plan on a page timberview 2017-2018 high school · 4th quarter action plan #4 april 1 – june 30...

Plan on a Page 2017-2018

Timberview High School

MISD Mission Campus Mission

To inspire and educate students to be productive citizens.

To inspire and educate students to be productive citizens.

District Vision Campus Vision

A destination district committed to excellence.

A destination campus committed to excellence.

District Motto Campus Motto

MISD: A great place to live, learn, and teach.

Value-Inspired Excellence

District Values Campus Values

● Students First ● Continuous Improvement ● Integrity ● Communication ● Positive Relations

● Resiliency

● Relationships ● Learning ● Citizenship ● High Expectations ● Diversity ● Integrity ● Respect

● Teamwork

MISD Guiding Statements

1. Students will read on level or higher by the beginning of third grade and will remain on level or higher as an MISD student.

2. Students will demonstrate mastery of Algebra I by the end of ninth grade. 3. Students will graduate with 24+ college hours and/or an industry certificate or license. 4. Students will participate in an extra or co-curricular activity. 5. Our parents and students will have choices with educational opportunities.

Vision 2020 Goals Supporting Goals Increase the use of instructional strategies, specifically Think-Alouds, Modeling, and the use of the Power Zone, in all classes so that:

1. All students earn course credit 2. Special Education and ELL students meet

the state safeguard standard in EOC tested subjects

3. Our Mathematics and English EOC passing rate increases by at least 5% from 2016/2017

Provide instructional interventions for students

who began the 2017-2018 school year behind in

credits in mathematics so that they will be on

track with their cohort in mathematics credits by

the end of the 2017-2018 school year.

1

2017-18 MISD Action Plan using PDSA – Rev. April 2017

Campus/Department Timberview High School

Vision 2020 Strategic Guiding

Statement

Type of Plan ☒ Vision 2020 ☒ System Safeguard ☐ Supporting

P PLAN: Identify the need, the goal and the approach What do you hope to accomplish?

● Increase student achievement through the use of Think-Alouds, Modeling, and teaching in the Power Zone Identify your “One Thing” (strategy): Use instructional strategies, specifically Think-Alouds, Modeling, and teaching in the Power Zone, in all classes. Why did you choose this goal (strategy)? Include the process you used to establish root cause.

● Identified as a Title I Focus School using spring 2016 EOC performance data ● Root cause analyses were conducted by departments campus-wide on May 10, 2017 to develop our Campus Needs Assessment ● The English department used the Relations Diagram to determine the root cause and the Math department used the PDSA Model

to refine the “One Thing” during the August 8, 2017 professional development ● These instructional strategies will support all students in all content areas, and will help develop processing skills

Baseline Data & Rationale: What data or evidence supports the need for this goal? (Insert data with levels, trends & comparables)

● Identified as a Title I Focus School using spring 2016 EOC performance data ● SPED subgroup did not meet the state target of 60% for all tested core subjects ● ELL subgroup did not meet the state target of 60% in Reading ● All subgroups in Reading and Math and the Special Education subgroup in Science and Social Studies did not meet Federal

safeguard of 87%

2

Approach & Evidence Sources: How will you measure goal implementation with lead fidelity and lead performance measures? What will you use as a lag measure to know you’ve accomplished your “One Thing”?

● Lead Fidelity Measures ○ Create a walkthrough Google form to monitor usage of Modeling, Think-Alouds, and teaching in the Power Zone in the

classroom ○ Each Administrator will conduct 10 walkthroughs per week (60/week)

■ Ramp-Up Targets (Walkthroughs Reflecting at least two of three Strategies being used by Teachers) ● 50% - 1st Quarter ● 60% - 2nd Quarter ● 70% - 3rd Quarter ● 75% - EOY

● Lead Performance Measures ○ CBA Scores ○ Common teacher-made cumulative assessments ○ Success rate

3

● Lag Measures

○ Spring 2018 EOC Data ■ Special Education and ELL students meet the safeguard standard in EOC tested subjects ■ Our Mathematics and English EOC passing rate increases by at least 5% from 2016-2017

