dorsey school action plan - dallas independent school · pdf file ·...
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CAMPUS/SCHOOL NAME 2013-14 School Action Plan
DORSEY SELECT YOUR CAMPUS FROM THE DROP DOWN MENU
Achievement Targets
MetricSY2013
Score
SY2014
Goal
Elementary (K-5)
STAAR at Level III-Advanced (%) 12.9 40STAAR 3-5 at Level III-Advanced (%) Reading 19.4 40
STAAR 3-5 at Level III-Advanced (%) Math 7.2 40STAAR gap at Level II Recommended (% Gap: State white vs. School
African American & Hispanic Results) -20.5 -10
Grade 3 STAAR Reading (Level II - Recommended) 40.9 90
Grade 3-5 STAAR Reading (Level II - Recommended) 70.4 90
Grade 3-5 STAAR Math (Level II - Recommended) 62.1 90
Grade 5 STAAR Science (Level II - Recommended) 75.8 90
Grade 4 STAAR Writing (Level II - Recommended) 46.2 90
Grade 4 STAAR Writing (Level II - Recommended) 82.1 90
Kindergarten Readiness on ISIP (% Tier 1) 42.3 90
Average of Campus End- and Mid-year Course ACPs (% passing) 54.1 80
*N > 10. Continuously-enrolled students only.
†Weighted average of four differences in percentage (reading and mathema:cs gaps for
Hispanic students and for African American students). Negative value implies school's
minority student performance on average was lower than state's white student
performance.
Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014.
Julius Dorsey Elementary School [137] 2013-14 School Action Plan
Division 5
SPRUCE FP
Needs Related to Student Achievement Data:
Student proficiency in Grades 3-5 Math is our most critical area of need for the 2013-14 school year with 3rd & 4th grade remaining
in the 60th percentile (62.7 & 65.2 respectfully), and 5th grade (after the 2nd admin of STAAR) achieving 80th percentile (84).
African-Amer student performance is critical with a passing rate of 30% in all 3 grade levels on STAAR on the minimum passing
standard.
Science in 5th grade will be an area of continuous review in order to increase from 76% to above the 90th percentile. With new
Bilingual program moving into 5th grade, it will be a focal point since campus will fully implement the dual language model from PK-
5th grade and include all components of the system to comply with bilingual model. A trend has been noticed that 5th grade Science
scores have historically mirrored overall Reading score.
Student proficiency in Grades 3-5 Reading will need to increase from the 70th percentile to the 90th percentile in order to keep in
step with STAAR increasing passing standard. 3rd-80%, 4th-73% and 5th-76% were an improvement from 2012 STAAR testing, but in
order to meet the increase minimum passing standard and the advanced performance, a new focus will be needed in Reading for this
year to promote higher level critical thinking.
Writing performance in 4th grade was a welcomed surprise with a passing rate of 82%. A gap between AA performance 70% and
Hispanic passing 84% will have to be analyzed in order to close the gap between the sub-groups.
K-2nd grade performance on ITBS (Gen Ed) & Logramos (Bil) have increasingly demonstrated a gap between the performance of our
Bil students compared to Gen Ed students. Further analysis of teacher best practices in Bil need to be demonstrated to Gen Ed
teachers in order to build on strategies and interventions that will aid Gen Ed teachers.TELPAS demonstrated a 65% improvement rate for Bilingual students in their English proficiency in Reading, Writing, Listening &
Speaking that needs to improve to about the 70th percentile. Bilingual students will need a greater focus on English instruction to
include the proper implementation of the Dual Language Program in every classroom from PK-5th.
K-2nd ISIP performance through the utilization of Istation on a daily basis needs to increase in order to improve the foundational
skills students need at the early childhood level.
Needs Related to Improving the Quality of Instruction:
With the aide of the new instructional coaches in Reading and Math, a new support system will be in place for teachers to improve
instructional practices through weekly staff development, IC trainings, book studies, and best practices sharing. Both Instructional
Coaches will serve as heads of Reading & Math, as well as, lead monthly meetings for the development of end of the Six Weeks
common assessments.
Instructional planning sessions will return on Tuesdays during teachers planning in order to further develop LO's and DOL's in weekly
lesson planning. Instructional planning will focus on what is being taught? How it is taught? How do you know it was learned? And
what to do when it's not learned? Interventions will also be developed during instructional planning. Spot observations will serve as
a measurement of the effectiveness of Instructional Planning as the primary focus will be on teacher planning & best practices.
Spot observations and instructional feedback will be better coordinated this year to address the needs of classrooms and student
engagement. Feedback will focus on what is working in classrooms and how to better "good, first instruction" from each teacher.
Spot observations will look for the four common areas of instruction: LO, DOL, Purposeful instruction and Student Engagement, with
an added area of need - Rigor.
There is a growing achievement gap between African-American and Hispanic performance at Dorsey that needs to be analyzed with
what are the differences in Bilingual v Gen Ed classrooms. A review of teaching styles, best practices, interventions, and overall
engagement needs to become non-negotiable in each classroom.
