dorsey school action plan - dallas independent school · pdf file ·...

CAMPUS/SCHOOL NAME 2013-14 School Action Plan

DORSEY SELECT YOUR CAMPUS FROM THE DROP DOWN MENU

Achievement Targets

MetricSY2013

Score

SY2014

Goal

Elementary (K-5)

STAAR at Level III-Advanced (%) 12.9 40STAAR 3-5 at Level III-Advanced (%) Reading 19.4 40

STAAR 3-5 at Level III-Advanced (%) Math 7.2 40STAAR gap at Level II Recommended (% Gap: State white vs. School

African American & Hispanic Results) -20.5 -10

Grade 3 STAAR Reading (Level II - Recommended) 40.9 90

Grade 3-5 STAAR Reading (Level II - Recommended) 70.4 90

Grade 3-5 STAAR Math (Level II - Recommended) 62.1 90

Grade 5 STAAR Science (Level II - Recommended) 75.8 90

Grade 4 STAAR Writing (Level II - Recommended) 46.2 90

Grade 4 STAAR Writing (Level II - Recommended) 82.1 90

Kindergarten Readiness on ISIP (% Tier 1) 42.3 90

Average of Campus End- and Mid-year Course ACPs (% passing) 54.1 80

*N > 10. Continuously-enrolled students only.

†Weighted average of four differences in percentage (reading and mathema:cs gaps for

Hispanic students and for African American students). Negative value implies school's

minority student performance on average was lower than state's white student

performance.

Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014.

Julius Dorsey Elementary School [137] 2013-14 School Action Plan

Division 5

SPRUCE FP

Needs Related to Student Achievement Data:

Student proficiency in Grades 3-5 Math is our most critical area of need for the 2013-14 school year with 3rd & 4th grade remaining

in the 60th percentile (62.7 & 65.2 respectfully), and 5th grade (after the 2nd admin of STAAR) achieving 80th percentile (84).

African-Amer student performance is critical with a passing rate of 30% in all 3 grade levels on STAAR on the minimum passing

standard.

Science in 5th grade will be an area of continuous review in order to increase from 76% to above the 90th percentile. With new

Bilingual program moving into 5th grade, it will be a focal point since campus will fully implement the dual language model from PK-

5th grade and include all components of the system to comply with bilingual model. A trend has been noticed that 5th grade Science

scores have historically mirrored overall Reading score.

Student proficiency in Grades 3-5 Reading will need to increase from the 70th percentile to the 90th percentile in order to keep in

step with STAAR increasing passing standard. 3rd-80%, 4th-73% and 5th-76% were an improvement from 2012 STAAR testing, but in

order to meet the increase minimum passing standard and the advanced performance, a new focus will be needed in Reading for this

year to promote higher level critical thinking.

Writing performance in 4th grade was a welcomed surprise with a passing rate of 82%. A gap between AA performance 70% and

Hispanic passing 84% will have to be analyzed in order to close the gap between the sub-groups.

K-2nd grade performance on ITBS (Gen Ed) & Logramos (Bil) have increasingly demonstrated a gap between the performance of our

Bil students compared to Gen Ed students. Further analysis of teacher best practices in Bil need to be demonstrated to Gen Ed

teachers in order to build on strategies and interventions that will aid Gen Ed teachers.TELPAS demonstrated a 65% improvement rate for Bilingual students in their English proficiency in Reading, Writing, Listening &

Speaking that needs to improve to about the 70th percentile. Bilingual students will need a greater focus on English instruction to

include the proper implementation of the Dual Language Program in every classroom from PK-5th.

K-2nd ISIP performance through the utilization of Istation on a daily basis needs to increase in order to improve the foundational

skills students need at the early childhood level.

Needs Related to Improving the Quality of Instruction:

With the aide of the new instructional coaches in Reading and Math, a new support system will be in place for teachers to improve

instructional practices through weekly staff development, IC trainings, book studies, and best practices sharing. Both Instructional

Coaches will serve as heads of Reading & Math, as well as, lead monthly meetings for the development of end of the Six Weeks

common assessments.