○ Success rate ○ Credit analysis

Plan: What are the key actions to be taken in the upcoming year toward accomplishment of the goal? (the one to five most important things to get done on this plan are…):

● Create walkthrough forms using Google that include Modeling, Think-Alouds, and the Power Zone ● Conduct walkthroughs of all core classes ● Monitor CBA scores, teacher-created assessments, six weeks failure rates ● Double-Block Algebra I classes ● Use instructional materials that are aligned to the TEKS in content, context, and cognitive level

Professional Development: What professional development needs to occur to accomplish the key actions to be taken in the upcoming year toward accomplishment of the goal?

Professional Development Provided For Person(s) Responsible End Date

When will PD be completed? PLC Implementation All Teachers Administration August 10, 2017

DMAC Training All Teachers Celeste Howell, Tim

Maschal August 7, 2017 Dr. Bone Selected Teacher District October 10, 2017 Modeling, Think-Aloud, Power Zone All Teachers Administration October 9, 2017 Modeling and Think-Alouds -PLCs All Teachers Ongoing May 23, 2018

4

D

1st Quarter Action Plan #1

July 1 – Sept. 30

DO: Create action plan for Quarter #1 based on data analysis Create the action plan for the 1st Quarter below. What steps do you need to take to reach the year-long strategy?

Step

What steps will you and your team take? Measure /Indicator What data will be collected? OR

How will you know step is completed?

End Date When will work be

completed?

Person(s) Responsible

T-1 SW

C Summer PLC Planning Time Instructional Calendar July 2017 Math Dept., Derrell

Douglas

PD

Hire Additional Math Teachers All Math Teaching Positions Filled August 7, 2017 Derrell Douglas IHQ,

PD,

AHQ

"One Thing" Refinement using the

Relations Diagram and PSDA Model

Sign-in sheets, PDSA forms, Images

of Completed Relations Diagram

August 8, 2017 Departments,

Administration

CNA

PLC Implementation Staff Development

Sign-in sheets, Eduphoria credits August 10, 2017 Administration PD, TPA

Double Block Algebra I classes; Create

Accelerated Algebra I/Geometry and

Accelerated Algebra 2/AQR classes

Master Schedule August 16, 2017 Erica Goulding RS, SA,

CI

Create Google Form for Walkthrough Instructional strategy usage data September 5, 2017 Administration RS Conduct walkthroughs using Google Form

Data summary charts in Google September 5 - EOY Administration RS

Create Operational Definitions for

Think-Alouds, Modeling, and Power

Zone with input from all staff

Sign-in sheets, campus-approved

operational definitions, artifacts

from collaboration

September 6, 2017 Staff, Administration PD, RS

5

Leading Measures (both fidelity and performance) you will review to know you are on track to meeting your end goal: Conduct and Analyze Walkthrough Data Provide Feedback to Teachers regarding Walkthroughs CBA Results Success Rate Resources Needed to Deploy Plan: (Budget/Staff/Materials)

D 2nd Quarter

Action Plan #2 Oct. 1 – Dec. 31

DO: Revise or continue with implementation based on analysis of Action Plan #1 progress Color code steps from the 1st quarter above. Insert steps below to indicate what needs to be accomplished in the next quarter to make sufficient progress on reaching the year-long strategy?

1st Quarter Results for Leading Measures:

Step What steps will you and your team take?

Measure/Indicator What data will be collected? OR



completed?


T-1 SW

C Campus-Wide Staff Development:

● “One Thing” ● Think-Alouds ● Modeling ● T-TESS

Sign-In Sheets October 9, 2017 Administration Classroom Teachers

RS, PD

6

Leading Measures (both fidelity and performance) you will review to know you are on track to meeting your end goal: Resources Needed to Deploy Plan: (Budget/Staff/Materials)

D 3rd Quarter

Action Plan #3 Jan. 1 – Mar. 31

DO: Revise or continue with implementation based on analysis of Action Plan #2 progress Color code steps from the 2nd quarter above. Insert steps below to indicate what needs to be accomplished in the next quarter to make sufficient progress on reaching the year-long strategy?

