campus turnaround implementation plans and targeted improvement plans · 2016. 11. 13. · plans...

Campus Turnaround Implementation Plans and Targeted Improvement Plans

2016 - 2017

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Bonham Elementary

2016-2017 Turnaround Implementation Plan

Formerly Improvement Required

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Definition /Purpose:

Turnaround Initiative:

Systemic Root Cause:

PS 1:

PS 2:

PS 3:

PS 4:

PS 5:

PS 6:

PS 7:

PS 8:

PS 9:

PS 10:

Current campus culture and structures do not fully lend themselves toward a systemic approach of effective teacher collaboration practices which identify needs of students in order to provide more effective and targeted support. Historically, teams have reviewed data, but without consistent protocols for analyzation and prioritization of the essential knowledge and skills, teams have struggled with use of that data in order to develop and successfully deliver quality Tier 1 instruction.

In order to fulfill our mission of inspiring students to reach their fullest potential by providing a safe, student-centered, positive environment, we must establish a professional learning community approach across the entire campus. Through implementing this approach, the campus will make shifts in several areas by focusing on: “how" teachers collaborate as well as “on what”; consistent systems for analyzation of data, most appropriate use of data; and establishing learners with a growth mindset.

In the classroom there will be a shift in focus from what the teacher is doing to what the students are learning, and the collaborative teams will establish processes to monitor student learning.

In this turnaround initiative, collaborative teams will be the driving force for change because they will have purpose, structure, and mutual accountability to all students, staff, parents, and community.

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Bonham will have a 5% increase in the Level 3 performance on STAAR 2017.

57% of ELLS and 64% of EcD students will meet the Level II standard progression measure across all STAAR tested areas on STAAR 2017.

Bonham Elementary

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Annual Goal 9:

Annual Goal 8:

Turnaround Implementation Plan

Responses to these questions have been from the Contact‐Intervention Information Tab

The turnaround implementation plan will assist campuses in monitoring the impact of the turnaround initiative on students and other stakeholders. After completing the Campus Data Analysis tab, which identifies problem statements related to the campus’ current Improvement Required rating, the Campus Intervention team will:

1. Develop annual goals that resolve the issues identified in the problem statements. In year one of implementation, these goals serve as a half-way checkpoint to a Met Standard Rating. In year two of implementation, these goals will lead to a Met Standard rating.

2. Enter the turnaround initiative and systemic root cause from the board approved campus turnaround plan in the boxes below. These must match what was submitted for agency approval.

3. Break the turnaround initiative into initiative components and develop quarterly goals that measure the implementation and impact of each of these components.

Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:

Region 18 165901 Midland ISD

53% of ELL and 46% of EcD students failed to meet the Level II standard progression measure across all STAAR tested areas.

<Enter text>Annual Goal 10:

Problem Statements (PS):

Problem statements are carried over from

Section VI of the Campus Data Analysis

tab OR

Section VI of the District Data Analysis

Summary tab.

Annual Goal 7:

Annual Goal 6:

Annual Goal 5:

Annual Goal 4:

Annual Goal 3:

Annual Goal 2:

Annual Goal 1:

Less than 15% of the EcD or ELLs at Bonham scored Advanced performance on any of their STAAR assessments.

Attestation Statement:

*** Important Notice! Improvement Required (IR) districts/campuses must complete the following attestation statement to fulfill TEC §39.106 requirements.***

By checking the box, I attest that an on-site needs assessment has been conducted according to TEC §39.106 (b) and recommendations were made by the intervention team when considered appropriate. In addition, these findings have been recorded and are available upon request.

Bonham

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000000101 Bonham Elementary





Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

1) Renstar Reading and Math 1)

PLCs will identify the priority standards by content areas (as well as when it is taught in the scope and sequence)

As part of the planning process, content teachers will attend professional development when offered to address the identified priority standards.

4)

As part of the PLC collaborative process, teams continue to identify essential learning standards for each during this quarter. 4)

Using the essential learning standards identified, collaborative teams will develop CFAs and conduct data analysis using the 8-10 day cycle

4)

PLCs will use Field Guild to identify a list of Tier 2 words that can integrated across content areas

Teachers will use identified T2 words throughout CFAs across contents

3)

Vertical teams will ensure all Tier 3 words are introduced and used periodically throughout all grade levels.

Teams will use the Academic Vocabulary lists from Lead4Ward to identify the key conceptual words to be used campuswide

3)

Vertical teams will target essential standards to provide or intervention.

Teams will be using the Lead4ward strategies.

What data was collected to monitor interventions in Q4?

Fifth gradeSTAAR results; summer school rosters

Q3 (Feb, Mar)

Turnaround Initiative Component:

Interventions by Quarter

Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q4 (April, May, June)

Q4 Interventions

By the end of June, 64% of EcD students will pass at a 70 (average of all CFA’s, district checkpoints, EOY grade level assessments, STAAR), while 57% of ELLs will meet the same standard.

Use collaborative teams, both vertical and horizontal, to analyze and improve Tier 1 instruction.

Campus will establish the baseline process for collaborative teams that will impact Tier 1 instruction throughout the year. Q2 Goal:

By the end of January, 58% of the EcD students will pass at a 70 (average of all CFA’s taken during this year), while 52% of ELLs will meet the same standard.

Q3 Goal:

By the end of February, 60% of the EcD students will pass at a 70 (average of all CFA’s, district benchmark/STAAR Release), while 55% of ELLs will meet the same standard.

Q4 Goal:

Campus will establish a Campus Protocol for collaborative team meetings (Agendas, Norms, Goals, Roles, and 4 Critical PLC Questions)

All grade level PLCs will use during their bi-weekly meetings

PLC minutes will be stored on Google Drive using the file naming protocol established

1)

To ensure there is vertical alignment across the content areas, the campus will have collaborative content meetings two times per month (at a minimum) with teachers from each grade level represented.

Teams will follow the campus protocol process for collaborative meetings.

1)Collaborative teams will use the triage process to help determine intervention groups. 1)

Q1 Interventions Q2 Interventions

2)PicturesAnchor ChartsVideos

2) MOY assessments, F&P 2)

4) Istation

AgendaCFAsData

After analyzing 5th grade data, campus will offer summer school to students who failed the second administration of STAAR. The campus will also provide summer school support for the ELLs/Bilingual using Focus funds.

Following first STAAR administration for 5th grade, additional Saturday Academies will be offered for the retesters.

Vertical teams will identify what interventions will be utilized to help support the TEKS that they are not mastered.

3)

Following the established campus protocol, grade level collaborative teams will meet bi-weekly to identify norms, establish SMART goals, and review prior year data for students

2)

Collaborative teams will determine a process for evaluating students’ use of Tier 3 academic vocabulary (evaluation process should be highly engaging activity that allows students to demonstrate understanding of words used across multiple curriculum areas)

2) Saturday academies and after school tutorials will also be utilized to address essential standards 2)

What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3?

Protocols and minutes to be stored in Google drive 1) Protocols and minutes

3)Cross content words lists by grade level

CFAs

List of Priority Standards to be added to the PLC agenda

Stored in Google driv

4) PLC minutesEssential Learning Standards

Q3 Interventions

Initial STAAR results, Saturday Academy rosters

STAAR, Istation

4)

3) Academic Word List 3) District benchmark/STAAR Release

Bonham

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Did you meet this quarter's goal?

Provide the data or evidence that supports meeting or making progress toward this quarterly goal.

Based on the work in this component are you on track to meet your annual goals?

What, if any, adjustments must be made in order to stay on track?

Did you fully implement this initiative component?


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Q1 Report Q2 Report Q3 Report

Select Did you meet this quarter's goal? Select Did you meet this

quarter's goal? Select

Provide the data that supports your 4th quarter status of this initiative component.

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End of Quarter Reporting


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Q4 Report

End of Year Reporting

Provide information as to how your success, or lack of success,with this inititative component will inform/influence your planning for the 2017-2018 school year in order for your campus to meet standard in the required timeframe.

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Bonham

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4) Group monitoring charts 4) CFA, Benchmark/STAAR release for 5th grade reading and math and 4th grade writing 4) Benchmark data for 3rd R & M, 4th R & M, 5 Sc, 6 R

& M 4)


Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar)


Q4 (April, May, June)

Campus will establish systems that are student centered. Student monitoring processes will focus on targeted students from ELL and ECD.

Targeted List of potential and Level III students (4th - 6th grade) for enrichment

4)

All grade levels and content areas that have not administered a released STAAR assessment will ensure students are assessed and learning gaps are identified by the end of Q 3 (March)

4)

Third grade teachers will establish their group using prior year F & P reading levels as well as the Index Planning Sheet

Information to be included on the list for each student: F & P reading level; CFA results; IStation; RenStar; TTM

Teams will highlight the EcD and ELL students

3)

Third grade teachers will establish their group using prior year F & P reading levels as well as the Index Planning Sheet with focus on Level III performance

Information to be included on the list for each student: F & P reading level; CFA results; IStation; RenStar; TTM

Teams will highlight the EcD and ELL students

Third grade list of intervention student based on criteria listed above 3) Third grade list of enrichment student based on criteria

listed above 3) Benchmark/STAAR Release for all remaining tested areas 3)

Primary list of early intervention students 2) Primary list of students for enrichment 2) Istation,Renstar, Compass, Think Through Math, SRI, campus and district assessments 2)

3) Grade level Teams and the instructional specialist will continue to monitor the EcD and ELL students 3)


By the end of quarter 2 there will be a 5% decrease (from baseline data) in our Tier 3 students using I-Station reports.

By the end of Quarter 2, 100% of teachers in grades 3rd - 6th will identify a target group of students for Level III instruction.

Q3 Goal:

Using the Index Planning Sheet, 4th - 6th teachers will identify a target group of students who should be passing STAAR at Level III

Information to be included on the list for each student: scale score; STAAR Item Analysis by content; reading level; CFA results; IStation; RenStar; Compass;SRI;TTM

Establish targeted enrichment groups to meet the needs of these students

1)

Teachers will use the index planning guide to identify students making progress and the student data tracking folders. (3rd - 6th)

K-2 teachers will continue to use F & P for reading assessments and TEMI for monitoring student performances that are above their grade level

Teams and the instructional specialist will continue to monitor and highlight the EcD and ELL students


Renstar Reading and Math, F & P, TEMI

Grade level Teams and the instructional specialist will continue to monitor the EcD and ELL students

Data will collected using tools available through Eduphoria. This could include the Leadership Report Card (Lead4Ward tool) or the grade level disaggregation by student group following each assessment

Other data sources could include RenStar Reading and Math, Think Through Math, and district checkpoints, CFAs

Teachers will use the index planning guide to identify students making progress and the student data tracking folders. (3rd - 6th)

K-2 teachers will continue to use F & P for reading assessments and TEMI for monitoring student performances that are above their grade level


By the end of quarter 4 there will be a 5% decrease in our Tier 3 students using I-Station reports.

By the end of Q4, there will be a 5% increase in the Level 3 performance on STAAR 2017.

Q4 Interventions

Renstar Reading and Math, F & P, TEMI 1)

As intervention groups are established, teachers will work students to monitor progress on the essential learning standards.

Following each CFA, collaborative teams will reassess intervention groups and adjust in order to meet the needs of the students.

4)

Fifth grade reading and math classes, as well as 4th grade writing classes, will administer a released STAAR assessment to targeted the largest gaps 6 weeks prior to the initial STAAR assessment

1)

Q4 Goal:

Q1 Interventions

Q2 Goal:

Using the Index Planning Sheet, teachers will identify a target group of students who should be passing the Level II STAAR.

Information to be included on the list for each student: scale score; STAAR Item Analysis by content; reading level; CFA results; IStation; RenStar; Compass;SRI;TTM


1)

STAAR

By the end of quarter 3 there will be a 5% decrease (from baseline data) in our Tier 3 students using I-station reports.

By the end of March, campus will have 3% increase in Level 3 performance for the targeted group of students

Targeted List of Students of Level II passers (4th - 6th grade) 1)

EOY assessments, F&P, summer school rosters


As a result of the professional development processes completed through STAAR4ward, PLCs will differentiate instruction for the diverse learners identified during Quarter 1.

Data will collected using tools available through Eduphoria. This could include the Leadership Report Card (Lead4Ward tool) or the grade level disaggregation by student group following each assessment

Other data sources could include RenStar Reading and Math, Think Through Math, and district checkpoints, CFAs

2)

For primary teachers, teachers will use prior year’s F & P reading level to identify students who are in need of early intervention (Tier 3)

Information to be included on the list for each student: F & P reading level; CFA results; IStation; RenStar (2nd only), TEMI

Teams and the instructional specialist will highlight the EcD and ELL students

2)

For primary teachers, teachers will use prior year’s F & P reading level to identify students who will enrichment services during period.

Information to be included on the list for each student: F & P reading level; CFA results; IStation; RenStar (2nd only), TEMI

Teams and the instructional specialist will highlight the EcD and ELL students

2)

1)

Bonham

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Q4 Report










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SelectDid you fully implement this initiative component?

