rma - corpus christi campus turnaround plan · school action close a low-performing school •...

Performance TrendsRMA Corpus Christi has been rated Improvement Required (IR) for the past 2 years. For 2017-2018, the campus has not shown progress towards Approaches or Meet Standard on the STAAR (state assessment) in all content areas. (English, Mathematics, Biology, and U.S. History). Specifically, campus state assessment scores are as follows:Content 2016 2017 2018ELA 22% 32% 32%Algebra 29% 31% 31%Biology 48% 39% 39%US History 76% 70% 70%

The following problem areas have been identified by the ESF Diagnostic Summary Report as focus areas for the 2018-2019 school year:PR 1: Develop campus instructional leaders with clear roles and responsiblities. PR 2: Objective-driven daily lesson plans with formative assessments PR 3: Data-Driven Instruction.

CCMR: Criteria Dropout Rate for 2016-2017 ws 18.3%

Campus Staffing: There has been a high turnover rate of administration and teaching staff at this campus.

Karen Rhew Special Education TeacherLarry Morales Student and Community Coordinator

Data Review and Gap Analysis

Katherine Alexander Instructional CoachSara Skinner CounselorEdward Quintana General Education Teacher

RMA - Corpus Christi Campus Turnaround PlanDistrict Name: Richard Milburn Academy District Number: 14801 Campus Name: RMA-Corpus

ChristiCampus Number: 014801007 Date of Board Approval:

Principal: M. Elizabeth Hanna Superintendent: Dr. Norman Hall DCSI: Amanda McQuade PSP: Dr. Delic Loyde ESF Facilitator: Joanne Crompton

Other stakeholders involved in plan development: (add rows as needed)Name Role

Richard Milburn Academy - Corpus Christi 1

65 69 30Contributing factors: STAAR Performance: 67 CCMR: 71 Dropout Rate: 18.3%Campus Met Standard

.

Domain 2 Scale Score: Contributing Factors: ELA Data 32% Approaches, 11% Meets, 0% MastersMathematics Data: 31% Approaches, 4% Meets, 1% Masters

Campus Met Standard

Domain 3 Scale Score: Closing the Gaps: CCMR: Out of 114 students, only 8 students or 7% met our CCMR goal. We need reach our target of 47% for all students. Our dropout rate needs to be below 2%; last year it was 18.3% because 137 out of 749 students were considered dropouts. 93 students graduated from our campus last year.Contributing Factors:1. Students scores improved to Approaches but did not Meetstandard.2. Academic Achievement: Specific Demographic grp: Hispanicstudents I3. The campus lacks an effective identification process that targetsstudents in need of support to prevent student dropout.4. We do not currently offer multiple CCMR pathways to meetstudent needs.

Gap Analysis

Continue to Section II Tab

Domain 1 Scale Score:


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The campus principal will continue to seek out and network with the local university and college in order to ensure that the search for availablility of highly qualified teachers is on-going.

Effective Schools Framework Diagnostic Summary

2. Areas of Relative Strength: What Foundational Essential Actions or other campus practices were identified as relative areas of strength from the diagnostic?

Foundational Essential Action Diagnostic Score1.1 Develop campus instructional leaders (principal, assistant principal, teacher leaders) with clear roles and responsibilities

2.1 Recruit, select, assign, induct, and retain a full staff of highly qualified educators

3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations

4.1 Curriculum and interim assessments aligned to TEKS with a year-long scope and sequence

5.1 Objective-driven daily lesson plans with formative assessments

1

1

1

1

0Diagnostic Score

1

1. Diagnostic Results

Essential Action

Foundational Essential Action/Other Action or Practice

What contributed to your success in this area? How will you sustain and improve upon this success over the next 2 years?


The principal is working to grow her network of contacts at Texas A & M University Corpus Christi and Del Mar College and also has plans to reach out to contacts made at the Texas Charters Conference to recruit quality certified staff. Ms. Hanna wants to ensure she has high quality teachers for her students for her tenure at the campus.

5.3 Data Driven Instruction

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Prioritized Focus Area

1

2

The campus principal and instructional coach will continue to seek out professional learning opportunities and share strategies and classroom ideas with staff at weekely meetings. Principal will use marketing materials provided by the District to present the campus as an attractive place to work.Interviews will include demonstration lessons, and will include current high-performing teachers in the selection process.

