midland isd school improvement plans for texas ... improvement plans for . texas accountability...

Midland ISD School Improvement Plans for

Texas Accountability Intervention System

These plans will be presented for public hearing and approval to the MISD Board of Trustees at the November 10, 2014 meeting.

Plans included:

Bonham Elementary

Midland High School

San Jacinto Junior High

De Zavala Elementary

Long Elementary

Bonham Elementary

DIP 1

LEA Name:

Campus Name:

Definition/Purpose:

PS 1: is occurring because of Root Cause #1 Root Cause 1:


PS 3:

Historically, less than 10% of parents attend school functions.

is occurring because of Root Cause #3 Root Cause 3:







PS 10: is occurring because of Root Cause #10

Root Cause 10:

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

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

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

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

Identified and Prioritized Root Causes:It is important to prioritize your Root Causes so that your improvement plan is targeted and focused. Although a Campus IP/Districy IP is critical to overall success, the targeted improvement plan is intended to address the specific reasons for low performance in the state accountability, PBM, or RF system. To ensure a targeted improvement plan, identify what focus areas will have the greatest impact on the reason(s) for low performance in an index, system safeguard, or PBM indicator and ensure those are your prioritized Root Causes.

If the district or campus would like to identify more than 10 Root Causes contact the support specialist assigned to the review.

Attestation Statement:

Problem Statements (PS):

Problem statements are carried over from

Section V of the Campus Data Analysis

tab OR

Section VI of the District Data Analysis

Summary tab.

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

Lack of established procedures/expectations for teachers to use data analysis to drive instruction or implement the district curriculum with fidelty.

Teachers lack a solid understanding of what Level III instruction looks like in action.

Campus is not meeting the needs of the students' parents or guardians.

Midland ISD

Bonham Elementary

51% of Economically Disadvantaged students failed to meet Level II standards on all tests taken.

Teachers are not teaching at Level III instruction 100% of the time.

LEA Name:

Campus Name:

Needs Assessment Summary and Improvement Plan

Midland ISD

Bonham Elementary

Q1 Goal: Q2 Goal: Q3 Goal: Q4 Goal:

1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

Annual Goal:

Strategy:

The campus leadership team will particpate in monthly STAAR4Ward professional development. These webinars will focus on understanding of the standards, planning for appropropriate interventions. Teachers will participate in monthly webinars that are content specific. Key concepts from each webinar will be part of the PLC for PLC process.

Through on-going, job-embedded professional development, teachers will have a better understanding of TEKS rigor. This will result in the following Economically Disadvantaged students’ performance growth: Reading will increase by 5% in Level II and advanced performance will increase by 5 %. For Math, there will be at least a 5% increase in satisfactory performance while advanced performance will increase by 5%.

Root Cause 1:Lack of established procedures/expectations for teachers to use data analysis to drive instruction or implement the district curriculum with fidelty.

Not Applicable Index 1: Student Achievement Index 2: Student Progress

Index 3: Closing Achievement Gaps

Index 4: Postsecondary Readiness

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

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

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

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

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

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

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

Eduphoria reports for Walk-Throughs; lesson plan review for core instruction and Saturday Academies

Teacher Data sheets and anecdotal notes from Friday Data Meetings; performance on unit assessments

Completed list of students for Saturday Academies; lesson plan review and results of student performance in Saturday Academies

Lead4Ward Planning Documents and Care Action Plans

Summer professional development tentative plans

Agenda/sign in sheet from TAIS planning sessions

Informal feedback gathered during Summative Conferences


Continue with Saturday Academies; monitor lesson plans and student progress

STAAR4Ward – Engaged Review; Encouraging Success; Thinking Ahead

Use identified focus standards to determine summer staff development

Use Preliminary Data to begin the TAIS process (data analysis, root cause analysis and needs assessment)

Summative conferences and teacher feedback

STAAR4Ward - Maximizing Intervention

Weekly Walkthroughs and lesson plan review looking for evidence of process standards

Critical Success Factors (CSFs)/

ESEA Turnaround Principles (TPs)/

Major Systems

Weekly Walkthroughs and lesson plan review looking for evidence of process standards

Continue Friday data meetings; measure increase in unit performance for EcDs

For Saturday Academy, select students and monitor planning/lesson delivery

Eduphoria reports for Walk-Throughs; lesson plan review for core instruction and Saturday Academies

Agenda/sign in sheets/ Teacher Data sheets and anecdotal notes from Friday Data Meetings; performance on unit assessments

Completed list of students for Saturday Academies; lesson plan review and results of student performance in Saturday Academies


Teachers' list of intervention groups

STAAR 4Ward Training – Creating a Focus; Planning Instruction, Organizing Intervention

67% of the student work sampled will show evidence of satisfactory performance of the focus process standards.

There will be a 5% gain in each subject area test from the year prior at the Level II Phase I standard.

There will be a 5% gain in the percent of students who achieve Level III Advanced performance in each subject area assessment.


Student performance will increase by 3% in each subject area test from the prior year at the Level II Phase I standard.

Student performance will increase by 3% of the students who achieve Level III Advanced performance

Interventions:Interventions: Interventions:

How will addressing this Root Cause impact the index/indicator/CSF?

Through the process of training teaches to become instructional leaders in their content area, PLCs will ensure all teacher fully understand the level of rigor in the standards. This knowledge will allow them to use data analysis to drive instruction.

CSFs to be addresses with this approach are 1, 2, 3, 4, 6 and 7.

Interventions:

STAAR4Ward – Adapting Intervention; Analyzing Assessments

If this is your first submission

(October 31st) of the 2014-2015

targeted improvement plan, the quarter 1 (Q1) goal section is not

required to be completed.

What data will be collected to monitor interventions?

Lesson plan reviews


Establish expectations/processes for Friday Data Meetings; collect and use data establish target group; monitor performance on Unit Assessments

Establish intervention groups

Agenda/sign in sheets/ Teacher Data sheets and anecdotal notes

Interventions by QuarterQ4 (May, June, July)Q3 (Feb, Mar, Apr)Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan)

PLC for PLC; Analyzing Learning Standards and Care Action Plans


100% of core-content teachers will identify the focus standards, both process and readiness, and implement the use of appropriate planning tools provided during professional development.

Increase the percentage of EcD students from 49% passing to 55% on all unit assessments.

Review lesson plans/use daily walk-through observations to measure student engagement (Level III instruction)

Continue with Friday Data meetings; monitor targeted student intervention groups as part of this process

What data was collected to monitor interventions?What data will be collected to monitor interventions?

Index Number:

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LEA Name:

Campus Name:


Midland ISD

Bonham Elementary

Are you on track to meet the annualgoal?

Are you on track to meet the annual goal?



Describe the data or evidence used to determine if the goal will or won't be met.