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quarter's goal? Select Did you meet this quarter's goal?

Bonham

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Bunche Elementary

2016-2017 Targeted Improvement Plan

1st Year Improvement Required

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PS 1: Root Cause 1:

PS 2: Root Cause 2:

PS 3: Root Cause 3:

PS 4: Root Cause 4:

PS 5: Root Cause 5:

PS 6: Root Cause 6:

PS 7: Root Cause 7:

PS 8: Root Cause 8:

PS 9: Root Cause 9:

PS 10: Root Cause 10:


Needs Assessment Summary and Improvement PlanAfter your data analysis yields a summary of findings that results in a set of problem statements, the next step is to engage in the needs assessment process to identify root causes. The 5 steps of the root causes assessment include:

Step 1: Clarify and prioritize problem statementsStep 2: Establish the purpose of assessing root causes and establish the teamStep 3: Gather dataStep 4: Review data analysisStep 5: Root cause analysis

The needs assessment process is intended to safeguard against planning or implementing strategies before the root cause of a problem is understood.

Less than 50% of our economically disadvantaged students met the standard on STAARreading, with 5% reaching level 3.

is occurring because of Root Cause #3





Section VI of the Campus Data Analysis tab

ORSection VI of the

District Data Analysis Summary tab.

0

Identified and Prioritized Root Causes:

It is important to prioritize your root causes so that your improvement plan is targeted and focused. Although a TEC §11 campus/district improvement plan is critical to overall success, the TEC §39 targeted improvement plan is intended to address the specific reasons for low performance in the state accountability, PBM, or RF system.

If the district or campus would like to identify more than 10 root causes, contact the support specialist assigned to the review.


Collaborative nature was not established at Bunche

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By checking the box, I attest that an on-site needs assessment has been conducted according to TEC §39.106 (b) and recommendations were made by the intervention team when considered appropriate. In addition, these findings have been recorded and are available upon request. Attestation Statement:

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Region 18 165901 Midland ISD 000000134 Bunche Elementary Bunche

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Needs Assessment Summary and Improvement Plan


Region 18 165901 Midland ISD 000000134 Bunche Elementary

Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness

Q1 Goal:

1)

2)

3)

4)

1)

2)

F & PIstationCFAsData protocolObservation

IstationGroupingBaseline data

What data will be collected to monitor interventions in Q1?

Critical Success Factors (CSFs)

ESEA Turnaround Principles (TPs)

Major Systems


Strategy:

Annual Goal:Problem Statement 1: Less than 50% of our economically disadvantaged students met the standard on STAARreading, with 5% reaching level 3.

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60% of our economically disadvantaged students well me standard on STAAR reading, with 10% reaching level III.

Index Number:

Root Cause 1:

By implementing a collaborative planning procedures, the campus will address the needs of the economically disadvantaged students.

CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction

CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction

CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership

CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar

CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement

CSF 6-School Climate/ESEA TP: Improve School Environment

CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers

How will addressing this root cause impact the index/indicator/CSF?

Q3 InterventionsQ2 InterventionsQ1 Interventions

Q3 Goal: 70% of economically disadvantaged students will show a years growth.

100% of reading teachers came to well have routines and procedures established for sharing students vertically across grade levels for interventions.

Pilot program in fifth grade to address fluency

Guided Reading

Data meeting (ITM)

Establish protocols at grade level

Data meeting (ITM)

Guided Reading

Follow Protocols 3)

Monitor progress fluency program4)

3)

4)

1)

2)

Data meeting (ITM)

Guided Reading

Follow calls for vertical groups growth/progress.

Monitoring progress of fluency program

Q2 Goal: 70% of economically disadvantaged students will show a half years growth. Q4 Goal:

1)

2)

1)

2)

1)

2) 2)

1)

4)

3)

2)

1)

iStation Running RecordObservation

Flexible groups/grade levelGrowth/ ProgressSTATs/RTIsTeacher- led

MOY F&PiStationCFA’sRunning RecordsObservation

Data meeting (ITM)

Guided Reading Vertical groups (K-2)

Establish protocols for vertical teaming K-2

Monitor progress of fluency program

Flex groupSaturday AcademyAfters School tutoringFlexible schedulingTeacher ledTransition to Next Year

What data was collected to monitor interventions in Q4?What data will be collected to monitor interventions in Q3?

iStationRunning recordEOY

Flexible groupsSaturday AcademyAfterschool TutoringVertical groupingTeacher Led


Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,

at a minimum, the interventions accomplished for quarter 1 (Q1).Q3 (Feb, Mar) Q4 (April, May, June)Q2 (Nov, Dec, Jan)

By the end of October, 100% of our staff has established common grade level routines and procedures for guided reading implementation.

Q4 Interventions

Bunche

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Region 18 165901 Midland ISD 000000134 Bunche Elementary

3)

4)



Are you on track to meet the annual goal?

What, if any, adjustments must be made in order to meet the annual goal?

Data Analysis Process (Specific) Interventions

Data Quality Annual Goals

Appropriate Strategy CSF/ESEA Turnaround

Identification of Root Cause Training

Quarterly Planning Process Other

Ongoing Monitoring and Interventions

SDQA-San Diego Quick AssessmentMAZE-RCBM-Reading Curriculum Based MeasurementWeekly Fluency AssessmentsStudent Fluency GraphsF&PIstation

AgendasMinutesData protocolCFAs

<Enter text>Provide information as to how the identified elements and their impact on your success, or lack of success, will inform/influence your planning for the 2017-2018 school year.



Provide the data that supports your 4th quarter status of this annual goal.

If you did meet your annual goal, to what do you attribute your success?

If you did not meet your annual goal, to what do you attribute your lack of success?

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Please provide additional information for the selection of Other or for any selected elements.

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Did you meet your annual goal?



3)

4)

3)

4) 4)

3)


ScheduleMinutesAgendasF&PSTAAR

SDQA-San Diego Quick AssessmentMAZE-RCBM-Reading Curriculum Based MeasurementWeekly Fluency AssessmentsStudent Fluency GraphsF&P IstationSTAAR

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Q4 Report

AgendaMInutesCFAs


Select Select

AgendasMinutesData ProtocolTemplate

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Q1 Report Districts and 1st Year IR campuses are not required to complete the

quarter 1 (Q1) report. Q3 Report


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Q2 Report


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Bunche

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Burnet Elementary



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PS 1:

PS 2:

PS 3:

PS 4:

PS 5:

PS 6:

PS 7:

PS 8:

PS 9:

PS 10:

Our campus has not consistently implemented tier 1 instruction that ensures mastery of academic essential standards necessary for student learning.

Improved Tier 1 instruction

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85% of all students. Progress on identify the essential standards to demonstrate proficiency on or above grade level.

Burnet

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Annual Goal 9:

Annual Goal 8:









Tier 1 instruction is not transferring to student progress.





tab OR


Summary tab.

Annual Goal 7:

Annual Goal 6:

Annual Goal 5:

Annual Goal 4:

Annual Goal 3:

Annual Goal 2:

Annual Goal 1:

0




Burnet

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

1) Lessons in Edeuphoria, IFV's and anchor charts, tracking student progress of the central standards 1)

4)

Midand Board agrees to:Include agency-directed governance training for the Board of Trustees and Superintendentin its turnaround and implementation plans; and implement the governance improvements set forth in the agency-directed training andin the training’s implementation fidelity instrument.

4) 4)

Establish and implement task forces to address school wide student behavioral expectations and processes. Establish behavior intervention team (BIT) and parentheses to focus on Tier 2 and Tier 3 behavior support.

3)

Monitor and adjust schoolwide behavioral expectations and processes with a focus on structured teach observe interaction corrections (STOIC). A BIT will observe and provide feedback and support to teachers of students with Tier 2 and 3 behaviors.

3)

Monitor and adjust schoolwide behavioral expectations and processes with a focus on structured teach observe interaction corrections (STOIC). A BIT will observe and provide feedback and support to teachers of students with Tier 2 and 3 behaviors.


Results of survey, tracking student progress of the central standards

Q3 (Feb, Mar)




Q4 Interventions

85% of all students will demonstrate proficiency (70%) on or above grade level for identified essential standards, taught through May.

Focus on Tier I Instruction and essential standards

100% of the teachers will have been trained and will implement classroom strategies from a CIA a process, embedding a lesson delivery model and will teach student behavioral expectations for common areas of the school

Q2 Goal:85% of all students will demonstrate proficiency (70%) on or above grade level for identified essential standards, taught the first semester.

Q3 Goal:85% of all students will demonstrate proficiency (70%) on or above grade level for identified essential standards, taught January through March.

Q4 Goal:

Lesson delivery model has been introduced and the teachers have applied how to incorporate it with the seat height a planning process for one subject area.

1)Continue using the lesson delivery cycle through see I a planning process expanding it to include all core content areas.

1)Continue using the lesson delivery cycle through see I a planning process expanding it to include all core content areas.

1)

Q1 Interventions Q2 Interventions Q3 Interventions

2) Online visit schedule, student writing products, teacher lesson plans, coaching schedules 2) Online visit schedule, student writing products,

teacher lesson plans, coaching schedules 2)

4)

Online visit schedule, student writing products, teacher lesson plans, coaching schedules

Continue using the lesson delivery cycle through see I a planning process expanding it to include all core content areas.

K-2 teachers will receive training from an outside writing consultant. Third through fifth grade teachers will continue to expand job embedded teaching training process

Monitor and adjust schoolwide behavioral expectations and processes with a focus on structured teach observe interaction corrections (STOIC). A BIT will observe and provide feedback and support to teachers of students with Tier 2 and 3 behaviors. A new team of staff members will attend conference in Portland.

3)


2)


2)


2)


Lessons and Eduphoria and complete anchor charts, tracking student progress of the central standards 1) Lessons in Edeuphoria, IFV's and anchor charts, tracking

student progress of the central standards

3)Discipline data collection, products from each task force addressing expectations for common area behavior

4)

On-site visit schedule, student writing projects, teacher lesson plans, coaching schedules

Agenda and minutes from staff meetings, disciplined data collection, the BIT observation and recommendations. Task force will complete evaluations and a survey at the end of each six weeks each

4)

3)


3)


Burnet

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Yes Did you meet this quarter's goal? Select Did you meet this



The campus is tracking science and writing. The campus continues working on motivating student and discipline.





Right on Target

Every teacher has been trained on the expectations of using a lesson model. Professional development was delivered in August with follow-up during September and October. The campus continues to monitor the lesson plans for the lesson model. Every teacher may not be using the lesson model 100% at this time, but most are using the lesson model. Teachers are using using lead4ward anchor charts for lesson planning cycles. The campus spent professional development on behavior in common areas to address discipline on the campus. The campus is currently tracking discipline reports and as of the first part of October there have only been 16 discipline referrals. The campus and behavior teams are concentrating on student behavior in Tier 2 and 3. Support for classroom teachers with Tier 2 and 3 students is in place. The CIA process is continuing on the campus teachers are using anchor charts in the planning sessions as well as evidence of learning with the students in the classroom. Writing training has been delivered to carry two teachers twice since school started new third grade teachers are receiving support in writing through the curriculum specialist. On the first editing and revising CSA students received an overall


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Q4 Report



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Burnet

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Crockett Elementary


6th Year Improvement Required

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PS 1:

PS 2:

PS 3:

PS 4:

PS 5:

PS 6:

PS 7:

PS 8:

PS 9:

PS 10:

Through the systematic data analysis process, multiple factors were identified as roadblocks to students’ success. These included such things as teacher movement (both across grades and off campus), behavior/discipline, students’ lack of foundational skills, and other curriculum/instruction/scheduling concerns. These variables and lack of rigor have resulted in a deficit of foundational skills in kindergarten through second grade which has led to students’ continued struggle to transfer knowledge at the higher cognitive levels required of STAAR assessments.

By establishing a shared leadership process through newly formed action teams, Crockett will address multiple CSFs which impact student performance. The focus of these action teams will include academic intervention, behavior, literacy, and leadership. The campus master schedule will be adjusted to ensure collaborative time for both vertical and horizontal teaming. Structures and/or protocols for these meetings will be established and monitored by campus leadership. Within the classroom environment, the focus will shift from what teachers are doing to what students are learning and more consistent processes will be established to monitor that learning.

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20% of the students tested will meet recommended performance standard on 2 or more STAAR assessments.

At least 16% of the economically disadvantaged students will meet the Level III standard in Reading and at least 13% will meet the same standard in Math.

At least 65% of the EcoDis students will meet Level II performance on STAAR in each tested area.

Crockett Elementary

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Annual Goal 9:

Annual Goal 8:









While there were more passers on STAAR 2016 (50%) when compared to STAAR 2015 (42%), half of Crockett's economically disadvantaged students were not demonstrating the transfer of knowledge from classroom instruction to STAAR standards across all content areas.





tab OR


Summary tab.

