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Secondary Campus Improvement Plan: 2014-2015 School Based Improvement Committee

Otto Middle School

Principal: Antoine Spencer

Mission Statement: At Otto Middle School, our mission is to foster life-long learning as students obtain knowledge and skills needed for future success.

Cover Page

Middle School Campus Improvement Plan 2014-2015 Otto Middle School

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Campus Verification Page

Planning Timelines

CoreWork Diagnostics, Analysis of Critical Actions, and STAAR 2013/2014 Gap Analyses: (by June 2014)

Needs analysis, goal setting and strategic planning: (June, July & August 2014)

Preliminary SBIC Plan Complete: (by August 18, 2014)

Campus teacher data analysis day: (August 18-21, 2014)

SBIC Plan due in September 2014

Meeting Dates 2013-2014

Meeting 1: SBIC approves the improvement plan (by September 22, 2014): 9/18/2014

Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 1/22/2015

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 5/28/2015

Title I Components (The following required components have been addressed in this SBIC plan.) Title I Targeted Assistance Components 1 - 8 Title I Schoolwide Components 1 – 10

1. ☒ CNA: Comprehensive Needs Assessment

2. ☒ ISR: Effective methods and instructional strategies based on scientifically-based research

3. ☒ THQ: Teaching by highly qualified staff

4. ☒ OPD: High quality and ongoing professional development for teachers, principals and paraprofessionals

5. ☒ IPI: Increasing parental involvement

6. ☒ TRA: Transition to different grade levels and schools

7. ☒ TTD: Involvement of teachers in testing decisions beyond state

8. ☒ MSP: Monitoring student progress and providing additional assistance

9. ☒ FSP: Coordination and integration of federal, state and local services and programs

10. ☒ AHQ: Strategies to attract highly qualified and high-quality teachers to high-need schools

☐ Non-Title I

☐ Title I Schoolwide

☒ Title I Targeted Assistance

☐ TA Campus transitioning to Title I Schoolwide


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SBIC Committee Committee Member’s Name Role Year 1st Participated on SBIC

Brent Truitt Faculty Member 2010-2011

Bonny Pan Faculty Member 2014-2015

Jamie Bell Faculty Member 2014-2015

Rita Attuquayefio Faculty Member 2013-2014

Emily Soheili Faculty Member 2013-2014

Shelly Furlong Faculty Member 2012-2013

Nikole Roberson Faculty Member 2013-2014

Erin Kerry Faculty Member 2014-2015

Frank Fonseca Faculty Member 2013-2014

Antoine Spencer Principal 2012-2013

Pamela Dimmick District Professional 2013-2014

Heidi Summerlin Campus Professional, Non-teaching 2012-2013

Julia Canby Support Staff Member 2013-2014

Kennitra Robertson Support Staff Member 2014-2015

Lori Downey Parent-Selected by PTA 2014-2015

Connie Reeves Parent-Selected by Principal 2014-2015

Jenny Chang Parent 2012-2013

DeeDee McGee Parent 2012-2013

Mary Rohr Parent 2012-2013

Heather Zimmerman Parent 2012-2013

Janis Truitt Community Member 2013-2014

Gerry Sam Community Member 2014-2015

Megan Sanders Business Representative 2013-2014

Mary Beth Tiemeyer Business Representative 2012-2013


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District and Campus Goals 1. Increase the percentage of students meeting STAAR Satisfactory performance rates.

2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas.

3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group – Closing Performance Gaps.

4. Increase the percentage of students meeting STAAR Advanced performance rates.

5. Increase high school graduation rates and ensure students are on track to graduate.

6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness.

7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (55% meet Level II on STAAR/EOC).

Campus-Wide Goals Title I

Components

Applicable Student Groups

Health, Fitness and Attendance: The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students.

FSP All

Violence Prevention and Bullying: The violent incidents will meet the target measure. Measure: 0 FSP All

Parental Involvement: The campus will provide for a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

IPI All

Highly Qualified: The highly qualified rate will meet the 100% target measure. THQ OPD AHQ

All


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Comprehensive Needs Assessment Prior to setting long-range goals or measurable campus performance objectives, effective campus planning and decision-making teams reviewed the most current, accurate needs assessment information available. Teams used this review to determine the effectiveness of educational programs for each and every student population served.

DEMOGRAPHICS Demographics refer to the characteristics or make-up of the school and help us understand who we are currently working with and how we implement strategies, initiatives, programs and services to meet their needs.

☒Enrollment

☒ Attendance

☒ Ethnicity

☐ Gender

☒ Mobility/Stability

☐ Special Program Participation

☒ At-Risk by Category

☒ Teacher-Student Ratios

☐ Graduation, Completion, Dropout, and GED rates

☒ Course/Class Assignments

☐ College/University/Dual Credit/Advanced

☐ Placement Enrollment

STUDENT ACHIEVEMENT Student Achievement data refers to the annual and longitudinal reviews from varied sources of formal and informal data. These data provide insights about the degree to which students are acquiring the knowledge and skills expected for each grade level and course of study.

☒ State Assessment Data

☒ TELPAS and AMAO Results

☐ SAT/ACT/PSAT Results

☐ Advanced Course/Dual Enrollment Data

☒ Standardized, Norm-Referenced, Criterion-Referenced Tests and Measures

☒ State and AYP Data Tables

☒ Texas Success Initiative (TSI) Data

☒ Course/Class Grades

☒ Graduation, Completion, Dropout, and GED Rates; Diploma Types

☒ Promotion/Retention Rates

☒ Classroom and Program Assessments and Other Data Student Work

CURRICULUM, INSTRUCTION AND ASSESSMENT The curriculum/curricula collectively describes the teaching, learning, and assessment materials and resources available for a given course of study. These are aligned with the TEKS and other standards, incorporating instruction and assessment processes.

☒ Standards-Based Curriculum Resources and Materials

☒ Scope and Sequence; Pacing Guides; and/or Other Focus Documents

☒ Foundation Course/Class Materials

☒ Enrichment Course/Class Materials

☒ Technology

☒ Instructional Design/Delivery; High-Yield Strategies

☒ Lesson Study/Delivery Processes

☒ Collaborative Horizontal and Vertical Team Alignment Processes

☒ Student-Specific/Differentiated Strategies and Processes

☒Other Assessments

☒ Class, School, and Special Program Schedules

Technology Technology refers to modeling and applying digital tools and resources for students, staff, and other stakeholders to advance teaching and learning, and connect to real-world experiences, including post-secondary opportunities.