3. Prioritized Focus Areas for Improvement

1.1 Develop campus instructional leaders (principal, assistant principal, teacher leaders) with clear roles and responsibilities

5.1 Objective-driven daily lesson plans with formative assessments

1. Due to a high turnover rate in administration over that past 4 years, roles and responsiblities have become blurred. Forexample, the Instructional Coach, who has been consistently at the campus, has stepped into administrative roles eachtime the principal position has become vacant.2. Because of the high turnover, many policies and procedures do not adhere to the District policies and procedures.3. Lack of a tool to monitor the accountability of tracking staff and student data.

1. Teachers lack the knowledge and skill base necessary to write objective-driven daily lesson plans which are driven byformative assessments.2.Procedures were not in place to monitor the lesson plans and provide feedback prior to the delivery of the lessons.3. Principal did not system in place to verify the monitoring of lesson plan content and delivery.

Foundational Essential Action Root Cause(s)

The campus principal will work the ensure that the campus culture is positive and that teachers feel valued and supported in their work. Staff and student surveys will be implemented in order to ensure that the climate is improving and corrections can be made when a concern arises. Principal will ensure that mission, vision and values statements are posted in public areas and that staff can articulate the mission, vision and values.


3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations

Job-embedded staff development occurs at the faculty meetings held each week. The Principal shares an instructional strategy with staff that will increase student engagement and acheivement in the classroom.

The mission, vision, and values are well-established by the district. Campus leadership and staff stated that they feel there is a positive school culture. Staff noted that they are comfortable sharing out their ideas and providing feedback to the new administrative team.

Root Cause Analysis for Prioritized Focus Areas: For each Prioritized Focus Area identified above, what does the campus intervention team believe contributed to the lack of progress or success in prioritized areas for

improvement? What, if any, other Essential Actions from the ESF are related to the root cause? Which barriers related to district commitments that have contributed to the lack of progress or success?


3

Optional Additional Focus Area

CCMR CCMR has a huge impact on our campus accountabililty. The root cause of our performance is this area is that currently, the campus does not have enough CCMR pathways to offer students. To remedy this, we are increasing opportunities for students to meet this standard.

Continue to Section III Tab

5.3 Data driven Instruction 1.The Instsructional Coach took on the responsiblity of disaggregating the data.2. Teachers have not been trained in data disagregation and analysis or the use of differentiation of teaching in order touse data to guide instruction to meet the needs of individual students.3. There is a need to develop a campus data protocol.4. Teachers must be able to disagregate and analyze their own data so that they have ownership and buy-in when usingdata to drive their instructional plans and lessons.5. There was not a monitoring plan in place to ensure implementation of the use of data.


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School ActionCreate a new school, managed as

a partnership

• Identify or develop a non-profit school management organization to partner with the district to develop a new school, ensuring thatthe levers of the ESF are addressed in the new schools.• Launch a new in-district charter school, managed by the partner organization, that includes new school leadership, new staff, a newacademic model, and a phase-in of grade levels.• Ensure that students in the current IR campus(es) are given priority in enrollment in the new school.

Turnaround Strategy Type

Turnaround Strategy

School ImprovementImprove foundational practices

at the campus

School Action Replicate a great school

• Identify an existing high performing district campus.• Support the campus leader to develop the capacity to replicate the successful campus.• Launch a second campus as an in-district charter school, managed by the originating principal.• Ensure that students in the current IR campus(es) are given priority in enrollment in the replicated school.

Examination of AlternativesDistricts and campus intervention teams should consider all possible turnaround strategies for schools that persistently struggle to deliver improved results for students. The appropriate

turnaround strategy for a particular campus will depend upon analysis of school performance data, school performance trends, building utilization or enrollment trends, the success or failure of previous improvement efforts, and the local context. Below is a table describing the possible actions that districts could consider. Districts that select a School Action turnaround strategy can and

should consider applying for grant funds from the TEA School Action Fund.

Description

•Use the results of the Effective Schools Framework diagnostic and root cause analysis to improve ESF-related practices at the campus.

• Conduct a new school design process, ensuring that the plan for the new school addresses the levers of the ESF.• Launch a new district-managed school, with new school leadership, new staff, a new academic model, and a phase-in of grade levels.• Ensure that students in the current IR campus(es) are given priority in enrollment in the new school.

School Action Create a new school

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School ActionRestart a low-performing school, using a strategic staffing model

• Restart the existing campus with new school leadership and majority of new staff, providing incentives for the highest performing teachers in the district to work on the campus. • Implement a rigorous ESF-aligned school model.