Annual Goal 7:

Annual Goal 6:

Annual Goal 5:

Annual Goal 4:

Annual Goal 3:

Annual Goal 2:

Annual Goal 1:

Of the 176 students tested, only 23 (or 13%) met the Postsecondardy Readiness standard for STAAR. This is the third year Crockett has earned 11 out of 12 points for Index 4.

Less than 7% of Crockett economically disadvantaged students met the Advanced standard in reading and or math.




Crockett

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000000105 Crockett Elementary





Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

1)Agenda, MinutesFeedback from Solution Tree ConsultantPD artifacts, lesson plans, CFAs

1)

Lead4Ward Strategy Challenge #1

(Grade level teachers will select a best practice instructional strategy to share with the staff and then teach their students. Students must be able to transfer the learning from that strategy. Lessons will be recorded and stored in Google+)

4) Begin Lead4Ward Strategy Challenge #2 4) Complete Lead4Ward Strategy Challenge #2 4)

Staff will participate in 1/2 day district provided planning/training sessions for reading and math

The district will also provide instructional support on campus

3)

Staff will participate in 1/2 day district provided planning/training sessions for reading and math

The district will also provide instructional support on campus

3) Staff will participate in 1/2 day district provided planning/training sessions for reading and math


Agenda, MinutesFeedback from Solution Tree Consultant

Q3 (Feb, Mar)




Q4 Interventions

100% of teachers will evaluate the effectiveness of campus and district initiatives to celebrate successes and begin planning for 2017-2018.

Under the guidance of the Leadership Action Team, the Crockett staff will participate and implement professional learning to impact student growth and achievement. (CSF - Academic Performance -1, Teacher Quality - 7, Leadership - 3, Using Data - 2).

100% of Crockett teachers implement district and campus initiatives with fidelity. Q2 Goal:

100% of core content classrooms will demonstrate evidence of professional learning such as student portfolios and anchor charts.

Q3 Goal: 100% of core content classrooms will demonstrate evidence of post assessment review. Q4 Goal:

Following the PLC model, collaborative teams will follow the campus developed meeting calendar to plan, analyze data, and respond with appropriate intervention/enrichment.

Collaboration teams will also work with their consultant from Solution Tree during this quarter.

1)

Collaborative teams will follow the campus developed meeting calendar to plan, analyze data, and respond with appropriate intervention/enrichment.


Vertical content teams will work with outside consultants on creating curriculum maps, problem solving/instructional strategies and writing common formative assessments for Reading and Math in November and January (2 days each month)

1)

Collaboratative teams will follow the campus developed meeting calendar to plan, analyze data, and respond with appropriate intervention/enrichment.


Vertical content teams will work with outside consultants on creating curriculum maps, problem solving/instructional strategies and writing common formative assessments for Reading and Math in February (2 days)

1)


2)Webinar sessions to be turned around to entire staff

Reflections/feedback from the 2 instructional rounds2)

Webinar sessions to be turned around to entire staff

Reflections/feedback from the 2 instructional rounds2)

4) Teacher presentationsVideos

Webinar turnaround training with staffIFV dataInstructional Rounds reflections

Collaboratative teams will follow the campus developed meeting calendar to plan, analyze data, and respond with appropriate intervention/enrichment.

Staff will use the Lead4Ward resources and campus based action team to provide professional learning.-Planning ahead

3)

Staff will use the Lead4Ward resources and campus based action team to provide professional learning.-Identifying Priority Knowledge and Skills-Planning for access, rigor and transfor of learning-Differentiation for the diverse learner

Teachers will be trained on Crockett’s expectations for Instructional Rounds.

2)

Staff will use the Lead4Ward resources and campus based action team to provide professional learning.-Helping students make sense of assessment results-Determining how to best serve the struggling students with first semester content

Teachers will participate in at least 2 instructional rounds this quarter

2)

Staff will use the Lead4Ward resources and campus based action team to provide professional learning.-Prioritizing and planning for engaging review

Teachers will participate in at least 2 instructional rounds this quarter

2)


Agenda, MinutesFeedback from Solution Tree Consultant 1)

Agenda, MinutesFeedback from Solution Tree ConsultantPD artifacts, lesson plans, CFAs

3)

District staff development calendar

Eduphoria sign up listArtifactsIFV data

Teacher presentationsVideos 4) Teacher presentations

Videos

Webinar sessions to be turned around to entire staff

Teachers participation in the reflection activity



4)

3)



3)



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Q1 Goal:

1)

2)

3)

4)





Members of the Literacy and RtI Action Teams will support Crockett staff and students by modeling best instructional practices across content areas. ( CSF - Academic Achievement -1 , Learning Time - 4, Data - 2, Teacher Quality - 7)

4)For enrichment, students will participate in project based learning (problem solving activities, book talks, research)

4)

Primary classes (K- 2) will implement a new phonics program. 3)

Continue Sight word fluency program and phonic program for primary grades

Sight words will be assessed and results recorded every two weeks.

3)

(1-6) Assign AR book to quiz whole group, in addition to students reading books on their ZPD in order to meet their reading goals 3)


(K-5) Using IStation assessments, Tier 3 will be reduced by 10% by the end of Quarter 2.

(K-5) Economically Disadvantaged Students in Tier 3 will reduce by 10% by the end of Quarter 2.

(6) Using RenStar assessment data, the student intervention group will reduce by 10%.

Q3 Goal:

Teachers will integrate the Lead4Ward Challenge Strategy (from Quarter 1) 1) Teachers will integrate the Lead4Ward Challenge

Strategy (from Quarter 2)

For enrichment, students will participate in project based learning (problem solving activities, book talks, research)

Campus interventionists will continue to work with students based on identified needs.

(K-2)Guided reading small groups.

(3-6) Teachers will identify additional support needed for students in order to develop most appropriate plan to prepare for ALL levels of STAAR. Instructional services will be provided through Guided Reading, IStation. Additional support will be offered during Saturday Academy

Teachers will reinforce reading strategies for comprehension and monitor fluency to ensure students finish on and above grade level.

Teachers will continue to use data to address student needs.

75% of students will read on grade level by the end of the year.

65% of fifth grade students will pass the STAAR on the first administration and increase to 10% the number of advanced performers.

Q4 Interventions

Train teachers in the MISD Rti process and establish baselines using universal screeners 4) For enrichment, students will participate in project based

learning (problem solving activities, book talks, research)

1)

Q4 Goal:

Q1 Interventions

Q2 Goal:

(K-5) Assess students within the first 6 weeks for reading levels.

(3-6) Use high frequency words to increase vocabulary and fluency.

Teachers will use assessment data to identify students’ area(s) of need in order to develop instructional groups

1)

(K-5) 60% of students will be fluently reading and comprehending on grade level using F & P and IStation assessment.

(6) Reduce an additional 10% (from Quarter 2) of intervention students according to RenStar mid-year assessment.

(K-2)50% of students will be able to recognize and apply letters and sight words.

(3-6) 50% of students will be able to recognize and apply sight words and academic vocabulary.

(K-2) Through small group instruction, literary elements and reading strategies will be applied to ensure comprehension. All students will be timed usinig the sight word fluency program.

(3-5) Guided reading should follow Tier 1 instruction to bring students to level.

(K-6) Teachers continue to use data to address student needs.

Differentiation will occur in guided reading/small group instruction (based on prior CFA data)

Campus interventionists will continue to work with students based on identified needs.

2)

(K-6) Following district curriculum, teachers will pull reading groups based on student need.

K-3 students will master high frequency sight words through daily routine.

Sight words will be assessed and results recorded every two weeks.

Progress will be monitored through Google Doc Report.

2)

Differentiation will occur in guided reading/small group instruction (based on prior CFA data)

Specific re-teach will occur for students that were not successful on each CFA and then students will have the opportunity for a re-test of that same content.

Campus interventionists will support teachers in the following manner:(4-6) Students are identified based on prior year STAAR performance; focus of intervention is based on F & P level and the continuum (F & P resource)(1-3) Students are pulled out, using the their F & P beginning/middle of the year reading level

An additional literacy liaison works with PreK and K on developing a “love for reading”

2)

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1)

2)

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Student projects 4) Student projects 4)

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Training Baseline data from Universal screeners 4)

District Checkpoints (F&P, iStation) 3)(K-2) Running records

(3-6) lists of students served by interventionists3)

Book lists by teacher

% of students making progress in AR reading3)

(K-2)Running records; weekly assessments

Teacher created CFA2)

(K-2)F&P assessment

(3-6) Istation2)

(K-6)CFAs(K-5)Istation(K-6)LLI

2)


F&P assessment & CFA’sBest Practice lessonsVideos 1)

Running recordsAnecdotal notesContact time

Student projects

(K-5) F&P assessment

Sight Word Google Doc Progress monitoring1)

Running recordsAnecdotal notesI Station reportsAttendance sheetsLesson plans for Sat Academy


1)

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Q1 Goal:

1)

2)

3)

4)

1)

2)# of Referrals through Itex

3)

4) 4) Number of contacts through Class DoJo; 6 weeks program recognitions; display in main hallway 4)

Participants in Character Cafe

Number of contacts through Class DoJo; 6 weeks program recognitions; display in main hallway

4)

Mentor programs in place; Sign in Sheets 3) Spirit Stick tickets; goal setting sheets 3)Review chronic student behaviors and supports that have been provided; determine next steps in the RtI process

3)


2) # of Referrals through Itex 2) Support log for teachers; anecdotal log of support impact 2)

Use survey results and data review (from office level referrals, DoJo percentages) to make recommendations for 2017-18

Review Effectiveness of campus wide behavior plan by conducting survey

Q4 Interventions

By creating a campus wide, consistent system of expectations and consequences, the number of office referrals will reduce by 50%.



Evidence of CHAMPS implementation; displays of infractions/consequences 1) Instructional Rounds reflection sheets 1) Team reflection; notes from PD with staff 1)

Every teacher will set up DoJo expectations and make positive contact with parents

Recognize Student Achievement at 6 weeks

Add pictures to PRIDE

4)

Behavior Action Team will begin collecting ideas for a campus wide DoJo store



4)

Set up a Character Cafe



4)

Use previous year’s data to identify the “target” high risk students and begin to build relationships.

Work with Midland Shared Spaces to establish a mentor program.

3)

Teachers will start working with students on goal setting, working toward the Super Improver Awards and Spirit Sticks 3)

Next step may include beginning the Rti process with campus administration, district personnel, and parents

3)




Reward positive behavior with field trip for each grade level. Grade levels will work with behavior team to establish criteria.

1)

Grade levels will create list of proactive procedures and early corrections. Corrections will be monitored through a grade level procedural checklist

2) Continue to reinforce the campus wide behavior plan 2)

For students that are not being successful, action team will work together to do a root cause analysis to determine why the interventions may not have worked

2)


Use professional development time to generate a list of behavioral (common) infractions and consequences. 1)

Staff will participate in instructional rounds to focus on classroom management and effectiveness of small group instruction for high risk students.

1)Behavior Action Team will access discipline referrals from 1st semester and re-visit campus behavior plan - if needed (in early February)


100% of staff will implement the campuswide behavior plan with fidelity by proactively teaching the behaviorial expectations and consequences.

Q2 Goal: 100% of staff will reinforce behavior plan as they begin working with students on setting behavior goals. Q3 Goal:

Behavior Action Team will assess implementation through an overall campus review, as well as a review of the progress of the "targeted" students.

Q4 Goal:


Turnaround Initiative Component: With its focus on classroom environment, the Behavior Action Team will support Crockett and student through consistent systems of support. (CSF - Climate - 6, Family/Community - 5)

List of reward trips and number of students who participated


Survey created by the team

Survey results at the end of the year

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)


Q4 Interventions


1) 1) 1)

4) 4) 4)

3) 3) 3)

1)

Campus will continue to work on development of implementation plan and begin implementation where appropriate

2)

4) 4) 4)

3) 3) 3)

2) 2) 2)

2) 2)


Notify TEA of acceptance of the terms identified by TEA no later than October 25 1)

Board will attend the required 2 day training hosted at Region 18 ESC 1)


MISD Board President and Superintendent will notify TEA of its intentions by the deadline set forth in the October 10 letter.

Q2 Goal:MISD Board of Trustees and Interim Superintendent will fully participate in the required training for turnaround and implementation plans.

Q3 Goal:

MISD Board of Trustees will continue to support the campus according the governance improvements set forth in the agency-directed training throughout the remainder of this turnaround implementation plan.

Q4 Goal:




Turnaround Initiative Component: MISD board participates in governance training and fully implements the improvements set forth in that training

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De Zavala Elementary


3rd Year Improvement Required

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PS 1:

PS 2:

PS 3:

PS 4:

PS 5:

PS 6:

PS 7:

PS 8:

PS 9:

PS 10:

Teachers are not providing consistent, viable, research-based Tier 1 instruction at the depth and complexity level necessary to equip and prepare students to be successful on grade level standards.