☒ Technology Infrastructure, Networks, etc.

☒ Technology Hardware and Software

☒ Classroom Technology Needs by Area, Class, Department, etc.

☒ STaR Chart

☒ Professional Development/Teacher Preparation

☒ Needs in Technology

☐ Leadership and Administrative Support Structures for Technology Implementation

☐ Resource Allocations

☒ Technology Policies and Procedures

☒ Technology Plan

☒ Assessment of Technology Skills for Students, Staff and Other Stakeholders

SCHOOL CULTURE AND CLIMATE School culture refers to the organization's values, beliefs, transitions, and customs which shape the personality and climate of the organization. It determines how parents, community, staff and students feel about the school and affects how people interact within the system.

☒ Surveys

☐ Questionnaires

☐ Focus Groups

☒ Interviews

☒ Feedback Data

☒ Classroom and School Walkthrough Data

☒ Parent Conferences, Meetings, etc.

STAFF QUALITY, RECRUITMENT AND RETENTION Staff Quality, Recruitment and Retention refers to the school organization's level of high-quality, highly-effective staff, particularly in high-poverty schools. This area is also focused on assessing the effect of recruitment and retention strategies on staffing patterns.

☒ Teacher Certification/Qualification Data

☒ Paraprofessional and Other Staff Qualifications

☒ Staff Effectiveness in Relation to Student Achievement

☒ PDAS and/or Other Staff Effectiveness Data

☒ Staff Mobility/Stability

☒ Special Program Qualifications, e.g., Bilingual/ESL, Special Education, etc.

☒ Professional Development Data

☒ Teacher-Student Ratios

☒ Graduation, Completion, Dropout, and GED rates

☒ Course/Class Completions, Grades, & Other Data

☒ Recruitment and Retention Strategies & Other Data

SCHOOL CONTEXT AND ORGANIZATION School Context and Organization refers to the processes, structures, decision-making, and overall leadership aspects of the organization, including how these areas address quality teaching and learning.

☒ School Structure or Make-Up, e.g., Teaming, Looping, etc.

☒ Decision-Making Processes

☒ Master Schedule

☒ Leadership: Formal and Informal

☒ Supervision Structure Support Structures: Mentor Teachers

☒ Duty Rosters

☒ Schedule for Student Support Services, e.g., Counseling, Social Work, Library, etc.

☒ School Map & Physical Environment

☒ Program Support Services, e.g., Extracurricular Activities, After School Programs, etc.

☒ Communication: Formal and Informal

FAMILY AND COMMUNITY INVOLVEMENT Family and Community Involvement refers to how these stakeholders are informed, invested and involved as partners in supporting the school community to maintain high expectations and high achievement for all students.

☒ Family and Community Participation Counts by Type of Activity

☒ Parent Volunteer Information

☒ Parent Activity Evaluations and Feedback

☒ Parent and Community Partnership Data

☒ Mobility/Stability

☒ Demographic Data

☒ Community Service Agencies and Support Services


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Campus-Wide Critical Actions

Campus-Wide Critical Actions Areas for improvement identified by Campus Needs Assessment: NCEA CoreWork Diagnostics and STAAR/EOC Gap Analysis.

Address any student groups that did not meet Accountability Safeguards.

Title I Components


1. Increase the academic achievement in Science.

☒ CNA

☒ ISR

☒ THQ

☐ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☐ FSP

☐ AHQ

Hispanic, SPED, ED, ELL

2. Increase the academic achievement in Social Studies.

☒ CNA

☒ ISR

☒ THQ

☐ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☐ FSP

☐ AHQ

Hispanic, SPED, ED, ELL

3. Increase the academic achievement in Math.

☒ CNA

☒ ISR

☒ THQ

☐ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☐ FSP

☐ AHQ

African American, Hispanic, SPED, ED, ELL

4. Increase the academic achievement in Reading.

☒ CNA

☒ ISR

☒ THQ

☐ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☐ FSP

☐ AHQ

ELL


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Team Critical-Actions ELA (Reading and Writing) Critical Actions

Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports Title I

Components Applicable

Student Groups

1. Participate in team learning walks in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership, & Capacity Building)

☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☐ TTD

☐ MSP

☐ FSP

☐ AHQ

All

2. Study exactly what is to be taught and learned – and to what level of mastery- at their grades and in their subject. (Theme 1: Curriculum & Academic Goals)

☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☒ TRA

☐ TTD

☐ MSP

☐ FSP

☐ AHQ

All

3. Teach students to monitor their own progress. (Theme 4: Monitoring Performance & Progress)

☐ CNA

☐ ISR

☐ THQ

☐ OPD

☒ IPI

☐ TRA

☐ TTD

☒ MSP

☐ FSP

☐ AHQ

All

4. Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives. (Theme 5: Intervention & Adjustment)

☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☐ FSP

☐ AHQ

All

5. Increase the proficiency rate of all students on the STAAR assessment (Gap Analysis Worksheet).

☒ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☒ FSP

☐ AHQ

All

Mathematics Critical Actions

Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports

Title I Components Applicable

Student Groups

1. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership, & Capacity Building)

☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☐ TTD

☐ MSP

☐ FSP

☐ AHQ

All

2. Collaborate in teams focused on curriculum, instruction, and assessment. (Theme 2: Staff Selection, Leadership, & Capacity Building)

☒ CNA

☐ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☐ FSP

☐ AHQ

All


☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☒ TTD

☐ MSP

☐ FSP

☐ AHQ

All


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4. Study exactly what is to be taught and learned – and to what level of mastery- at their grades and in their subject. (Theme 1: Curriculum & Academic Goals)

☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☒ TRA

☐ TTD

☐ MSP

☐ FSP

☐ AHQ

All

5. Increase the proficiency rate of all students on the STAAR assessment (Gap Analysis Worksheet).

☒ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☒ FSP

☐ AHQ

All

Science Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports

Title I Components


1. Utilize ELPS & differentiating strategies to accommodate instruction for at risk students (ELL, SPED, CMIT/504) (Theme 1: Curriculum & Academic Goals)

☐ CNA

☒ ISR

☐ THQ

☐ OPD

☐ IPI

☐ TRA

☐ TTD

☐ MSP

☐ FSP

☐ AHQ

All

2. Collaborative instructional practice: plan, teach, & then reflect as a team. (Theme 4: Monitoring Performance & Progress)