Reasoning Minds and Istation must be better incorporated into daily teaching practices and interventions in order to foster a better
foundation in relation to Reading & Math for our students in K-4th grade.
Needs Related to System Evaluation (philosophy, processes, implementation, capacity):
In the 2012-13 school year, our overall school system was built on the new district initiatives surrounding "Good, First Instruction,"
use of MRSs, development of LO's and DOL's, and focusing on classroom daily practices through Spot Observations to build a
stronger academic focus on learning objectives, demonstrations of learning, purposeful instruction & active student engagement.
A greater focus needs to be developed on the campus to include philosophy, processes and implementation throughout the campus
in order for staff to better align instruction, communicate the campus vision, mission, and goals, as well as, guide daily habits that
promote student achievement. Articulation of Core Beliefs and campus priorities needs greater evidence throughout the campus,
and teachers need to be held accountable for their daily actions.
Implementation was considered weak, and a diffusion of effort was evident on the campus that must be addresses by school
leadership - including building leadership density throughout the school. School leadership needs to have a more active role in
professional development of teachers, as well as, holding teachers accountable to classroom instruction to include write-ups,
reprimands, and teacher intervention plans.
The process for reviewing student achievement data and the development of a monitoring system will be a focal point in order to
have a system in place that will promote data-driven decisions and accountability. Top campus priorities need to be addressed in the
campus action plan, and each grade level needs to develop an action plan that will hold teachers accountable for their actions in the
classroom as they relate to philosophy, process and implementation.
Goals Developed from Needs Assessment:
Ensure Dorsey Faculty and Staff understand and support the DallasISD Core Beliefs, including facilitation & development of campus
Core Beliefs in connection to the district's beliefs to foster greater campus buy-in & accountability.
Ensure "Good, First Instruction" of the aligned curriculum through Spot Observation of classrooms to focus on Learning, Objectives,
Demonstrations of Learning, Purposeful Instruction, and Active Student Engagement in order to build Rigor in each classroom.
Develop staff leadership capacity through the use of high-quality instructional strategies and interventions that will lead to an
increased level of student engagement and critical thinking, as well as, classroom autonomy.
Julius Dorsey Elementary School [137] 2013-14 School Action Plan
Division 5
SPRUCE FP
NO.
1
NO.
1
2
3
4
5
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
A1
Provide beginning of the year & monthly Professional Development of teachers by school leadership to
facilitate the creation of Dorsey Core Beliefs and maintaining teacher support, training, and
accountability to both belief systems.
Reform strategies 211 6100 PD $ 120,000.00 6/5/14 IN PROGRESS
B1Facilitate all staff meetings (Staff/PD/Book Studies "Results Now"/IC Trng) with campus & district core
belief exercise& norms and how it relates to our key actions and campus prioritiesNeeds assessment 211 6300
Materials/Resour
ces $ 750.00 6/5/14 IN PROGRESS
C1Building leadership will lead by example and relate all decisions, systems, procedures & accountability
to the DallasISD Core Beliefs and campus developed Core BeliefsReform strategies IN PROGRESS
D1
Conduct a campus Year in Review that will measure each teacher's effectiveness from the previous
year in order to build goal setting conference and develop SMART goals on a one-on-one and grade
level basis
Reform strategies 211 6100 PD 8/26/13 IN PROGRESS
E1
Train grade levels and teachers to develop monthly Core Belief activities and generate a Grade Level
Action Plans to address Philosophy, Instruction & Student Achievement in order to build greater grade
level accountability to student overall development throughout the year
HQ PD 211 6100 PD 6/5/14 IN PROGRESS
F1
Communicate Core Beliefs daily to faculty, staff & students to promote a campus culture focused on
developing students who are college & career ready, including character development of students to
encourage a safe & civil campus
Needs assessment 6/5/14 IN PROGRESS
90% of our students will achieve passing standards on the 3rd-5th grade STAAR assessment and meet the 80th percentile on ITBS/Logramos in K-2nd grade with the assistance of their teachers.
100% of Dorsey Faculty and Staff will be held accountable for following District and Dorsey Core Beliefs on a daily basis.
KEY ACTION (Briefly state the specific goal or objective.)
Culture and Climate: Ensure Dorsey Faculty and Staff understand and support the DallasISD Core Beliefs. Facilitate and develop campus Core Beliefs that are positive and forward thinking and reflect the district's beliefs to
foster greater campus buy-in & accountability. Institutionalize campus culture by holding all decisions accountable to the district and campus Core Beliefs.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
95% of the Dorsey Faculty & Staff will be able to communicate and explain the DallasISD Core Belief and how they apply to the top academic priorities of the campus by December 2013.
95% of the Dorsey Faculty & Staff will be able to communicate and explain the Dorsey campus Core Beliefs and how they foster the district's core belief in order to meet and exceed the top priorities of the school.
NO.
1
NO.