Using the collaborative process as the driving force, DeZavala staff will focus its turnaround work on creating successful classrooms that are optimal learning environments for students. By carefully identifying the essential learning standards and academic rigor needed at each grade level for each content area, teams will be equipped with systems/protocols to frequently assess and continuously monitor any gaps in that required learning. Teachers and parents will work as teams as we educate families about the essential learning standards and academic rigor required to be successful in 21st century schools. This will be accomplished through multiple communication processes throughout the year.

Analysis will be conducted on the time allotments given to content instruction to ensure mastery of skill-based learning as well as adequate time spent on application and transfer of learning in common and novel ways. Learning gaps will be addressed through teams establishing intervention and remediation systems, to ensure that each child is learning to their full potential.

Additionally, collaborative teams will identify and teach age appropriate, research-based behavioral attributes that contribute to successful learning at each grade level. These attributes will be communicated to parents and students in the same manner as the academic standards, ensuring that we are educating the whole child and continually moving students toward self-aware and self-directed learning.

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At least 15% of the Economically Disadvantaged students group will meet the Advanced (Level III) performance level on the STAAR 2017 assessments (Reading, Math, Writing and/or Science).

On the STAAR 2016, students in the Hispanic and EcD student groups will meet the following performance targets: Reading - 70% Math - 70% Writing - 60% Science - 60%

De Zavala Elementary

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Annual Goal 9:

Annual Goal 8:









Less than 60% of the Hispanic and EcD student groups met the Level II passing standard on STAAR Reading or Math, while less than 50% met the Level II passing standard for Writing and Science.





tab OR


Summary tab.Annual Goal 7:

Annual Goal 6:

Annual Goal 5:

Annual Goal 4:

Annual Goal 3:

Annual Goal 2:

Annual Goal 1:

Less than 9% of the Economically Disadvantaged students scored at the Advanced (Level III) Level on any of the 2016 STAAR assessments.




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000000106 De Zavala Elementary





Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

1)

PD artifactsLesson PlansCFAsStudent results on CFAs

1)

Primary teams (K-2) will develop rolling assessments for reading and math to be given weekly. Results will be used to make educational decisions including reteach, intervene or enrich.

4)


4)


4)

Collaborative (grade level) teams will meet bi-monthly to discuss the 4 critical questions of PLCs. As part of this process, teams will review students' progress and identify appropriate interventions or enrichments.

3)


3)




Q3 (Feb, Mar)




Q4 Interventions

Hispanic and EcD tudents will meet the following performance targets: Reading - 70% Math - 70% Writing - 60% Science - 60%

Collaboration teams will continue their focus on curriculum and closing the learning gaps.

100% of the collaborative teams will collect and analyis data to establish baselines. Q2 Goal:

Hispanic and EcD tudents will meet the following performance targets: Reading - 60% Math - 60% Writing - 50% Science - 50%

Q3 Goal:

Hispanic and EcD student groups will meet the following performance targets: Reading - 65% Math - 65% Writing - 55% Science - 55%

Q4 Goal:

Vertical content teams (3rd - 6th) will work with Reading, Math and Science consultants on -creating curriculum maps for each six weeks reporting period -agreed on problem solving strategies and instructional strategies -writing common formative assessments for all STAAR tested areas

Aug 16 7 17Sept 8 & 9October 10

1)

Vertical content teams (3rd - 6th) will work with outside consultants on -creating curriculum maps for each six weeks reporting period -agreed on problem solving strategies and instructional

strategies -writing common formative assessments for all STAAR tested areas

Nov 8Jan 6

1)

Vertical content teams (3rd - 6th) will continue their work with outside consultants on -creating curriculum maps for each six weeks reporting period -agreed on problem solving strategies and instructional strategies -writing common formative assessments for all STAAR tested areas

Feb 15 & 16March 8 & 9

1)


2) Preliminary vertical documents for Reading 2) Preliminary vertical documents for Science 2)

4) Student performance on all 3 rolling assessments

Preliminary vertical documents for Math

Vertical content teams (3rd - 6th) will continue their work with outside consultants on -creating curriculum maps for each six weeks reporting period -agreed on problem solving strategies and instructional strategies -writing common formative assessments for all STAAR tested areas

April 18 & 19

Collaborative (vertical) teams will identify the skills necessary to access the next grade level's curriculum: Writing



3)

Collaborative (vertical) teams will identify the skills necessary to access the next grade level's curriculum: Math

2)Collaborative (vertical) teams will identify the skills necessary to access the next grade level's curriculum: Reading

2)Collaborative (vertical) teams will identify the skills necessary to access the next grade level's curriculum: Science

2)



1)


3)PLC agendas, minutes

Rolling assessmentsStudents' performance on reading and math 4) Student performance on all 3 rolling assessments


Preliminary vertical documents for Writing

PLC agendas, minutes

Student performance on all 3 rolling assessments


Q4 Report

4)

3) PLC agendas, minutes 3) PLC agendas, minutes

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4) Notes from rounds (feedback) 4) Notes from rounds (feedback) 4)





While establishing a process for teaching key skill-based standards to mastery, DZ staff will increase learning time for both teachers and students.

Lesson PlansConsultants’ SchedulesModeled Lessons

4)Each teacher will participate in at least one instructional round that focuses on the identified priority standards

4)

Core content teachers will participate in job embedded professional development centered around improving instructional outcome.

Campus will integrate STAAR4Ward tools and resources throughout the year Web 2 - Planning for Transfer Web 3 - Differentiate Instruction for the Diverse Learner

3)

Core content teachers will participate in job embedded professional development centered around improving instructional outcome

Campus will integrate STAAR4Ward tools and resources throughout the year Web 4 - Evaluating Assessments Web 5 - Looping Back

Sign in Sheet 4)

District provided professional development Guided MathLevels of Engagement

3)District provided professional development Guided MathLevels of Engagement

3)District provided professional development Guided MathLevels of Engagement

3)

Teacher's schedules reflecting intervention timesStudent Mastery Charts 2) Teacher's schedules reflecting intervention times

Student Mastery Charts 2) Teacher's schedules reflecting intervention timesStudent Mastery Charts 2)

3)


Campus will integrate STAAR4Ward tools and resources throughout the year

Web 6 - Prioritizing for Review

3)


5% of 3-6 graders will score advanced in reading, math, and science. Q3 Goal:

Outside consultants will plan lessons with teachers and model lessons in order to show various ways to differentiate levels of rigor

Nov 8Jan 6

1)


Feb 15 & 16March 8 & 9



Each teacher will participate in at least one instructional round that focuses on identified priority standards and/or vocabulary instruction


Campus will integrate STAAR4Ward tools and resources throughout the year

Web 7 - Managing resources

Teachers will adjust their classroom schedules to create time for reading and math intervention daily.

During intervention time, teachers will pull students based on skill deficit to provide remedial instruction.


April 18 & 19

15% of 3-6 graders will score advanced in reading, math, and science.

Q4 Interventions


1)

Teachers will receive training on Instructional Rounds 4) Each teacher will participate in at least one instructional round that focuses on vocabulary instruction

1)

Q4 Goal:

Q1 Interventions

Q2 Goal:


Sept 8Oct 10

1)

District provided professional development Guided MathLevels of Engagement

Notes from rounds (feedback)

10% of 3-6 graders will score advanced in reading, math, and science.


1)

Teacher's schedules reflecting intervention timesStudent Mastery Charts


All teachers will receive additional training on Tier I, Tier II, and Tier III intervention implementation in class.



2)



2)



2)

1)

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4) 4) 4) 4)

3) 3) 3)

Curriculum Maps by Unit for Grades 3-6 for Math 2) Curriculum Maps by Unit for Grades 3-6 for Reading 2) Curriculum Maps by Unit for Grades 3-6 for Writing 2)

For STAAR test areas, vertical teams are creating a system to identify and map essential standards in reading, writing, math and science by instructional units. Maps will include the following: -Description of Standard; Engaging Experience (Instructional Str.); Prerequisite Skills; When Taught; Common Formative Assessment; Common Summative Assessment; Extension Standards; Academic Vocabulary; Stimulus (rigor); and Evidence (thinking)

Primary teachers will continue to administer the rolling assessments. A twelve week report will be sent home with the report card during this quarter.

Q4 Interventions

By June 2016, DeZavala staff will have established a complete set of essential learning standards for Kindergarten through Sixth Grade in reading and math.



Rolling AssessmentProgress Tracking Chart 1) Rolling Assessment Data; 12 week report 1) Rolling Assessment Data; 12 week report 1)

4) 4) 4)

3) 3) 3)


1)


2)


2)


2)


Beginning with Math, Reading and Writing, primary vertical teams (K-2) will identify the essential skills. A monthly rolling assessment over those key foundational skills will be documented.

1)Primary teachers will continue to administer the rolling assessments. A twelve week report will be sent home with the report card during this quarter.

1)Primary teachers will continue to administer the rolling assessments. A twelve week report will be sent home with the report card during this quarter.


By the end of Quarter 1, vertical teams will establish systems and begin identifying the essential skills for reading and math.

Q2 Goal:By the end of January, DZ staff will have established all first semester essential learning standards for Kindergarten - Sixth Grade in reading and math.

Q3 Goal:By the end of March, DZ staff will have established all essential learning standards for k-6 for reading and math through the 4th six weeks.

Q4 Goal:


Turnaround Initiative Component: During this first year of the turnaround process, campus will begin the development of the communication system for standards based learning.

Rolling Assessment Data; 12 week report

Curriculum Maps by Unit for Grades 3-6 for Science

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)


Q4 Interventions


1) 1) 1)

4) 4) 4)

3) 3) 3)

1)

Campus will continue to work on development of implementation plan and begin implementation where appropriate

2)

4) 4) 4)

3) 3) 3)

2) 2) 2)

2) 2)


Notify TEA of acceptance of the terms identified by TEA no later than October 25

1)

Board will attend the required 2 day training hosted at Region 18 ESC

1)


MISD Board President and Superintendent will notify TEA of its intentions by the deadline set forth in the October 10 letter.

Q2 Goal:MISD Board of Trustees and Interim Superintendent will fully participate in the required training for turnaround and implementation plans.

Q3 Goal:


Q4 Goal:




Turnaround Initiative Component: MISD board participates in governance training and fully implements the improvements set forth in that training

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Houston Elementary



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PS 1: Root Cause 1:

PS 2: Root Cause 2:

PS 3: Root Cause 3:

PS 4: Root Cause 4:

PS 5: Root Cause 5:

PS 6: Root Cause 6:

PS 7: Root Cause 7:

PS 8: Root Cause 8:

PS 9: Root Cause 9:



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Region 18 165901 Midland ISD 000000109 Houston Elementary




Sam Houston scored 38% on the 4th grade Writing STAAR test, which was the lowest in the district. 35% of the 31 Hispanic students met standard while only 29% of the 28 economically disadvantaged students met standard.

50% or less of the economically disadvantaged students did not meet the passing standard on the Spring 2016 STAAR for reading and math.







ORSection VI of the






Prior to the 2015-2016 school year, writing had not been a priority in the primary grades, Pre K-3.

Due to having novice teachers at tested grade levels, limited support for the campus, and limited transfer of training by our teachers, we did not have the level of student progress in reading or math needed to meet standard.

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Houston

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Q1 Goal:

1)

2)

3)

4)



By the end of October, 100% of students will have baseline data from their On Demand Assessment.

By the end of Q1, at least 48% of 4th grade students will score a 2 or better on their 2nd On Demand Assessment.

Q4 InterventionsQ3 InterventionsQ2 InterventionsQ1 Interventions

Q3 Goal:

By the end of May at least 65% of the students in Grades K-3 and 5 will score a 2 or better on the On Demand assessment.

68% of 4th Grade students will score a 2 or better on the On Demand assessment

By the end of March at least 55% of K-3 & 5th grade students will score a 2 or better on an On Demand assessment.

65% of 4th Grade students will score a 2 or better on the On Demand assessment

4th Grade will establish baseline data by the end of September.

(K-3 & 5 will establish baseline data by the end

Launch Workshop - First series of lessons from September 12 - October 31st.

100% of K-5 ELA Teachers will be trained on implementing Writing Workshop and will meet with writing coaches periodically to monitor teacher learning and student growth. Establishing routines and gathering materials.

Writing across the curriculum - will be application of skills learned during writing workshop to transfer into other core curriculum subjects.

Kindergarten will begin writing personal narratives

1st grade will begin informational writing

2nd graders will work on personal narrative using authors as a mentor text.

Grades 3-5 will work on Informational writing - crafting true stories and art of informational writing.

Writers Workshop will be implemented in Kindergarten through 5th grade with fidelty. Pre-Kindergarten will continue to use the district curriculum and be trained during the last six weeks using Launch and Generating Ideas.

On the 2017 fourth grade STAAR writing test, 65% of the 4th grade students at Sam Houston will meet Level II performance standards.

Index Number:

Root Cause 1:

4)

3)

2)

1)

Kindergarten will begin writing persuasive letters

1st grade will begin writing reviews

2nd graders will work on using science books and writing lab reports

Grades 3&5 will work on research and persuasive writing

4th graders will work on revising, editing and expository test taking as a genre

Teacher/student and student/student conference on writingWriting across the curriculum-will be application of skills learned during writing workshop to transfer into other core curriculum subjects.