☒ CNA

☒ ISR

☐ THQ

☐ OPD

☐ IPI

☐ TRA

☐ TTD

☐ MSP

☐ FSP

☐ AHQ

All

3. Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives. (Theme 5: Intervention & Adjustment) (Theme 1: Curriculum & Academic Goals)

☐ CNA

☒ ISR

☐ THQ

☐ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☐ FSP

☐ AHQ

All

4. Collaborate in vertical teams to further align instruction to TEKS & Curriculum. (Theme 5: Intervention & Adjustment) (Theme 1: Curriculum & Academic Goals)

☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☒ TTD

☐ MSP

☐ FSP

☐ AHQ

All

5. Increase the proficiency of all students on the STAAR assessment. (Gap Analysis Worksheet)

☒ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☒ FSP

☐ AHQ

All

Social Studies Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports

Title I Components


1. Study the specific role that their grade and subject content plays in students' cumulative educational experience. (Theme 1: Curriculum & Academic Goals)

☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☒ TRA

☐ TTD

☐ MSP

☐ FSP

☐ AHQ

All


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☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☐ FSP

☐ AHQ

All

3. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership, & Capacity Building)

☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☐ TTD

☐ MSP

☐ FSP

☐ AHQ

All

4. Study exactly what is to be taught and learned—and to what level of mastery—at their grades and in their subjects. (Theme 1: Curriculum & Academic Goals)

☐ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☒ TRA

☐ TTD

☐ MSP

☐ FSP

☐ AHQ

All

5. Teach students to monitor their own progress and increase accountability. (Theme 4: Monitoring Performance & Progress)

☐ CNA

☐ ISR

☐ THQ

☐ OPD

☒ IPI

☐ TRA

☐ TTD

☒ MSP

☐ FSP

☐ AHQ

All

6. Increase the proficiency of all students on the STAAR assessment. (Gap Analysis Worksheet)

☒ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☐ TTD

☒ MSP

☒ FSP

☐ AHQ

All


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ELA Improvement Plan (Reading and Writing) Critical Action: Participate in team learning walks in order to improve the instructional practices of the team.

Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☐ THQ ☒ OPD ☐ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ

Strategies for Accomplishing Critical Action:

Action Step Project Lead, Staff, Title I Funding,

Resources, Timeline Formative & Summative Notes and Reflections

Team members will visit other CORE teacher’s classrooms at least once per semester.

All English and Reading Teachers

Wednesday, Nov. 12-The English Dept. visited the History Dept. Teachers (Truitt, Khan, Keahey)—PEER LEARNING WALKS

Team members will use a collaborative observation tool to make classroom visits more meaningful.

All English and Reading Teachers Observation Form

Notebooks w/ arrows drawn to and from teacher to students showing how much the students talk vs. the teacher. Not a formal sheet

Team members will schedule a time to debrief following the visits to analyze the observation.

All English and Reading Teachers Observation Form

COMPLETED-Department meeting 11/18/2014

Share effective instructional practices during department meetings at least once per semester.

All English and Reading Teachers COMPLETED- 12/9/2014; 3/24/2015

Critical Action: Study exactly what is to be taught and learned – and to what level of mastery- at their grades and in their subject.

Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☐ THQ ☒ OPD ☐ IPI ☒ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ




Team members will follow the outlined district curriculum and implement high level instruction in their classroom on a daily basis.

All English and Reading Teachers MSP Curriculum

Each week STAAR WOTW is introduced to the staff to be shared with the students during our advisory period. These words are common words seen on STAAR [now CTZ]

Team members will clarify learning goals on a daily basis in class and check for student understanding and establish relevancy.

All English and Reading Teachers Ongoing at the start of each lesson, assignment, project, and/or assessment

Use data to drive lesson planning decisions and grouping. All English and Reading Teachers COMPLETED

Create visual resources, (word walls) for content specific words in classrooms.

All English and Reading Teachers COMPLETED

Team members will introduce grade level academic vocabulary for Word of the Week.

All English and Reading Teachers COMPLETED

Team members will introduce Informational Text Strategies two times each six weeks; including AVID strategies.

Mackey, Randall, Lytle COMPLETED

Team members will focus on AVID strategies (i.e. Cornell Notes & All English and Reading Teachers Oct. 29-30 Several of us attended the AVID Culturally


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Binders) a minimum of two times per six weeks. Relevant Teaching Training at Sockwell.

Team Members will facilitate the creation of higher level questions by the Honors students in the classroom.

All English &Reading Teachers, Critical Thinking Wheel

Critical Thinking Wheel, the essential questions in each lesson within the curriculum; All Honors students not only assist in the creation of these questions but also answer higher level cognitive thinking questions tied to their learning targets.

Team members will create a pull out date for data analysis of STAAR. All English and Reading Teachers Pull out date was Tuesday, October 14, 2014

Critical Action: Teach students to monitor their own progress.

Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☐ THQ ☐ OPD ☒ IPI ☐ TRA ☐ TTD ☒ MSP ☐ FSP ☐ AHQ




Team members will give rubrics to students in advance of an assignment, project, or research paper so the students can monitor their own progress.

All English and Reading Teachers Individual Assignment Rubrics

Ongoing

Team members will post the learning target, make students are aware of the goal for each class daily, and check for understanding to measure mastery.

All English and Reading Teachers MSP Curriculum Goals

Curriculum learning targets are posted in the classrooms & the use of critical thinking skills are tied to those learning targets.

Team members will create opportunities to problem solve by discussing what worked/did not work in a lesson or activity.

All English and Reading Teachers COMPLETED in weekly team meetings

Team members will reflect on MAP data from previous administration. All English and Reading Teachers MAP Goal Setting pages were given to students on December 8th and 9th during our advisory period. Teachers filled out last year’s scores with their students on these Goal Setting Sheets.

Team members will conduct a Performance Poetry Workshop for 8th

grade students.

Spring Semester, Librarian, Guest

Speaker

Friday, January 23, 2015 with guest poet, Michael Guinn

Team members will encourage all students to participate in our campus-wide Poetry Slam.

Spring Semester, Librarian, Guest

Speaker

Monday, April 27, 2015 with guest poet, Michael Guinn

Critical Action: Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives.

Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☐ THQ ☒ OPD ☐ IPI ☐ TRA ☐ TTD ☒ MSP ☐ FSP ☐ AHQ


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Give students choices on extended learning opportunities that are relevant and use critical thinking skills tied to the learning target.


COMPLETED; Teachers went over this with students each day.

Team members will setup peer tutoring stations in their classroom for students who have mastered skills to assist their peers.