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




Did you meet your annual goal? Select

Select

End of Quarter Reporting

<If there are other factors or additional explanation needed, please explain here>

Select Select

Q2 Report

Select

Q1 ReportIf this is your first submission (October 31st) of the 2014-2015 targeted improvement plan, the quarter 1 (Q1) report section is not required to

be completed.

Q3 Report Q4 Report

End of Year Reporting

If YES, to what do you attribute your success?

If NO, to what do you attribute your lack of success?

Data Analysis Process

Data Quality

Appropriate Strategy

Identification of Need/Root Cause Chosen

Annual Goals

Quarterly Planning Process

(Specific) Interventions

Ongoing Monitoring of Interventions

CSFs and/or ESEA Turnaround Principles Planning

Training

LEA Name:

Campus Name:


Midland ISD

Bonham Elementary


1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

Interventions:

Schedule of teachers who will be observing lessons Administrative notes on lesson plan reviews; discuss impact of support provided for struggling teachers

STAAR data review and root cause analysis

Interventions:Interventions:

List of master teachers and date of support to help them prepare for peer modeling

80% of teachers will plan for and deliver lessons using a variety of Level III strategies.

100% of teachers will plan and implement Level III instruction.

Reinforce STAAR4Ward strategies from Webinars 1 - 3

Campus master teachers will model Level III lessons for other teachers (campus administration will help with identifying where specific teachers will be expect to observe)

Continue enrichment opportunities for targeted students Review end of year assessment data including STAAR and F & P to identify progress made of target groups

100% of the core teachers will be trained on Level III expectations.

25% of teachers observed during walk-throughs will be teaching at Level III.

Interventions:

Index Number:




Annual Goal: 100% of teachers will plan and implement Level III instruction.

Root Cause 2:Teachers lack a solid understanding of what Level III instruction looks like in action.








100% of core area teachers will participation of Level III model lessons.

50% of teachers will use the STARR4Ward instructional strategies.

Strategy: Provide professional development on the district expectation for Level III in order for teachers to develop appropriate lesson plans and deliver effective instruction at the upper levels of rigor.

Professional development and use of the district definition of Level III instruction ensure teachers develop lesson plans and deliver instruction at the Level III expectations. The increases in instructional rigor will result in higher student performance.

CSFs to be addressed with this approach include # 1,2,3,6,and 7

Interventions by QuarterQ1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr) Q4 (May, June, July)

Teachers will identify students who should be performing at Level III (using Quintile informatio from STAAR4Ward webinar) and begin providing enrichment for these students



Major Systems


Use weekly data team meetings to develop a common understanding of the district

expectations for Level III

Identify master teachers who will be provided instructional support for Level III from administration and/or district level coaches

Continue Lesson Plan Reviews; including plans for the enrichment groups

PDAS summative conferences

Conduct Walk-Throughs with a focus on Level III instruction

Administrators will continue to review lesson plans to ensure teachers are planning for upper level instruction

Conduct walk-through observations and/or PDAS appraisals Administrators will conduct a survey with teachers for professional development summer needs





What data will be collected to monitor interventions? What data was collected to monitor interventions?

Conduct data review and needs assessment using the preliminary assessment results

What data will be collected to monitor interventions? What data will be collected to monitor interventions?

Notes from data team meetings that reflect conversation on Level III

Administrators will review lesson plans to ensure teachers are planning for upper level instruction

Eduphoria - IFV data

Administrative notes on lesson plan reviews; discuss changes over time as well as support being provided for teachers who are stuggling

Cumulative IFV data

Eduphoria - IFV data

Anecdotal notes from summative conferences; results of survey on PD

List of students who will be receiving enrichment services

?

? ? ? ?

?

?

?

LEA Name:

Campus Name:


Midland ISD

Bonham Elementary


















Data Quality



Annual Goals



be completed.

Q4 ReportQ3 Report

Select Select SelectSelect

Q2 Report






Training

LEA Name:

Campus Name:


Midland ISD

Bonham Elementary


1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

ParentLink call outs log

Teacher/parent communication logs Teacher/parent communication logs Teacher/parent communication logs Teacher/parent communication logs

Share information through a variety of formats (ParentLink call outs for events, flyers/Calendars, update marquee sign of upcoming events)




Interventions:


Provide training on Gradebook access as part of the parent orientation

Training/parent opportunities include CATCH (health care and healthy living), Reading support through Question Stems, Value of School/Attendance, Financial Planning, and Discipline)

Training/parent opportunities include Reading support through Question Stems, Texas Day (with focus on community resources), Transition to JHS

Q4 (May, June, July)

10% of our student’s parents or guardians will attend at least one academic school function.

100% of teachers will be trained on the importance of both positive and negative communication with parents (3-1 ratio).

100% of teachers will also be trained on the ClassDojo online program to communicate with parents.


40% of our student’s parents or guardians will attend at least one academic school function


Interventions by QuarterQ1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr)

Root Cause 3:Campus is not meeting the needs of the students' parents or guardians.

Index Number:




Annual Goal: 50% of the students' parents or guardians will attend at least one academic school function.

Strategy: Provide multiple opportunities for parents to support their students. Campus will communicate each of these opportunities through a variety of communication tools.



Major Systems












Sign in sheets and agendas for parent trainings

Sign in sheets and agendas for parent trainings

Use of ClassDoJo Use of ClassDoJo


Sign in sheets and agendas for parent trainings Sign in sheets and agendas for parent trainings

ParentLink call outs log ParentLink call outs log ParentLink call outs log

Interventions: Interventions: Interventions:

Frequent Teacher/Parent communication Frequent Teacher/Parent communication Frequent Teacher/Parent communication Frequent Teacher/Parent communication

Training topics to include: Use of ClassDoJo and Accelerated Reader (value and book selection process)


By helping parents understand different ways to support their children, student performance should increase.

These actions should impact CSF #1 and 4.

Training/parent opportunities include Reading Support, Transitioning to next grade, Kindergarten Round-up

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???

LEA Name:

Campus Name:


Midland ISD

Bonham Elementary

















Data Quality



Annual Goals






Training

Q3 ReportQ2 Report


Select Select Select Select

Q4 Report


be completed.


Midland High School

DIP 9

LEA Name:

Campus Name:

Definition/Purpose:











Root Cause 10:





Identified and Prioritized Root Causes:It is important to prioritize your Root Causes so that your improvement plan is targeted and focused. Although a Campus IP/District IP is critical to overall success, the targeted improvement plan is intended to address the specific reasons for low performance in the state accountability, PBM, or RF system. To ensure a targeted improvement plan, identify what focus areas will have the greatest impact on the reason(s) for low performance in an index, system safeguard, or PBM indicator and ensure those are your prioritized Root Causes.






tab OR


Summary tab.


MHS did not meet standard because staff did not understand Level 3 student and/or teacher performance expectations.

MHS did not meet standard because students were not provided targeted instruction based on individual needs.