Instructional planning sessions will return on Tuesdays during teachers planning in order to further develop LO's and DOL's in weekly

lesson planning. Instructional planning will focus on what is being taught? How it is taught? How do you know it was learned? And

what to do when it's not learned? Interventions will also be developed during instructional planning. Spot observations will serve as

a measurement of the effectiveness of Instructional Planning as the primary focus will be on teacher planning & best practices.

Spot observations and instructional feedback will be better coordinated this year to address the needs of classrooms and student

engagement. Feedback will focus on what is working in classrooms and how to better "good, first instruction" from each teacher.

Spot observations will look for the four common areas of instruction: LO, DOL, Purposeful instruction and Student Engagement, with

an added area of need - Rigor.

There is a growing achievement gap between African-American and Hispanic performance at Dorsey that needs to be analyzed with

what are the differences in Bilingual v Gen Ed classrooms. A review of teaching styles, best practices, interventions, and overall

engagement needs to become non-negotiable in each classroom.

Reasoning Minds and Istation must be better incorporated into daily teaching practices and interventions in order to foster a better

foundation in relation to Reading & Math for our students in K-4th grade.

Needs Related to System Evaluation (philosophy, processes, implementation, capacity):

In the 2012-13 school year, our overall school system was built on the new district initiatives surrounding "Good, First Instruction,"

use of MRSs, development of LO's and DOL's, and focusing on classroom daily practices through Spot Observations to build a

stronger academic focus on learning objectives, demonstrations of learning, purposeful instruction & active student engagement.

A greater focus needs to be developed on the campus to include philosophy, processes and implementation throughout the campus

in order for staff to better align instruction, communicate the campus vision, mission, and goals, as well as, guide daily habits that

promote student achievement. Articulation of Core Beliefs and campus priorities needs greater evidence throughout the campus,

and teachers need to be held accountable for their daily actions.

Implementation was considered weak, and a diffusion of effort was evident on the campus that must be addresses by school

leadership - including building leadership density throughout the school. School leadership needs to have a more active role in

professional development of teachers, as well as, holding teachers accountable to classroom instruction to include write-ups,

reprimands, and teacher intervention plans.

The process for reviewing student achievement data and the development of a monitoring system will be a focal point in order to

have a system in place that will promote data-driven decisions and accountability. Top campus priorities need to be addressed in the

campus action plan, and each grade level needs to develop an action plan that will hold teachers accountable for their actions in the

classroom as they relate to philosophy, process and implementation.

Goals Developed from Needs Assessment:

Ensure Dorsey Faculty and Staff understand and support the DallasISD Core Beliefs, including facilitation & development of campus

Core Beliefs in connection to the district's beliefs to foster greater campus buy-in & accountability.

Ensure "Good, First Instruction" of the aligned curriculum through Spot Observation of classrooms to focus on Learning, Objectives,

Demonstrations of Learning, Purposeful Instruction, and Active Student Engagement in order to build Rigor in each classroom.

Develop staff leadership capacity through the use of high-quality instructional strategies and interventions that will lead to an

increased level of student engagement and critical thinking, as well as, classroom autonomy.


Division 5

SPRUCE FP

NO.

1

NO.

1

2

3

4

5

REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS

SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)

A1

Provide beginning of the year & monthly Professional Development of teachers by school leadership to

facilitate the creation of Dorsey Core Beliefs and maintaining teacher support, training, and

accountability to both belief systems.

Reform strategies 211 6100 PD $ 120,000.00 6/5/14 IN PROGRESS

B1Facilitate all staff meetings (Staff/PD/Book Studies "Results Now"/IC Trng) with campus & district core

belief exercise& norms and how it relates to our key actions and campus prioritiesNeeds assessment 211 6300

Materials/Resour

ces $ 750.00 6/5/14 IN PROGRESS

C1Building leadership will lead by example and relate all decisions, systems, procedures & accountability

to the DallasISD Core Beliefs and campus developed Core BeliefsReform strategies IN PROGRESS

D1

Conduct a campus Year in Review that will measure each teacher's effectiveness from the previous

year in order to build goal setting conference and develop SMART goals on a one-on-one and grade

level basis

Reform strategies 211 6100 PD 8/26/13 IN PROGRESS

E1

Train grade levels and teachers to develop monthly Core Belief activities and generate a Grade Level