1
2
3
4
5
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
90% of our students will achieve passing standards on the 3rd-5th grade STAAR assessment and meet the 80th percentile on ITBS/Logramos in K-2nd grade with the assistance of their teachers.
100% of Dorsey Faculty and Staff will be held accountable for following District and Dorsey Core Beliefs on a daily basis.
KEY ACTION (Briefly state the specific goal or objective.)
Culture and Climate: Ensure Dorsey Faculty and Staff understand and support the DallasISD Core Beliefs. Facilitate and develop campus Core Beliefs that are positive and forward thinking and reflect the district's beliefs to
foster greater campus buy-in & accountability. Institutionalize campus culture by holding all decisions accountable to the district and campus Core Beliefs.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
95% of the Dorsey Faculty & Staff will be able to communicate and explain the DallasISD Core Belief and how they apply to the top academic priorities of the campus by December 2013.
95% of the Dorsey Faculty & Staff will be able to communicate and explain the Dorsey campus Core Beliefs and how they foster the district's core belief in order to meet and exceed the top priorities of the school.
G1
Include parents through PTA & Parent Coffees/SBDM Mtg in the discuss of the district & campus Core
Beliefs in order to communicate the importance of parental involvement/volunteerism/participation in
their child's classroom and throughout the campus
Parent involvement 211 6400Materials/Resour
ces $ 2,705.00 6/5/14 IN PROGRESS
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
A2
Teachers will participate in Beginning & monthly Core Belief activities throughout the year in order to
be held accountable to maintaining a campus culture that values student achievement and
professionalism.
Reform strategies 211 6100 PD $120,00 6/5/14 IN PROGRESS
B2
Attend all campus meetings (Staff/PD/Book Studies-"Results Now"/IC Trng) on time and follow campus
norms to actively participate in campus mtgs/trngs by asking clarifying questions as related to core
beliefs, campus priorities, and key actions
Needs assessment 211 6300Materials/Resour
ces $ 750.00 6/5/14 IN PROGRESS
C2
Teachers will be held accountable to the District and campus core beliefs, and all grade level and
teacher actions will be assessed through both core belief systems to foster a campus culture of greater
teacher accountability
Reform strategies IN PROGRESS
D2
Complete a Year in Review self-reflection at the beginning of the year in order to measure own
practices and develop new SMART goals related to core beliefs in order to grow as a grade level and
individually
Reform strategies 211 6100 PD 8/26/13 IN PROGRESS
E2
Grade levels will conduct monthly Core Belief activities for monthly staff meetings in order to promote
campus/district core beliefs for greater buy-in, as well as, generate grade level Action Plans to address
needs of each grade level in relation to philosophy, instructional practices & student achievement
HQ PD 211 6100 PD 6/5/14 IN PROGRESS
NO.
1
NO.
1
2
3
4
5
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
90% of our students will achieve passing standards on the 3rd-5th grade STAAR assessment and meet the 80th percentile on ITBS/Logramos in K-2nd grade with the assistance of their teachers.
100% of Dorsey Faculty and Staff will be held accountable for following District and Dorsey Core Beliefs on a daily basis.
KEY ACTION (Briefly state the specific goal or objective.)
Culture and Climate: Ensure Dorsey Faculty and Staff understand and support the DallasISD Core Beliefs. Facilitate and develop campus Core Beliefs that are positive and forward thinking and reflect the district's beliefs to
foster greater campus buy-in & accountability. Institutionalize campus culture by holding all decisions accountable to the district and campus Core Beliefs.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
95% of the Dorsey Faculty & Staff will be able to communicate and explain the DallasISD Core Belief and how they apply to the top academic priorities of the campus by December 2013.
95% of the Dorsey Faculty & Staff will be able to communicate and explain the Dorsey campus Core Beliefs and how they foster the district's core belief in order to meet and exceed the top priorities of the school.
F2Communicate District & Campus Core Beliefs to students daily to promote classroom discipline & a
safe & civil campus cultureNeeds assessment 6/5/14 IN PROGRESS
G2
Foster a welcoming classroom environment for parents that includes positive parental contact &
communication with the central belief in the district & campus Core Beliefs in order to increase
parental involvement on the campus
Parent involvement 211 6400Materials/Resour
ces $ 2,705.00 6/5/14 IN PROGRESS
Julius Dorsey Elementary School [137] 2013-14 School Action Plan
Division 5
SPRUCE FP
NO.
2
NO.
