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Pleasanton Independent School District

Pleasanton High School

2014-2015 Campus Improvement Plan

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PLEASANTON HIGH SCHOOL MISSION STATEMENT

2014-2015

Pleasanton High School strives to provide a safe and challenging learning environment where students can expand their opportunities to be better prepared for their future.

Pleasanton District Goals:

Teachers and staff that believe in the worth of every student and inspire positive outcomes. Professional staff who emphasize current curriculum, instruction and technology to enhance the educational

experiences of all students. The retention of highly qualified experienced teachers and staff. A positive and active atmosphere of community and parental involvement. A classroom environment that contributes to the education of all students in developing their maximum potential

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The Pleasanton High School Campus Improvement Plan for 2014-2015 has been developed by the Pleasanton High School Leadership Team, assisted by campus faculty members, Principal Dr. Matthew Mann, Academic Dean Stacy Downs, Assistant Principals Twila Guajardo, Sarah Callihan and Alberto Macias, Librarian Rita Baca, Counselor Amanda Hardy, and Department Chairs Peter Barrera, Devon Zamzow, Mike Guerra and Nechole Williams. The final 2014-2015 CIP will be fully developed based on the results of the Comprehensive Needs Assessment and approved by the 2014-2015 CPOC in early fall of 2014. Pleasanton High School is a Title I School wide campus and uses its State Compensatory Education funds and NCLB federal funds to upgrade the school’s entire educational program.

The 2013-2014 elected members of the Campus Performance Objectives council (CPOC) are: Teachers: Mary Diaz, Wyatt Matthews, Jody Poth, Debra Wickham Non-Teaching Professional: Rita Baca Parents: Tamara Shannon, Mark Tullos Community: Fred Garcia, Betty Rackley Business: Claudia Reyes, Tobin Hill District: Allison Rentfro

Resource Members: Stacy Downs Pleasanton High School staff serving on the District Educational Improvement Council for 2013-2014 are:

Teachers: Mary Diaz, Jody Poth Non-Teaching Professional: Rita Baca Parent: Tammy Shannon Community: Fred Garcia

The 2014-2015 elected members of the Campus Performance Objectives council (CPOC) are: Teachers: Jennifer Ervin, Maria Paredes, Ben Bartholomew, Debra Wickham Non-Teaching Professional: Rene Garza Parents: Annette Carrasco and Claudia Reyes Community: Darla Royal, Cindy Mumm Business: Mark Tullos, Bobby Kinsel District: Sarah Callihan

Resource Members: Stacy Downs Pleasanton High School staff serving on the District Educational Improvement Council for 2014-2015 are:

Teachers: Ben Bartholomew, Maria Paredes Non-Teaching Professional: Rita Baca Parent: Annette Carrasco Community: Darla Royal

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Comprehensive Needs Assessment Pleasanton High School

Summary: System Safeguards for the 2014-2015 school year:

Fundamental Five “Beyond the Basics” – Dedicated staff development on continuing components of Fundamental Five from an advanced perspective.

Student Engagement – Tier one instructional practices will be highlighted and the connections between student expectations and classroom activities examined for alignment.

Career and College Ready Graduates – Continuation and development of career pathways. Comply and adhere to the new state regulations regarding the state assessment/accountability standards and graduation plans.

Special Education Refocus – Special education will be aligned with mainstream curriculum and a less restrictive environment will be pursued.

English Language Arts &Reading Initiative- implementation of brain-based learning strategies across all content and grade levels

Student Performance Strengths:

Students being better informed to their own needs as learners and the ability to articulate what is being taught in the classroom by knowing the posted objectives.

Student engagement is increased due to more time allowed in the instructional piece for student communication and discussion (Small Group Purposeful Talk).

Increase in academic vocabulary for our students by utilizing cooperative and learner-centered teaching techniques in classroom instruction.

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TARGETED ACTIONS Student Performance Needs:

Increase attention to special education instruction to ensure higher performance in all subject areas and across grade levels.

Increase attention to ELAR planning and instruction; implement systemic strategies for expository reading and writing across curriculum and grade levels.

Monitor fragile students through a comprehensive system of checks including mentoring and tracking to decrease course and EOC failures.