Which school turnaround strategy has the campus intervention team selected?

School ActionRestart a low-performing school,

managed as a partnership

School ActionRedesign a low-performing

school

• Identify or develop a non-profit school management organization to partner to manage the existing campus. • Authorize the partner organization as an in-district charter school.

• Conduct a new school design process, ensuring that the plan for the new school addresses the levers of the ESF.• Launch a redesigned district-managed school with the existing campus staff, but with a new academic model.

School Action Close a low-performing school• Close the low-performing campus and reassign students to higher performing (A or B rated) campuses or new or replicated campuses.

Districts that select any of the School Action turnaround strategies should contact the TEA Division of System Support and Innovation at [email protected] for additional information and support. Districts should plan to submit grant applications to the School Action Fund for campuses that meet eligibility criteria for resources to support such actions.

Rationale for the election of a school turnaround strategy

Describe why the campus intervention team selected this turnaround strategy.

If you have selected a School Improvement turnaround Strategy: continue to Section IV tab.If you have selected a School Action turnaround strategy: continue to Section V tab.


Effective Schools Framework-Aligned Turnaround Plan (School Improvement) Complete the sections below only for the 2-3 Essential Actions that were prioritized in Section II.

Which Foundational Essential Action will the campus and district focus on improving in the short term (Year 1)? 1.1 Develop campus instructional leaders (principal, assistant principal, teacher leaders) with clear roles and responsibilities

Which Prioritized Lever does this Foundational Essential Action fall under? Prioritized Lever 1: Strong School Leadership and Planning

Describe how the campus will address the root cause(s), identified in Section II, that may hinder improving in this area. Root causes determined by the Fishbone Diagram activity determined that the turnover in campus leadership and staff has been the main cause of the problems identified in Section II. The campus principal will ensure that roles and responsiblities are discussed, understood and followed by all staff. Leadership meetings will be scheduled in advance and time will be protected to ensure that the meetings occur. A staff member is assigned to start and keep a notebook with minutes, next steps and other valuable data. Principal is developing contacts with local university and college as well as other teacher preparation programs suchs as ITeach Texas, Texas Teachers, and Teach for Texas to idenify and hire highly qualified certified teachers for all core subjects. New teachers will be provided with training, both online and through the ESC2, in classroom support from the Instructional Coach, and other support as necessary, in order to develop and retain teachers.

List the district commitments that the district will take to assist the campus in achieving improvement in this Foundational Essential Action.The district will1. Review all job descriptions regularly2. Provide a list of specific roles and responsibilities for each campus position3. Review each campus position's job description with the Principal4. Review the roles and responsibilities for each campus position with the Principal5. Attend and participate in campus instructional leadership meetings

1.1 Campus instructional leaders meet on a regular basis to focus on student work and formative data.

Campus Leadership Team will meet every Monday morning to focus on student work and formative data

Which key practices related to this foundational essential action will the campus and district focus on improving in the short term (Year

1)?

List steps the campus will take to implement the key practices reach the desired state of the Foundational Essential Action above?

1.1 Campus instructional leaders have clear and transparent roles and responsibilities.

1. The campus leaderships team (CLT) will clarify the roles and responsibilities for all instructional leaders using the job descriptons provided by the District. 2. Binders will be created for each position which will contain all information needed by any new or current employee in order to understand and fulfill their job responsibilities. 3. Quarterly meetings will be held in which the roles and responsiblities are reviewed to ensure that all staff members are following their individual job expectations.

1.1 Performance expectations are clear, and they match the job responsibilities.

Campus Leadership Team will complete a review of performance expectations and ensure that they match job responsibilities.

Prioritized Focus Area 1

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Highlight the cells for the other Essential Actions from the ESF that the campus will focus on in the long term (Year 2+) to complement

or support this foundational Essential Action.

Describe how this other Essential Action relates to and supports the Foundational Essential Action above. Include when and how the campus will address this Essential Action. The implementation plan must align to the narrative provided here. Note that this section cannot be modified until the campus receives two consecutive acceptable ratings.

1.2 Focused plan development and regular monitoring of implementation and outcomes

The Instructional Coach will follow the roles and responsiblities checklist during weekly meetings with teachers to ensure accurate implementation and monitoring. Instructional Coach will report data to Principal weekly.