2nd Quarter Results for Leading Measures:





completed?


T-1 SW

C Leading Measures (both fidelity and performance) you will review to know you are on track to meeting your end goal: Resources Needed to Deploy Plan: (Budget/Staff/Materials)

7

D 4th Quarter

Action Plan #4 April 1 – June

30

DO: Revise or continue with implementation based on analysis of Action Plan #3 progress Color code steps from the 3rd quarter above. Insert steps below to indicate what needs to be accomplished in the next quarter to make sufficient progress on reaching the year-long strategy?

3rd Quarter Results for Leading Measures:





completed?


T-1 SW

C Leading Measures (both fidelity and performance) you will review to know you are on track to meeting your end goal: Resources Needed to Deploy Plan: (Budget/Staff/Materials)

8

S To be

completed by June 30

STUDY: Analyze data after implementing approach At the end of the school year, complete the questions below using data and your analysis

Summarize the key actions taken in accomplishment of the strategy (Refer to list created in Plan phase & reflect on what was projected to be accomplished):

What data gives evidence of progress made on

goal? Refer to the measures you listed in the Plan Phase above and insert

data here with updated levels, trends & comparables along with analysis

What data gives evidence to a lack of progress made on goal? Refer to the measures you listed in the Plan Phase above and insert data here with

updated levels, trends & comparables along with analysis

9

A To be

completed by June 30

ACT: Set Plan for upcoming year

At the end of the year, please reflect on your answers in the above two boxes and check which option best describes what you will do in your next plan: ☐ Year-long target goal has been met and will be changed to a new target goal on a similar topic. Suggested goal: ☐ Year-long target goal not met but current plan is effective so we will continue it. ☐ Year-long target goal not met so plan will continue with improvements to the plan. ☐ Year-long target goal not met and we will move in a different direction. ☐ Other (Please explain) Discuss possible action plan steps that you recommend occur in the next year’s PDSA: Complete if System Safeguard Plan Areas Addressed: (Performance, Participation, or Graduation Rate) Performance Target Areas(s): Special Education in Reading, Mathematics, Science, Social Studies and ELL Reading Critical Success Factors: (Check all that apply)

X Academic Performance ☐ Increased Learning Time X Teacher Quality X Use of Quality Data to Drive Instruction

X Leadership Effectiveness ☐ School Climate ☐ Family/Community Engagement

2017-18 MISD Action Plan using PDSA – Rev. April 2017 Short Form

Campus/Department Timberview High School

Vision 2020 Strategic Guiding Statement

Type of Plan

☐ Vision 2020

☐ System Safeguard

☒ Supporting P PLAN: Identify the need, the goal and the approach

What do you hope to accomplish?

Students will regain mathematics credit in Algebra 1, Geometry and Algebra 2 to be back on track with their mathematics cohort

Identify your “One Thing” (strategy):

Provide instructional interventions for students who began the 2017-2018 school year behind in credits in mathematics so that they will be on track with their cohort in mathematics credits by the end of the 2017-2018 school year.

Why did you choose this goal (strategy)? Include the process you used to establish root cause.

Continuation of our 2016-2017 One Thing that we will continue to monitor

Identified as a Title I Focus School using spring 2016 EOC performance data

Baseline Data & Rationale: What data or evidence supports the need for this goal? (Insert data with levels, trends & comparables) 70 total students cannot begin their on-level mathematics course because they have not met the prerequisite requirement for the course.

5 students cannot begin Algebra 1 because they have not met the 8th grade mathematics prerequisite. 32 students cannot begin Geometry because they have not met the Algebra 1 prerequisite and have not scored Level 2

on the Algebra 1 EOC exam.

6 students cannot begin Advanced Quantitative Reasoning because they did not pass the full year of Algebra 2.

Approach & Evidence Sources: How will you measure goal implementation with lead fidelity and lead performance measures? What will you use as a lag measure to know you’ve accomplished your “One Thing”?