Developing of purposefully driven EOC interventions with an evaluation component imbedded within the process to monitor effectiveness.

Other Needs:

Additional training and technology implementation at the core and elective courses with the focus being learner centered and interactive instruction. Allowing more interaction with student held devices to facilitate a more cooperative and explorative style learning environment.

Creating a college atmosphere in common areas through renovations and continue to enhance the aesthetics to increase school pride and culture.

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PLEASANTON HIGH SCHOOL CAMPUS IMPROVEMENT PLAN – 2014-2015

District Goal: Pleasanton ISD has student performance that exceeds state benchmark standards Strand I: Student Achievement/ Curriculum, Instruction and Assessment Goal 1.a Students will perform at or above state performance standards on all STAAR assessments in all categories measured by AEIS and AYP

STAAR

SubPopulation

Reading/ELA Math Social Studies Science Writing

Tested LII Sat

LII Sat% Tested LII Sat




LII Sat%

All Students 778 411 53 276 176 64 219 188 86 129 107 83

Native American 2 0 0 0 0 0 0 0 0 0 0 0

Asian 4 3 75 0 0 0 1 1 100 0 0 0

African American 6 0 0 3 2 67 1 1 100 2 2 100

Hispanic 546 265 49 207 124 60 143 116 81 82 63 77

White 218 141 65 65 49 75 70 66 94 45 42 93

Two or More Races 2 2 100 1 1 100 0 0 0 0 0 0

ECD 471 212 45 179 101 56 115 89 77 60 41 68

Special Education 65 7 11 27 2 7 14 5 36 10 4 40

ELL 20 1 5 10 1 10 2 0 0 2 1 50

Groups that meet the Minimum Size Criteria with <55% performance are highlighted in dark gray above & must be addressed in the DIP/CIP. Groups that do not meet the Minimum Size Criteria with < 55% are highlighted in light gray above. Although, they don’t fit System Safeguard requirements, we will monitor student progress in these areas.

Index I Summary - Student Achievement Reading/ELA Math Social Studies Science Writing Total

Met Phase-in 1 Level II 411 + 176 + 188 + 107 + 0 + 882

Students Tested 778 + 276 + 219 + 129 + 0 + 1402

Index I Score (2014 Accountability Target = 55) 63

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Index II Summary - Student Progress

All Sts

Hispanic White SpEd ELL Total Pts

Max Pts

Reading Growth Rate

Math Growth Rate 10 8 14 N/A N/A 32 600

Writing Growth Rate

Total 32 600

Index II Score (2014 Accountability Target ≈

5th percentile) Index II Not Applicable for HS

5 N/A in 2014

Index III Summary - Closing Performance Gaps

(MSR=25 both years/Rdg&Mth)

Eco Dis

Lowest Performing

Group Hispanic

Total Pts

Max Pts

Reading Performance Rate 63 67 130 400

Math Performance Rate 78 81 159 400

Soc. St. Performance Rate 53 60 113 400

Science Performance Rate 69 74 143 400

Writing Performance Rate 61 56 117 400

Total 662 2000

Index III Score (2014 Accountability

Target = 5th percentile) 33

Index IV Summary - Postsecondary Readiness

All Sts

Hispanic White SPED ELL Total Pts

Max Pts

Score 25%

STAAR Final Level II Performance on 2 or more subject area tests

(25%) 35 29 48 N/A N/A 112 300 37 9.25

4 Yr Graduation Rate (25%)

97 96 98 85 N/A 376 400 94

5 Yr Graduation Rate 98 97 100 94 N/A 389 400 97 24.25

RHSP/DAP (25%) 86 84 90 32 N/A 292 400 73 18.25

Postsecondary Readiness (25%) 52 50 61 N/A N/A 163 300 54 13.5

Graduation Rate Score (Use best Grad Rate) TOTAL 65.25

Index IV Score

(2014 Accountability Target = 57) 65

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Phase In Results

Color Key: At or Above State Performance >10% Below State Performance

Reading/Writing Math Science Social Studies

Phase-In Standard Phase-In Standard Phase-In Standard Phase-In Standard

I II Final III I II Final III I II Final III I II Final III

ELA I- Rd

Alg I

PISD 42% 29% 24% 3% PISD 63% 27% 9% 2%

State 65% 53% 44% 11% State 78% 57% 36% 16%

ELA II- Rd

Bio I

PISD 49% 40% 30% 3% PISD 82% 63% 48% 8%

State 78% 70% 63% 21% State 85% 68% 47% 12%

U.S. History

PISD 87% 67% 41% 8%

State 70% 54% 35% 9%

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District Goal I: Pleasanton ISD has student performance that exceeds state benchmark standards.