Who will support the district and campus in making improvements in this lever or action? Identify partners and their role in supporting the steps described above (e.g. ESCs, TEA-vetted school improvement partners, etc.)

ESCPSP

Budget and Financial ResourcesFunds outlined in the budget table should include any supplemental costs required to implement the turnaround plan for 2 or more years. For example, salaries for teachers and principals should

not be included; however, if the initiative calls for teacher stipends to cover extra duties, those costs should be accounted for in the table.Category Amount Description

List the district commitments that the district will take to assist the campus in achieving improvement in these other Essential Actions above.The district Instructional Service Coordinator assigned to the campus will1. Review each campus position's job description with the Instructional Coach2. Review the roles and responsibilities for each campus position with the Instructional Coach3. Provide support in the development and implementation of the roles & responsibilities checklist4. Attend and participate in campus instructional leadership meetings

Supplies and MaterialsOther Operating Costs

PayrollProfessional Development

Capital Outlay

Which Foundational Essential Action will the campus and district focus on improving in the short term (Year 1)? 5.1 Objective-driven daily lesson plans with formative assessments

Which Prioritized Lever does this Foundational Essential Action fall under? Prioritized Lever 5: Effective Instruction




1)?


5.1 All lesson plans include clear objectives, opening activities, multiple paths of instruction to a clearly defined curricular goal, and formative assessments.

1. Before the beginning of the 2019-2020 school year, the Instructional Coach will train teachers using the"Get Better Faster," model provided by Paul Bambrick-Santoyo. 2. The entire campus will use "Get Better Faster" (book and videos) as a model to improve instruction, which will be evidenced in improved weekly lesson plans. 3. The campus focus will be to ensure that all staff is familiar with data disaggregation and analysis. This data analysis will be used to inform instruction so that the specific needs of all students are met. 4.Focus will be on assessment data (from District created CBAs, and state assessment results) to drive instructional planning. 5. Instructional Coach will meet with teachers weekly to review and provide feedback to teachers so that they may revise and refine lesson plans prior to lesson delivery.6. The Principal will conduct at least 2 walkthroughs per week to ensure and monitor that the lesson plans are being implemented with fidelity.

Describe how the campus will address the root cause(s), identified in Section II, that may hinder improving in this area. Additional training will be required to ensure that the District expectation of following the compressed scope and sequence is aligned to the daily lesson plans. Principal and Instructional Coach will work with teachers to help plan daily lessons in addition to the "weekly" lesson plan that is required to be uploaded in Eduphoria.

List the district commitments that the district will take to assist the campus in achieving improvement in this Foundational Essential Action.The district will1. Provide a lesson plan template that addresses objectives, differentiation, intervention and formative assessments2.Provide weekly district PLC meetings addressing instructional topics with core content area teachers3. Audit lesson plans and provide feedback for the Principal and Instructional Coach4. Conduct observations and calibrate with Principal and Instructional Coach


5.2 Effective classroom routines and instructional strategies The Principal and Instructional Coach will model effective classroom routines and instructional strategies during staff meetings and PLC's. A book will be identified (such as First Days of School by Harry Wong) for a book study by all staff members which will be discussed and shared during weekly staff meetings.

2.2 Build teacher capacity through observation and feedback cycles 1. The Principal will develop a schedule for observations and feedback which will include a calendar.2. The T-TESS evaluation tool will be utilized by the Principal and Instructional Coach to provide effective and immediate feedback through weekly classroom walkthroughs.3. Teacher capacity will be built through the use of the "Get Better Faster" model and videos. The Instructional Coach will provide weekly coaching sessions to increase teacher capacity.



Describe how this other Essential Action relates and supports the Foundational Essential Action above. Include when and how the campus will address this Essential Action. The implementation plan must align to the narrative provided here. Note

that this section cannot be modified until the campus receives two consecutive acceptable ratings.


ESCPSP



5.3 Data-driven instruction The Campus Leadership Team will review lesson plans at least once per month to ensure that lesson plans are aligned to the needs identified by the data.