COMPLETED

Team members will work with grade level team members to develop relevant, critical thinking activities for the entire grade level.

All English and Reading Teachers All Grade Level Teachers

COMPLETED

Bring and discuss student work samples to department and grade level team meetings.

All English & Reading Teachers All Grade Level Teachers

COMPLETED

Critical Action: Increase the proficiency rate of all students on the STAAR assessment (Gap Analysis Worksheet).

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☐ THQ ☒ OPD ☐ IPI ☐ TRA ☐ TTD ☒ MSP ☒ FSP ☐ AHQ




Implement targeted small group intervention before school, during advisory, and after school tutorials.

All English and Reading Teachers Academic Specialist Curriculum Support Staff Activity Bus

COMPLETED

Conduct Writers Workshop once each semester to increase critical writing ability for targeted students in seventh grade.

Seventh Grade English Teachers, Curriculum Support Staff

Fall Semester Writing Workshop was held on Nov. 11 Spr. Semester Writing Workshop held on Feb. 3

Create visual resources, (word walls) for common words seen on STAAR. All English and Reading Teachers,

Curriculum Support Staff

COMPLETED

Increase the academic achievement in Reading for students receiving CMIT/504 services through consistent use of recommended accommodations & consultation with CMIT/504 coordinator.

All English and Reading teachers,

Heidi Summerlin

Ongoing

Increase achievement of ELLs through use of TEKS and accommodation checklist.

All English & Reading Teachers COMPLETED

Increase ELL proficiency levels through placement in an ELL hybrid class with the support of an ESL certified teacher.

Kerry, Brashears, Herrera, Giamundo COMPLETED


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Mathematics Improvement Plan

Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team.





Team members will visit another teacher’s classroom at least once per semester.

All Math Teachers Substitutes

Meeting Notes: August In-Service- leadership team decided it would benefit the math teachers to observe other math teachers’ instructions. Teachers can take ideas back to their own classrooms to implement. Formative notes: A substitute was provided for teachers to observe each other. Teachers knew in advance to prepare for the substitute and were provided observation forms. Summative Notes: Teachers said going into other classes gave them ideas to take back to theirs. This also helped with vertical alignment. Many teachers commented on how they got to see how certain concepts were explained and can reiterate it to their current students the same way.

Team members will use a collaborative observation tool to make classroom visits more meaningful.

All Math Teachers Observation Form

Meeting Notes: August In-Service – Teachers discussed what to look for when going into the classroom of other teachers. It was decided that an observation form would help. Formative notes: Teachers were provided an observation form to take notes. Summative Notes: Some teachers suggested a different form to be used for next year.

Team members will schedule a time to debrief following the visits to analyze the observation and provide notes to teacher.

All Math Teachers Observation Form Meeting Time

Meeting Notes: In August, we discussed how important feedback and planning was. Formative Notes: Teachers followed up with teachers they observed to discuss teaching instructions.


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Summative Notes: Both teachers benefited from the experience. Teachers were able to give each other advice and gave professional criticism on how to improve on each other’s instruction.

Critical Action: Collaborate in teams focused on curriculum, instruction, and assessment.

Critical Action addresses the following Title I components: ☒ CNA ☐ ISR ☐ THQ ☒ OPD ☐ IPI ☐ TRA ☐ TTD ☒ MSP ☐ FSP ☐ AHQ




Collaborate with grade level teams to develop, review, and refine lessons per week or per unit.

All Math Teachers MSP Curriculum Meeting time

Meeting Notes: During August In-service – teachers discussed the most effective way to plan lessons. Teachers are encouraged to meet as often as they can to discuss each lesson. Formative Notes: Teachers are still meeting each week to stay on track. We are still meeting with the district Math Curriculum Specialist to continuously stay aligned with the curriculum. Summative Notes: Planning was crucial this year because of the new standards and the new curriculum. Teacher’s met more than once a week and the Math Curriculum Specialist was on campus at least once a week. Grade levels will continue meeting as the curriculum will have a few more changes in the next year.

Team members will use a collaborative lesson plan form to plan and address individual strategies for each lesson.

All Math Teachers Collaborative Planning Guide

Formative Notes: Teachers used unit plans to plan each lesson. Lessons were dissected and discussed in detail. Summative Notes: As this was a new curriculum, teachers shared that lessons discussed in detail helped but there wasn’t always enough time.


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Team members will collaborate to share materials and instructional strategies as a grade level team.

All Math Teachers Specific Instructional Strategies with Materials Planning Time

Formative Notes: Teachers met multiple times a week and communicated ideas and instructional strategies. Summative Notes: Teachers often communicated via email or in person. Our math team has many talents. They felt that they learned a lot from one another this year and stepped out of their comfort zone to try new strategies.







All Math Teachers Carnegie, MATHia, Region 4, Think through Math, Critical Thinking Wheel

Formative Notes: When lesson planning, teachers discussed ways to enrich lessons and shared higher level critical thinking problems. Projects were also assigned to allow creativity and to promote critical thinking. Summative Notes: Many teachers shared that Carnegie had many enriched problems that involved critical thinking.

Administer American Mathematics Contest 8 (AMC 8) to all honors math students.

Louis Lantiere AMC 8 Materials Class time

Meeting Notes: Mr. Lantiere registered Otto MS for the AMC 8 in September. Summative Notes: AMC 8 was administered on November 18

th to all honors classes. We had one

student who was invited to take the AMC 10. Documentation: Please see the Math Department Head for AMC 8 results


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Critical Action: Study exactly what is to be taught and learned – and to what level of mastery- at their grades and in their subject.





Team members will follow the outlined district curriculum and implement in their classroom on a daily basis.

All Math Teachers MSP Curriculum Collaborative Planning Guide

Meeting notes: August In-service – Unit plans were provided and explained to teachers during in-service. Summative notes: Teachers used unit plans provided to help plan lessons. All lessons were discussed in detail in multiple planning periods. Teachers found the unit plans very helpful when planning. All teachers used “Understand By Design” to plan curriculum. Documentation: See math teachers for unit plans.

Team members will post the learning target, make students aware of the goal for each class daily, and check for understanding to measure mastery.

All Math Teachers Collaborative Planning Guide

Meeting Notes: August In-Service – With the new curriculum, the math curriculum team could not provide learning targets to all teachers this year. It was discussed that goals of lessons/essential questions should still be posted. Summative Notes: Teachers had goals as their learning targets posted each day and explained the goal of the learning targets. At the end of lessons, teachers recalled the goals explained from the beginning of class.