Lead Fidelity Measures o Double block Algebra 1 classes - Add to DO o Create Accelerated Algebra 1/Geometry and Accelerated Algebra 2/AQR classes o Conduct a parent meeting for our accelerated mathematics classes o Parents of students in accelerated classes will be contacted by our parent liaison regarding different issues o Student attendance reports

Lead Performance Measures o CBA scores during the fall semester o Failure rates

Lag Measures o December 2017 EOC data o Spring 2018 EOC Data o Failure rates o Credit analysis

Plan: What are the key actions to be taken in the upcoming year toward accomplishment of the goal? (the one to five most important things to get done on this plan are…): Double-blocked courses: Introduction to Algebra/Algebra 1, Accelerated Algebra 1/Geometry, Accelerated Algebra2/AQR

Parent meeting

Team teaching for Accelerated Algebra 1/Accelerated Geometry course

PLC time embedded in master schedule

Professional Development: What professional development needs to occur to accomplish the key actions to be taken in the upcoming year toward accomplishment of the goal?

Professional Development Provided For Person(s) Responsible End Date

When will PD be completed? Working in the Power Zone Clear, Hall Miguel Garza October 2017 PLC Time Clear, Hall Miguel Garza August 2017 – May 2018 Modeling Clear, Hall Miguel Garza October 2017 Think-Aloud Clear, Hall Miguel Garza October 2017

D DO: Create action plan for Quarter #1 based on data analysis Create the action plan below. What steps do you need to take to reach the year-long strategy?

Step What steps will you and your team

take?

Measure /Indicator What data will be collected? OR



completed?


T-1 SW

C

Create Accelerated Algebra 1/Geometry and Accelerated Algebra 2/AQR classes

Master Schedule August 16, 2017 Erica Goulding; Counselors

RS,CI, SA

Meet with students to explain the program

Day 1 attendance August 16, 2017 Derrell Douglas RS, SA

Meet with parents to explain the program

Sign-In Sheet from Parent Meeting

September, 2017 Garza, Hall, Clear, Tamez

RS, SA, PI

Monitor attendance and contact parents personally regarding issues

Weekly attendance reports Each Monday Attendance clerks, Tamez

PI, SA

Accelerated CBA’s CBA Results December 2017 Howell, Hall TPA

Leading Measures (both fidelity and performance) you will review to know you are on track to meeting your end goal:

Lead Fidelity Measures o Double block Algebra 1 classes - Add to DO o Create Accelerated Algebra 1/Geometry and Accelerated Algebra 2/AQR classes o Conduct a parent meeting for our accelerated mathematics classes o Parents of students in accelerated classes will be contacted by our parent liaison regarding different issues o Student attendance reports

Lead Performance Measures o CBA scores during the fall semester o Failure rates

Resources Needed to Deploy Plan: (Budget/Staff/Materials)

Title 1 funds

General campus budget

S To be

completed by June

30

STUDY: Analyze data after implementing approach At the end of the school year, complete the questions below using data and your analysis

Summarize the key actions taken in accomplishment of the strategy (Refer to list created in Plan phase & reflect on what was projected to be accomplished):

What data gives evidence of progress made

on goal? Refer to the measures you listed in the Plan Phase

above and insert data here with updated levels, trends & comparables along with analysis

What data gives evidence to a lack of progress made on goal?

Refer to the measures you listed in the Plan Phase above and insert data here with updated levels, trends & comparables along with

analysis

A

To be completed by June

30

ACT: Set Plan for upcoming year

At the end of the year, please reflect on your answers in the above two boxes and check which option best describes what you will do in your next plan:

☐ Year-long target goal has been met and will be changed to a new target goal on a similar topic. Suggested goal:

☐ Year-long target goal not met but current plan is effective so we will continue it.

☐ Year-long target goal not met so plan will continue with improvements to the plan.

☐ Year-long target goal not met and we will move in a different direction.