Midland ISD

Midland High School

Less than 2% of all students performed at Level 3, which significantly impacted the campus' ability to meet the Index 3 target.

Student re-test performance was low across all content areas. ELA I - Spring 29.5% and Summer 34%; ELA II - Spring 16% and Summer 28%; Algebra I - Spring 19% and Summer 16%; and Biology - Spring 34.48% and Summer 53.66%.

LEA Name:

Campus Name:


Midland ISD

Midland High School


1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

Annual Goal:

Strategy: Provide training on District expectations for Level 3 instruction; closely monitor lesson planning and classroom instruction for engagement and upper level instruction.

100% of teachers will incorporate Level 3 instructional planning and lesson delivery.

Root Cause 1:MHS did not meet standard because staff did not understand Level 3 student and/or teacher performance expectations.











Eduphoria student performance reports

IFV data reports

Rubrics and reflections

Eduphoria student performance reports

IFV data reports

Rubrics and reflections

Continue daily walk-through observations

Continue lesson plan review with rubrics

Use 3 week campus developed assessments to measure student progress

Continue daily walk-through observations

Continue lesson plan review with rubrics



Major Systems

Continue focus on process standards being taught in every unit


Review lesson plans for Level 3 instruction and engagement activities

Results of assessments by content (using appropriate Phase in % for passing)

Eduphoria IFV reports

Sample of feedback provided from lesson plan review

Lesson plan rubric with results

Eduphoria IFV reports

Administrators provide training on IFV alignment to Level 3 instruction

90% of teachers will implement Level 3 planning and teaching.

Campus based common assessment (and district assessments) results will reflect the following Final Recommended percentages: ELA - 63%Math - 63%Science - 61%Social Studies - 65%

Increase number of students with Advanced Academic Performance (Level 3) by 2% in English 2 and US History.

70% of teachers will implement Level 3 planning and teaching.

Campus based common assessment (and district assessments) results will reflect the following Level II Phase 3 percentages: ELA - 60%Math - 56%Science - 54%Social Studies - 57%

Increase number of students with Advanced Academic Performance (Level 3) by 1% in English 2 and US History.



Through professional development and emphasis on teachers planning for and delivering lessons that target the higher levels of thinking, student performance will increase in all areas.

Interventions:

Create and use a lesson plan rubric to ensure teachers are planning appropriately






Performance standards identified in lesson plans


Complete Analyzing the Standards worksheet that identifies focus process and readiness standards; select 3 process standards to be used in every instructional unit

Create model Level 2 & 3 lessons which are to be viewed during departmental meetings

Teacher submit reflections on model lessons to Assistant Principal


Sign in sheets/Agendas from Department meetings and IFV training

100% of teachers will incorporate Level 3 instructional planning and lesson delivery.

First-time tester student performance (for Eco Dis student group) will meet Phase 1 target of 55% for English 2 and 88% for US History.

First-time tester Level 3 performance will increase to 5% in English 2 and 15% in US History.

100% of teachers will be trained on what "Level 3" instruction means and how to teach at that level.


What data was collected to monitor interventions?What data will be collected to monitor interventions?

Index Number:

?

? ? ? ?

?

?

LEA Name:

Campus Name:


Midland ISD

Midland High School














Select



Select Select

Q2 Report

Select


be completed.

Q3 Report Q4 Report





Data Quality



Annual Goals





Training

LEA Name:

Campus Name:


Midland ISD

Midland High School


1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

Interventions:

District 9 Week benchmark exam and 3 week Common assessments

District 9 Week benchmark exam and 3 week Common assessments

List of possible attendees


Previous STAAR results

Using results from December retest to target instruction, performance should show a 20% reduction in re-testers for spring testing.

Increase summer remediation course attendance to 50%.

Lead4Ward E-Guide training(Creating Focus, Planning Instruction, and Organizing Interventions)

Lead4Ward E-Guide training(Adapting Interventions, Analyzing Assessments)

Lead4Ward E-Guide training(Engaging Review, Encouraging Success, Thinking Ahead)

Lead4Ward E-Guide training(Maximizing Interventions)

100% of students and teachers will be trained on the use of data for measuring and

improving student growth.

Interventions:

Index Number:




Annual Goal: 100% of re-testers and teachers of re-testers will chart, analyze, and target learning using individual student data.

Root Cause 2:MHS did not meet standard because students were not provided targeted instruction based on individual needs.








100% of students will have a plan of targeted instruction based on historical and current assessment data.

100% of teachers will be using data to plan targeted instruction.

Increase December retesters' performance to the following levels: English I = 37%English II = 25% Algebra I = 25% Biology = 40% US History = 26%

Strategy:

In additional to using the Lead4Ward processes to focus on targeted interventions, teachers will work with students to plan for and track student progress. Campus will also investigate changes to the summer program that will not only increase participation but also ensure very specific planning in order to meet individual student needs.

By addressing individual student instructional needs, academic performance should increase for students required to retest.


Saturday Academies (with targeted instruction) Initiate communication among stakeholders regarding how results may impact future schedules



Major Systems


Training on Professional Learning Communities and implementation (weekly

meetings)

PLC Planning and weekly meetings; sing PLC information and implementing it in classroom instruction;

Students (with teacher guidance) re-establish goals within threshold-jumping Plans

Individualized instruction adjusted in intervention classes

Create a proposal to re-organize summer remediation

Training on the use of Eduphoria to track student assessment and improvement

Students (with teacher guidance) develop Threshold-jumping Plans

Saturday Academies (with targeted instruction) Follow up communication regarding attendance in summer





What data will be collected to monitor interventions? What data was collected to monitor interventions?What data will be collected to monitor interventions? What data will be collected to monitor interventions?Eduphoria Data

All students not meeting standard will be placed in accelerated instruction

Previous STAAR results

Lead 4Ward Heat Map and Longitudinal Focus Document

Lead4Ward Care Action Plans; PLC for PLC Lead4Ward Intervention Checkpoints and Problem Solving Accommodations checklist

Attendance rate of summer participation

PLC Agendas, minutes, and sign in sheets

EOC Results

District 9 Week Assessment and continual 3 week school based common assessment

Student Threshold-jumping Plans Student Threshold-jumping Plans Lead4Ward TEKS Scaffold and Summer School Student Expectations

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? ? ? ?

?

?

?

LEA Name:

Campus Name:


Midland ISD

Midland High School


















Data Quality



Annual Goals



be completed.

Q4 ReportQ3 Report

Select Select SelectSelect

Q2 Report






Training

San Jacinto Junior High

DIP 15

LEA Name:

Campus Name:

Definition/Purpose:



PS 3:

To establish a sound culture and climate plan at San Jacinto so that students and staff will be able to focus on instruction to improve academic performance.

is occurring because of Root Cause #3 Root Cause 3:








Midland ISD

San Jacinto JHS

Increase Economically Disadvantaged student attendance rates from 92.96% to 96%.