Action Plans to address Philosophy, Instruction & Student Achievement in order to build greater grade

level accountability to student overall development throughout the year

HQ PD 211 6100 PD 6/5/14 IN PROGRESS

F1

Communicate Core Beliefs daily to faculty, staff & students to promote a campus culture focused on

developing students who are college & career ready, including character development of students to

encourage a safe & civil campus

Needs assessment 6/5/14 IN PROGRESS

90% of our students will achieve passing standards on the 3rd-5th grade STAAR assessment and meet the 80th percentile on ITBS/Logramos in K-2nd grade with the assistance of their teachers.

100% of Dorsey Faculty and Staff will be held accountable for following District and Dorsey Core Beliefs on a daily basis.

KEY ACTION (Briefly state the specific goal or objective.)

Culture and Climate: Ensure Dorsey Faculty and Staff understand and support the DallasISD Core Beliefs. Facilitate and develop campus Core Beliefs that are positive and forward thinking and reflect the district's beliefs to

foster greater campus buy-in & accountability. Institutionalize campus culture by holding all decisions accountable to the district and campus Core Beliefs.

INDICATORS OF SUCCESS

(Measurable results that describe success.)

95% of the Dorsey Faculty & Staff will be able to communicate and explain the DallasISD Core Belief and how they apply to the top academic priorities of the campus by December 2013.

95% of the Dorsey Faculty & Staff will be able to communicate and explain the Dorsey campus Core Beliefs and how they foster the district's core belief in order to meet and exceed the top priorities of the school.

NO.

1

NO.

1

2

3

4

5












G1

Include parents through PTA & Parent Coffees/SBDM Mtg in the discuss of the district & campus Core

Beliefs in order to communicate the importance of parental involvement/volunteerism/participation in

their child's classroom and throughout the campus

Parent involvement 211 6400Materials/Resour

ces $ 2,705.00 6/5/14 IN PROGRESS

STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)

A2

Teachers will participate in Beginning & monthly Core Belief activities throughout the year in order to

be held accountable to maintaining a campus culture that values student achievement and

professionalism.

Reform strategies 211 6100 PD $120,00 6/5/14 IN PROGRESS

B2

Attend all campus meetings (Staff/PD/Book Studies-"Results Now"/IC Trng) on time and follow campus

norms to actively participate in campus mtgs/trngs by asking clarifying questions as related to core

beliefs, campus priorities, and key actions

Needs assessment 211 6300Materials/Resour

ces $ 750.00 6/5/14 IN PROGRESS

C2

Teachers will be held accountable to the District and campus core beliefs, and all grade level and

teacher actions will be assessed through both core belief systems to foster a campus culture of greater

teacher accountability

Reform strategies IN PROGRESS

D2

Complete a Year in Review self-reflection at the beginning of the year in order to measure own

practices and develop new SMART goals related to core beliefs in order to grow as a grade level and

individually

Reform strategies 211 6100 PD 8/26/13 IN PROGRESS

E2

Grade levels will conduct monthly Core Belief activities for monthly staff meetings in order to promote

campus/district core beliefs for greater buy-in, as well as, generate grade level Action Plans to address

needs of each grade level in relation to philosophy, instructional practices & student achievement

HQ PD 211 6100 PD 6/5/14 IN PROGRESS

NO.

1

NO.

1

2

3

4

5












F2Communicate District & Campus Core Beliefs to students daily to promote classroom discipline & a

safe & civil campus cultureNeeds assessment 6/5/14 IN PROGRESS

G2

Foster a welcoming classroom environment for parents that includes positive parental contact &

communication with the central belief in the district & campus Core Beliefs in order to increase

parental involvement on the campus


ces $ 2,705.00 6/5/14 IN PROGRESS


Division 5

SPRUCE FP

NO.

2

NO.