Attend Carnegie Trainings All Math Teachers Title I Teacher

Meeting Notes: May/June 2014 – teachers were encouraged to sign up for the Carnegie Workshop. We had 100% of our math teachers sign up. Summative Notes: Math teachers attended a week long Carnegie workshop in August 2014. Teachers learned about the timeline of the curriculum and how to teach specific lessons. Overall, all math teachers found the training helpful. Documentation: See math coordinator for roster of training.


17

Critical Action: Increase the proficiency rate of all students on the STAAR assessment (Gap Analysis Worksheet).





Targeted small group intervention during structured tutorials. Bobcat Central Tutorial Center available before school for all grade levels.

All Math Teachers Title I Teacher Curriculum Support Staff

Meeting Notes: During our math department meeting, it was decided that we would start interventions early. Tutorials were also offered daily and structured to students’ needs. Summative Notes: We continue to do 8

th grade Math

intervention and students are staying on track. The morning tutorials are going well. Students enjoy coming in the morning and after school.

Targeted students in Honors Algebra I will receive small group instruction one time a week during structured tutorials.

Eighth Grade Math Teachers AVID Tutors

Meeting Notes: January Meeting – Algebra teachers discussed best strategies to help targeted students. They planned weekly lessons for their tutorials. Summative Notes: Students were identified based off of current grades and scores. Students came once a week for structured tutorials to ensure success on the EOC and to improve their math grades. Our EOC results showed 100% passing and 20% increase in level III from last year.

Utilize “Think Through Math” software to meet specific student needs in preparation for Math STAAR.

All Math Teachers, Curriculum Support Staff, CTA

Meeting Notes: In our math department meeting in August, we discussed effective ways to utilize “Think Through Math” in the classroom. Power Math was encouraged to use it at least once a week. Summative Notes: Students utilized “Think Through Math” in Power Math and tutorials. Teachers said that it took students about 30 minutes to get a certificate. They explained that they had to monitor students to not click through the tutorials too quickly but overall felt that it helped with basic math concepts.

Increase the academic achievement in Math for English Language Learners through consistent use of accommodations based on students’ individual proficiency level.

All Math Teachers ESL teachers, ELPS, ESL Curriculum Support

Meeting Notes: Erin Kerry visited with teachers on how to provide accommodations. Summative Notes: Accommodations for English


18



Language Learners were provided. Teachers followed all accommodations. Teachers encouraged English Language Learners to attend tutorials to get one-on-one help. Documentation: Please see ESL department head for accommodations

Increase the academic achievement in math for students receiving CMIT/504 services through the consistent use of recommended accommodations with CMIT/504 camps coordinator.

All Math Teachers CMIT/504 Campus Coordinator

Meeting Notes: CMIT/504 specialist met with teachers to discuss individual students. Summative Notes: Accommodations were provided for CMIT/504 students. Teachers followed all accommodations. Documentation: Please see CMIT/504 specialist for list of students and accommodations.

Structured tutorials once a week before/after school for students at risk for failing STAAR and for students who failed STAAR and are not in Power Math.

All Math Teachers Title I Teacher

Meeting Notes: In September, math teachers by grade level met to plan lessons and identify students who will attend these tutorials. The Math Curriculum Specialist also planned with the math teachers. Summative Notes: Structured tutorials were planned in advance. Students attended sessions based on their needs. Teachers expressed that next year we should begin these tutorials in the Spring.

Power Math classes for 7th

and 8th

grade students who failed STAAR Trudy Johnson Jeanne Dean

Meeting Notes: In May/June 2014, Otto MS brought Power Math to increase students’ confidence and support them in their on-level courses. Summative Notes: Students who failed the Math STAAR test are in Power Math 7 & 8. Student feedback shows that many enjoy the course. Based on our current raw STAAR scores we have seen improvement in individual scores.

Check-in/Check-out system with Title I and Power Math teachers to improve progress of students.

Title I Teacher Power Math Teachers

Meeting Notes: August In-Service – Power Math teachers and the Math Department Head discussed ways to support students in other subject areas. We wanted to build confidence and offer any support needed.


19



Summative Notes: Power Math teachers focused on positive rapport with students. Grades for all classes were often checked and encouraged students to attend tutorials.

Host Title I parent night to raise awareness and encourage parent involvement.

Title I Teacher, Title I funds Meeting Notes: At the beginning of the school year the Title I math teacher planned activities for the parent night and contacted several parents to attend. Summative Notes: We had a great turn out for the parent night. The parents enjoyed the night which was full of information and the help we are giving the students. Documentation: Please see Title I math specialist for roster of parent attendance.

Use Algebra incentivized tutorials to encourage attendance. Algebra Teachers Meeting Notes: In August, during our math department meeting, Algebra teachers expressed how they wanted to increase tutorial attendance among Algebra students. Summative Notes: Allowing corrections on quizzes pass a 70 encouraged students to come to tutorial. Students used the opportunity to improve on concepts.

Train all math teachers to implement AVID tutorials during class, advisory, and tutorial times.

All Math Teachers AVID Coordinator AVID tutors

Meeting Notes: The AVID teacher offered teachers to observe her tutorials and take notes on how to implement them in her class. Summative Notes: Teachers observed at least one AVID tutorial to learn how to implement AVID tutorials during class.

Use AVID Cornell notes in classroom a minimum of 2 times per six weeks. Submitted by grade level/department.

All Teachers AVID Coordinator

Meeting Notes: AVID offered a training in August on how to implement Cornell notes. Summative Notes: AVID Cornell notes were used at the beginning of the year and submitted to Shelly Furlong.

Title I teacher will assist in math classrooms to pre-teach/reinforce math concepts.

All Math Teachers Title I Teacher

Meeting Notes: At the beginning of the year, we discussed the Title I teacher’s role with students and in the classroom. Students in need of Title I services were identified and a schedule was made.


20



Summative Notes: The Title I teacher works with students individually and in small groups to help reach learning goals. Documentation: please see Title I specialist for list of students receiving services.

Title I funds will be used to hire a temporary teacher before STAAR to pre-teach/reinforce concepts.

Title I funds Meeting Notes: In August, the Math Department Head and the Principal discussed the best use of Title I funds. We concluded that a tutor in math classrooms would help students. Summative Notes: Jeri Chambers was our Title I tutor before STAAR. She went into classrooms and worked with small groups of students. Students expressed they liked the small group and individualized attention. Teachers expressed how helpful it was and think this should be done every year before STAAR.