Increase the monitoring of instruction in the classroom and monitoring of alignment with lesson design to ensure teaching at a higher level, Bloom’s higher order thinking.




tab OR


Summary tab.


Economically Disadvantaged students’ attendance rates are below Campus and State Levels.

There was a lack of consistency in teachers’ classroom performance, by not teaching to the specificity of the TEKS, due to inconsistent monitoring of instruction.

There are too many discipline referrals that keep economically disadvantaged students out of the classroom.








DIP 16

LEA Name:

Campus Name:

Midland ISD

San Jacinto JHS



1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


Index Number:

What data was collected to monitor interventions?


Targeted List of Students

Student attendance rates will be higher than 96% for the majority of the campus population, and the target list of students will continue to increase their individual attendance rates by 3% for the quarter.

1. Create and define the targeted list of 20 students with chronic absenteeism. 2. Develop a Mentoring plan featuring Interventions, Incentives, and documentation 3. Solicit and assign mentors and provide mentor training. 4. Implement and monitor the attendance of the targeted student list in addition to all student attendance.

Recognition of the two students for student of the month per team in order to promote increased attendance rate.

San Jacinto Advisory Teams.


Accountability action plan occurring for tardiness and academic work is required during all detentions.

Students are being required to make up attendance hours within the first 3 absences.

Mentoring Documentation of training.

Weekly support team meetings (PLCs)


(October 31st) of the 2014-2015 targeted improvement plan, the quarter 1 (Q1) goal section is not



Sign-in Sheets for Mentoring Program

Student attendance rates will be higher than 96% for the majority of the campus population, and the target list of students will continue to increase their individual attendance rates by 3% for the quarter.

Individual student attendance rates will increase by 5% for the twenty students targeted as having chronic absenteeism. List is adjustable to add to or take away from.



Students present in the classroom will increase the time for teaching and learning, therefore increasing the student's accessibility to information needed to perform academic tasks.

Interventions:



Major Systems

Incentive program


Attendance recovery and mentoring program

Home visit reports from support team list of students recognized by each team.

Teachers’ and attendance parent contact Logs

Mentoring documentation, incentive activity documentation and ADA report.

ADA attendance rates published along with PLC agendas with the targeted students listed and students that are making up attendance hours.

Agendas from PLC meetings, conference summary of students on list

Students have been assigned to a team of four to five teachers who represent the content areas. Team teachers meet regularly to review attendance data regarding individual students and their trends. These meetings include all attendance support personnel: counselors, attendance clerk, and assistant principals. Home visits, parent contact information, and student conferences are shared with the group and scheduled as needed - San Jacinto Advisory Teams.



Incentive program




Incentive program











Index 4: Postsecondary Readiness CSF 1-Improve Academic Performance/ESEA TP: Strengthen the School’s Instruction







Root Cause 1:Economically Disadvantaged students’ attendance rates are below Campus and State Levels.

Annual Goal:

Strategy: Attendance campaign; incentives; phone calls; home visits; and teaming concept.

Improve the attendance rate to 96% ADA daily for all students.

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DIP 17

LEA Name:

Campus Name:

Midland ISD

San Jacinto JHS















Q3 Report Q4 Report





Data Quality



Annual Goals





Training

Q1 ReportIf this is your first submission (October 31st) of the 2014-2015 targeted

improvement plan, the quarter 1 (Q1) report section is not required to be completed.

Select

Q2 Report

Select Select



More students will be included in the mentor program. Perfect Attendance awards will be provided throughout the school year.

• 20 Students (10-7th graders and 10-8th graders) have met twice with their mentors. These students that were selected due to chronic absenteeism, but also fall into the student subpopulations that were measured in Index 3 - Eco.Dis., Hispanic, AA. Campus is utilizing high school ROTC students as mentors and using Youthbuilders as mentoring program. Students were chosen early in the 6th weeks. AP and Counselors conducted home visits for those 20 kids. • All perfect attendance students are recognized at an academic assembly. Names are drawn for prizes. At the end of the semester, gift certificates are provided to winners of a perfect attendance drawing. 13 students have been assigned mandatory Saturday school and 12 have either attended Saturday school or completed tutorial make-up hours.

Yes

DIP 18

LEA Name:

Campus Name:

Midland ISD

San Jacinto JHS



1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)Faculty meeting agendas and core coaches’ agendas showing Higher Order Thinking skills taught.

PLCs agendas and sign in sheets, department chair agendas and sign in sheets and Principal agendas and sign in sheets.



Walkthrough Data – looking for the number of teachers instruction on a higher order thinking level (level 3)

PDAS and IFV data for individual teachers assigned to that administrator.

Review of teacher lesson plans by Department Chair people and Administration.



Agendas and sign in sheets from departmental meetings with Focus and Process TEKS identified by core, along with STAAR4Ward Care Plan documentation.






Administrators and counselors will meet with Principal once weekly to review data from IFV, lesson design, PLC agenda and departmental meetings to ensure alignment with lesson design to higher order thinking instruction.

What data will be collected to monitor interventions? What data will be collected to monitor interventions?Agendas and sign in sheets from Administrator monitoring the direction of the PLC meetings.

In faculty meetings and core coaching meeting, train the teacher to understand and use Higher Order Thinking skill in the classroom.

Each campus administrator has been assigned a PLC to help mentor and guide

instruction of students.

Each administrator will have 10 walkthroughs per week with feedback to the teachers for coaching purposes. Department Chair people will have 5 per week.



The assistant principals have been assigned academic teams to meet with and serve as facilitator for their needs.

Principal will meet with their Department chairs weekly to evaluate IFV data and lesson design alingment for higher order thinking instruction.

Principal will meet with their Department chairs weekly to evaluate IFV data and lesson design alignment for higher order thinking instruction.

Principal will meet with their Department chairs weekly to evaluate IFV data and lesson design alignment for higher order thinking instruction.





Major Systems



By increasing monitoring of instruction and coaching of teachers, students will receive instruction at a higher order thinking level, therefore increasing academic performance of the students.

Strategy: Administrators will visit classrooms on a daily basis and provide teachers with reflective coaching.








Administrators will use coaching and reflection to improve classroom instruction by increasing the number of teachers instructing at a higher level of instruction from the current number of 10 % to 40% of the staff.

Root Cause 2:There was a lack of consistency in teachers’ classroom performance, by not teaching to the specificity of the TEKS, due to inconsistent monitoring of instruction.

Index Number:




Annual Goal: Administrators will use coaching and reflection to improve classroom instruction by increasing the number of teachers instructing at a higher level of instruction from the current number of 10 % to 60% of the staff.



Department chairs are trained in STAAR4Ward implementation and then teach and train their core staff to implement the data through their discipline taught.