1
2
3
4
5
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
A1
Monitor and review the use of District Blueprints (Semester/Six Weeks) and Campus Instructional
Calendars through weekly Instructional Planning sessions in order to guarantee a cycle of curriculum
alignment of common assessments, grade level curriculum, and classroom instruction every six weeks
Reform strategies 6/5/14 IN PROGRESS
B1
Provide and schedule continuous Instructional Feedback after each teacher spot observation (12 per
year/18 for TINAs) with a developed plan of action for interventions and improvement of teacher
practices using feedback form for Learning Objectives, DOLs, Purposeful Instruction and Student
Engagement
Needs assessment 6/5/14 IN PROGRESS
C1
Conduct teacher professional development alongside Instructional Coaches to identify what students
should learn and be able to do in their grade level and above through staff meeting (Staff/PD/Book
Studies/IC Trng) and weekly Instructional Planning sessions to review lesson planning & delivery
Instr by HQ tchrs 211 6100 PD $ 120,000.00 6/5/14 IN PROGRESS
D1
Train teachers to write purposeful Lesson Plans with rigorous Learning Objectives and Demonstrations
of Learning using district templates & suggested improvements from Instructional Planning including
plans for interventions, differentiation and re-teaching
Timely Add'l
Assistance211 6100 Other $ 15,000.00 6/5/14 IN PROGRESS
E1
Institute the use of Multiple Response Strategies in all classrooms in order to increase student
engagement in all classrooms, including developing Dorsey MRS that work, and monitor their use
through periodic Spot Observations
Instr by HQ tchrs 6/5/14 IN PROGRESS
KEY ACTION (Briefly state the specific goal or objective.)
Quality Instruction: Ensure an aligned curriculum, including "Good, First Instruction" through Spot Observation of classrooms to focus on Learning Objectives, Demonstrations of Learning, Purposeful Instruction, and Active
Student Engagement in order to develop Rigor in each classroom. Develop staff leadership capacity through the use of high-quality instructional strategies and interventions that will lead to an increased level of student
engagement and critical thinking, as well as, classroom autonomy.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
100% of classroom teachers will develop lesson plans that are aligned to district and state curriculum standards
95% of classroom teachers will receive an average of 2.0 Proficient or higher in the areas of Lesson Objectives, Demonstrations of Learning, Purposeful Instruction, and Student Engagement by December 2013
80% of classroom teachers will receive an average of 3.0 Exemplary in the areas of Lesson Objectives, Demonstrations of Learning, Purposeful Instruction, and Student Engagement by June 2014
NO.
2
NO.
1
2
3
4
5
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
KEY ACTION (Briefly state the specific goal or objective.)
Quality Instruction: Ensure an aligned curriculum, including "Good, First Instruction" through Spot Observation of classrooms to focus on Learning Objectives, Demonstrations of Learning, Purposeful Instruction, and Active
Student Engagement in order to develop Rigor in each classroom. Develop staff leadership capacity through the use of high-quality instructional strategies and interventions that will lead to an increased level of student
engagement and critical thinking, as well as, classroom autonomy.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
100% of classroom teachers will develop lesson plans that are aligned to district and state curriculum standards
95% of classroom teachers will receive an average of 2.0 Proficient or higher in the areas of Lesson Objectives, Demonstrations of Learning, Purposeful Instruction, and Student Engagement by December 2013
80% of classroom teachers will receive an average of 3.0 Exemplary in the areas of Lesson Objectives, Demonstrations of Learning, Purposeful Instruction, and Student Engagement by June 2014
F1Insure that classroom teaching is conducted from bell to bell and use effective time management so
that teachers obtain the maximum effort of teaching on a daily basisReform strategies 6/5/14 IN PROGRESS
G1
Host monthly Parent Coffees and Parent Reading/Math Academic Nights (Oct/Feb) that outline the
aligned curriculum per grade levels to address what students have to learn by the conclusion of the
school year
Parent involvement 211 6400Materials/Resour
ces $ 2,705.00 6/5/14 IN PROGRESS
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
A2Create Instructional Calendars based on alignment to district Blueprints and develop intervention &
reteaching lessons to address student deficiencies and teach a guaranteed & viable aligned curriculumInstr by HQ tchrs 6/5/14 IN PROGRESS
B2
Implement leadership suggestions after spot observation/feedback sessions in order to incorporate
best practices to address LO's, DOL's, Purposeful Instruction, Student Engagement and Rigor in the
classroom
Needs assessment 6/5/14 IN PROGRESS
C2Plan and submit weekly lesson plans aligned to district Blueprints and campus Instructional Calendars
that will be discussed and reviewed during weekly Instructional Planning sessions on TuesdaysInstr by HQ tchrs 6/5/14 IN PROGRESS
D2
Develop weekly lesson plans that will address the aligned district curriculum, LO's and DOL's that are
clear, specific & measurable, writing assignments in all grade level and core content areas, activities
that build rigor, and address interventions, differentiation and re-teaching opportunities to meet the
needs of students daily
Timely Add'l
Assistance211 6300
Materials/Resour
ces $ 2,500.00 6/5/14 IN PROGRESS
NO.
2
NO.
1
2
3
4
5
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
KEY ACTION (Briefly state the specific goal or objective.)