STUDENT ACHIEVEMENT / CURRICULUM, INSTRUCTION, AND ASSESSMENT

GOAL/ACTIONS/STRATEGIES RESOURCES PERSON

RESPONSIBLE FORMATIVE EVAL/DATES

EXPECTED QUALITY OUTCOMES SUMMATIVE EVAL/DATES

Completed ( date )

Strand I: Goal1.a. Students will perform at or above state performance standards on all STAAR assessments in all categories measured by AEIS and AYP, including:

EOC ELA/math/Sci/SS Continuing priority plans /intervention strategies (see addendum) will be supported by the action plans noted for targeted action in 2014-15. System Safeguards: Increase attention to ELA planning and instruction; implement systemic strategies for expository reading and writing across curriculum and grade levels. Monitor fragile students through a comprehensive system of checks including mentoring and tracking to decrease course and EOC failures. Developing of purposefully driven EOC interventions with an evaluation component imbedded within the process to monitor effectiveness.

Local SCE Title I/II Local SCE Title I/II Local SCE Title I/II Local SCE Title I/II

Superintendent with Board of Trustees District Administrators Campus Administrators PISD Staff Campus Administrators Campus Administrators; Counselors Campus Administrators; PHS Teachers

2014 EOC performance review as initial focus Benchmark results reviewed in Dec 2014; Feb 2015; In-class performance and product Unit Assessments during each grading period; Benchmark results reviewed in Nov 2014 3 wk and 6 wk grading periods 3 wk and 6 wk grading periods

Above state standard performance on state assessments. Increase the number of students meeting the passing standard on the retest in December; Increase the number of students meeting the passing standard on the spring assessment. Increase targeted support for fragile students. Decrease the number of re-testers with effective and targeted interventions

Texas Education Agency Office of Accountability and Data Quality for 2015; Adequate Yearly Progress Results released in 2015; Academic Excellence Indicator System (AEIS) report released in November 2015 PBMAS Review (focus on SpEd, ELL and CTE) January 2015; May 2015 January & May 2015 January & M ay 2015

Strand I: Goal 1.b. Students will demonstrate graduation/completion rates at or above state performance standards.

Local SCE Title I/II

Secondary Principals

Tiered Student Monitoring (Levels I, II, and III)

Above state standard performance on PEIMS submissions.

Annual PEIMS reporting reflecting above state and federal standards as reflected in AEIS and/or AYP

Strand I: Goal1.c. Students will maintain dropout rates at or above state performance standards.

Local SCE Title I/II

Secondary Principals

Tiered Student Monitoring (Levels I, II, and III)

Above state standard performance on PEIMS submissions.

Annual PEIMS reporting reflecting above state and federal standards as reflected in AEIS and/or AYP

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Completed ( date )

District Goal 1: For Objectives 1.a-c. ACTION 1 – All Students support a)Provide summer content learning intervention for students not meeting standard on state assessments b)Offer (for minimal fee/waived for placed students) Summer Learning Camps in varied areas of high interest for all level of students b)Offer on-line credit recovery (minimum fee/returned w/completion), along w/ direct instruction remediation c)Provide for summer feeding program to support student continued engagement in healthy lifestyles d) Provide summer camp ‘open gym’ time to encourage participation in both morning and afternoon camps AND access to summer feeding program in morning and lunchtime

Local Fee

Asst Supt-Acad Dir SpEd Campus Admin

Summer review of enrollment to identify those at-risk students not engaged in accelerated learning options Transition meetings prior to new school year to identify immediate urgent needs AND to review progress of those students who DID access acceleration Quarterly reviews of Tier II and III students