List the district commitments that the district will take to assist the campus in achieving improvement in these other Essential Actions above.The district will1. Develop a district observation calendar2. Provide training over each T-TESS Domain during weekly department meetings for Principals, Instructional coaches and teachers3. Practice micro-splicing observations to calibrate

Supplies and Materials $300 BooksOther Operating Costs

PayrollProfessional Development $1,000 Training for staff - Get better Faster

Capital Outlay


Which Foundational Essential Action will the campus and district focus on improving in the short term (Year 1)? 5.3 Data driven Instruction

Which Prioritized Lever does this Foundational Essential Action fall under? Prioritized Lever 5: Effective Instruction

Describe how the campus will address the root cause(s), identified in Section II, that may hinder improving in this area. New staff members in the areas of English, Biology, and mathematics have been identified and hired. These employees will be trained and developed to use data from CBA, interim assessment and STAAR assessment in order to guide lesson planning and intervention to meet the needs of individual students. The principal will continue to interview and search for highly qualified substitutes who are able to step in when a teacher is out. The campus principal will seek out training for staff in data review processes and using assessment to guide instruction.

List the district commitments that the district will take to assist the campus in achieving improvement in this Foundational Essential Action.The district will1. Provide frequent curriculum based assessments that are aligned to the scope and sequence2. Provide interim assessments


1)?


5.3 A continuous data review process is in place, including aligning assessments, analyzing interim and formative assessments, and taking action based on results through corrective instruction.

1. All Curriclulum-Based Assessments will follow the District provided curriculum (Canvas). 2. The Instructional Coach will utilize Eduphoria, Lead4Forward, and TEKS resources to inform and educate teachers in the area of data analysis, which will be used to inform and drive classroom instruction. 3. A campus data wall will be created to track student progress and to ensure that disaggregated data is widely known and shared throughout the campus.4. A re-teach component will be created in response to data analysis results and will be included in lesson plans. 5. The Instructional Coach will consistently monitor teacher lesson plans and the data wall and will provide continuous feedback to teachers.



2.2 Build teacher capacity through observation and feedback cycles The campus principal and Instructional Coach will ensure that teachers are using data to inform their lesson planning and will assist in the process.



Describe how this other Essential Action relates and supports the Foundational Essential Action above. Include when and how the campus will address this Essential Action. The implementation plan must align to the narrative provided here. Note

that this section cannot be modified until the campus receives two consecutive acceptable ratings.


PSPESC

5.3 Data-driven instruction 1. The campus principal will seek out professional learning opportunities for teachers to support the use of data in planning and implementing of instruction to meet the learning needs of students. 2. After each state and local assessment, the Campus Leadership Team (CLT) will meet to review data and to determine which teachers need support.

5.4 RTI for students with learning gaps The Principal will seek out professional learning opportunities for teachers to implement Rti in their classrooms. For example, resources from Pat Quinn, "The Rti Guy" will be implemented to help close learning gaps in students.

List the district commitments that the district will take to assist the campus in achieving improvement in these other Essential Actions above.The district will1. Provide immediate data from all district provided assessments2. Meet with Instructional Coach to disaggregate data 3. Provide training and support over data walls




Supplies and MaterialsOther Operating Costs

PayrollProfessional Development $1,000 Data Driven Instruction Training for teachers

Capital Outlay

List the district actions that the district will take to assist the campus in achieving improvement in this area.The district will1.Improve all CTE pathways2. Incorporate industry-based certifications 3. Provide training over 05 and 55 graduation requirements4. Conduct AAR audits , reviewing all graduation requirements5. Conduct CCMR audits for all graduates6. Provide training over CCMR criteria

Describe how the campus will address the root cause(s), identified in Section II, that may hinder improving in this area. 1. Counselor will meet with every student to discuss and develop personal graduation plans that incorporate one CCMR component2. A credit audit will conducted weekly to ensure all students are coded appropriately for CTE coherent sequences3. Hold college and career nights for students and parents4. All anticipated graduates will participate in an administration of the ASVAB5. Provide TSI, SAT, ACT testing opportunities6. Identify graduates who meet 05 and 55 graduation requirements and ensure transcript is coded correctly

All students will be provided opportunities to meet college, career and/or military readiness standards by the time they graduate.Describe what the campus will focus on and the overall approach to improving in this area.

Optional Additional Focus Area (only complete this section if the campus will focus on an additional are not captured in the ESF)




Payroll

Who will support the district and campus in making improvements in this area? Identify partners and their role in supporting the steps described above (e.g. ESCs, TEA-vetted school improvement partners, etc.)

ESCPSP

Other Operating CostsCapital Outlay

Professional Development $300 PD over A-F Accountability & CCMRSupplies and Materials $200 Information Meetings


Section ISection IISection IIISection IV

rma - corpus christi campus turnaround plan · school action close a low-performing school •...

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