1

2

3

4

5



A1

Monitor and review the use of District Blueprints (Semester/Six Weeks) and Campus Instructional

Calendars through weekly Instructional Planning sessions in order to guarantee a cycle of curriculum

alignment of common assessments, grade level curriculum, and classroom instruction every six weeks

Reform strategies 6/5/14 IN PROGRESS

B1

Provide and schedule continuous Instructional Feedback after each teacher spot observation (12 per

year/18 for TINAs) with a developed plan of action for interventions and improvement of teacher

practices using feedback form for Learning Objectives, DOLs, Purposeful Instruction and Student

Engagement


C1

Conduct teacher professional development alongside Instructional Coaches to identify what students

should learn and be able to do in their grade level and above through staff meeting (Staff/PD/Book

Studies/IC Trng) and weekly Instructional Planning sessions to review lesson planning & delivery

Instr by HQ tchrs 211 6100 PD $ 120,000.00 6/5/14 IN PROGRESS

D1

Train teachers to write purposeful Lesson Plans with rigorous Learning Objectives and Demonstrations

of Learning using district templates & suggested improvements from Instructional Planning including

plans for interventions, differentiation and re-teaching

Timely Add'l

Assistance211 6100 Other $ 15,000.00 6/5/14 IN PROGRESS

E1

Institute the use of Multiple Response Strategies in all classrooms in order to increase student

engagement in all classrooms, including developing Dorsey MRS that work, and monitor their use

through periodic Spot Observations

Instr by HQ tchrs 6/5/14 IN PROGRESS


Quality Instruction: Ensure an aligned curriculum, including "Good, First Instruction" through Spot Observation of classrooms to focus on Learning Objectives, Demonstrations of Learning, Purposeful Instruction, and Active

Student Engagement in order to develop Rigor in each classroom. Develop staff leadership capacity through the use of high-quality instructional strategies and interventions that will lead to an increased level of student

engagement and critical thinking, as well as, classroom autonomy.



100% of classroom teachers will develop lesson plans that are aligned to district and state curriculum standards

95% of classroom teachers will receive an average of 2.0 Proficient or higher in the areas of Lesson Objectives, Demonstrations of Learning, Purposeful Instruction, and Student Engagement by December 2013

80% of classroom teachers will receive an average of 3.0 Exemplary in the areas of Lesson Objectives, Demonstrations of Learning, Purposeful Instruction, and Student Engagement by June 2014

NO.

2

NO.

1

2

3

4

5












F1Insure that classroom teaching is conducted from bell to bell and use effective time management so

that teachers obtain the maximum effort of teaching on a daily basisReform strategies 6/5/14 IN PROGRESS

G1

Host monthly Parent Coffees and Parent Reading/Math Academic Nights (Oct/Feb) that outline the

aligned curriculum per grade levels to address what students have to learn by the conclusion of the

school year


ces $ 2,705.00 6/5/14 IN PROGRESS


A2Create Instructional Calendars based on alignment to district Blueprints and develop intervention &

reteaching lessons to address student deficiencies and teach a guaranteed & viable aligned curriculumInstr by HQ tchrs 6/5/14 IN PROGRESS

B2

Implement leadership suggestions after spot observation/feedback sessions in order to incorporate

best practices to address LO's, DOL's, Purposeful Instruction, Student Engagement and Rigor in the

classroom


C2Plan and submit weekly lesson plans aligned to district Blueprints and campus Instructional Calendars

that will be discussed and reviewed during weekly Instructional Planning sessions on TuesdaysInstr by HQ tchrs 6/5/14 IN PROGRESS

D2

Develop weekly lesson plans that will address the aligned district curriculum, LO's and DOL's that are

clear, specific & measurable, writing assignments in all grade level and core content areas, activities

that build rigor, and address interventions, differentiation and re-teaching opportunities to meet the

needs of students daily

Timely Add'l

Assistance211 6300

Materials/Resour

ces $ 2,500.00 6/5/14 IN PROGRESS

NO.

2

NO.

1

2

3

4

5












E2Continuously use Multiple Response Strategies daily in order to increase student engagement in daily

delivery of lesson, as well as, develop own MRS that increase student achievementInstr by HQ tchrs 6/5/14 IN PROGRESS

F2 Engage students in bell to bell instruction to maximize daily instructional efforts Reform strategies 6/5/14 IN PROGRESS

G2

Facilitate Parent Reading/Math Academic Nights as grade levels to address parental questions as to

what students are expected to learn by the end of the year in their grade, including the discussion of

grade level non-negotiable, goal setting, passing standards and aligned curriculum


ces $ 2,705.00 6/5/14 IN PROGRESS


Division 5

SPRUCE FP

NO.