Student engagement in opportunities to apply learning; maintain skills over the summer Students remediate skills and/or lost credit to enter new school year w/fresh start Support of student health need and positive school attitude Outreach to parents/families to partner with schools

Evaluations of camps by attendees; evaluation of enrollment/interest: Number of credits recovered; student success on re-testing in summer administration Summer feeding program numbers reviewed: August 2015

District Goal 1: For Objectives 1.a-c. ACTION 2– All Students support a)Revise instructional support process (Academic Teacher Leads) based on feedback (2013-14) from teachers, principals, and district leaders (survey) b)Identify and support needs for staff and campus processes for 2014 plan of support (see Campus CIPs)

Local

Supt Asst Supt-Acad Principals AtLs

August 2014 October 2014

Prioritized services directly placed at primary point of need at campuses Increased immediacy of impact and response to support needs. Improved teacher competency in instructional delivery, data response, and effective use of instructional technology

Annual evaluations w/Supervisor and input from Principals (campus survey input) Feedback from staff/principals

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Completed ( date )

District Goal 1: For Objectives 1.a-c. ACTION 3 –Special Programs (ELL): Identify all ELL students in matrix and track performance indicators including attendance, discipline, involvement in school activities, and academics. Review progress on TELPAS toward advanced/exit performance levels; retrain ELL instructors for consistency in evaluation of progress Monitor District Scorecard for 2nd Language Acquisition rubric to move toward Recognized or Exemplary

Local Title I State Comp

Asst Supt-Acad Supt AtL LPAC reps Counselors Mentors

August 2014 baseline Fall 2014

Matrix of students at risk of failing due to language barrier; expanded matrix to cross identify students who are EconDis and Hispanic (masked) to guide Professional Development, outreach, and intervention needs Monitored Plan for training and/or interventions to support ELL/EcoDIS District Scorecard reflecting Recognized or Exemplary performance

Aug. 2014 Baseline Summer 2015 summary

District Goal 1: For Objectives 1.a-c. ACTION 4 – Special Prog. (GT): Use evaluation of the State Plan for Gifted and Talented to identify progress in Compliance and Recognized levels and expand action plan for moving program/services to exemplary level Evaluate GT services using District Scorecard Rubric and publicize Use GT campus leaders in quarterly teaming to develop matrix of GT curriculum ‘skills’ and performance standards Once state assessment standards are set, review district alignment (example: AP scores replacing EOC?) – set expectation for all GT students to perform at highest performance level in area of identified giftedness

Local State GT Business Partners

Campus GT Coord Team Asst Supt-Acad Supt

Fall 2014 Fall 2014

Clear map of current program of services for GT students w/plan for moving toward exemplary as outlined in State Plan. Published District Scorecard reflecting Recognized or Exemplary performance Students demonstrating academic level performance and production reflecting identified ‘skills’ of advanced learner/leadership 90% of identified GT students performing at advanced level on state assessments in areas of identified gifts

March 2015 Summer 2015

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Completed ( date )

Dist Goal 1: For Objectives 1.a-c. ACTION 5 - All students support Provide for Summer Learning Symposium for staff in support of student learning focused on horizontal alignment for math/science teachers, expository writing training for science and social studies teachers and inclusion/coteach strategies for SpEd students served in mainstream classes.

Local Asst Supt-Acad Dir SpEd Acad Dean

Completion of Symposium topics responsive to 2013-14 results of STAAR/EOC/June Observed implementation

Increased teacher capacity for master teaching; development of skills and instructional approaches through shared successes w/specific focus on identified deficit areas

Evaluations by attendees of effectiveness (August 2014) Implementation in lessons and delivery in Fall walkthroughs Student progress in identified areas of need Student Perf Data 2015 PDAS 2015

District Goal 1:For Objectives 1.a-c. ACTION 6: All Student Support Instructional Technology 1.Review each grade level tech skill profile to ensure there is a clearly articulated development from 8-12 in advancing/obtaining digital literacy 2.Implement Technology replacement schedule of hardware/tools to support profile at each grade level 3.Ensure staff are fully trained (see Learning Symposium) to instruct students in grade level tech skills 4.Set basic graduation profile (ex: 40 wpm typing, MOS) and use 8th grade assessment to determine needs entering high school (BIM I); 5. Performance of recognized or exemplary on District Scorecard