Quality Instruction: Ensure an aligned curriculum, including "Good, First Instruction" through Spot Observation of classrooms to focus on Learning Objectives, Demonstrations of Learning, Purposeful Instruction, and Active
Student Engagement in order to develop Rigor in each classroom. Develop staff leadership capacity through the use of high-quality instructional strategies and interventions that will lead to an increased level of student
engagement and critical thinking, as well as, classroom autonomy.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
100% of classroom teachers will develop lesson plans that are aligned to district and state curriculum standards
95% of classroom teachers will receive an average of 2.0 Proficient or higher in the areas of Lesson Objectives, Demonstrations of Learning, Purposeful Instruction, and Student Engagement by December 2013
80% of classroom teachers will receive an average of 3.0 Exemplary in the areas of Lesson Objectives, Demonstrations of Learning, Purposeful Instruction, and Student Engagement by June 2014
E2Continuously use Multiple Response Strategies daily in order to increase student engagement in daily
delivery of lesson, as well as, develop own MRS that increase student achievementInstr by HQ tchrs 6/5/14 IN PROGRESS
F2 Engage students in bell to bell instruction to maximize daily instructional efforts Reform strategies 6/5/14 IN PROGRESS
G2
Facilitate Parent Reading/Math Academic Nights as grade levels to address parental questions as to
what students are expected to learn by the end of the year in their grade, including the discussion of
grade level non-negotiable, goal setting, passing standards and aligned curriculum
Parent involvement 211 6400Materials/Resour
ces $ 2,705.00 6/5/14 IN PROGRESS
Julius Dorsey Elementary School [137] 2013-14 School Action Plan
Division 5
SPRUCE FP
NO.
3
NO.
1
2
3
4
5
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
A1
Conduct data meetings to analyze student achievement data after third and sixth week common
assessments in order to profile student performance in order to create early interventions for
struggling students that will be collected in grade level data binders
Assessment Dec-Mak 211 6300Materials/Resour
ces $ 2,500.00 6/5/14 IN PROGRESS
B1Evaluate the use of Accelerated Reading, Istation and Reasoning Minds for Reading & Math progress
throughout the year in order to see increases in student foundational skills in grade K-4th gradeCoordination of Svcs 211 6300
Purchased
Services $ 12,250.00 6/5/14 IN PROGRESS
C1
Lead weekly Instructional Planning sessions to discuss what students know and should be able to do
(curriculum alignment), how we know when students have learned (assessment, what we do when
students aren't learning (interventions), and what we do when the students have already learned the
material (enrichment)
Needs assessment 6/5/14 IN PROGRESS
D1Instructional Coaches will meet weekly with staff to analyze data, prepare instructional calendars, co-
plan professional development, and collaborate with staff to build common assessments Assessment Dec-Mak 211 6100 PD $ 120,000.00 6/5/14 IN PROGRESS
E1
Foster instructional feedback based on classroom Spot Observations to adjust instruction accordingly
after observations, data analysis and common assessments or ACPs in order to coordinate tutoring and
intervention blocks daily
Timely Add'l
Assistance211 6100
Purchased
Services $ 15,750.00 6/5/14 IN PROGRESS
F1Review campus SMART goals with staff continuously in order to develop grade level SMART goals and
individual teacher goal settingReform strategies 6/5/14 IN PROGRESS
70% advancement by one level will be evident on the TELPAS in grades K-5th grade for all identified LEP students
KEY ACTION (Briefly state the specific goal or objective.)
Student Acheivement: Consistently monitor student academic progress through an intentional intervention system designed to accelerate the closing of the achievement gap. Assess student academic performance in all Core
Content Areas (Reading, Writing, Math and Science) through formative assessments, data analysis, and student profiling.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
90% of students in grades 3rd-5th will meet minimum passing standards on the STAAR exam in Reading, Math, Science and Writing, with 40% of students achieving the Level III: Advanced performance.
90% of students in K-2nd grade will achieve at the 40th percentile on the ITBS/Logramos exam in Reading & Math; while 40% of students will achieve at the 80th percentile.
80% of students will be proficient as measured by the District's mid-year (Dec) and end-of-year (May) ACPs in the 4 core content areas of Reading, Math, Science and Social Studies
NO.
3
NO.
1
2
3
4
5
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
70% advancement by one level will be evident on the TELPAS in grades K-5th grade for all identified LEP students
KEY ACTION (Briefly state the specific goal or objective.)
Student Acheivement: Consistently monitor student academic progress through an intentional intervention system designed to accelerate the closing of the achievement gap. Assess student academic performance in all Core
Content Areas (Reading, Writing, Math and Science) through formative assessments, data analysis, and student profiling.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
90% of students in grades 3rd-5th will meet minimum passing standards on the STAAR exam in Reading, Math, Science and Writing, with 40% of students achieving the Level III: Advanced performance.
90% of students in K-2nd grade will achieve at the 40th percentile on the ITBS/Logramos exam in Reading & Math; while 40% of students will achieve at the 80th percentile.