Administrators will meet with their PLC advisory teams twice monthly to analyze IFV forms and coach on effective higher order thinking instruction.



1. Campus administrators have created a goal of 10 classroom visits per week per

administrator beginning September 1, 2014, for coaching purposes.

2. Implement STAAR4Ward program to train teacher to use data to teacher to a higher

level. 3. Implement advisory teams to enrich and reinforce focus and process TEKS identified

through STAAR4Ward.4. Training of teachers in what Higher Order

Thinking instruction looks like in the classroom and on lesson planning.

Interventions: Interventions:

Analysis Reports from Eduphoria to monitor improvement on testing data for the focus and process TEKS identified with STAAR4Ward data in each core class and care plan documentation.





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DIP 19

LEA Name:

Campus Name:

Midland ISD

San Jacinto JHS















How will addressing this Root Cause impact the index/indicator/CSF? By establishing a sound culture and climate plan, students and staff will be able to focus on instruction.

• Two different types of weekly PLCs - One is based on planning and the other is the advisory PLC. Advisory PLC has different content teams and the character ed. come together to discuss discipline, attendance, academics assessments, lesson planning. Advisory acts as a school-wide intervention. Writing is being incorporated into all content areas. Discuss cross-curricular activities and how to use pre and posttest assessments. Teachers have engaged in the Lead4Ward process and identified their focus standards. Teachers are using that process in the planning process. • Campus administrators have exceeded the goal of 10 classroom visits per week.





Training


Q2 Report








Yes Select Select Select



Q4 ReportQ3 Report





Data Quality



Annual Goals


PLCs in November will start to focus more on focus standards (readiness and process).

Root Cause 3:There are too many discipline referrals that keep economically disadvantaged students out of the classroom.

Index Number:




Annual Goal: Decrease the number of economically disadvantaged students being “out of placement” due to discipline by 35% (1/3).

Strategy: Develop and implement a school-wide culture and climate plan that will address the social and emotional needs of students.



Major Systems

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DIP 20

LEA Name:

Campus Name:

Midland ISD

San Jacinto JHS



1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)













Continue Mustang Motivator celebration for students each six weeks with no office referrals and 3 or less punches on their cards and positive office referral program with incentives for students and teachers.

Interventions: Interventions: Interventions:The campus leadership team, with the

assistance of the PTA, will collaboratively create a new climate and culture plan. This

consist of encouraging good behavior through the Mustang Motivator Card, Positive referral program, music for bells to lighten the mood,

video each day of students and their participation, incentives for teachers and

students for attendance, promotion of Character Education through Project Wisdom, and Teaming of teachers and students to give

a school within a school feel.

Provide campus training on culture/climate plan and on IEP/BIPs. Continue to develop intervention plans for students with repeated behavior concerns.

Continue to develop intervention plans for students with repeated behavior concerns.

Identify students lacking social behavior skills and provide support though counseling services.

Continue group and individual counseling with students with high incidents and monitor progress.

Continue group and individual counseling with students with high incidents and monitor progress.


Number of students in Mustang Motivator celebrations and hard copies and number of student receiving positive office referrals.


Agendas and sign in sheet from the Discipline in the Secondary Classroom professional development.

Collection of character education lessons taught weekly. Collection of character education lessons taught weekly.


Copies of the Mustang Motivator program presentation and the Positive referral template.


Build mustang motivator ideas into the character ed program.






Q4 (May, June, July)1. Decrease the number of economically disadvantaged students being “out of placement” due to discipline from the past 2 year data of 76% to 50%.2. Initial instruction on new plan provided to teachers and to students by end of 2nd week of school. 3. Training on Mustang Motivator Program conducted and introduced to the students by end of 2nd week of school.4. Positive referral program introduced to students and staff and effectively operating by end of 1st six weeks.

Successfully implement culture and climate plan and reduce disciplinary referrals, of economically disadvantaged student, that remove them from the classroom, from previous 2 year data of 76% to 38% (1/2) by end of 1st semester.

Review systems in place for students with behavior concerns and create a plan for these students and continue implementing culture and climate plan to reduce disciplinary referrals, of economically disadvantaged student, that remove them from the classroom, from previous 2 year data of 76% to 42% (5/12).

The number of referrals, of economically disadvantaged student, that remove them from the classroom, will have decreased by at least 35% (1/3) compared to the previous 2 year data of 76% this time last year.


100% of teachers trained in Discipline in the Secondary Classroom and implemented in all classrooms on campus before the start of school.

Provide character education lessons, through Project Wisdom, during advisory.

Continue providing character education lessons, through Project Wisdom, during advisory.

Continue providing character education lessons, through Project Wisdom, during advisory.

Interventions:


Students and teachers presented the Mustang Motivator program and the Positive referral program and instructed on the details of how they work, to decrease discipline incidences.

Mustang Motivator celebration for students each six weeks with no office referrals and 3 or less punches on their cards. Positive office referral program with incentives for students and teachers.

Continue Mustang Motivator celebration for students each six weeks with no office referrals and 3 or less punches on their cards and positive office referral program with incentives for students and teachers.

Collection of character education lessons taught weekly.

Discipline reports from ITCCS, our data recording system, on the number of economically disadvantaged students "out of classroom placement" due to discipline

Discipline reports from ITCCS, our data recording system, on the number of economically disadvantaged students "out of classroom placement" due to discipline referrals.



Yes Select Select Select

Q4 ReportQ3 ReportQ2 Report

• 65% of student incidents that occurred that resulted in ISS were of economically disadvantaged students, which was an 11% decrease from years prior. Only 4% of the total eco. Dis. student group were assigned to ISS. A total of 103 positive student referrals were given to students on campus. Approximately 477 students attended the Mustang Motivator Celebration. They were able to attend because of less than 3 misbehaviors. There were 178 that did not have any misbehaviors noted.

? ? ? ?

DIP 21


DIP 23

LEA Name:

Campus Name:

Definition/Purpose:











Root Cause 10:










Section V of the Campus Data Analysis tab

ORSection VI of the

District Data Analysis Summary tab.


Campus needs to create a sense of urgency to teach to the appropriate rigor of the Student Expectations

Neither parents nor students recognize the importance of attending school.

Parents do not recognize the need to be involved. DeZavala has not provided adequate opportunities for parents to be involved in educating their child(ren).Low attendance at events during 2013-2014 parent involvement activities reflects that this is not a priority for De Zavala Elementary.

Midland ISD


Only 9% of students met the Final Recommended Standard on STAAR.

De Zavala Elementary's average daily attendance dropped from 97.3 % to 95.7% from the previous year.

DIP 22

LEA Name:

Campus Name:


Midland ISD



1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

Annual Goal:

Strategy: The leadership team will meet with grade levels during instructional grade meetings to review pertinent student data, teacher data, STAAR4Ward methodology, and horizontal/vertical collaboration.