Local AsstSupt-Acad Dir. Technology AtLs/Tech Librarians CTE/Business

Oct. 2014 Aug. 2014 Aug 2014 Dec 2014 May 2015

Clear digital learning profiles for each grade level Technology resources to support student digital learning Highly competent staff to support student digital learning Exit profile of a PISD graduate reflecting expected minimum skill mastery levels; students meeting minimum may opt out of BIM I and select alternate/advanced tech coursework District Scorecard components reflect district/campus performance

Profiles in place by January 2015 Tech resources on schedule for upgrade through 2014-15 w/prioritized placement at Elementary campus Staff STAR chart evaluation in Spring 2015 Profile presented to Board of Trustees in January 2015 Scorecards posted to PEIMS in June/presented to public in Oct

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Completed ( date )

District Goal 1: For Objectives 1.a.-c. ACTION 7: All Student Support Develop “Eagle Flight” plans for each transition grade to facilitate successful bridging (8th-9th ) between classes similar to the post-graduate exit planning for seniors.

Local (no funds required)

Principals Supt.

January 2015

Transition plans with thread of “Eagle Flight” supporting student movement from one campus to next w/seamless instructional impact to include: *Consistent practices *”Practices” adjustments *Bridge activities *Student feedback at end of 1st 6 wks

Plans in place January 2015 for implementation during last 6 weeks of 2014-15 school year Review of effectiveness in September 2015

Goal 2. Students w/special needs will be supported in on-grade level skill acquisition in all areas, including:

EOC ELA/math/Sci/SS The use of continuing priority plans and intervention strategies (see addendum) will be supported by the action plans noted for targeted action in 2014-15 System Safeguards: Increase attention to special education to elevate instruction to ensure higher performance in all subject areas and across grade levels.

Local SCE Local SCE

Superintendent with Board of Trustees District Administrators Campus Administrators PISD Staff Campus Administrators; PHS Staff

2014 STAAR/EOC performance review as initial focus Benchmark results reviewed in Dec 2014; Feb 2015; In-class performance and product 3 wk and 6 wk grading periods

Above state standard performance on state assessments. Increased use of inclusive learning settings as appropriate. Increase student performance on state assessment; help special education students to reach on grade level achievement.

Texas Education Agency Office of Accountability and Data Quality for 2015; Adequate Yearly Progress Results released in 2015; Academic Excellence Indicator System (AEIS) report released in November 2015 January & May 2015

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Completed ( date )

Objective 1-Implement a comprehensive Post Graduate Preparation WORK Plan for PISD

ACTION 1: Expand partnership with Coastal Bend in support of Dual Credit accrual in content area courses and Career Pathway development. *Dual credit in ELA, Science, Math and Social Sciences *Dual credit in each of the Career Pathways *Summer PREP program for Year 1 expanded to Year 2 in 2015 *Workforce solutions partnerships with CBC for tuition waivers in high demand career course offerings *Certifications/Market Ready Certs for each pathway identified/accepted

Local Supt PGP Coor HS Principal CBC

August 2014 Grade reporting periods

Increased Dual Credit accrual; increased fields of dual credit offerings Articulated pathways of certification and/or college advancement Summer Engineering (PREP) in partnership with UTSA/CBC pilot year expanded CTE Early College High School (if grant received) implemented

Final enrollment and credit accumulation Tracked dual credit accumulation Matriculated PREP students with second year class (in collaboration with area school districts) Tuition underwriting through grant for Associate Degree paths

Baseline 2014 summer Review mid-year Jan 2015 Summary data summer 2015

ACTION 2: Meet all rubric expectations for the District Scorecard: 21st Century Workforce at recognized or exemplary level a)Develop action plan for any areas determined to be ‘acceptable’ or below

Local Supt PGP Coord

August 2014 District 21st Century program operates at recognized or exemplary level across the district.