3

NO.

1

2

3

4

5



A1

Conduct data meetings to analyze student achievement data after third and sixth week common

assessments in order to profile student performance in order to create early interventions for

struggling students that will be collected in grade level data binders

Assessment Dec-Mak 211 6300Materials/Resour

ces $ 2,500.00 6/5/14 IN PROGRESS

B1Evaluate the use of Accelerated Reading, Istation and Reasoning Minds for Reading & Math progress

throughout the year in order to see increases in student foundational skills in grade K-4th gradeCoordination of Svcs 211 6300

Purchased

Services $ 12,250.00 6/5/14 IN PROGRESS

C1

Lead weekly Instructional Planning sessions to discuss what students know and should be able to do

(curriculum alignment), how we know when students have learned (assessment, what we do when

students aren't learning (interventions), and what we do when the students have already learned the

material (enrichment)


D1Instructional Coaches will meet weekly with staff to analyze data, prepare instructional calendars, co-

plan professional development, and collaborate with staff to build common assessments Assessment Dec-Mak 211 6100 PD $ 120,000.00 6/5/14 IN PROGRESS

E1

Foster instructional feedback based on classroom Spot Observations to adjust instruction accordingly

after observations, data analysis and common assessments or ACPs in order to coordinate tutoring and

intervention blocks daily

Timely Add'l

Assistance211 6100

Purchased


F1Review campus SMART goals with staff continuously in order to develop grade level SMART goals and

individual teacher goal settingReform strategies 6/5/14 IN PROGRESS

70% advancement by one level will be evident on the TELPAS in grades K-5th grade for all identified LEP students


Student Acheivement: Consistently monitor student academic progress through an intentional intervention system designed to accelerate the closing of the achievement gap. Assess student academic performance in all Core

Content Areas (Reading, Writing, Math and Science) through formative assessments, data analysis, and student profiling.



90% of students in grades 3rd-5th will meet minimum passing standards on the STAAR exam in Reading, Math, Science and Writing, with 40% of students achieving the Level III: Advanced performance.

90% of students in K-2nd grade will achieve at the 40th percentile on the ITBS/Logramos exam in Reading & Math; while 40% of students will achieve at the 80th percentile.

80% of students will be proficient as measured by the District's mid-year (Dec) and end-of-year (May) ACPs in the 4 core content areas of Reading, Math, Science and Social Studies

NO.

3

NO.

1

2

3

4

5












G1

Develop teachers in conjunction with Instructional Coaches, local, state & national professional

development session, including staff in curriculum alignment activities, action planning, collaborative

planning periods and PLCs on a weekly basis

Attracting HQ staff 211 6400 Other $ 1,200.00 6/5/14 IN PROGRESS


A2

Participate in data analysis meetings to review student achievement after each common assessment in

order to profile and tier students in order to create interventions for struggling students; continuously

monitoring student progress in the classroom using classroom data binders and portfolios developed

for each student

Timely Add'l

Assistance211 6300

Materials/Resour

ces $ 2,500.00 6/5/14 IN PROGRESS

B2

Coordinate and monitor student progress on Accelerated Instruction, Istation and Reasoning Minds

programs to build student foundational skills in Math & Reading as well as build interventions from

program progress reports

Coordination of Svcs 211 6300Purchased


C2

Attend weekly Instructional Planning sessions to properly prepare lesson plans and weekly lessons

built on information garnered from student achievement data and instructional calendars to align LO's,

DOL's, Purposeful Instruction, and Student Engagement


D2

Participate in monthly staff meetings with school leadership (Principal, AP, IC) to analyze data and

prepare instructional calendars to guide instruction and build common assessments to monitor

student achievement

Assessment Dec-Mak 211 6100 PD $ 120,000.00 6/5/14 IN PROGRESS

NO.

3

NO.