80% of students will be proficient as measured by the District's mid-year (Dec) and end-of-year (May) ACPs in the 4 core content areas of Reading, Math, Science and Social Studies
G1
Develop teachers in conjunction with Instructional Coaches, local, state & national professional
development session, including staff in curriculum alignment activities, action planning, collaborative
planning periods and PLCs on a weekly basis
Attracting HQ staff 211 6400 Other $ 1,200.00 6/5/14 IN PROGRESS
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
A2
Participate in data analysis meetings to review student achievement after each common assessment in
order to profile and tier students in order to create interventions for struggling students; continuously
monitoring student progress in the classroom using classroom data binders and portfolios developed
for each student
Timely Add'l
Assistance211 6300
Materials/Resour
ces $ 2,500.00 6/5/14 IN PROGRESS
B2
Coordinate and monitor student progress on Accelerated Instruction, Istation and Reasoning Minds
programs to build student foundational skills in Math & Reading as well as build interventions from
program progress reports
Coordination of Svcs 211 6300Purchased
Services $ 12,250.00 6/5/14 IN PROGRESS
C2
Attend weekly Instructional Planning sessions to properly prepare lesson plans and weekly lessons
built on information garnered from student achievement data and instructional calendars to align LO's,
DOL's, Purposeful Instruction, and Student Engagement
Needs assessment 6/5/14 IN PROGRESS
D2
Participate in monthly staff meetings with school leadership (Principal, AP, IC) to analyze data and
prepare instructional calendars to guide instruction and build common assessments to monitor
student achievement
Assessment Dec-Mak 211 6100 PD $ 120,000.00 6/5/14 IN PROGRESS
NO.
3
NO.
1
2
3
4
5
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
70% advancement by one level will be evident on the TELPAS in grades K-5th grade for all identified LEP students
KEY ACTION (Briefly state the specific goal or objective.)
Student Acheivement: Consistently monitor student academic progress through an intentional intervention system designed to accelerate the closing of the achievement gap. Assess student academic performance in all Core
Content Areas (Reading, Writing, Math and Science) through formative assessments, data analysis, and student profiling.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
90% of students in grades 3rd-5th will meet minimum passing standards on the STAAR exam in Reading, Math, Science and Writing, with 40% of students achieving the Level III: Advanced performance.
90% of students in K-2nd grade will achieve at the 40th percentile on the ITBS/Logramos exam in Reading & Math; while 40% of students will achieve at the 80th percentile.
80% of students will be proficient as measured by the District's mid-year (Dec) and end-of-year (May) ACPs in the 4 core content areas of Reading, Math, Science and Social Studies
E2
Clearly identify new practices based on instructional feedback in lesson planning in order to adjust
instruction based on student achievement scores, including rigorous activities, differentiation, and
interventions for struggling students as well as coordinate tutoring efforts
Timely Add'l
Assistance211 6100 Other $ 15,750.00 6/5/14 IN PROGRESS
F2
Create grade level and individual classroom SMART goals to guide instruction and measure student
achievement as well as communicate student progress to parents through student performance
information & progress reports
Grade-level transitions 6/5/14 IN PROGRESS
G2
Learn best practices through continuous professional development from school leadership, IC's, local,
state and national PD in order to further develop the skills to align curriculum, create common
assessments, monitor student progress and action plan
Attracting HQ staff 211 6400 PD $ 1,200.00 6/5/14 IN PROGRESS
Julius Dorsey Elementary School [137] 2013-14 School Action Plan
Division 5
SPRUCE FP
KEY ACTION PROGRESS REPORT
KEY ACTION 1Culture and Climate: Ensure Dorsey Faculty and Staff
understand and support the DallasISD Core Beliefs. Facilitate
and develop campus Core Beliefs that are positive and forward
thinking and reflect the district's beliefs to foster greater
campus buy-in & accountability. Institutionalize campus
culture by holding all decisions accountable to the district and
SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS
Provide beginning of the year & monthly Professional Development of teachers
by school leadership to facilitate the creation of Dorsey Core Beliefs and
maintaining teacher support, training, and accountability to both belief
systems.
6/5/14IN
PROGRESS
Teachers will participate in Beginning & monthly Core Belief activities
throughout the year in order to be held accountable to maintaining a campus
culture that values student achievement and professionalism.