Rubric review by DEIC and CTE committee/advisory boards

June 2015

District Goal II: Pleasanton ISD has students well prepared to succeed after high school

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Completed ( date )

ACTION 3: Institutionalize process to connect all students to post-graduate plans w/college pursuit options a)All seniors have plan for post-graduation b)All seniors complete the FAFSA c)All seniors apply to at least one college d)All seniors receive college guidance per HB5 aligned to individual PGP

Local Supt PGP Cood HS Counselors HS Principal

Fall 2014 Spring 2015

All seniors have post-graduate plan in place leading to entry into workforce and/or college

Verification of: *College acceptance *Workforce entry (secured work) *Enrollment into military

August 2014 Review January 2015


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Completed ( date )

ACTION 4: Healthy Lifestyles/PGP Continue progress in district-wide Healthy Lifestyles program with identified annual activities, including: a)Health Fair b)Annual Fitness assessment c)Collaborations with community in physical/ mental health d)Expand general LSSP support to full-time housed at HS e)PE classes in grades 9-12 that promote age-appropriate physical fitness toward lifestyle skills (outside traditional athletics programs) f)Commitment to healthy choices nutrition and foods aligned to state and federal guidelines (FANS) g)Review of local policy for foods brought to campus during school day h)Partner with Safe Schools Consortium (if grant received) to support environmental health support (external to school based efforts) i) Incorporate physical/mental/social health curriculum into required Speech elective as a part of the graduation plan j)District Scorecard performance in Wellness & PE at the exemplary level on all campuses K) Establish plan for CPR training for all students prior to graduation

Local

Principals District Nurse SpEd Exec Dir

August 2014 October2014

9-12 Health plan that supports all students being engaged in reduction of obesity, increased positive body care/awareness, healthy choices competence, and lifelong plans for healthy lifestyles Collaborations with community in areas that will transition students from school to community living environment.

a)Annual Health Fair Aug 2014 b) November FITNESSGRAM resulting in individual student plans Nov 2014 District-wide activities in November focused on 2 days of Healthy Lifestyles activities Baseline Summer 2014 Review 2015 c/d)Data from Mental Health and Case Manager/LSSP showing students served/impact e)PE lesson plans; individual student healthy life plans f)Local policy /procedures reflecting new guidelines (FANS) h)Grant coordinator assessment i))Speech curriculum outline j)Scorecard review in May 2015


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Completed ( date )

ACTION 5: Quality of Life/Fine Arts a)Establish oversight for Fine Arts program K-12 b)Implement K-12 annual performance goals in art, music, theatre arts, and band to include: * involvement * productions/performances/showcase * collaboration *outreach efforts to meet District Scorecard: Fine Arts standards at exemplary levels on all campuses c)Refine effective management of calendar of performances and shared use of PAC center; set annual calendar internally for equity use d)Ensure displays reflect student work and accomplishments (trophies, etc.) e) Assist core teachers through communication in incorporating the arts into general curriculum study

Local

Fine Arts Cood (TBD) Principals PAC center ldrship

August 2014 October 2014 April (UIL) 2015 Review June 2015

K-12 Fine Arts plan evaluation of program reflecting level of services Collaborations with community in areas that will transition students from school to community living environment. Calendar of coordinated events Showcase of student work Integrated learning

a)Summer 2014 b)Baseline 2014; review May 2015 c)August 2014 d)August 2014; quarterly e)Symposium 2014; ongoing in fall 2014; grade level team reviews quarterly

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DISTRICT GOAL III/IV: Attract and retain an exceptional staff; Maintain a professionally qualified staff that meets the need of all students

ACTIVITIES/STRATEGIES RESOUR

CES

PERSON RESPONSIBL

E

FORMATIVE EVAL/DATES

EXPECTED QUALITY OUTCOMES

SUMMATIVE EVAL/DATES Complete

d (Date)

Goal 1-Pleasanton ISD will commit to 100% highly qualified (as defined by state standards) and 100% highly EFFECTIVE staff through continued support practices in recruitment and retention

ACTION 1: All grade levels/PD Implement profiles for core course instructors outlining required skill sets (PD), classroom resource list/tech, field experiences, and data sources by: a) Have teachers document PD in Eduphoria container. b)Building Professional Growth Plans based upon identified gaps in profiles *Using ‘gap’ data to develop district wide training *Using profiles to sort potential applicants for core course positions