1

2

3

4

5












E2

Clearly identify new practices based on instructional feedback in lesson planning in order to adjust

instruction based on student achievement scores, including rigorous activities, differentiation, and

interventions for struggling students as well as coordinate tutoring efforts

Timely Add'l

Assistance211 6100 Other $ 15,750.00 6/5/14 IN PROGRESS

F2

Create grade level and individual classroom SMART goals to guide instruction and measure student

achievement as well as communicate student progress to parents through student performance

information & progress reports

Grade-level transitions 6/5/14 IN PROGRESS

G2

Learn best practices through continuous professional development from school leadership, IC's, local,

state and national PD in order to further develop the skills to align curriculum, create common

assessments, monitor student progress and action plan

Attracting HQ staff 211 6400 PD $ 1,200.00 6/5/14 IN PROGRESS


Division 5

SPRUCE FP

KEY ACTION PROGRESS REPORT

KEY ACTION 1Culture and Climate: Ensure Dorsey Faculty and Staff

understand and support the DallasISD Core Beliefs. Facilitate

and develop campus Core Beliefs that are positive and forward

thinking and reflect the district's beliefs to foster greater

campus buy-in & accountability. Institutionalize campus

culture by holding all decisions accountable to the district and

SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS

Provide beginning of the year & monthly Professional Development of teachers

by school leadership to facilitate the creation of Dorsey Core Beliefs and

maintaining teacher support, training, and accountability to both belief

systems.

6/5/14IN

PROGRESS

Teachers will participate in Beginning & monthly Core Belief activities

throughout the year in order to be held accountable to maintaining a campus

culture that values student achievement and professionalism.

6/5/14 IN PROGRESS

Facilitate all staff meetings (Staff/PD/Book Studies "Results Now"/IC Trng) with

campus & district core belief exercise& norms and how it relates to our key

actions and campus priorities

6/5/14IN

PROGRESS

Attend all campus meetings (Staff/PD/Book Studies-"Results Now"/IC Trng) on

time and follow campus norms to actively participate in campus mtgs/trngs by

asking clarifying questions as related to core beliefs, campus priorities, and key

actions

6/5/14 IN PROGRESS

Building leadership will lead by example and relate all decisions, systems,

procedures & accountability to the DallasISD Core Beliefs and campus

developed Core Beliefs

IN

PROGRESS

Teachers will be held accountable to the District and campus core beliefs, and

all grade level and teacher actions will be assessed through both core belief

systems to foster a campus culture of greater teacher accountability

IN PROGRESS

Conduct a campus Year in Review that will measure each teacher's

effectiveness from the previous year in order to build goal setting conference

and develop SMART goals on a one-on-one and grade level basis

8/26/13IN

PROGRESS

Complete a Year in Review self-reflection at the beginning of the year in order

to measure own practices and develop new SMART goals related to core beliefs

in order to grow as a grade level and individually

8/26/13 IN PROGRESS

Train grade levels and teachers to develop monthly Core Belief activities and

generate a Grade Level Action Plans to address Philosophy, Instruction &

Student Achievement in order to build greater grade level accountability to

student overall development throughout the year

6/5/14IN

PROGRESS

Grade levels will conduct monthly Core Belief activities for monthly staff

meetings in order to promote campus/district core beliefs for greater buy-in, as

well as, generate grade level Action Plans to address needs of each grade level

in relation to philosophy, instructional practices & student achievement

6/5/14 IN PROGRESS

SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS

Communicate Core Beliefs daily to faculty, staff & students to promote a

campus culture focused on developing students who are college & career

ready, including character development of students to encourage a safe & civil

campus

6/5/14IN

PROGRESS

Communicate District & Campus Core Beliefs to students daily to promote

classroom discipline & a safe & civil campus culture6/5/14 IN PROGRESS

Include parents through PTA & Parent Coffees/SBDM Mtg in the discuss of the

district & campus Core Beliefs in order to communicate the importance of

parental involvement/volunteerism/participation in their child's classroom and

throughout the campus

6/5/14IN

PROGRESS

Foster a welcoming classroom environment for parents that includes positive

parental contact & communication with the central belief in the district &

campus Core Beliefs in order to increase parental involvement on the campus

6/5/14 IN PROGRESS

KEY ACTION 2

Quality Instruction: Ensure an aligned curriculum, including

"Good, First Instruction" through Spot Observation of

classrooms to focus on Learning Objectives, Demonstrations of

Learning, Purposeful Instruction, and Active Student

Engagement in order to develop Rigor in each classroom.