Writing Buddies - Writing Celebrations

1)

Due to the ongoing coaching and observations for all ELA teachers, we can insure the workshop model is being implemented with fidelity. This implementation, along with Eduporia reports for each of the OnDemand Writing Pieces will ensure we have students in all the primary grades, as well as the upper grades writing daily.

Writing Buddies - Writing Celebrations (Buddies are older students who support the learning

of younger students by sharing their writing and helping with revising and editing)

4)

3)

4)

1)

2)

Kindergarten will begin expository writing

1st grade will work on craftsmanship and revision

2nd grade will continue working on lab reports

3rd grade will write about Fairy Tales

4th and 5th grade will work on research and memoir writingTeacher/student and student/student conference on writing

Writing across the curriculum-will be application of skills learned during writing workshop to transfer into other core curriculum subjects.

Analyze the data to make determination of effectiveness of the program.

Sam Houston scored 38% on the 4th grade Writing STAAR test, which was the lowest in the district. 35% of the 31 Hispanic students met standard while only 29% of the 28 economically disadvantaged students met standard.

Prior to the 2015-2016 school year, writing had not been a priority in the primary grades, Pre K-3.

Writing across the curriculum-will be application of skills learned during writing workshop to transfer into other core curriculum subjects.

3)

Q2 Goal:

By the end of January at least 50% of K-3 and 5th grade students will score a 2 or better on the On Demand assessment.

58% of 4th Grade students will score a 2 or better on the On Demand assessment.

Q4 Goal:

2)

Annual Goal:Problem Statement 1:









Teacher/student and student/student conference on writing


Strategy:



Major Systems

Houston

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1)

2)

3)

4)





Lessons within the Lucy Calkins WorkshopMatched Mentor Text - selected by the Lucy Calkins Curriculum.


Lesson plansComposition/writing pieceLucy Calkins – Units of study for writing Video conference for shared reflectionCoaching notebook/conference notes

Interactive notebooksEvidence of student writing – anchor charts , exit ticketIFV’s data

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Q2 Report


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Eduphoria On Demand Scores

Select


Q4 Report


TeachersStudentsWriting piecesCelebrations with preset goals for finished pieces to be shared with a predetermined (cross grade levels) audience.

2)

1)




TeachersStudentsWriting piecesCelebrations with preset goals for finished pieces to be shared with a predetermined (cross grade levels) audience.




4)

3)

2)

1)

4)

2)

4)

3)





1)

3)


Select

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On Demand Assessment

Interactive notebooksEvidence of student writing – exit tickets, any written formative assessment and labsIFV’s dataGoogle Plus sharingOn Demand Assessments Eduphoria

Lucy Calkins Rubric & Celebrations

Each rubric is specific to the strategies taught in the unit with writing process standard for each grade level infused in every unit. District Coaches will collaborate with teachers to create a rubric for each On Demand Assessments.

Training, monitoring and plan/observing weekly on campus.Lori WoodLisa KilbornChristin ReevesTheresa Slokum

Training on 10/10/16


Houston

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Houston

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Q1 Goal:

1)

2)

3)

4)


Q2 (Nov, Dec, Jan) Q3 (Feb, Mar)

3)

Lesson plans that include vocabulary, HYS, preplanned questions utilizing the Planning Guide from STAAR4Ward and PLC/Grade level minutes and agendas

3)


3)


Intervention and Enrichment time daily using iStation, IXL, Target Board Math and LLI Kits 1)



Intervention and Enrichment time daily using iStation, IXL, Target Board Math and LLI Kits

Staff Development for all staff K-6 in reading and math as provided by the district both during the day and after school, as well as requested by campus.

2)

Staff Development for all staff K-6 in reading and math as provided by the district both during the day and after school, as well as requested by campus. Utilizing PLC and STAAR4ward

2)


50% or less of the economically disadvantaged students did not meet the passing standard on the Spring 2016 STAAR for reading and math. Annual Goal: On the Spring 2017 STAAR reading test, 52% of the economically disadvantaged students in reading and 60% in

Math will meet or exceed Level II Standard Progression.

Root Cause 2:Due to having novice teachers at tested grade levels, limited support for the campus, and limited transfer of training by our teachers, we did not have the level of student progress in reading or math needed to meet standard.

Strategy: Use collaborative planning to align instruction and resources for Tier I instruction for reading and math.

Index Number:

Because teachers are working working together to dissect their TEKS in order to have a better understanding of the expectations, as well as working together in PLCs (both in grade level and vertical team for Math and Reading), teachers are able to share best practices of high yield instructional strategies. Teachers are also participating in several half day and after school sessions of staff development for Reading and Math. This combination of support for the teachers, as well as identifying the students in need of targeted intervention, will address the index and ensure progress in Closing the Gap for the EcD student.









2)



Q2 Goal:

By the end of the first semester, student performance in reading and math will increase in the following areas. -All students in Grades 1-6 will make a ½ year growth on F/P based on their reading levels. -Each month, the total number of students on IStation Tier I will increase by 10% based on ISIP test. -The number of K-2 students on average or above on the TEMI assessment will increase by 10%. -The number of students in Grades 3-6 on or above grade level on RenSTAR will increase by 10%.

Q3 Goal:

By the end of the 5th six weeks, student performance in reading and math will increase in the following areas. -All students in Grades 1-6, each month, the total number of students on Tier I will increase by 10% based on ISIP/Compass test. -The number of K-2 students on average or above on the TEMI assessment will increase by 10%, as well as the number of students in Grades 3-6 on or above grade level on RenSTAR.

Q4 Goal:

By the end of the year, student performance in reading and math will increase in the following areas. -All students in Grades 1-6 will make

a ½ year growth on F/P based on their reading levels. -Each month, the total number of students on IStation Tier I will increase by 10% based on ISIP test. -The number of K-2 students on average or above on the TEMI assessment will increase by 10%. -The number of students in Grades 3-6 on or above grade level on RenSTAR will increase by 10%.


4) 4) 4)

Instructional Rounds/Classroom visits 2 per semester, with flexible schedules to cover on campus visits and sub money for off campus visits.

Q1 Interventions

100% teachers will participate in the collaboration process , train in instructional rounds and implement learning from professional development sessions.


at a minimum, the interventions accomplished for quarter 1 (Q1).

Problem Statement 2:



Major Systems

Houston

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1)

2)

3)

4)











What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?

iStation tools and resourcesiSIP resultsTEMI/RenSTAR Results

1)iStation tools and resourcesiSIP resultsTEMI/RenSTAR Results



4) 4) 4)

End of Quarter ReportingQ1 Report

Districts and 1st Year IR campuses are not required to complete the quarter 1 (Q1) report.


District coachesiSIP resultsTEMI/RenSTAR ResultDistrict Checkpoints and CFA’sEduphoria Workshop report

2)


2)


2)


Campus teachersSubs to cover classes for teachers to observe other campuses w/coach or Susan

3)Lesson PlansPLC Meeting Agendas/MInutesCFA’s and Data folders



Select Are you on track to meet the annual goal? Select Are you on track to

meet the annual goal? Select Did you meet your annual goal? Select





<Enter any additional information here> <Enter any additional information here>


quarter's goal? Select Did you meet this quarter's goal? Select

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Provide information as to how the identified elements and their impact on your success, or lack of success, will inform/influence your planning for the 2016-2017 school year.

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Houston

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Lamar Elementary


2nd Year Improvement Required

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PS 1: Root Cause 1:

PS 2: Root Cause 2:

PS 3: Root Cause 3:

PS 4: Root Cause 4:

PS 5: Root Cause 5:

PS 6: Root Cause 6:

PS 7: Root Cause 7:

PS 8: Root Cause 8:

PS 9: Root Cause 9:






Only 51% of the little Lamar third through sixth graders past the 2016 STAAR reading test.

47% of Lamar third through sixth grade students past the 2017 STAAR math test.

Only 39% of Lamar fourth grade students past the 2016 STAAR writing test.







ORSection VI of the


Only 34% of Lamar fifth grade students past the 2016 science STAAR test.





Lack of teacher understanding of effective, research-based instruction and reading intervention (balanced literacy).

Lack of sufficient staff development ineffective research-based writing strategies

Lack of teacher understanding of the depth and rigor of the TEKS.

There has been insufficient teacher professional development, understanding, and implementation of effective research based science instruction.

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By checking the box, I attest that an on-site needs assessment has been conducted according to TEC §39.106 (b) and recommendations were made by the intervention team when considered appropriate. In addition, these findings have been recorded and are available upon request. Attestation Statement:

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Region 18 165901 Midland ISD 000000111 Lamar Elementary Lamar

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Region 18 165901 Midland ISD 000000111 Lamar Elementary


Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Lesson plans and walkthrough data

Sign in sign in sheetsAgendas

Sign in sign in sheetsAgendas




Major Systems


Strategy:

Annual Goal:Problem Statement 1: Only 51% of the little Lamar third through sixth graders past the 2016 STAAR reading test.

Lack of teacher understanding of effective, research-based instruction and reading intervention (balanced literacy). A balanced literacy approach will be implemented with a focus on guided reading.

65% of the market or through sixth-graders will pass the 2017 STAAR reading test.

Index Number:

Root Cause 1:

By providing professional development in the area of reading, teachers will have a better understanding of effective and researched based reading processes. Students will be reading on grade level at the end of the school year.










Q3 Goal: 85% of the more students will make one years growth on F and P levels.

By the end of March, 50% of students will pass the 2016 released STAAR test.

District reading coaches will conduct coaching cycles with four more teachers focusing on guided reading and lesson planning.

Teachers attend district guided reading training

Walk-throughs will be conducted to ensure the guided reading is occurring in 100% operating classrooms.

Teachers will receive training on reading assessments such as running record records, anecdotal records, F&P benchmark assessment system.

District coaches will continue to provide coaching and lesson plan support.

Students not making expected progress will receive F & P LLI reading intervention 3)

4)

3)

4)

1)

2)

LLI will continue to be provided to students who are not making growth in reading.

District coashes will continue to provide support in implementing guided reading.

A reading boot camp will be held before STAAR.

Data from all sources will be reviewed and analyzed to plan for the 2017-18 school year.

Q2 Goal: By January, 85% of students will show at least two grade level increases on Fountas and Pinnell. Q4 Goal:

1)

3)

2)

1)

4)

3)

2)

1)

4)

2)

4)

3)

2)

1)

4)

3)

2)

1)

Running recordsLLI Intervetion schedule

MOY student F & P levelsSign in sheetsagendaLesson plansWalk-throughsCoaching schedule

Student goals

District coaches will continue to provide coaching and leasson plan support.

LLI will continue to be provided to students who are not making growth in reading.

The 2017 realease test will be given to gain data for tutorials and reteach.

Using the 2017 release data, students will set goals for imrpovment with conferences with their teachers.

Running recordsF & P assessmentsIntervention schedule


Walk-throughsLesson PlanCoaching Schedule

Lesson Plans

EOY F & P data2017 STAAR DataLesson PlanWalkthrough Data

Running recordsLLI intervention schedule

Lesson plansWalk-throughsCoaching schedule


Data from the STAAR release



By the end of October 100% of EL A teachers will be teaching guided reading to provide student the opportunity to increase reading levels.

Q4 Interventions

Lamar

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<Enter text>

Select

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Did you meet this quarter's goal? Select


Q4 Report

Select Select

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Q2 Report


Select





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Lamar

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Teachers will be trained to use lead4ward unit planning guide

Q1 Interventions

By the end of October, 100% of the teachers are implementing research-based and effective Writing strategies.(Writer's workshop)






Major Systems

Agenda butSign in sheet 4)

Lesson plansCoaching calendarlead4ward unit plan

4) Lesson plans 4)


Lesson plans 2) Walk-through data Walk-through schedule 2) Lesson plans

Lead4ward unit plans 2) STAAR DataThree and six weeks assessment data

AgendaCompleted unit plan 3) Rubric scores 3) Student goals 3)


Agendasign in sheet 1) Data from assessment

PLC minutes 1) Assessment results 1) Lesson planswalk-throughs

Teachers will attend the listing scoring training. 4) Teachers will continue to receive staff development and coaching support on effective writing strategies. 4) Fourth-grade riding boot camp will be held two

weeks prior to the test 4)

Staff attend training on effective writing strategies 1)

Three and six week assessments will be written and given to monitor student progress in both revising and editing and compositions.

1) 2016 fourth-grade Star release test will be given to provide data for tutorials and reteach 1)

Teacher will continue to implement strategies and processes learned from writing staff development

Third and fourth grade teachers will attend Gretchen Berebei writing training and include strategies in lesson plans

2)Walk-throughs will be conducted to ensure implementation of effective writing strategies in all classrooms

2) Teachers will continue to implement strategies and processes learned from writing staff development 2) Data from all sources will be reviewed

and analyzed to plan for the 201 7- 2018


Q2 Goal: 75% of students will pass the December district writing checkpoint Q3 Goal: By February, 50% of fourth grade students will pass

the 2016 release STAAR writing test Q4 Goal:By July, the leadership team will review data and plan for the 2017-18 school year.