Local Asst Supt-Acad Acad Dean A+Leads

Development continues in Aug 2013

Profiles of PD skills for each grade level/content area Profiles for each classroom resources Profiles for data collection/review PD ‘container’ in place

a)August 2014 b)Fall 2014 c) Spring 2015 d)Spring-Summer 2015

ACTION 2: All levels Support Develop structured support program for new or struggling teachers (utilizing) Academic Dean or AtL through coaching, model teaching, PD support, and principals)

Best Practice Research Technology/Bank

Dir Employee Services Asst Supt-Acad Academic Dean A+L

August 2014 January 2015

PD Plans based upon staff current skill level and gaps Teacher mentor program support for new teachers

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Completed ( date )

ACTION 3: Staff recruitment/retention a)Develop recruitment literature that showcases PISD and benefits of employment and community

Local Literature Packet Recruiting Protocols

Dir Employee Services

Summer 2014

Robust recruiting packet to include: *Brochure of District Demographics, performances, showcases *Community Profile *Contact/Support information *”Set Up” resources for Job Fairs *Overt presence on media sites *Retention Plan w/quarterly review of success of new/struggling teachers *Mentor program w/protocols

January 2015 (packets should be ready for recruiting season) August 2014 ongoing support plan in place

ACTION4:Staff retention a)Develop proactive literature/video to highlight the “Good News” of PISD, showcasing staff in action to share with the community and in forums to recognize current staff and recruit new staff.

Supt Dir of Communication

Fall 2014

Literature, video, and marketing plan in place to celebrate and attract HQ staff Literature adjustments to promote PISD to partners, community leaders and parents.

August 2014 baseline review Product review October 2014

ACTION5: Staff Mentorship a)Review and upgrade current mentorship plan to ensure new teachers are being fully supported in teaching and transition needs

Mentor Program guidelines and activities

Dir of Employee Serv

See timeline in Mentoring Plan August 2014 feedback luncheon

Confident transition of new and new to district staff; effective instructional delivery

Quarterly reviews of progress


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Completed ( date )

ACTION 6: Staff Support/Climate a) Complete most immediate facility needs from district budget with focus on security, technology upgrades, communication, health (restrooms) b) Re-organize community Key Communicator group through targeted invitations to review long-range district needs (with a focus on instructional learning environments) using: *facility aging needs *growth projections *traffic flow needs *21st Learning Environment needs for comprehensive high school study *Grade level alignment for seamless transitions c)Focus on efficiency and effectiveness with fiscal integrity with a targeted goal of 10% reduced cost in 3 years w/out reduction in effectiveness

Local

Supt Board of Trustees Community Leaders Asst Supt – Admin Services District Financial Advisor

August 2013 January 2014

Quality instruction continues through challenging facility renewal

August 2014 final punch list of summer construction projects June 2014 initial Key Communicator meeting Financial forecast

DISTRICT GOAL V: Provide all resources needed for a quality education

ACTIVITIES/STRATEGIES RESOURCES PERSON


EXPECTED QUALITY OUTCOMES SUMMATIVE EVAL/DATES Completed

(Date)

Strand I: Goal 1- Create an organizational environment that is consistent, supportive, and responsive to the needs of staff, student, and parents/community members


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(Date)

ACTION 1 : Organizational Mgmnt Review Piloted Admin. Procedures developed in 2013 for each Department to align practices for maximum efficiency and effectiveness. a)Update and finalize Admin Proc. b)Have all forms ‘branded’ c)Review district policies for alignment and ensure Admin Proc accurately reflect policy

N/A Directors of: Transport Maintenance Employee Serv Finance Food Serv Athletics C&I SpEd

August 2014 Dec 2014 March 2015

Consistent standards of operation to ensure all staff are confident in procedures and use best process for maximum cost efficiency and performance effectiveness. Full compliance with state and federal guidelines Ease of process for external collaborators