Develop staff leadership capacity through the use of high-

quality instructional strategies and interventions that will lead

to an increased level of student engagement and critical

thinking, as well as, classroom autonomy.


Monitor and review the use of District Blueprints (Semester/Six Weeks) and

Campus Instructional Calendars through weekly Instructional Planning sessions

in order to guarantee a cycle of curriculum alignment of common assessments,

grade level curriculum, and classroom instruction every six weeks

6/5/14IN

PROGRESS

Create Instructional Calendars based on alignment to district Blueprints and

develop intervention & reteaching lessons to address student deficiencies and

teach a guaranteed & viable aligned curriculum

6/5/14 IN PROGRESS

Provide and schedule continuous Instructional Feedback after each teacher

spot observation (12 per year/18 for TINAs) with a developed plan of action for

interventions and improvement of teacher practices using feedback form for

Learning Objectives, DOLs, Purposeful Instruction and Student Engagement

6/5/14IN

PROGRESS

Implement leadership suggestions after spot observation/feedback sessions in

order to incorporate best practices to address LO's, DOL's, Purposeful

Instruction, Student Engagement and Rigor in the classroom

6/5/14 IN PROGRESS

Conduct teacher professional development alongside Instructional Coaches to

identify what students should learn and be able to do in their grade level and

above through staff meeting (Staff/PD/Book Studies/IC Trng) and weekly

Instructional Planning sessions to review lesson planning & delivery

6/5/14IN

PROGRESS

Plan and submit weekly lesson plans aligned to district Blueprints and campus

Instructional Calendars that will be discussed and reviewed during weekly

Instructional Planning sessions on Tuesdays

6/5/14 IN PROGRESS

Train teachers to write purposeful Lesson Plans with rigorous Learning

Objectives and Demonstrations of Learning using district templates &

suggested improvements from Instructional Planning including plans for

interventions, differentiation and re-teaching

6/5/14IN

PROGRESS

Develop weekly lesson plans that will address the aligned district curriculum,

LO's and DOL's that are clear, specific & measurable, writing assignments in all

grade level and core content areas, activities that build rigor, and address

interventions, differentiation and re-teaching opportunities to meet the needs

of students daily

6/5/14 IN PROGRESS


Institute the use of Multiple Response Strategies in all classrooms in order to

increase student engagement in all classrooms, including developing Dorsey

MRS that work, and monitor their use through periodic Spot Observations

6/5/14IN

PROGRESS

Continuously use Multiple Response Strategies daily in order to increase

student engagement in daily delivery of lesson, as well as, develop own MRS

that increase student achievement

6/5/14 IN PROGRESS

Insure that classroom teaching is conducted from bell to bell and use effective

time management so that teachers obtain the maximum effort of teaching on a

daily basis

6/5/14IN

PROGRESSEngage students in bell to bell instruction to maximize daily instructional efforts 6/5/14 IN PROGRESS

Host monthly Parent Coffees and Parent Reading/Math Academic Nights

(Oct/Feb) that outline the aligned curriculum per grade levels to address what

students have to learn by the conclusion of the school year

6/5/14IN

PROGRESS

Facilitate Parent Reading/Math Academic Nights as grade levels to address

parental questions as to what students are expected to learn by the end of the

year in their grade, including the discussion of grade level non-negotiable, goal

setting, passing standards and aligned curriculum

6/5/14 IN PROGRESS

KEY ACTION 3

Student Acheivement: Consistently monitor student academic

progress through an intentional intervention system designed

to accelerate the closing of the achievement gap. Assess

student academic performance in all Core Content Areas

(Reading, Writing, Math and Science) through formative

assessments, data analysis, and student profiling.