3)Using the writing process fourth grade students will respond to weekly expository writing prompt that will be evaluated by the STAAR rubric

3)Using the data from the 2016 release, goal setting conferences will be held with each fourth-grade student.

3)

Only 39% of Lamar fourth grade students past the 2016 STAAR writing test. Annual Goal: 55% of the more fourth-grade students will will meet standard on the 2017 STAAR Writing test.

Root Cause 2: Lack of sufficient staff development ineffective research-based writing strategies Strategy: All ELA teachers will implement research-based and effective writing strategies

Index Number:

Student will improve their writing skills with the implementatin of a writing program on campus.









Lamar

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quarter 1 (Q1) report. Q2 Report Q3 Report Q4 Report

Lamar

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)




AgendaSign in sheets 3) Assessment data 3) Assessment data 3)

District curriculum calendarSign in sheets agendas 4) Walk-through data 4)

AgendasScheduleLesson plans

4)

PLC calendar 1) Learning walk calendar 1) Data from release test 1)RenStar EOY reportsSTAAR dataAssessment data

AgendaSign in sheet 2) Meeting agendas

PLC minutes 2) Released dataTutorial schedule 2) Release test Data

Lesson plans

Teachers will attend district math training 4)Walk-throughs will be conducted to ensure the implementation of strategies learned in district professional development and planned in the PLC

4)Vertical teams will continue to meet to disaggregate data, plan units of instruction, write assessments and plan for intervention.

4)


Renstart raining for all new teachers 2) Continue vertical PLC meetings 2) Using data from the 2016 release test STAAR tutorials will begin 2) STAAR boot camp will be held based on

assessment data

Training will be provided on how to use lead4ward unit planning guide 3) Three and six weeks assessments will be written and

given to monitor student progress 3) Students will set goals for improvement during the goal setting conference with their teacher. 3)

Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions

Set vertical team PLC schedule. 1) Vertical teams will conduct learning wants to observe lessons planned in team meetings 1) 2016 STAAR math release test will be given 1)

Will data analysis of all data from interventions to begin proactive planning for the 2017 - 2018 school year.



at a minimum, the interventions accomplished for quarter 1 (Q1).Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)

By the end of October, 100% of math teachers will participate in vertical peak L sees establishing campuswide math expectations to provide students with consistent instruction

Q2 Goal: By the end of January, 85% of students will show have gears growth on RenStar Q3 Goal: By the end of March, 50% of students will pass the

2016 released STAAR math test Q4 Goal: By the end of the year, 75% of math students will grow one year on RenStar.

Root Cause 3: Lack of teacher understanding of the depth and rigor of the TEKS. Strategy: Develop a strong PLC focus on vertical alignment and understanding of math TEKS.

Index Number:



Major Systems



Teachers having a better understanding of math through vertical alignment will create successful student progress.







Problem Statement 3: 47% of Lamar third through sixth grade students past the 2017 STAAR math test. Annual Goal: 60% of Lamar third through sixth grade students will pass the 2017 STAAR test

Lamar

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Lamar

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Long Elementary



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PS 1:

PS 2:

PS 3:

PS 4:

PS 5:

PS 6:

PS 7:

PS 8:

PS 9:

PS 10:

Our campus is not maximizing the use of collaborative planning sessions and data to improve Tier 1 instruction. Our campus has not fully addressed the question of “what do we want all students to learn” in order for all students to show growth.

Improve Tier I instruction in through collaborative planning.

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70% of the students will met or exceeded progress by the end of the year.

Long Elementary

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Annual Goal 9:

Annual Goal 8:









Only 52% of our students have met or exceeded progress.





tab OR


Summary tab.

Annual Goal 7:

Annual Goal 6:

Annual Goal 5:

Annual Goal 4:

Annual Goal 3:

Annual Goal 2:

Annual Goal 1:

0




Long

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000000112 Long Elementary





Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)





1) Sign in sheet, pacing calendar, planning folders 1)

4)


4) 4)

Each grade level will communicate essential standards to parents 3) Each grade level will communicate essential standards to

parents 3) Each grade level will communicate essential standards to parents


Sign in sheet, pacing calendar, planning folders


Select


Select

Q3 (Feb, Mar)




Q4 Interventions

Teachers are reflecting on lessons and planning to enhance student ability to utilize lead4ward anchor charts

The campus will participate in regularly scheduled Curriculum Instruction and Assessment (CIA) planning sessions. Through the planning process, teachers will identified standards for all content units and utilize the planning guide chart from STAAR4ward.

All content area teachers are participating in unit planning and starting to understand the why Q2 Goal:

All content area teachers are participating in unit planning and utilizing the elements of the lead4ward anchor charts

Q3 Goal: Teachers plan for student creation and use of anchor charts Q4 Goal:

Meet for unit planning 1) Meet for unit planning 1) Meet for unit planning 1)


2) Planning folder, parent note 2) Planning folder, parent note 2)

4)

Planning folder, parent note

Meet for unit planning

Identify essential standards for this quarte

Each grade level will communicate essential standards to parents3)

Identify essential standards for this quarter 2) Identify essential standards for this quarte 2) Identify essential standards for this quarte 2)


Sign in sheet, pacing calendar, planning folders 1) Sign in sheet, pacing calendar, planning folders

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3)Parent note (brochure)

4)


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Select

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Planning folder, parent note

Parent note (brochure)



Select

<Enter text>

Select

Q4 Report



<Enter text>

4)

3) Parent note (brochure) 3) Parent note (brochure)

Long

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4) 4) 4)





The campus will create common formative assessments (CFA) and develop a specific protocol to guide data and analysis to maintain consistent implementation among campus teachers.

Data protocol questions, agendas, minutes uploaded into Google folder

4) 4)

Teachers will receive training on Google apps 3)

4)

3) 3) 3)

Schedule, lesson plans, intervention plans 2) Schedule, lesson plans, intervention plans 2) Schedule, lesson plans, intervention plans 2)

3) 3)


Teachers will continue to write CFA's for each unit. Data protocol are utilized to answer the questions "what do we do if the students don't know it?" "and "what do we do if they already know it?"

Q3 Goal:

Teachers collaborate to write CFAs to assess essential standards 1) Teachers collaborate to write CFAs to assess

essential standards


Data protocol questions, agendas, minutes uploaded into Google folder

Teachers will utilize the data protocols to form groups and extending through enrichment

Teachers collaborate to write CFAs to assess essential standards

Teachers will reflect about the CF a and data analysis process and refine the process for the future

Q4 Interventions

Data protocol questions, agendas, minutes uploaded into Google folder 1)

4)

1)

Q4 Goal:

Q1 Interventions

Q2 Goal:

Teachers collaborate to write CFAs to assess essential standards 1)

Teachers will continue to write CFA's for each unit. Data protocol are utilized to answer the questions "what do we do if the students don't know it?" "and "what do we do if they already know it?"

Data protocol questions, agendas, minutes uploaded into Google folder 1)

Schedule, lesson plans, intervention plans


Teachers will write CFA for every unit to address the question quotes how do I know if students have learned it?" Teachers will utilize data protocol questions.

Teachers will utilize the data protocols to form groups and extending through enrichment 2)Teachers will utilize Jane Long's data protocols to

analyze their CFA data 2) Teachers will utilize the data protocols to form groups and extending through enrichment 2)

1)

Long

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Select




<Enter text> Student achievement and progress will improve this year.

Select

<Enter text>

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Q4 Report










Select



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Long

55 of 85






Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)










Select


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4) 4) 4)

3) 3) 3)

2) 2) 2)

Task force meeting

The leadership team will identify the direction and have conversations about implementation

Q4 Interventions

The leadership team will continue an action research task force to investigate the components of instructional rounds



1) 1) 1)

4) 4) 4)

3) 3) 3)


1)

Task force meeting 2) Task force meeting 2) Task force meeting 2)


Research will be gathered to collect information and sources (Google Drive) 1) Identify primary source and begin collective research 1) Conversations will begin centered around the

research investor got investigated by the team


The leadership team will form an action research task force to investigate the components of instructional rounds.

Q2 Goal:The leadership team will form an action research task force to investigate the components of instructional rounds

Q3 Goal:The leadership team will continue with an action research task force to investigate components of instructional rounds

Q4 Goal:


Turnaround Initiative Component: Administrators, specialist, and the leadership team will support and provide feedback to classroom teachers using instructional rounds and peer collaboration, ultimately transitioning into instructional rounds with a campus wide focus


Select

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Long

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Milam Elementary



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PS 1:

PS 2:

PS 3:

PS 4:

PS 5:

PS 6:

PS 7:

PS 8:

PS 9:

PS 10:

Prior to spring 2016, K-6 grade teachers lack the ability to analyze and prioritize the essential knowledge and skills for reading and math, that build a solid foundation in Tier 1 instruction. The campus culture and structures did not efficient efficiently lend themselves to teacher collaboration, job embedded teacher support, or data informed targeted support for all learners.

The campus will focus on essential skills in relationship to building content teams to address a systematic process for data analysis and best practices.

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65% of students will meet or exceed progress in reading and math in grades K-6.

Milam Elementary

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Annual Goal 9:

Annual Goal 8:









Less than 60% of students are meeting expectations on state standards, based on STAAR assessment results.





tab OR


Summary tab.

Annual Goal 7:

Annual Goal 6:

Annual Goal 5:

Annual Goal 4:

Annual Goal 3:

Annual Goal 2:

Annual Goal 1:

0




Milam

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000000113 Milam Elementary





Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)




1)Instructional planning template will be completed for new essential skills per unit. Tracking sheets will be developed.

1)

4)


4) 4)

Establish specialized content teams in grades 3-6. 3) 3-6 grade teams will track successful instructional based practices on student performance 3) 3-6 grade teams will track successful instructional

based practices on student performance


Instructional planning template will be completed for new essential skills per unit. Tracking sheets will be developed.


Select


Select

Q3 (Feb, Mar)




Q4 Interventions

100% of campus teachers will be effectively using best practices as identified by campus teams. 65% of students will demonstrate progress according to their individual goals

Implementation of Professional Learning Communities with a focus on the central standards. Establish specialized content teams to provide a common structure for addressing the essential knowledge and skills and establish a systematic process for data analysis and embedding best practices.

100% of K-6 teachers will identify essential skills in reading and math. Teachers will identify a baseline and develop goals for student progress.

Q2 Goal:

The campus teams will identify three through six effective Best practices in K-2teams and 3-6 content teams. 50% of students will demonstrate progress according to their individual goals.

Q3 Goal:

80% of campus teachers will the effectively using best practices previously identified by campus teams. 60% of students will demonstrate progress according to their individual goals.

Q4 Goal:

Identification of the central skills in reading and math grades K-6. 1)

K-6 teachers will unpack essential skills for unit and develop a pacing calendar in reading and math. Teachers will develop any social skills tracking sheet to progress monitor students.

1)

K-6 teachers will unpack essential skills per unit and develop a pacing calendar in reading and math. Teachers will develop an essential skills tracking sheet to progress monitor students

1)


2) The CFA's, unit assessments,, TEMI, checkpoints,Istation. 2) The CFA's, unit assessments,, TEMI, checkpoints,

Istation. 2)

4)

The CFA's, unit assessments,, TEMI, checkpoints, Istation.

K-6 teachers will unpack essential skills per unit and develop a pacing calendar in reading and math. Teachers will develop an essential skills tracking sheet to progress monitor students

Continue to use progress monitor monitoring charts for K – six in reading and math.

3-6 grade teams will track successful instructional based practices on student performance3)

Created progress monitoring charts for K-6 in reading and math. 2) Continue to use progress monitoring charts for K-6 in

reading and math. 2) Continue to use progress monitor monitoring chartsfor K – six in reading and math. 2)


Campus scope and sequence. 1)Instructional planning template will be completed for new essential skills per unit. Tracking sheets will be developed.


3)Essential skills, tracking sheet using CFA's, and unit assessments

4)


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Select

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The CFA's, unit assessments,, TEMI, checkpoints, Istation.

Essential skills, tracking sheet using CFA's, and unit assessments


Select

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Select

Q4 Report

4)

3) Essential skills, tracking sheet using CFA's, and unit assessments 3) Essential skills, tracking sheet using CFA's, and unit

assessments

Milam

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000000113 Milam Elementary






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Milam

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Rusk Elementary



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PS 1: Root Cause 1:

PS 2: Root Cause 2:

PS 3: Root Cause 3:

PS 4: Root Cause 4:

PS 5: Root Cause 5:

PS 6: Root Cause 6:

PS 7: Root Cause 7:

PS 8: Root Cause 8:

PS 9: Root Cause 9:



Region 18 165901 Midland ISD 000000116 Rusk Elementary


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Only 56% (19 of the 34 students) of the Asian student group met the passing standard for Reading on STAAR 2016.