21

Science Improvement Plan

Critical Action: Utilize ELPS & differentiating strategies to accommodate instruction for at risk students (ELL, SPED, CMIT/504).

Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☐ THQ ☐ OPD ☐ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ




Attend professional development training on ELPS, AVID, SPED, & CMIT strategies.

All Science teachers, lead specialist Collaborative information sheet given to us by ESL/CMIT/504 specialist. Utilized in planning.

School-wide book study, Mindsets in the Classroom, discussions on enriching and nurturing a growth mindset environment in the class.

Meeting with department and SPED department head about how to better facilitate our students.

Create enrichment opportunities for targeted students to interact with science concepts.

All Science teachers 6 weeks rotations completed.

Critical Thinking Zone- critical thinking curriculum developed by all department heads and implemented during 22 advisory lessons.

Team planning will focus discussion on specific strategies to implement in the current lesson.

All Science teachers, ESL accommodation checklist

Weekly discussions, ongoing, utilizing multiple resources, such as critical thinking wheel, lead 4ward TEKS sheets,

School-wide book study, Mindsets in the Classroom, discussions on enriching and nurturing a growth mindset environment in the class. Completed.

Critical Action: Collaborative instructional practice: plan, teach, & then reflect as a team.

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☐ THQ ☐ OPD ☐ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ




Members will plan a collaborative lesson to co-teach at least once a year. All Science Teachers Deb Johnston, curriculum specialist, provided us feedback on effective co-teaching. We read an article and discussed.

All have completed a co-teaching lesson. Positive feedback on interacting and teaching with another teacher as opposed to observing.

Co-teachers will schedule a time to debrief following the lesson to analyze its effectiveness.

All Science Teachers

See above

Utilize department time to share the experience & reflect how ideas/strategies will be implemented in the future.


See above


Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☐ THQ ☐ OPD ☐ IPI ☐ TRA ☐ TTD ☒ MSP ☐ FSP ☐ AHQ





All Science Teachers Gizmo, Critical Thinking Wheel

6 weeks rotations completed.

Additional STAAR reviews were given as a voluntary option. Many students took advantage of the material to study their strengths.

Critical Thinking Zone- critical thinking curriculum developed by all department heads and implemented during 22 advisory lessons

Gizmo utilized to support current lessons across all grade levels.

CTW used to support and encourage class discussions.

Create enrichment opportunities for targeted students to interact with Science concepts.

All Science Teachers See above

Team members will focus on implementing revising/editing Cornell Notes & use of agenda.

All Science Teachers Objectives posted across all grade levels daily for students to write in their agendas. Time given to write in them as well.

C-notes have been implemented in a variety of


23



ways (ppts, expert information, questioning strategies, summaries and essential questions)

Attended a meeting on incorporating C-notes in the classroom.

Science spirals have c-notes as a source of information that the students create and use.

Create a Science Fair club for students interested in participating in the Science Fair to accelerate their progress.

All Science Teachers Ms. Wilkins and Ms. Carpenter are co-chairs for science fair. Science Fair club began and was open to all honors students. Meetings were held and currently progressing students are getting individual critical feedback to improve their projects for district/regional fairs.

4 placed at regional, going on to state. 5 at district

Collaborate in vertical teams to further align instruction to TEKS & curriculum.

All Science Teachers Reviewing and breaking down STAAR item analysis. Report and discuss how each grade level can support critical needs areas of the test to reinforce learning across all grade levels.

Dr. Wussow’s visit and discussion on the difference between STAAR and TAKs and how important critical thinking is to success. After our department reflected on this discussion.

Re-do, Re-takes and Do-overs, by Wormelli, we discussed and reflected how the standard model of summative assessment doesn’t support critical thinking and how we can improve as a department in supporting our students.


Aligning TEKS in curriculum/instruction during department meetings.


24

Critical Action: Collaborate in vertical teams to further align instruction to TEKS & Curriculum.





Collaborate with grade level teams to develop, review, and refine lessons per week or per unit.

All Science Teachers MSP Curriculum

Weekly grade level meetings. Planning sessions with our curriculum specialist.

Incorporate higher level thinking questions addressing 6th

, 7th

, and 8th

grade TEKS.

All Science Teachers Critical Thinking Wheel used across grade levels to develop higher level thinking questions.

Released STAAR questions utilized to show higher level thinking questions to students, wording and question dissection.

Critical Thinking Zone- UPS-check, a common core testing strategy used to help support

vocabulary and higher level thinking. School-wide, during advisory.


Collaborate as a department to address TEKS & align instruction in all grade levels to scaffold learning over grades 6-8.


Reviewing and breaking down STAAR item analysis. Report and discuss how each grade level can support critical needs areas of the test to reinforce learning across all grade levels.

Topics that have been addressed: topography, atoms, periodic table, energy transfer

Critical Action: Increase the proficiency of all students on the STAAR assessment.





Increase the achievement rate of targeted students on the STAAR exam by requiring extended learning opportunities during STAAR interventions on after school for 6 days before the STAAR exam (April 6th, 7

th, 8

th, 14

th, 15

th

and 16th

).

All Science teachers Using data, students have been identified for interventions.

Interventions will be opened up on a voluntary basis for students at Level II or III in order to boost progress.

Department head and curriculum specialist (Deb Johnston) have meet to outline the interventions and plan lessons.

Interventions were planned to target 60 students, 60 more spots were open on a volunteer basis for all others.

Intervention curriculum was written to be mainly lab/activity centered and discussion driven.

Minor progress overall, with 1% gain, 10% gain in Level III.

Team members will clarify learning goals on a daily basis in class, check for student understanding, and establish relevancy.

All Science teachers Goals/objectives posted daily in all classes.

Resource interventions during Bobcat Academy addressing key Science concepts & vocabulary.

SPED teachers, & Science Dept. Head Jamie Bell

Vocabulary given to SPED department head, bobcat time used to further identified student’s understanding of the subject matter.


26

Social Studies Improvement Plan

Critical Action: Study the specific role that their grade and subject content plays in students’ cumulative educational experience.





In team meetings, teachers will describe the learning objectives that students needed to master in the previous grade to readily engage in grade-level work. Teachers will also discuss what students will be required to know and be able to do in the next grade level.

All Social Studies Teachers

Teachers will share the connections of learning objectives across grade levels and subjects with students to motivate student achievement.

All Social Studies Teachers Grants--Science Department

Develop, review, and refine lessons as a grade level team at least one time per week or per unit.

All Social Studies Teachers MSP Curriculum

Team members will use a collaborative lesson plan form to plan and address individual strategies for each lesson.