By increasing teachers' understanding of the level of rigor in the student expectations, students will perform at the following levels:a) 35% of students will meet or exceed the Final/Recommended standard;b) 65% of students will pass all content assessments at the Phase-In standard.

Notes of progress of students in targeted intervention groups; plans for support - if needed

Lead4Ward planning documents, teachers reflections, and Care Action Plans

Agenda/Sign in Sheets

Identified list of struggling students; preliminary data on performance by index

Root Cause 1:Campus needs to create a sense of urgency to teach to the appropriate rigor of the Student Expectations













Classroom instruction will be more rigorous. Teachers will build capacity to analyse and use student data to drive instruction. Teacher questioning strategies will reach Level III rigor. Therefore, end of year assessment scores will increase.

Interventions:



Major Systems







What data was collected to monitor interventions?

Anecdotal notes from Friday Data Meeting


Index Number:

District assessments, Star Math & Reading data, Imagine Learning data

Eduphoria walk-through data (on levels of Bloom's taxonomy; notes from lesson plan reviews

STAAR4Ward worksheets - Analysing Learning Standards and Care Action Plans

Anecdotal notes from Friday Data Meetings which includes unit performance

Review progress of targeted students on unit assessments

Anecdotal notes from Friday Data Meeting

Review plans for targeted instruction during tutorials and/or Saturday Academies


Anecdotal notes from Data meetings and decisions made regarding summer plans for academically fragile students


STAAR4Ward - Adapting Intervention and Assessments

Monitor progress of targeted instruction groups; provide additional support for students who are not making progress

STAAR4Ward - Engaged Review, Encouraging Success and Thinking Ahead

Continue with Instructional team meetings and tracking of student performance on unit assessments

CLT will review initiate the TAIS planning process

Review preliminary STAAR data in order to make summer plans

STAAR4Ward - Maximizing Intervention (summer planning)

Discuss student progress during Friday Data meetings

Teachers' understanding of the level of rigor in the student expectations, students will perform at the following levels:

a) 25% of students will meet or exceed the Final/Recommended standard;

b) 60% of students will pass all content assessments at the Phase-In Standard.

a) Using various data sources, teachers will establish target instructional groups (either for intervention or enrichment).

B) The targeted group of students will perform at the following performance level on unit assessments: - 5% will meet or exceed the Final Recommended standard - 55% will pass the content assessments at the Level II Phase In Standard

a) 35% of students will meet or exceed the Final Recommended standard

b) 65% of students will pass all content assessments at the Phase-In Standard

C) 25% of targeted student group will show an increase in unit assessments given this quarter

a) 35% of students will meet or exceed the Final Recommended standard.

B) 65% of students will pass all content assessments at the phase in standards.

District and campus PD with STAAR4Ward - Creating Focus, Planning Instruction, and Organizing Interventions

Establish General Ed IEPs

Instructional team meetings; reviewing unit assessments for number of students who met the Phase in Standard of 54 as well as the number who scored 76 or higher

Administrators will review lesson plans and conduct weekly walk-through observations

Continue with Instructional team meetings and tracking of student performance on unit assessments

Establish and plan for targeted Instruction groups; After School Tutorials; Saturday Academy

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DIP 24

LEA Name:

Campus Name:


Midland ISD















Select


Select


Select


be completed.

Q3 Report Q4 Report

Select

Q2 Report





Data Quality



Annual Goals





Training

DIP 25

LEA Name:

Campus Name:


Midland ISD



1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


Impact of Court filings; Report on visit to student homes by truant officers






Interventions:

Annual Goal: De Zavala's annual ADA will be 98% or higher.

Interventions by Quarter

Root Cause 2:Neither parents nor students recognize the importance of attending school.

Index Number:



Index 4: Postsecondary Readiness CSF 1-Improve Academic Performance/ESEA TP: Strengthen the School’s Instruction







Strategy: De Zavala will increase the rate of student attendance by providing attendance incentives, recognition opportunities, and parent communication processes.

Interventions:

Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr) Q4 (May, June, July)

Students will be more motivated to attend school and, in turn, receive more instruction which will raise their academic achievement. At the same time, parents will be more involved in ensuring their child attends school.



Major Systems


What data will be collected to monitor interventions? What data will be collected to monitor interventions?Home/school parent communications logs

Attendance reports

Anecdotal notes from administrative visits to the 5th and 6th grade classrooms

Attendance reports at the end of each reporting period

E.O.Y. attendance report

Daily attendance reportsParent hand outs/parent sign in sheets for parent meetings

Attendance reports/attendance log

School compact

Anecdotal notes on 5th and 6th grade class visits

Parent call out documentation

Attendance reports/attendance log

School/parent/home communication log

Parent hand outs/parent sign in sheets for parent meetings

Administration will address the importance of school attendance at every parent meeting. November - 1st/2nd December - 3rd/4th January - PreK/K

Attendance Reports will be monitored by administrators.

Home/school parent communications to be monitored by administrators

School will make scheduled parent call outs reminding them of the importance of their children to attend school. Truant officers will be notified in a timely manner for home visits if students are not attending school.

Administration will address the importance of school attendance at every parent meeting. February - 1st/2nd, March - 3rd/4th Class visits in every 5th or 6th grade class

Student recognition for excellent attendance will be part of the end of year celebrations

School will monitor student attendance progress

Using various resources, student incentives will be put in place in order to reach a weekly attendance rate of 98% or above.

Using various sources, including but not limited to the judicial system, student attendance will be monitored closely in order to maintain or exceed the 98% attendance rate.

Student attendance rate will be at 98%

Attendance clerk will share the attendance log with administration daily. Information for unusual circumstances will be recorded in the comments section.

Leadership team will have conversations with students about the importance of school

attendance

School administrators will meet with parents and discuss the importance of their children attending school and educate parents on state and district attendance policies

Administration will address the importance of school attendance at every parent meeting September - Title I October - PreK/Kindergarten Admin visit to 5th and 6th grade classes

Student incentive for attendance will be put in place to increase student attendance (Bazinga Bucks, attendance certificates, attendance trophies)

School will use the campus website and give parents ideas on getting their children to school. (Communication will also providing parents with school start/end times.)

School will make scheduled parent call outs reminding them of the importance of their children to attend school. Truant officers will be notified in a timely manner for home visits if students are not attending school.

De Zavala will educate all parents and students on attendance expectations by sending attendance information, in their

home language, and by addressing attendance requirements and value at all

parent meetings.

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DIP 26

LEA Name:

Campus Name:


Midland ISD



















Data Quality



Annual Goals


Select

Q4 ReportQ3 Report


Select SelectSelect

Q2 Report


be completed.





Training

DIP 27

LEA Name:

Campus Name:


Midland ISD



1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

Interventions: Interventions: Interventions: Interventions:

De Zavala will host 2 parent meetings to present ideas for enhancing learning with 50% attendance.