ORSection VI of the






Because most of the students have not been part of our educational system for more than 3 years, they lack the foundational skills necessary to read using critical thinking skills.

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Responses to these questions have been from the Contact‐Intervention Information Tab Rusk

62 of 85






Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

CFA’s, unit tests, checkpoints, IStation, Compass


Track Proficiency Level Descriptors progress with post its and folders

STAAR scores

Attendance sheets




Benchmark for 5th Reading and Math and 4th writing



Campus will establish a system for identifying and serving the targeted students.

Q4 Interventions

Q2 Goal:

By the end of Quarter 2, 100% of targeted group will increase their cumulative Reading performance by 10% ( I Station for 3rd-5th and RenStar for 6th). Q4 Goal:

1)

3)

2)

1)

4)

3)

2)

1)

4)

2)

4)

3)

2)

1)

4)

3)

2)

1)


Schedule iStation lessons


Continue to track progress of the students using the tracking charts

Teachers teach targeted intervention plans with four Proficiency level groups; monitor and adjust students according to student growth.

Benchmark for 5th Reading and Math and 4th writing


Q3 Goal:66% of the Asian students tested on STAAR reading will meet the Level II standard progression measure in 2017.

By the end of Quarter 3, 100% of targeted group will increase their cumulative Reading performance by 10% from Quarter 2 ( I Station for 3rd-5th and RenStar for 6th).

Campus will establish a process for monitoring students’ performance on CFAs, unit tests, and checkpoints

Use TELPAS Proficiency levels to identify target group of students who were within one or two questions of passing and track progress throughout the year on reading CFAs

Campus administration will work with administrators from Eastridge Elementary (Amarillo ISD) to investigate resources and instructional strategies

Analyze the target group performance (using the STAAR Item Analysis) to determine the specific area to focus student intervention

Partner experienced teachers with new teachers to build appropriate interventions targeted to the specific needs of student group.


Teachers teach targeted intervention plans with four Proficiency level groups. 3)

4)

3)

4)

1)

2)


Teachers teach targeted intervention plans with four Proficiency level groups; monitor and adjust students according to student growth.

Rotate 5th retesters students based on standards

Provide Remediation during Summer School

Only 56% (19 of the 34 students) of the Asian student group met the passing standard for Reading on STAAR 2016.

Because most of the students have not been part of our educational system for more than 3 years, they lack the foundational skills necessary to read using critical thinking skills.

In addition to the REACH/Inside programs, students will be provided support systems such as small group instruction, one-on-one interventions, scaffolding concepts through peer and teacher modeling.

66% of the Asian students tested on STAAR reading will meet the Level II standard progression measure in 2017.

Index Number:

Root Cause 1:

This plan is impacting Index 1 by increasing Academic Performance, Increasing Learning Time, and Use of Quality Data to Drive Instruction.










Strategy:


Tracking charts

Data from prior assessments

Target List of Students

Information gathered from onsite observations and interviews




Major Systems

Rusk

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South Elementary



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PS 1:

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Summary tab.

Annual Goal 7:

Annual Goal 6:

Annual Goal 5:

Annual Goal 4:

Annual Goal 3:

Annual Goal 2:

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Our goal is to increase the number of economically disadvantaged students performing at level II from 51% to 65%

South Elementary

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Annual Goal 9:

Annual Goal 8:









The Index 3 reading scores at South Elementary showed only a 51% of our economically disadvantaged students performing at level II because the instruction was not adjusted based on quality data analysis

The campus needs to provide systems of support to maximize quality teacher training in the understanding of the depth, complexity, and level of rigor of the TEKS to improve Tier 1 instruction allowing all teachers to increase student engagement and academic growth on a consistent basis

Impact Tier 1 instruction through collaborative planning which includes the CIA process.

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000000118 South Elementary





Q1 Goal:

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2)

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Pacing calendar lessons for six weeks. Lesson plansWalk-through dataSTAAR Data


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4)

3) 3)


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3)

4)

2)Pacing calendar lessons for six weeks. Lesson plansWalk-through data

2)Pacing calendar lessons for six weeks. Lesson plansWalk-through data

2)

4)

Pacing calendar lessons for six weeks. Lesson plansWalk-through data

The PLC process, teachers can analyze data to monitor the progress of the Eco. Dis.students. Teachers will reflect through a survey on the process this year and plan for next year.With the support of the specialist, teachers will participate in the CIA's sure alignment of curriculum, instruction, and assessments.Teachers will reflect on the process this year

3)

With the support of the specialist, teachers will participate in the CIA's sure alignment of curriculum, instruction, and assessments.

2)With the support of the specialist, teachers will participate in the CIA's sure alignment of curriculum, instruction, and assessments.

2)With the support of the specialist, teachers will participate in the CIA's sure alignment of curriculum, instruction, and assessments.

2)


Minutes from campus PLC's, CFA data, Istation, and Compass 1) Minutes from campus PLC's, CFA data, Istation, and

Compass

Q4 Interventions

65% of Eco. Dis students will perform at Tier 1 level as measured by Istation and Compass.

Addressing Tier 1 instruction through the CIA process K-6t hrough a reading, math and curriculum specialists.

100% of teachers will participate in he PLC and CIA process and establish base line data. Q2 Goal: 40% of Eco. Dis students will perform at Tier 1 level as

measured by Istation and Compass. Q3 Goal: 55% of Eco. Dis students will perform at Tier 1 level as measured by Istation and Compass. Q4 Goal:

Teachers will work in PLCs to analyze TEKS to plan lessons that improve Tier 1 instruction in the core content areas.

1) Through the PLC process, teachers can analyze data to monitor the progress of the Eco. Dis-students. 1)

Through the PLC process, teachers can analyze data to monitor the progress of the Eco. Dis-students.

1)


Q3 (Feb, Mar)




1) Minutes from campus PLC's, CFA data, Istation, and Compass 1)

4)

Midland School Board Agrees to:Include agency-directed governance training for the Board of Trustees and Superintendentin its turnaround and implementation plans; andFully implement the governance improvements set forth in the agency-directed training andin the training’s implementation fidelity instrument.

4) 4)

3) 3)


Minutes from campus PLC's, CFA data, Istation, and Compass

South

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Travis Elementary


2nd Year Improvement Required

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PS 1: Root Cause 1:

PS 2: Root Cause 2:

PS 3: Root Cause 3:

PS 4: Root Cause 4:

PS 5: Root Cause 5:

PS 6: Root Cause 6:

PS 7: Root Cause 7:

PS 8: Root Cause 8:

PS 9: Root Cause 9:



Region 18 165901 Midland ISD 000000118 Travis Elementary


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Less than 50% of all students in reading satisfactory standards on the STAAR 2016.

Less than 50% of all students in mathematics satisfactory standards on STAAR 2016.







ORSection VI of the


0





Teachers like foundational knowledge of Tier 1 instruction in reading.

Teachers let knowledge Tier 1 instruction in math.

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Responses to these questions have been from the Contact‐Intervention Information Tab Travis

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Q1 Goal:

1)

2)

3)

4)

1)

2)

Artifacts from PLC meetings.


Sign in sheets, as euphoria reports, show growth through MOY F&P, certificates, track students through data checkpoints, cf. phase, showing at least 10% increase in student growth.Developed plan





100% of teachers will participate in the PLC process, lead forward, professional development for LLI, and guided reading.

Q4 Interventions

Q2 Goal: At least 10 students per grade level will grow 1Tier for reading (Istation, compass). Q4 Goal:

1)

2)

1)

2)

1)

2) 2)

1)

4)

3)

2)

1)




Teachers will meet weekly in grade level and vertical PLCs.

District reading trainings/units planning sessionsImplememt the intentional intervention plan prior to STAAR.

Professional development provided by reading interventionist for LL I and running records, guided reading (K -1), reading proficiency for grades K-6.

District on-site literacy coach providing additional support.


Q3 Goal:A minimum of 60% of all students in grades 3 through 6will meet satisfactory standards on the star 2017 in reading.

At least 55% of all students in grades three through six will meet level to on the released STAAR test in reading.


District reading trainings/units planning sessions




District reading trainings/units planning sessionsDevelop an intentional intervention plan for STAAR.


3)

District on-site literacy coach providing additional support.4)

3)

4)

1)

2)


District reading trainings/units planning sessionsImplememt the intentional intervention plan prior to STAAR



Less than 50% of all students in reading satisfactory standards on the STAAR 2016.

Teachers like foundational knowledge of Tier 1 instruction in reading. Teachers will collaborate using the PLC model, implement lead4ward, and professional development with a focus on Tier 1 instruction.

60% of all students in grades 3 through 6 will meet satisfactory standard OnStar 2017 in reading.

Index Number:

Root Cause 1:

Student achievement will increase due to teachers using best instructional based practices in the classroom.










Strategy:


Eduphoria reports, certificates, data checkpoints, CFA's, BOY F&P, completed unit planning templates.





Major Systems

Travis

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Progress monitoring graph, Istation, running records and goal setting for students, intervention planning sheet, EOY F&P data and 6 grade Compass.

PLC meetings, coaching notebook, grade level minutes, goal setting forms.

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Q4 Report

Progress monitoring graph, Istation, running records and goal setting for students, intervention planning sheet, MOY F&P data and 6 grade Compass.


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Progress monitoring graph, Istation, running records and goal setting for students, intervention planning sheet and 6 grade Compass.




3)

4)

3)

4) 4)

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Progress monitoring graph, running records and goal setting for students, intervention planning sheet.

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)



3) 3) 3)

Less than 50% of all students in mathematics satisfactory standards on STAAR 2016. Annual Goal: 60% of all students in grades 3 through 6 will meet satisfactory standards on STAAR 2017 in math.

Root Cause 2: Teachers let knowledge Tier 1 instruction in math. Strategy: Teachers will collaborate using the PLC model, implement lead4ward, and professional development with a focus on Tier 1 instruction.

Index Number:

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Teachers will meet weekly in grade level and vertical PLCs. 1) Teachers will meet weekly in grade level and vertical

PLCs. 1) Teachers will meet weekly in grade level and vertical PLCs. 1) Teachers will meet weekly in grade level

and vertical PLCs.

District math training/unit planning sessions (grades three through six). 2) District math training/unit planning sessions (grades three

through six). 2) District math training/unit planning sessions (grades three through six). 2) District math training/unit planning

sessions (grades three through six).


Q2 Goal: At least 10 students per grade level will grow one in intervention level format (TEMI data, Renstar). Q3 Goal: At least 55% of students grade 3 through six will

meet level II on the released STAAR test. Q4 Goal:

A minimum of 60% of all students in grades three through six weeks of inspector standard on the STAAR 2017 in math



Artifact PLC meetings 1) Artifact PLC meetings 1) Artifact PLC meetings 1) Artifact PLC meetings

Math solutions – campus visits and training Math solution coaching 4) 4) 4)

Comprehensive report tailored to the needs of the teachers. Sign in sheets from training. Professional development with math teachers, job embedded coaching with outside consultant and district coaches.

4)

Professional development with math teachers, job embedded coaching with outside consultants and district math coaches, tracking CFA data and district checkpoints.

4)


4)


Eduphoria reports, certificates, data checkpoints, CFA's, and completed the unit planning templates.

2)Eduphoria reports, certificates, data checkpoints, CFA's, and completed the unit planning templates, students showing a 10% growth

2)Eduphoria reports, certificates, data checkpoints, CFA's, and completed the unit planning templates, students showing a 10% growth

2)

Eduphoria reports, certificates, data checkpoints, CFA's, and completed the unit planning templates, students showing a 10% growth

Training and implementation of program, IFV data, TEMI data 3) Training and implementation of program, IFV data, TEMI

data 3) Training and implementation of program, IFV data, TEMI data 3) Training and implementation of

program, IFV data, TEMI data

Guided math – first grade

Q1 Interventions

100% teachers will participate in the PLC process, lead4ward, professional development for math.






Major Systems

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Travis

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Alamo Junior High



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PS 1: Root Cause 1:

PS 2: Root Cause 2:

PS 3: Root Cause 3:

PS 4: Root Cause 4:

PS 5: Root Cause 5:

PS 6: Root Cause 6:

PS 7: Root Cause 7:

PS 8: Root Cause 8:

PS 9: Root Cause 9:



Region 18 165901 Midland ISD 000000041 Alamo JHS


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47% or more Economically disadvantaged students failed to meet the Level II Phase 1 passing standard.







ORSection VI of the






Our Tier I instruction did not meet the appropriate rigor,and interventions were not as targeted/prescriptive as they needed to be.

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47% or more Economically disadvantaged students failed to meet the Level II Phase 1 passing standard.

Our Tier I instruction did not meet the appropriate rigor,and interventions were not as targeted/prescriptive as they needed to be.