All Social Studies Teachers Lesson Plan Form

The team met weekly to plan lessons and strategies.






Provide students choices on extended learning opportunities through activities in the classroom.

All Social Studies Teachers History Fair, SAR/DAR Essay Competition

Team members will set up peer tutors in their classroom for students who have mastered the skill to help others.


Team members will work with grade level team members to come up with activities for the entire grade level.

All Social Studies Teachers Grade level teams designed activities for the entire grade level, such as debates.


27

Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team.




Resources, Timeline Formative & Summative Notes and

Reflections

Team members will visit another teacher’s classroom & conduct learning walks at least once per semester.


Team members will use a collaborative observation form (in PDAS format) to make classroom visits more meaningful.

All Social Studies Teachers Observation Form

Peer observations were completed and discussed during the CCP.

Team members will schedule a time to debrief following the visits to analyze the observation visit.

All Social Studies Teachers Observation Form

Critical Action: Study exactly what is to be taught and learned – and to what level of mastery – at their grades and in their subjects.





Reflections

Team members to analyze student performance data to inform team discussions, parent conferences, and intervention decisions.


Team members will use informal and formal assessments in the classroom to identify if the students are meeting the curriculum objectives.

All Social Studies Teachers Informal and formal assessments were designed by the team to improve critical thinking skills needed for STAAR.

Team members will develop assessments to meet the needs of SPED students. This will ensure the students will meet curriculum objectives in the classroom.

All Social Studies Teachers, SPED Support Staff

Critical Action: Teach students to monitor their own progress and increase accountability.

Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☐ THQ ☐ OPD ☒ IPI ☐ TRA ☐ TTD ☒ MSP ☐ FSP ☐ AHQ




Reflections

Team members will monitor student agendas on a weekly basis. All Social Studies Teachers

Team members will record tutorial attendance. All Social Studies Teachers

Team members will encourage parents to check the parent portal and weekly documents sent home with students

All Social Studies Teachers, Google, Remind, MyPISD, Quizlet, Titan

Teachers routinely sent out notices on Remind (at least once per week).


28



Reflections

Pad, Kahoot

Critical Action: Increase the proficiency of all students on the STAAR assessment.





Team members will use red item analysis Scantrons to analyze test results per teacher and revisit concepts identified.

All Social Studies Teachers Red Analysis Scantrons

Team members will provide interventions through tutorials before and after school for struggling students with the use of technology.

Eighth Grade SS Teachers Quizlet.com Social Studies Lessons

Students regularly attended tutorials in the morning for STAAR interventions and re-teaching opportunities.

Pull students for STAAR from Bobcat Academy to introduce key concepts & build connections through pre-teaching information


Team members will clarify learning goals on a daily basis in class and check for student understanding and establish relevancy.


Incorporate STAAR questions on weekly quizzes and present the quizzes in a new format to the students.

8th

Grade Social Studies Teachers, Critical Thinking Wheel

Assessments were re-written this year to incorporate designated STAAR objectives.

Increase academic success for 504/CMIT students through consistent use of accommodations and consultation with 504 Coordinator.

All History Teachers Heidi Summerlin

Increase the academic achievement in Social Studies for English Language Learners through consistent use of ELPS (English Language Proficiency Standards) and accommodation checklist based on the students’ individual proficiency levels.

All Social Studies Teachers ESL Staff


29

Health, Fitness and Attendance

Critical Action: The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Critical Action:

Applicable

Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

COORDINATED SCHOOL HEALTH: Forms are available on inside.pisd

K-8 Designate a Campus Wellness Captain and establish a Campus

Wellness Team; set meetings, establish measurable goals and

document progress toward goal completion. (Required - Form

Provided)

Principal

Campus

Wellness Plan

August 2014-June

2015

K-8 Include at least one Parent on Campus Wellness Team.

(Required)

Campus

Wellness Captain

Campus

Wellness Plan

August 2014-June

2015

K-8 Ensure that all components of the Coordinated School Health

curriculum are delivered in an appropriate setting, i.e.

classroom component requires use of a classroom. (Required)

Principal Coordinated

School Health

Curriculum

August 2014-June

2015

K-8 Create a Coordinated School Health bulletin board inside the

school building for students, staff and parents to view.

(Required)

P.E. Teacher/

Staff

Coordinated

School Health

Curriculum

August 2014-June

2015

K-8 Notify parents/community members of Family Wellness

Nights/Health Fairs through use of marquee, newsletter, web

page, myPISD.

Campus

Wellness

Captain/Principal

Campus

Wellness Plan

August 2014-June

2015

FITNESS: Forms are available on inside.pisd

3-8 Analyze student fitness data to set program goals for school

year. (Required - Form Provided)

P.E. Teacher Program Goal

Form

August 2014-June

2015

3-8 All eligible students will be assessed using fitness test

components. (Required - Form Provided)

P.E. Teacher Student

Exemption

Form

August 2014-June

2015

4th

& 7th

(NEW ACTION STEP) Ensure all data for 3rd

-8th

grade students is

entered on timely basis, fitness report cards are printed (4th

and 7th grade) and sent to parents or linked through myPISD.

P.E. Teacher Fitnessgram

Student Report

August 2014-June

2015


30

Applicable

Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

(Required)

PHYSICAL ACTIVITY REQUIREMENTS:

Forms are available on inside.pisd

K-8 Ensure students are receiving required physical education

classes/minutes for each school year and achieving moderate to

vigorous physical activity (MVPA) 50% of the physical education

class period. (Required - Form Provided)

Principal Recommended

sample

schedules are

available upon

request

MVPA Form

August 2014-June

2015

K-8 Measure MVPA and physical activity time using pedometers

and heart rate monitors. (Required)

P.E. Teacher Pedometers;

heart rate

monitors

August 2014-June

2015

K-8 Ensure physical education staff is using a sequential and

developmentally appropriate curriculum which has students

active at least 70%-90% of class time. (Required - Form

Provided)

Principal Yearly Plan

Form,

Lesson Plans

Visible During

Class Time

Observation

August 2014-June

2015

ATTENDANCE: Forms are available on inside.pisd (Please complete cells below)

K-8 Monitor attendance of students and follow up on prominent

and chronic absences. (Required)

Principal Attendance

secretary,

Admin Intern

August 2014-June

2015

K-8 (NEW ACTION STEP) Using Fitnessgram and attendance data,

set measurable goals for students who have prominent and

chronic absences and whose fitness test scores fall outside the

Healthy Fitness Zone. (Required)