☐ Other (Please explain) Discuss possible action plan steps that you recommend occur in the next year’s PDSA:

Complete if System Safeguard Plan Areas Addressed: (Performance, Participation, or Graduation Rate) Target Areas(s): Critical Success Factors: (Check all that apply)

☐ Academic Performance ☐ Increased Learning Time ☐ Teacher Quality ☐ Use of Quality Data to Drive Instruction

☐ Leadership Effectiveness ☐ School Climate ☐ Family/Community Engagement

Mansfield ISD District Improvement Plan Page 1

Plan for Federal Funds 2017-18

The district receives federal monies from the following grant programs: Title I, Part A; Title II, Part A; Title III; Title IV; IDEA B; Carl Perkins Career

and Technology.

FEDERAL FUNDS – The following Title I or IDEA positions are funded by federal grant funds at this campus.

Position / Grade Level Fund Source FTE Salary

ELA Teacher Title I 1.0 $57,694.00

ELA Teacher Title I 1.0 $59,485.00

Math Teacher Title I 1.0 $63,647.00

Parent Engagement Specialist Title I 1.0 $20,966.85

All MISD Campuses, as a condition of utilizing federal grant funds, agree to aspire to the following TEA Strategic Priorities:

TEA Strategic Priority 1 – Recruit, support, and retain teachers and principals

TEA Strategic Priority 2 – Build a foundation of reading and math (MISD Vision 2020 Goal 1 and 2)

TEA Strategic Priority 3 – Connect High School to career and college (MISD Vision 2020 Goal 3)

TEA Strategic Priority 4 – Improve low performing schools (student groups below 60 on STAAR State Assessments)

All district monies related to these federal funding sources, whether spent directly by the district or allocated to an appropriate campus for

expenditure, will be utilized to directly support the intended purpose(s) and program beneficiaries as listed below:


Title I, Part A:

Amount Allocated: $____212,000.00_______ (campus allocation) District Allocation: $3,048,104

Goal/Intended Purpose – to provide supplemental resources to help schools with high concentrations of students from low-income

families provide high-quality education that will enable all children to meet the state student performance standards

Intended Beneficiaries – students who experience difficulties mastering the state academic achievement standards

Campus-level uses: Supplemental student and/or family support personnel, professional development, academic curriculum

enhancements through instructional materials and/or experiences, tutoring, parental involvement, technology, and school improvement

efforts to meet student needs and upgrade the overall educational program

District-level uses: Administration of the Title I program, professional development, services to private non-profit schools, parental

involvement, summer programs, and homeless student assistance

All Title I campuses must incorporate the Title I Ten Components into their Campus Improvement Plan. As a condition of receiving Title I

campus allocations, all Title I schools agree to aspire toward the following Title I goals:

CNA-The campus will identify needs and work collaboratively to address the needs to improve student achievement.

RS – The campus will implement effective reform strategies to improve achievement of children.

IHQ – The campus will employ state-certified, high quality staff that makes learning a priority for all students.

PD – The teachers and staff will receive high-quality and ongoing professional development to help all students meet the State’s

academic achievement standards.

AHQ – The campus will conduct activities to attract and retain high-quality, State-certified teachers.

PI – The school will develop strategies that increase parental involvement (participation of parents in regular, two-way, and meaningful

communication involving student academic learning and school activities).

TS – The campus will plan for transition strategies to help smooth the transition, emotionally and academically, from home to school,

grade to grade, and to college and career to promote continued academic success.


TPA – The campus will include teachers in the use of academic assessments in order to provide information on, and to improve the

achievement of individual students and the overall instructional program.

SA – The campus will ensure that students who experience difficulty in mastering the proficient or advanced levels of academic

achievement shall be provided with effective, timely additional assistance.

CI – The school will coordinate and integrate resources (fiscal, human, organizational, and facility) from within and outside of the school

in order to target strategies to address the needs of all students.