Implement initiatives that impact both quality instruction and student performance with fidelity (PLC processes and on-going support, Instructional processes and strategies with STAAR4Ward, extended learning opportunities)

Performance of Economically Disadvantaged students will increase by 10% in all tested areas.Reading will increase from 61% to 71%Writing will increase from 43% to 53%Math will increase from 57% to 67%Science will increase from 55% to 65%Social Studies will increase 37% to 47%

Index Number:

Root Cause 1:

By increasing the planning time for teachers to develop more prescriptive lessons, student performance will increase in all content areas. Because over 1/2 of the student population is identified as Economically Disadvantaged, the campus will ensure the actions have a positive impact on this student group.

1. Increase academic performance on Math, Reading, Science, Social Studies and Writing. 2. Teachers will have sheltered time to plan by departments and academic teams. 3. Enrichment and intervention classes provided. 4. With the addition of a teaming period, teachers can involve parents more actively. 5. RtI teaming period has been added to the master schedule to monitor and plan for appropriate/targeted intervention.









Strategy:




Major Systems

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Student lists IFV’s


student productsIFV’s lesson plans

SOS classes offer activities and plans for additional intervention on most recently tested Standards.

Intervention classes will be restructured according to student needs based on CFA’s, and progress in regular ELA or Math class.

IFV’s student tracking charts


Walk throughsLesson plans



By the end of October, 100% of core teachers will engage in establishing student monitoring groups, professional development on collaborative teams and using high-yield instructional strategies, as well as give and use CFA’s to improve all levels of instruction.

Q4 Interventions

Q2 Goal: 60% of students being served in intervention classes will meet the Level II passing standard based on the standard progression chart for Reading and Math.

Q4 Goal:

1)

3)

2)

1)

4)

3)

2)

1)

4)

2)

4)

3)

2)

1)

4)

3)

2)

1)

Agendas and notesCFA review sheetLesson plansSign in sheets

SOS walk-through dataLesson plans for SOS Identified student list( google docs)

Lesson plans Agenda, notesWalk-throughsTraining timeline

Walk throughsData from EduphoriaTracking charts

Continue SOS intervention services to address the learning gaps "just in time"

PLCs will use data to identify target instructional areas for Saturday academies to be offered in this quarter. Each core area will offer at least one academy, with emphasis on attendance for the targeted student group.

All core teachers will Implement at least 3 instructional strategies; 100% of elective staff will be trained on effective instructional strategies; 100% of core teacher teams will use Flipped PLC Routines in lesson planning

VocabularyChecks or understanding

100% of core teachers will analyze student performance from CFAs, district checkpoints and benchmarks. These will be related to strategies used in Tier 1 and Tier 2 instruction in order to reflect on best practices


Q3 Goal:

On STAAR 2017, performance of Economically Disadvantaged students will perform at the following passing rates: Reading will be at 71% Writing will be at 53% Math will be at 67% Science will be at 65% Social Studies will be at 47%

Based on district checkpoints given through Quarter 3, Eco. Dis students' performance will increase by 5% to the following levels: Reading- 66% Writing- 48% Math - 62% Science - 60% Social Studies- 42%

Teachers will use data with their students to chart baseline data from the 2016 STAAR, district checkpoints or CFA's on student progress monitoring charts

Create master schedule that includes time for interdisciplinary teaming and content specific collaborative teams. Use team time to analyze data to drive instruction.

Set up school day interventions (including transitions and logistics) based on results from common formative assessments (CFA)

Begin planning for SOS

Teachers continue using the Lead4Ward planning tools with fidelity

All core(pre-AP-GT, ESL, Sped.) (100%) of teachers are appropriately identifying students and effectively planning for SOS

All core teachers will Implement at least 3 instructional strategies; 100% of elective staff will be trained on effective instructional strategies; 100% of core teacher teams will use Flipped PLC Routines in lesson planning.

anchor chartsclosure activities

SOS intervention time will be incorporate into school day starting in November.

3)

Intervention classes will be restructured according to student needs based on CFA’s, and progress in regular ELA or Math class.

4)

3)

4)

1)

2)

Add extra intervention for Reading and Math who did not pass the 1st admin. of STAAR

All core teachers continue to Implement effective instructional strategies; 100% of core teacher teams will use Flipped PLC Routines in lesson planning

graphic organizers- ( graphs, charts, tables)


Eduphoria reportsAgenda and notes from collaborative teamsStudent progress charts CFA review sheet

Agenda and notes from meetingsLesson Plan reviewIFV walks T-TESS

Agenda and notes from meetingsPLC walk throughsartifacts Specialist RTI teacher added- TEAM leader

Intervention descriptionsScheduled times and activities for InterventionTeacher Assignments & responsibilities


Alamo

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Alamo

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San Jacinto Junior High



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PS 1: Root Cause 1:

PS 2: Root Cause 2:

PS 3: Root Cause 3:

PS 4: Root Cause 4:

PS 5: Root Cause 5:

PS 6: Root Cause 6:

PS 7: Root Cause 7:

PS 8: Root Cause 8:

PS 9: Root Cause 9:



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Region 18 165901 Midland ISD 000000045 San Jacinto JHS

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Less than 60% of San Jacinto's students met passing standard on STAAR.

Less than 9% of our Index 3 targeted student groups achieved advanced Level III on all STAAR tests.







ORSection VI of the






Teachers are not teaching Tier 1 content to the depth and complexity to the verb of the priority standard.

The campus has not created a consistent culture of high academic expectations for targeted student groups.

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Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Index Number:








Core collaborative teams will create and implement systems that will results in academic growth and set baseline data.

Each content will establish a cycle of teach, assess, reteach, reassess and Tier 2 intervention.

Q4 Interventions

Give a cumulative assessment over previously taught TEKS, with the passing rate set at the specific content STAAR passing rate.

Academic academies for 8th Math and Reading and 7th writing.

STAAR Data, new student/teacher lists


Calendar for academies


1)

4)

3)

2)

1)

Scoring Rubric for the projects

Protocol, CFA data, PLC minutes and agenda

Reflected in the lesson plans and the reteach lesson

Calendar for academies

Develop and implement interdisciplinary team lessons, aligned to the essential standards, for Summit for the identify final phase-in on the STAAR

Interdisciplinary teams and encore teams will develop scoring rubrics for Summit projects.

Reflected in the lesson plans and the enrichment lesson.

List of students that meet that criteria.

Joint lesson plans for enrichment.


Reassign math and reading students that did not pass the STAAR based on TEKS, to be taught by specific Math teachers.

Academic academies for all content area. Develop a calendar.

Assessment for each core. Data for each assessment.

Each content area will administer a minimum of 2 CFA and a district checkpoint.

Using embedded professional development to create a protocol for CFA analysis, a system for tier 1 reteach and tier 2 intervention.

Each Content area will identify priority essential skills and develop the assessment calendar in order to progress monitor those skills

Campus leadership will establish calendar that reflects core team collaborative planning days; CLT will establish a common protocol for team meetings

Develop a protocol to capture, analyze CFA performance and make adjustments following the original CFA versus the 2nd CFA.

Content area collaborative teams will use PLC time to plan the reteach activities prior to the first administration.

Content area collaborative teams will use PLC time to plan the enrichment activities prior to the first administration.

3)

Identify list of students that should be able to meet final phase-in scores on 2 or more STAAR tests.4)

3)

4)

1)

2)

All students will demonstrate transfer of academic skills by completing interdisciplinary projects.Q2 Goal:

65% of students will pass each CFA on the first administration in the content area. Then 50% of students involved in reteach will pass the second administration.

Q4 Goal:

Teachers are not teaching Tier 1 content to the depth and complexity to the verb of the priority standard. Using the PLC model, core level collaborative teams will plan lessons and assessments that match the verb of the priority standard, including differentiation for all levels. Students will be provided with constructive timely feedback.

At the end of the 2017 school year, 69% of San Jacinto students will meet passing standard on STAAR. Reading will increase from 68% to 78%. Math will increase from 63% to 73%. Writing will increase from 55% to 65%. Science will increase from 54% to 64%. Social Studies will increase from 42% to 52%.

4)

3)

2)

1)

4)

2)

4)

3)

2)


By teachers knowing what the depth and complexity of the TEKS are, they will now teach to that level of rigor in their Tier 1 instruction. Teacher quality will improve as teachers are instructed on depth and complexity of their TEKS. The use of quality data will drive instruction to higher levels and improve student performance.


Q3 Goal: 69% of San Jacinto students will meet passing standard on STAAR 2017.



Root Cause 1:




Major Systems

1)

3)

2)

1)


Strategy:

Annual Goal:Problem Statement 1: Less than 60% of San Jacinto's students met passing standard on STAAR.

CFA data posted in Google folder.

Weekly team meeting notes submitted to Principal and a copy of the calendar.

Protocol template.

Calendar and list of Essential Skills.

San Jacinto

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Q1 Goal:

1)

2)

3)

4)











3)

Track academic performance through CFA’s; identify students not meeting Level III in order to follow up with student conferences 3)

Continue to track academic performance through CFA’s; identify students not meeting Level III in order to follow up student conferences 3)

Continue to track academic performance through CFA’s; identify students not meeting Level III in order to follow up student conferences

Less than 9% of our Index 3 targeted student groups achieved advanced Level III on all STAAR tests. Annual Goal: Each targeted student group will increase Level III (Advanced) performance by 10% on STAAR 2017.

Root Cause 2: The campus has not created a consistent culture of high academic expectations for targeted student groups. Strategy:The staff at San Jacinto JHS will create a culture of high expectations by identifying a targeted group of students in EcD, AA and Hispanic categories, that have the potential to perform at level 3 on STAAR, and to advance these students to level 3 on all assessments through intervention, extension and celebrations of progress.

Index Number:

Identify targeted students and establish a monitoring process by the end of the first six weeks (use district support to get list)

Identify the “heavy hitters” on the list and be sure teachers understand why those students are considered “HHs”

1)

Work with community partners to implement a 1 to 1 tutoring once a week; set up parent night for the targeted students to inform them of this opportunity; use multiple communication process to inform parents 1)

Targeted students will be invited to attend the after school academy for enrichment 1)

Differentiate the relevant review process for the targeted students in 8th grade Science and Social Studies and 7th grade Reading and Math

Ensure each Summit session that is not priority will pull targeted students in for enrichment to meet Level III

2)

Academic teams will develop enrichment lessons for Summit during collaborative planning time every two weeks 2)

Differentiate the relevant review process for the targeted students in 8th grade Reading, Math, and 7th grade Writing 2)

Continue to offer the afterschool academy for enrichment


Q2 Goal:

Each targeted student group will increase Level III performance by 5% on the district assessment. EcD Reading = 9% Math = 8% Writing = 6% Science = 11% Social Studies = 8% AA Reading = 11% Math = 5% Writing = 5% Science = 5% Social Studies = 5% Hispanic Reading = 13% Math = 10% Writing = 8% Science = 12% Social Studies = 8%

Q3 Goal:

Each targeted student group will increase Level III performance by 7% on the district assessment.EcD Reading = 11% Math = 10% Writing = 8% Science = 13% Social Studies =10% AA Reading = 13% Math = 7% Writing = 7% Science = 7% Social Studies = 7% HispanicReading =15% Math = 12% Writing = 10% Science = 14% Social Studies =10%

Q4 Goal:

Each targeted student group will increase Level III performance by 10% on 2017 STAAR.EcD Reading = 14% Math = 13% Writing = 11% Science = 16% Social Studies =13% AA Reading = 16% Math = 10% Writing = 10% Science = 10% Social Studies =13%Hispanic Reading =18% Math = 15%

Writing = 20% Science = 17% Social Studies =13%



Begin developing community partnerships that will help provide incentives/positive reinforcements for these students 4) Celebrate targeted student success 4)

Continue celebrating targeted student success4)

Big CELEBRATION based on number of Level III performers on First Admin

We will improve student academic performance by using quality data on Common Formative Assessment to move students to level 3 performance. Teachers will receive instruction on the teach, assess, reteach, reassess and intervention/enrichment process. Learning time will be increased through adding an intervention/enrichment time after the second assessment. Community support will help us to celebrate the success of student progress and improve our overall school climate.

Establish celebration systems/processes (protocols will be brainstormed through the interdisciplinary teams and finalized through the CLT)

Q1 Interventions

Academic and interdisciplinary teams will implement systems that identify potential Level III performers and monitor their academic progress.






Major Systems

San Jacinto

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1)

2)

3)

4)

Data list of targeted students 1) Sign in sheet Schedule of tutoring 1) Student list and sign-in sheets 1) Lesson plans

Student groups (reorganizations)

Chamber of Commerce partnership 4) CFA and district assessment scores 4) CFAs results 4) First Admin results for 8th Reading and Math

Summit session sign up list 2) Lessons will be captured in the PLC minutes 2) Lesson plans Student groups (reorganizations) 2) Student list and sign-in sheets

Protocols will be established in CLT meeting and then vetted with all teachers 3)

CFAs Notes of student conferences will be captured in the “Student Level 3 SMART Goals” form kept by each team in Google.

3) Student conferences, student monitoring sheets 3) Student list and sign-in sheets

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campus turnaround implementation plans and targeted improvement plans · 2016. 11. 13. · plans...

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