackers and data binders, teachers will

disaggregate data after each common assessment, and will meet with an administrator to discuss

next steps and progression of the SLO and PDP. (5)

J2

Teachers will provide Tier 3 tutorials by November 14, 2014 to increase rigor and level of students

scoring in the categories of satisfactory. (5)

Commit/Leadership DISD

A1 Leadership DISD will help to build capacity with parental involvement.

C3

Commit will work with principals and schools to make sure there is an on-going professional learning

community for the campus.

C3

Commit will coordinate with DISD, Istation to ensure PD is delivered to principals, IC, and ultimately

teachers on ISIP, Istations

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. Indicators of success (Measurable results that describe success)

1

As measured by administrative feedback over lesson plans, 100% of the math lesson plans will show evidence of the higher levels of Bloom's Taxonomy, and the process of separating, combining, and comparing when problem solving.

2 As monitored by administration, 100% of the classrooms will implement and use Thinking Maps by October 1, 2014.

3 As measured by Spot Observations and Informal Observations, administrators will observe an increase in the area student engagement from 1.5 to 1.9 and hands on activates by December 2014.

4 As measured by Spot Observations and Informal Observations, administrators will observe 100% of the math teachers implementing the Concrete-Pictorial-Abstract (CPA) approach by December 2014.

5

As measured by STAAR Data, all Mathematics STAAR data will show an increase from 57% to 60% in the categories of Satisfactory and from 15% to 20% in the Advanced performance when compared to 2013/2014 STAAR Data.

Specific actions – school leaders (What specific actions steps will the building leaders take to accomplish the objective?)

A1

Administration will provide teachers with half day planning at the start of each six weeks, weekly feedback on lesson plans, and will provide training on higher levels of Bloom's Taxonomy. Administration will monitor the implementation of Bloom's Taxonomy in daily lessons and work samples. (1)

B1 Administration will provide training over Thinking Maps, and monitor the implementation of Thinking Maps monthly. (2)

C1 Administration will provide PD over student engagement, monitor the progression of student engagement and the implementation of hands on activities during weekly Spot Observations. (3)

D1

Administration will provide PD over the CPA approach and purchase instructional materials to support the CPA approach, administration will also monitor the implementation of the CPA approach during weekly Spot Observations. (4)

E1

Administration will train teachers in August on how to use testing resources to develop 6 week assessments that are aligned to the curriculum (Mentoring Minds, Measuring Up, Count on It!, Green Apple, VITA, Step Up to STAAR, STAAR Toppers, Drops in the Bucket). (5)

F1

Administrators will provide teachers with training on the use of kidney tables, journals, white boards, markers, binders to increase the rigor and engagement in small group instruction by November 14, 2014. (5)

G1 Administration will conduct one on one data meetings and provide teachers with time to review data horizontally once a six weeks. (5)

H1 Administration will provide funds for Tier 3 tutorials by November 14, 2014. (5)

Specific actions – staff (What specific actions steps will the staff take to accomplish the objective?)

A2 Teachers will embed higher levels of Bloom's taxonomy into their daily lesson cycle and student generated work samples. (1)

B2 Teachers will attend training over Thinking Maps and will implement the eight Thinking Maps into the daily lesson cycle to enhance rigor by August 22, 2014. (3)

C2 Teachers will incorporate MRS and instructional manipulative into daily math lessons by August 29, 2014 to increase student engagement. (3)

D2 Teachers will implement the CPA approach in lesson planning and lesson delivery to enhance rigor and engagement by December 2014. (4)

E2 Teachers in grades 3-5 will utilize STAAR prep materials to help increase the number of students at the Satisfactory and Advanced levels by January 9, 2015. (5)

F2 Teachers will utilize small groups to help differentiate and increase the number of students at the Satisfactory and Advanced levels by September 26, 2014. (5)

G2

Teachers will profile student progress using school trackers and data binders, teachers will disaggregate data after each common assessment, and will meet with an administrator quarterly to discuss next steps. (5)

H2 Teachers will provide Tier 3 tutorials by November 14, 2014 to increase rigor and level of students scoring in the categories of satisfactory. (5)

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Indicators of success (Measurable results that describe success) By the end of the first 6 weeks, 100% of the 1st-5th grade Science teachers will embed the 5E model in their lesson plan.

By the end of the first 6 weeks, 100% of the 1st-5th grade Science teachers will follow the science journaling process.

Students in grades 5 will show an increase from 54% to 60% on Science STAAR data when compared to the 2013-2014 assessment results.

Specific actions – school leaders (What specific actions steps will the building leaders take to accomplish the objective?)

A1 Administration will provide PD for Highly Qualified Teachers over the 5E model and provide lesson plan feedback weekly. (1)

B1 Administration will provide PD over the journaling process to increase engagement and assessment results by November 2014. (2)

C1

Administration will train teachers in August on how to use testing resources to develop 6 week assessments that are aligned to the curriculum (Measuring Up, Green Apples, Step Up to STAAR, STAAR Toppers, Drops in the Bucket, test banks, and Common Assessment trackers. (3)

D1

Administrators will provide teachers with training on the use of kidney tables, journals, white boards, markers, binders to increase the rigor and engagement in small group instruction by November 14, 2014. (3)

E1 Administration will conduct one on one data meetings and provide teachers with time to review data horizontally once a six weeks. (3)

Specific actions – staff (What specific actions steps will the staff take to accomplish the objective?)

A2 Teachers will attend training over the 5E model and embed the 5E model into their lesson plans to increase student achievement results. (1)

B2 Teachers will conduct at least 2 laboratory investigations per week. (1)

C2 Teachers will attend training over the journaling process and will show evidence of daily science journaling by October 2014. (2)

D2 Teachers will use Science resources and materials (TECH LAB and STEM Scope) to guide whole and small group instruction by October 2014. (3)

E2

Teachers will profile student progress using school trackers and data binders, teachers will disaggregate data after each common assessment, and will meet with an administrator quarterly to discuss next steps. (3)