Family Math Night/information session (November 4, 2014)

Make and take sessions (October 16, 2014)



Major Systems

Q4 (May, June, July)





Annual Goal: 60% of parents will attend school sponsored academic events, workshops and/or family engagement opportunities.

Strategy: De Zavala will offer parent classes on various subjects, including but not limited to Literacy Night, Science Night, Math Night, Make and Take Sessions). Sessions will be offered at during school hours as well as after school.








Root Cause 3:Parents do not recognize the need to be involved. DeZavala has not provided adequate opportunities for parents to be involved in educating their child(ren).

Index Number:







When parents are more involved and have a better understanding of school expectations they can enrich their child's learning while at home. This will increase student academic performance.

Parent sign in sheets

Parent surveys

Parent/teacher conferences to discuss student academic achievement (May 28, 2015)

E.O.Y. award ceremonies (May 28, 2015)

Grade Level Academic Events (May 28, 2015)

Parent meeting for reflection and goal setting (April 30, 2015)

School/parent goal sheet

Family Literacy Night (December 4, 2014)

Parent sign in sheets; agendas/samples of information shared

Teacher record of conferences

Assessment workshop (sample released STAAR test questions, assessment information interpretation) (February 12, 2015)

Parent/teacher conferences to discuss student academic progress (March 31, 2015)

Parent sign in sheets

Teacher record of conferences

De Zavala will showcase student achievement progress and success.

Administration will meet with De Zavala PTA President and discuss urgency to have PTA meetings, support at the campus.

Work with the chairman of the City PTA to organize and hold a PTA information session

Reading program information sessions with PreK/K parents (Oct 9, 2014)

Title-1 meeting with parents (September 30, 2014)



Parent sign in sheets; sample of information shared with parents

Agenda/parent signatures from Title I meeting

Anecdotal notes from PTA meetings

Parent/Teacher conference to discuss student academic status (October 31, 2014)

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DIP 28

Long Elementary

DIP 29

LEA Name: MidlandCampus Name: Long

Needs Assessment Summary and Improvement PlanAfter your data analysis yields a summary of findings, the next step is to engage in the needs assessment process to identify needs and establish priorities. The 5 steps of the needs assessment include: Step 1: Establish Purpose of Needs Assessment and Establish the Team, Step 2: Gather Data, Step 3: Data Analysis, Step 4: Root Cause

Analysis, Step 5: Prioritize Needs. The needs assessment process is intended to safeguard against planning or implementing strategies before the root cause of a problem is understood.

Identified and Prioritized Needs: It is important to prioritize your needs so that your improvement plan is targeted and focused. Although a CIP/DIP is critical to overall success, this improvement plan is intended to address the specific reasons for low performance in the state accountability system. To ensure a targeted improvement plan, identify what focus areas will

have the greatest impact on the reason(s) for low performance in an index, system safeguard or PBM indicator and ensure those are your prioritized needs.Need 1:Need 2:Need 3:Need 4:Need 5:

Important Notice! Improvement Required districts/campuses must complete Attestation Statement at the bottom of this tab to fulfil TEC §39.106 requirements!***

Need:

CSF 1‐Improve Academic

PerformanceESEA TP: Strengthen the School’s Instruction

Index:

CSF 2‐Quality Data to Drive

InstructionESEA TP: Use of Data to Inform Instruction

Critical Success Factor/ESEA Turnaround Principle:

CSF 3‐Leadership Effectiveness

ESEA TP: Provide Strong Leadership

Annual Goal:

CSF 4‐Increased Learning Time

ESEA TP: Redesigned School Calendar

Strategy:

CSF 5‐Family/Community

EngagementESEA TP: Ongoing Family and Community Engagement

How will addressing this need impact the index, CSF/ESEA TP, or major system identified? CSF 6‐School

ClimateESEA TP: Improve School Environment

CSF 7‐Teacher Quality

ESEA TP: Ensure Effective Teachers

The school will implement data walls into data centered discussions that drive targeted instruction.

The campus will see an improvement of overall closing the gap in student performance.

Develop an understanding of data‐driven decision making for the campus.

Critical Success Factor / ESEA

Turnarou

nd Prin

ciple Ke

y

1, 2, 3, 4

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

By the end of school year 100% of staff will use data to plan intervention lessons effectively.

Definition/Purpose:

Develop an understanding of data‐driven decision making for the campus.Improvement of classroom/campus management at all levels.Provide professional learning that focuses on instructional planning and delivery for all diverse learners.

Page 1 of 22

DIP 30


Needs Assessment Summary and Improvement PlanCell applies only to district

submissions

Cell applies only to district submissionsCell applies only to district submissions


Q1 Goal:

40% of staff will effectively plan for instruction utilizing data Q2 Goal:

50% of staff will effectively plan for instruction utilizing data Q3 Goal:

65% of staff will effectively plan for instruction utilizing data Q4 Goal: 75 % of staff will effectively plan for instruction utilizing data.

Interventions: Interventions: Interventions: Interventions:

1) STAAR4Ward training 1) Continue with STAAR4Ward data training 1)Continue with Implementation of STAAR4Ward 1) Continue with Implementation of STAAR4Ward

2)Campus Training/Data Meetings 2) Data Meetings (Data Dig) 2) Data Meetings (Data Dig) 2) Data meetings (Data Dig)

3)Vertical & Horizontal Planning Teams 3) Continue with horizontal & vertical planning 3) Continue with horizontal & vertical planning 3) Continue with horizontal & vertical planning

What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions?

1)

Agenda from Training & completion of Analysing Learning Standards Data sheet. CARE plan. 1)

Completion of data forms and STAAR4Ward PLC activity. CARE Plan 1)

Completion of data forms and STAAR4Ward PLC activity. CARE Plan 1)

Completion of Data forms and STAAR4Ward PLC activity . CARE Plan.

2)

Data Disaggregation Forms, Data Notebooks, implementation forms, and data wall 2)

Data notebooks/ Plan of action based on Data forms, and Data wall 2)

Data notebooks/Plan of action based on data forms, and Data wall 2)

Data notebooks/Plan of action based on data forms, and Data wall

3)Completion of Analyzing Standards Data Sheet 3)

Summary of vertical meeting or a completion of task 3)

Summary of veridical meeting or a complete task 3) Summary of vertical meeting or a completed task

4) 4) 4) 4)

Need 1

Page 2 of 22

DIP 31


Needs Assessment Summary and Improvement PlanEnd of Quarter Reporting

Q1 Report Q2 Report Q3 Report Q4 Report

Are you on track to meet the annual goal? No





new staff on campus, the level of in‐depth planning is now beginning to be implemented at the level for this goal the last part of October. • Teachers have been trained on the STAAR4Ward webinars 1‐3 to build the foundational understanding of data to guide instruction.