Principal Student Goal

Form

August 2014-June

2015


31

Violence Prevention and Bullying

Critical Action: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal

aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283)


Applicable Students

Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

Staff PREVENTION:

Identify high risk areas. (Required) Principal/Admin Intern/Asst. Principal

Staff feedback/ survey August 2014-

June 2015

Monitor high risk areas. (Required) Principal Designee

Staff assignments/ schedule

August 2014-

June 2015

Follow Campus Rules/Expectations. (Required) Principal Code of Conduct, District Handbook Campus Handbook

August 2014-

June 2015

Staff EDUCATION:

Participate in annual staff training on bullying/sexual harassment. (Required)

Principal or designee

Handouts/PowerPoint August 2014-

June 2015

Review referral process. (Required) Principal or designee

Campus Discipline Management Plan, Referral Form

August 2014-

June 2015

Staff INTERVENTION:

Establish recommended intervention strategies for classroom/campus. (Required)

Principal or designee (campus discipline staff)

Discipline Management Plan PBIS, CHAMPS

August 2014-

June 2015

Implement campus referral plan. (Required) Principal or designee

Referral Form, Campus Discipline Plan

August 2014-

June 2015

Utilize Discipline Management strategies. (Required) Principal or designee

Campus Discipline Management Plan

August 2014-

June 2015

All Students

PREVENTION:


32

Applicable Students


State clear student expectations/campus rules/citizenship. (Required)

Principal or designee

Code of Conduct/ Student-Parent Handbook, PBIS, CHAMPS

August 2014-

June 2015

Monitor high risk areas. (Required) All staff Schedule (if necessary) August 2014-

June 2015

All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan August 2014-June 2015

All Students

INTERVENTION:

Apply classroom interventions: (Required) All teachers CHAMPS, Admin. Intern, PBIS

August 2014-

June 2015

Employ discipline interventions: (Required) Designated staff All Staff Members August 2014-

June 2015

Use other intervention strategies as necessary/appropriate. (Required)

Administrative staff or counselors

PBIS, Admin. Intern August 2014-

June 2015

Conference with parents/students. (Required) Teachers or other staff

Parent Liaison August 2014-

June 2015


33

Parent Involvement

Critical Action: The campus will provide for a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☐ THQ ☐ OPD ☒ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ


Action Step Project Lead, Staff, Title I Staff,


Require all parents to register students via Parent Portal in order to have access to Enews, grades, attendance, and electronic information.

Principal, Assistant Principal, Counselors

Identify parents without computer/internet access to offer hard copies of school information.

Parent Liaison, Counselors

PTSA representative meets with the principal on a monthly basis to gain insight to student/parent needs.

Principal, monthly PTA board meetings

Communicate information through E-News, twitter, and phone messenger.

Principal, Assistant Principal

Upgrade and maintain the campus website for easy access and increased communication with the community.

Principal

Partner with PTSA to offer parental programs on a variety of topics (academic, social, etc…).

Principal, Assistant Principal, Counselors

College/Career Readiness- Provide website links to PISD's University Ready Program and to the College Board Website. Offer hard copies of College Board information in Counseling Office.

Principals, Counselors

College/Career Readiness-Provide information to Career Path Classes and certification information.

Counselors


34

Highly Qualified Teacher Improvement Plan

Critical Action:

The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure.

Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☒ THQ ☐ OPD ☐ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☒ AHQ



Plano ISD reviews and modifies the recruitment schedule

biannually.

HR HR Employee

Recruitment &

Retention

HR Budget

Aug 2014 -

July 2015

Recruiting trips are used to identify highly qualified candidates

interested in teaching in Plano ISD.

HR/Campus

Administrators

HR Employee

Recruitment &

Retention

HR Budget

Aug 2014 -

July 2015

To attract and retain highly qualified applicants for bilingual

students, Plano ISD offers a salary stipend.

HR Operating Fund Aug 2014 -

July 2015

To attract highly qualified applicants, Plano ISD offers pre-service

teachers at local universities the opportunity to student teach at

Plano ISD campuses.

HR/Campus

Administrators

HR Employee

Recruitment &

Retention

HR Budget

Aug 2014 -

July 2015

Local on-going high quality professional development based on

campus/district need is provided to all teachers in all core subject

areas.

Curriculum

Department/Campus

Administrators

Campus/Curriculum

Budget

Aug 2014 -

July 2015

The Plano ISD Certification Office follows district hiring procedures

to ensure that teachers are not hired if they do not meet “highly

qualified” standards.

HR Certification

Office

HR Budget Aug 2014 -

July 2015


35

Annual Measurable Objective (AMO) A measurement used to determine compliance with the federal No Child Left Behind Act (NCLB). States must develop annual measurable objectives (AMOs) that will determine if a school, district, or the state as a whole is making adequate yearly progress (AYP) toward the goal of having all students proficient in

English language arts and mathematics by 2019-20. For Texas, the AMO target for all grades combined is 79% on the State of Texas Assessments of Academic Readiness (STAAR) English Language Art and mathematics tests. Critical Action:

For student groups with 25 or more tests, the campus will implement and provide a plan to increase the performance of student groups that did not meet

the NCLB Reading or Mathematics Annual Measurable Objective (AMO) of 79%.

Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☒ THQ ☐ OPD ☐ IPI ☒ TRA ☒ TTD ☒ MSP ☒ FSP ☐ AHQ

Reading AMO


Action Step Formative & Summative Notes and Reflections

Mathematics AMO


Action Step Formative & Summative Notes and Reflections

Targeted small group intervention during structured tutorials. Bobcat Central Tutorial Center available before school. Utilize “Think Through Math” software. Structured tutorials for once a week before/after school for students at risk for failing STAAR and for students who failed STAAR but are not in Power Math. Host Title I parent night to raise awareness and encourage parent involvement. Train all math teachers to implement AVID tutorials during class, advisory, and tutorial times. Use AVID Cornell notes in classroom. Title I funds will be used to hire a temporary teacher before STAAR to pre-teach/reinforce concepts. Title I teacher will assist in on-level math classrooms to pre-teach/reinforce math concepts.

All African

American Hispanic White Special Ed

Economically Disadvantaged

ELL

% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

91% 962 83% 109 82% 213 95% 286 79% 102 82% 284 40% 47

All African

American Hispanic White Special Ed

Economically Disadvantaged

ELL

% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

89% 964 78% 108 77% 211 93% 288 73% 102 75% 282 n/a