August 2014 June 2015

ACTION 2: Communication Deepen communication outreach to parents and business community members: a)Implement new District Website w/commitment to weekly updates b)Hold quarterly mtg w/campus webmasters to keep campus site current, with clear access information for parents and community members d)Monitor and expect Classroom webpages w/current calendars of study for parent partnership e)Collaborate w/area news media for proactive sharing of all news and transparency in reporting f)Utilize social media as a tool for”just in time” communication with weekly review

Local Potential TRE

District Webmaster Campus Librarians/or princ designee Classroom teachers Principals Local media partners Dir of Employee Res

August 2014 October 2014 October 2014 Monthly review 4

Clear lines of communication for all to access information about student support programs, district or campus activities, or state/federal requirements. Increased parent partnership in supporting student study through shared awareness Proactive outreach to share the good news that is PISD

August 2014 Quarterly Classroom websites upgraded by September 2014 Weekly/bi-weekly postings on District and/or Facebook sites

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(Date)

ACTION 3: School Climate: Security a)Review completed Emerg Plan and align with new City of Pleasanton and County plans under development b)Monitor effectiveness of new security measures, including: *Single point of entry at PIC/JH *Fencing boundaries *New Cameras *EOP communications *New traffic flow

Local

Dir of Maint Supt Principals City officials

August 2014 Monthly

Comprehensive Plan of Action for all emergency service aligned for county-wide collaboration

November 2014 (or w/county calendar of completion) Mid-Year data review

ACTION 4: School Climate: Study focus/At Risk Factors a)Pursue grant w/Coalition for intervention on out-of-school risk factors; actions to include: *Media focus on community drug issue *Collaboration w/Juvenile Court and Juvenile Probation on required parenting programs *Parent workshops/student training on impact of social media *Increased response through Mental Health professionals b)Partner with community services to provide safe out of school settings for students during high-risk times: * YMCA for summer/breaks/ afterschool * Ministerial Alliance/mentoring * Big Brother/Sister thru Explorers

Grant Fee Local Community

Supt Mental Health Specialists HS CaseMgr Y Coordinator City Liaison

Grant Status Summer 2014 (if no grant – seek alternate funding venue) Action Plans September 2014 Y summer 2014 initiation Fall 2014

Support for external environment factors impacting student success Resources to supplement in-school programs/initiatives to address high risk behaviors impacting learning Partnerships developed for direct support of students, parents, community influencers

Mid-Year review of status May 2015 review of impact

ACTION 5: School Climate: Perception Conduct annual ‘school climate’ survey w/staff, students, family to analyze varied needs perspectives

Local Dir of HR Supt

Jan 2014

Established baseline of ‘climate’ to serve as guidance for action plan development annually

January 2015 Campus surveys May 2015

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(Date)

ACTION 1: Parent Involvement (district-wide) Continue Support of the existing parent center (PC) and expand to support district-wide: a)Maintain central office staff member (Purchasing Agent) at PC site to allow for consistent presence allowing PC to remain open for ease in access b)Ensure each campus has an equipped PC for volunteer activities c)Post guidelines for PC practices to align w/required safety procedures (i.e., must have name tag, etc.) d)Review offerings in parent education at district Parent Center (ESL, GED, Computer Literacy) to include strategies for adult education and parenting skills. e)Explore collaboration w/parents for a potential Dual Language emergence

Title I Local Educ Foundation

Asst Supt-Acad Parent Center Coord Principals

August January

Increased Parent Involvement District wide. Equipped parent centers with collaborative framework for supporting teachers and students toward high levels of success. Access to increased parent skill levels in areas of literacy, work skills, technology, and parenting) Systemic safety procedures on all campuses being followed. Recommendation plan regarding Dual Language

May Review with annual Parent and Volunteer Appreciation luncheon Data review of involvement in: *campus/class support *program attendance *Parent learning workshops *Mentoring efforts

ACTION 2: District Practice Complete District Scorecard indicators reflecting district and campus performances at recognized or exemplary levels

No funds

Parent Liaison Principals

January data collection

Progress monitoring of district self-determined ‘exemplary’ practice in Parent and Community engagement reflecting continuous improvement

May Review of Scorecards

DISTRICT GOAL VI: Pleasanton ISD has all parents actively participating in the education of their children.

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