Conduct data meetings to analyze student achievement data after third and

sixth week common assessments in order to profile student performance in

order to create early interventions for struggling students that will be collected

in grade level data binders

6/5/14IN

PROGRESS

Participate in data analysis meetings to review student achievement after each

common assessment in order to profile and tier students in order to create

interventions for struggling students; continuously monitoring student progress

in the classroom using classroom data binders and portfolios developed for

each student

6/5/14 IN PROGRESS

Evaluate the use of Accelerated Reading, Istation and Reasoning Minds for

Reading & Math progress throughout the year in order to see increases in

student foundational skills in grade K-4th grade

6/5/14IN

PROGRESS

Coordinate and monitor student progress on Accelerated Instruction, Istation

and Reasoning Minds programs to build student foundational skills in Math &

Reading as well as build interventions from program progress reports

6/5/14 IN PROGRESS

Lead weekly Instructional Planning sessions to discuss what students know and

should be able to do (curriculum alignment), how we know when students have

learned (assessment, what we do when students aren't learning (interventions),

and what we do when the students have already learned the material

(enrichment)

6/5/14IN

PROGRESS

Attend weekly Instructional Planning sessions to properly prepare lesson plans

and weekly lessons built on information garnered from student achievement

data and instructional calendars to align LO's, DOL's, Purposeful Instruction, and

Student Engagement

6/5/14 IN PROGRESS

Instructional Coaches will meet weekly with staff to analyze data, prepare

instructional calendars, co-plan professional development, and collaborate with

staff to build common assessments

6/5/14IN

PROGRESS

Participate in monthly staff meetings with school leadership (Principal, AP, IC)

to analyze data and prepare instructional calendars to guide instruction and

build common assessments to monitor student achievement

6/5/14 IN PROGRESS

Foster instructional feedback based on classroom Spot Observations to adjust

instruction accordingly after observations, data analysis and common

assessments or ACPs in order to coordinate tutoring and intervention blocks

daily

6/5/14IN

PROGRESS

Clearly identify new practices based on instructional feedback in lesson

planning in order to adjust instruction based on student achievement scores,

including rigorous activities, differentiation, and interventions for struggling

students as well as coordinate tutoring efforts

6/5/14 IN PROGRESS

Review campus SMART goals with staff continuously in order to develop grade

level SMART goals and individual teacher goal setting6/5/14

IN

PROGRESS

Create grade level and individual classroom SMART goals to guide instruction

and measure student achievement as well as communicate student progress to

parents through student performance information & progress reports

6/5/14 IN PROGRESS


Develop teachers in conjunction with Instructional Coaches, local, state &

national professional development session, including staff in curriculum

alignment activities, action planning, collaborative planning periods and PLCs

on a weekly basis

6/5/14IN

PROGRESS

Learn best practices through continuous professional development from school

leadership, IC's, local, state and national PD in order to further develop the skills

to align curriculum, create common assessments, monitor student progress and

action plan

6/5/14 IN PROGRESS


Division 5

SPRUCE FP

SUMMARY OF KEY ACTION EXPENDITURES

FUND 6100 6200 6300 6400 6500 6600 TOTAL

199 $ - $ - $ - $ - $ - $ - $ -

211 $ 526,500.00 $ - $ - $ - $ - $ - $ 526,500.00

240 $ - $ - $ - $ - $ - $ - $ -

286 $ - $ - $ - $ - $ - $ - $ -

199/211 $ - $ - $ - $ - $ - $ - $ -

21M $ - $ - $ - $ - $ - $ - $ - SCE $ - $ - $ - $ - $ - $ - $ -

SCE/199 $ - $ - $ - $ - $ - $ - $ -

Other SR Fund $ - $ - $ - $ - $ - $ - $ -

TOTAL $ 526,500.00 $ - $ - $ - $ - $ - $ 526,500.00

# TITLE I COMPONENT NO. OF ACTIONS

1 Needs assessment 8

2 Reform strategies 10

3 Instr by HQ tchrs 5

4 HQ PD 2

5 Attracting HQ staff 2

6 Parent involvement 4

7 Grade-level transitions 1

8 Assessment Dec-Mak 3

9 Timely Add'l Assistance 5

10 Coordination of Svcs 2

Note: In order to meet Title I requirements, Specific Action steps may be added to the Key Action Tabs OR in the Title I

Specific Actions in the table to the right.

dorsey school action plan - dallas independent school · pdf file ·...

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