Title II:

Amount Allocated: $576,333 (58% transferred to Title I)

Goal/Intended Purpose – to increase student academic achievement through improving teacher and principal quality

Intended Beneficiaries – teachers, principals, assistant principals, and others as appropriate to program intent

District-Level Uses – Staff development to implement district initiatives and curriculum evaluation/implementation; KEEPS new teacher

mentor/retention program

Title III:

Amount Allocated: $335,336 (no campus-level funds); $58,511 Immigrant

Goal/Intended Purpose – to provide supplemental resources to help Limited English Proficient (LEP) children attain English proficiency

Intended Beneficiaries – LEP students, including immigrant children and youth

District-Level Uses – Personnel to support campuses in LEP program implementation, professional development of ELL staff,

instructional materials and tutorials for ELL students, parent education and involvement (including translation), program administration

(2%)

Title IV:

Amount Allocated: $69,293 (no campus-level funds)


Goal/Intended Purpose – to provide well-rounded educational opportunities, safe and healthy students, and the effective use of

technology

District Level Uses – STEM education, professional development, and injury prevention

IDEA B:

Amount Allocated: $4,682,553 and SPED Preschool $47,434 (no campus level funds outside of above personnel)

Goal/Intended Purpose – to provide special education and related services

Intended Beneficiaries – children with disabilities ages 3-21

District-Level Uses – Personnel to provide services to students with disabilities as defined by their individualized education plans. To

provide timely evaluations/assessments in order to identify students requiring specially designed instruction and accommodations.

Carl Perkins:

Amount Allocated: $212,093 (no campus-level funds)

Goal/Intended Purpose – develop more fully the academic and technical skills of secondary students

Intended Beneficiaries – secondary students who elect to enroll in career and technical (CTE) programs

District-Level Uses - Purchase of industry standard equipment, instructional materials, replace computer labs, upgrade software,

professional development/substitutes

Mansfield ISD plans to consolidate 58% of Title II to Title I. Federal funding sources will be integrated and coordinated with State and Local

funds to meet the needs of all students.


Plan for At-Risk/Compensatory Education 2017-18

The goal of state compensatory education (SCE) is to reduce any disparity in performance on assessment instruments administered under

Subchapter B, Chapter 39 TEC, or disparity in the rates of high school completion between students at risk of dropping out of school and

all other LEA students (TEC Section 29.081).

STATE GRANT FUNDS – The following positions are funded by State Comp Ed funds at this campus:

Position / Grade Level Fund Source FTE Salary

SCE: Campus Amount Allocated: $ _____17,960______________ (exclusive of staffing in the above chart)

Intended Purpose – to increase academic achievement and reduce the dropout rate

Intended Beneficiaries – students identified as at risk for dropping out of school

In the box below, describe the comprehensive, intensive, accelerated instruction programs for At-Risk students at this campus

including STAAR/EOC failures, core subject grade failures, retained students, LEP students, teen parents, and foster children:


Mansfield ISD uses State PEIMS criteria for the identification of At Risk students. No additional local criteria are assigned.

1. Providing EOC tutoring for students in need of extra support

2. Providing credit recovery during school and after school

3. Providing targeted assistance for at-risk students through DMAC data and teacher assessment data

4. Improved classroom instruction including lessons and activities aligned with the TEKS in content, context,

and cognitive levels.

5. Providing accelerated instruction for students behind on Math credits

6. Providing specialized professional development for teachers on Modeling, Think-Alouds, and use of the

Power Zone


Campus Improvement Plan Committee List 2017-18

The Campus Action Plan was developed and revised with involvement of campus teams including parental and community

involvement. The below list of individuals were involved in the planning and improvement process, and the plan was ultimately

approved on ___9/11/2017____.

Name (typed) Job Title/Role

Derrell Douglas Principal

Erica Goulding Academic Associate Principal

Miguel Garza Assistant Principal

Katrina Mabry-Smith Assistant Principal

Wayne Hassler Business Leader

Debbie VanCleave Community Member

Samantha Lee Parent

Robert Smithwick Math Teacher

Stephanie Garrett Social Studies Dept. Chair

James Kozuch Special Education Teacher

Bonnie Murray Special Education Teacher

Dallas Williams Fine Arts Teacher

Jennifer Rike Librarian

Eric Mullins Fine Arts Teacher

plan on a page timberview 2017-2018 high school · 4th quarter action plan #4 april 1 – june 30...

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