6/5/14 IN PROGRESS
Facilitate all staff meetings (Staff/PD/Book Studies "Results Now"/IC Trng) with
campus & district core belief exercise& norms and how it relates to our key
actions and campus priorities
6/5/14IN
PROGRESS
Attend all campus meetings (Staff/PD/Book Studies-"Results Now"/IC Trng) on
time and follow campus norms to actively participate in campus mtgs/trngs by
asking clarifying questions as related to core beliefs, campus priorities, and key
actions
6/5/14 IN PROGRESS
Building leadership will lead by example and relate all decisions, systems,
procedures & accountability to the DallasISD Core Beliefs and campus
developed Core Beliefs
IN
PROGRESS
Teachers will be held accountable to the District and campus core beliefs, and
all grade level and teacher actions will be assessed through both core belief
systems to foster a campus culture of greater teacher accountability
IN PROGRESS
Conduct a campus Year in Review that will measure each teacher's
effectiveness from the previous year in order to build goal setting conference
and develop SMART goals on a one-on-one and grade level basis
8/26/13IN
PROGRESS
Complete a Year in Review self-reflection at the beginning of the year in order
to measure own practices and develop new SMART goals related to core beliefs
in order to grow as a grade level and individually
8/26/13 IN PROGRESS
Train grade levels and teachers to develop monthly Core Belief activities and
generate a Grade Level Action Plans to address Philosophy, Instruction &
Student Achievement in order to build greater grade level accountability to
student overall development throughout the year
6/5/14IN
PROGRESS
Grade levels will conduct monthly Core Belief activities for monthly staff
meetings in order to promote campus/district core beliefs for greater buy-in, as
well as, generate grade level Action Plans to address needs of each grade level
in relation to philosophy, instructional practices & student achievement
6/5/14 IN PROGRESS
SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS
Communicate Core Beliefs daily to faculty, staff & students to promote a
campus culture focused on developing students who are college & career
ready, including character development of students to encourage a safe & civil
campus
6/5/14IN
PROGRESS
Communicate District & Campus Core Beliefs to students daily to promote
classroom discipline & a safe & civil campus culture6/5/14 IN PROGRESS
Include parents through PTA & Parent Coffees/SBDM Mtg in the discuss of the
district & campus Core Beliefs in order to communicate the importance of
parental involvement/volunteerism/participation in their child's classroom and
throughout the campus
6/5/14IN
PROGRESS
Foster a welcoming classroom environment for parents that includes positive
parental contact & communication with the central belief in the district &
campus Core Beliefs in order to increase parental involvement on the campus
6/5/14 IN PROGRESS
KEY ACTION 2
Quality Instruction: Ensure an aligned curriculum, including
"Good, First Instruction" through Spot Observation of
classrooms to focus on Learning Objectives, Demonstrations of
Learning, Purposeful Instruction, and Active Student
Engagement in order to develop Rigor in each classroom.
Develop staff leadership capacity through the use of high-
quality instructional strategies and interventions that will lead
to an increased level of student engagement and critical
thinking, as well as, classroom autonomy.
SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS
Monitor and review the use of District Blueprints (Semester/Six Weeks) and
Campus Instructional Calendars through weekly Instructional Planning sessions
in order to guarantee a cycle of curriculum alignment of common assessments,
grade level curriculum, and classroom instruction every six weeks
6/5/14IN
PROGRESS
Create Instructional Calendars based on alignment to district Blueprints and
develop intervention & reteaching lessons to address student deficiencies and
teach a guaranteed & viable aligned curriculum
6/5/14 IN PROGRESS
Provide and schedule continuous Instructional Feedback after each teacher
spot observation (12 per year/18 for TINAs) with a developed plan of action for
interventions and improvement of teacher practices using feedback form for
Learning Objectives, DOLs, Purposeful Instruction and Student Engagement
6/5/14IN
PROGRESS
Implement leadership suggestions after spot observation/feedback sessions in
order to incorporate best practices to address LO's, DOL's, Purposeful
Instruction, Student Engagement and Rigor in the classroom
6/5/14 IN PROGRESS
Conduct teacher professional development alongside Instructional Coaches to
identify what students should learn and be able to do in their grade level and
above through staff meeting (Staff/PD/Book Studies/IC Trng) and weekly
Instructional Planning sessions to review lesson planning & delivery
6/5/14IN
PROGRESS
Plan and submit weekly lesson plans aligned to district Blueprints and campus
Instructional Calendars that will be discussed and reviewed during weekly
Instructional Planning sessions on Tuesdays
6/5/14 IN PROGRESS
Train teachers to write purposeful Lesson Plans with rigorous Learning
Objectives and Demonstrations of Learning using district templates &
suggested improvements from Instructional Planning including plans for
interventions, differentiation and re-teaching
6/5/14IN
PROGRESS
Develop weekly lesson plans that will address the aligned district curriculum,
LO's and DOL's that are clear, specific & measurable, writing assignments in all
grade level and core content areas, activities that build rigor, and address
interventions, differentiation and re-teaching opportunities to meet the needs
of students daily
6/5/14 IN PROGRESS
SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS
Institute the use of Multiple Response Strategies in all classrooms in order to
increase student engagement in all classrooms, including developing Dorsey
MRS that work, and monitor their use through periodic Spot Observations
6/5/14IN
PROGRESS
Continuously use Multiple Response Strategies daily in order to increase
student engagement in daily delivery of lesson, as well as, develop own MRS
that increase student achievement
6/5/14 IN PROGRESS
Insure that classroom teaching is conducted from bell to bell and use effective
time management so that teachers obtain the maximum effort of teaching on a
daily basis
6/5/14IN
PROGRESSEngage students in bell to bell instruction to maximize daily instructional efforts 6/5/14 IN PROGRESS
Host monthly Parent Coffees and Parent Reading/Math Academic Nights
(Oct/Feb) that outline the aligned curriculum per grade levels to address what
students have to learn by the conclusion of the school year
6/5/14IN
PROGRESS
Facilitate Parent Reading/Math Academic Nights as grade levels to address
parental questions as to what students are expected to learn by the end of the
year in their grade, including the discussion of grade level non-negotiable, goal
setting, passing standards and aligned curriculum
6/5/14 IN PROGRESS
KEY ACTION 3
Student Acheivement: Consistently monitor student academic
progress through an intentional intervention system designed
to accelerate the closing of the achievement gap. Assess
student academic performance in all Core Content Areas
(Reading, Writing, Math and Science) through formative
assessments, data analysis, and student profiling.
SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS
Conduct data meetings to analyze student achievement data after third and
sixth week common assessments in order to profile student performance in
order to create early interventions for struggling students that will be collected
in grade level data binders
6/5/14IN
PROGRESS
Participate in data analysis meetings to review student achievement after each
common assessment in order to profile and tier students in order to create
interventions for struggling students; continuously monitoring student progress
in the classroom using classroom data binders and portfolios developed for
each student
6/5/14 IN PROGRESS
Evaluate the use of Accelerated Reading, Istation and Reasoning Minds for
Reading & Math progress throughout the year in order to see increases in
student foundational skills in grade K-4th grade
6/5/14IN
PROGRESS
Coordinate and monitor student progress on Accelerated Instruction, Istation
and Reasoning Minds programs to build student foundational skills in Math &
Reading as well as build interventions from program progress reports
6/5/14 IN PROGRESS
Lead weekly Instructional Planning sessions to discuss what students know and
should be able to do (curriculum alignment), how we know when students have
learned (assessment, what we do when students aren't learning (interventions),
and what we do when the students have already learned the material
(enrichment)
6/5/14IN
PROGRESS
Attend weekly Instructional Planning sessions to properly prepare lesson plans
and weekly lessons built on information garnered from student achievement
data and instructional calendars to align LO's, DOL's, Purposeful Instruction, and
Student Engagement
6/5/14 IN PROGRESS
Instructional Coaches will meet weekly with staff to analyze data, prepare
instructional calendars, co-plan professional development, and collaborate with
staff to build common assessments
6/5/14IN
PROGRESS
Participate in monthly staff meetings with school leadership (Principal, AP, IC)
to analyze data and prepare instructional calendars to guide instruction and
build common assessments to monitor student achievement
6/5/14 IN PROGRESS
Foster instructional feedback based on classroom Spot Observations to adjust
instruction accordingly after observations, data analysis and common
assessments or ACPs in order to coordinate tutoring and intervention blocks
daily
6/5/14IN
PROGRESS
Clearly identify new practices based on instructional feedback in lesson
planning in order to adjust instruction based on student achievement scores,
including rigorous activities, differentiation, and interventions for struggling
students as well as coordinate tutoring efforts
6/5/14 IN PROGRESS
Review campus SMART goals with staff continuously in order to develop grade
level SMART goals and individual teacher goal setting6/5/14
IN
PROGRESS
Create grade level and individual classroom SMART goals to guide instruction
and measure student achievement as well as communicate student progress to
parents through student performance information & progress reports
6/5/14 IN PROGRESS
SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS
Develop teachers in conjunction with Instructional Coaches, local, state &
national professional development session, including staff in curriculum
alignment activities, action planning, collaborative planning periods and PLCs
on a weekly basis
6/5/14IN
PROGRESS
Learn best practices through continuous professional development from school
leadership, IC's, local, state and national PD in order to further develop the skills
to align curriculum, create common assessments, monitor student progress and
action plan
6/5/14 IN PROGRESS
Julius Dorsey Elementary School [137] 2013-14 School Action Plan
Division 5
SPRUCE FP
SUMMARY OF KEY ACTION EXPENDITURES
FUND 6100 6200 6300 6400 6500 6600 TOTAL
199 $ - $ - $ - $ - $ - $ - $ -
211 $ 526,500.00 $ - $ - $ - $ - $ - $ 526,500.00
240 $ - $ - $ - $ - $ - $ - $ -
286 $ - $ - $ - $ - $ - $ - $ -
199/211 $ - $ - $ - $ - $ - $ - $ -
21M $ - $ - $ - $ - $ - $ - $ - SCE $ - $ - $ - $ - $ - $ - $ -
SCE/199 $ - $ - $ - $ - $ - $ - $ -
Other SR Fund $ - $ - $ - $ - $ - $ - $ -
TOTAL $ 526,500.00 $ - $ - $ - $ - $ - $ 526,500.00
# TITLE I COMPONENT NO. OF ACTIONS
1 Needs assessment 8
2 Reform strategies 10
3 Instr by HQ tchrs 5
4 HQ PD 2
5 Attracting HQ staff 2
6 Parent involvement 4
7 Grade-level transitions 1
8 Assessment Dec-Mak 3
9 Timely Add'l Assistance 5
10 Coordination of Svcs 2
Note: In order to meet Title I requirements, Specific Action steps may be added to the Key Action Tabs OR in the Title I
Specific Actions in the table to the right.
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