• The next step is for administrative and teaching staff to take full ownership and implementation of STAAR4ward strategies and curriculum to guide instruction.• Unit assessments data is just beginning to be available for planning and disaggregation. During data meetings we are starting to analyze unit assessments and create data wall evidence.




Page 3 of 22

DIP 32



Need:



Index:



Critical Success Factor / ESEA Turnaround Principle:



Annual Goal:CSF 4‐Increased Learning Time


Strategy:



How will addressing this need impact the index, CSF/ESEA TP, or major system identified? CSF 6‐School

ClimateESEA TP: Improve School Environment



Cell applies only to district submissions



Turnarou

nd Prin

ciple Ke

y

Improvement of classroom/campus management at all levels.

2, 1, 3

CSF 6 / ESEA TP: Improve School Environment, CSF 7 / ESEA TP: Ensure Effective Teachers, CSF 1 / ESEA TP: Strengthen the School’s Instruction

By the end of the school year 100% of the classroom teachers will implement an effective management system and reduce classroom interruptions.

The school will implement a positive behavior management system centered around the CHAMPS program school wide.

The Campus will see an improvement in overall classroom management and decrease in campus discipline referrals

Page 4 of 22

DIP 33


Needs Assessment Summary and Improvement PlanInterventions by Quarter


Q1 Goal:

50% of staff will effectively utilize a classroom management system Q2 Goal:



100% of staff will effectively utilize a classroom management system


1) CHAMPS training 1)Implementation of CHAMPS/ongoing training of CHAMPS 1) Implementation of CHAMPS 1) Implementation of CHAMPS

2)

Positive shout outs, "drops", award assemblies, achievement displays, and Top Dog (Behavior incentive) 2)



Positive shout outs, "drops", award assemblies, achievement displays, and Top Dog (Behavior incentive)

3) 3) 3) 3)4) 4) 4) 4)

What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions?

1)

Agenda from CHAMPS training/IFV for evidence of implementation 1)

Agenda from CHAMPS training/ IFV /discipline referral count 1)

Agenda from CHAMPS training/IFV/ discipline referral count 1) IFV documented evidence/discipline referral count

2)

IFV documented evidence of a positive classroom environment 2)



IFV documented evidence of a positive classroom environment

3)Baseline discipline referral data 3) Discipline referral data 3) Discipline referral data 3) Discipline referral data

4) 4) 4) 4)

Interventions:

Need 2

Page 5 of 22

DIP 34




Are you on track to meet the annual goal? Yes

Are you on track to meet

the annual goal?

Are you on track to meet

the annual goal?


Describe the data or evidence used to determine if the goal

will or won't be met.

We have noticed an increase in positive interactions and environment. • All staff received CHAMPS update. We have sign in sheets from training.• Shout Outs‐ 6 in September & 41 in October. • IFV’s show‐ CHAMPS visible & referenced 46%, CHAMPS language is utilized 30% of the time, evidence of respectful interactions 61%, and appropriately redirects 39%. Positive interactions have been noted on the IFV 61% of the time. The campus administration feels that 72% of the classroom teachers are

Describe the data or

evidence used to

determine if the goal will or won't be

met.

Describe the data or

evidence used to

determine if the goal will or won't be

met.


What, if any, adjustments must be made in order to

meet the annual goal?

What, if any, adjustments

must be made in

order to meet the annual

goal?

What, if any, adjustments

must be made in order to meet the

annual goal?

What, if any, adjustments must be made in order

to meet the annual goal?

Page 6 of 22

DIP 35



Need:



Index:



Critical Success Factor / ESEA Turnaround Principle:



Annual Goal:CSF 4‐Increased Learning Time


Strategy:



How will addressing this need impact the index, CSF/ESEA TP, or major system identified?

CSF 6‐School Climate

ESEA TP: Improve School Environment



Cell applies only to district submissions



Turnarou

nd Prin

ciple Ke

y

1, 2, 3

Provide professional learning that focuses on instructional planning and delivery for all diverse learners.

CSF 1 / ESEA TP: Strengthen the School’s Instruction, CSF 7 / ESEA TP: Ensure Effective Teachers

The campus will see an improvement in students in index 2 & 3 ( improvement of all students & closing the gap) .

Teachers will be provided with opportunities for staff development in all core content areas with a focus on instruction planning and delivery for all diverse learners and participate in curriculum instruction and assessment discussion (CIA).

100% of teachers will participate in professional development that targets diverse learners with an impact on student growth.

Page 7 of 22

DIP 36


Needs Assessment Summary and Improvement PlanInterventions by Quarter


Q1 Goal:

40% of teachers will effectively utilize research based strategies that will target diverse learners which will impact student growth. Q2 Goal:



75% of teachers will effectively utilize research based strategies that will target diverse learners which will impact student growth.


1)Summer professional learning 1)

District/ Campus professional learning and ongoing coaching support 1)

District/Campus professional learning and ongoing coaching support 1)

District/Campus professional learning and ongoing coaching support

2)

CIA meetings to plan Lesson that follow the MISD curriculum management plan 2)



CIA meetings to plan Lesson that follow the MISD curriculum management plan

3)Implementation of differentiated instruction 3)

Implementation of differentiated instruction 3) Implementation of differentiated instruction 3) Implementation of differentiated instruction

4) 4) 4) 4)What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions?

1)Agendas/certificates of attendance 1) Agendas/certificates of attendance 1) Agendas/certificates of attendance 1) Agendas/certificates of attendance

2)Instructional focus visits/lesson plans 2) IFV's/ lesson plans 2) IFV's/ lesson plans 2) IFV's/lesson plans

3)

Istations (K‐6), F& P reading levels (K‐3),Kinder screen at beginning of the 3)

Improvement in student growth measured using district assessments 3)

Improvement in student growth measured using district assessments 3)

6), F& P reading levels (K‐3), district assessments (K‐6), RenStar math (3‐6), math screener (K), ,envision placement test for bilingual 1‐3rd grade, and STAAR data.

4) 4) 4) 4)

Interventions:

Need 3

Page 8 of 22

DIP 37




Are you on track to meet the annual goal? Yes





training. Teacher log needed for recording summer training and ongoing training for guided reading, guided math, etc. •5 CIA meetings at the campus. The math, science, and reading department have planning sessions with grade levels and have district coaches follow up.• Baseline data shows students are below grade level in all grade levels in math and reading. District interventionist is working with 6 groups in first grade. Campus interventionist will concentrate with first grade and third grade at this time. Read 180 and IStation will serve as intervention for 3‐6. Teachers in 2‐4 grade will utilize Do the Math as intervention for Math, Think through Math will be used for 5 & 6, and Math 180 will be utilized in 6th. Tutorials will start in November and Saturday





Teachers will keep a log of the trainings they attend.




Page 9 of 22

DIP 38