school action plan: template overview - dallas independent

School Action Plan: Template Overview

Directions: The School Action Plan template has several tabs. They include:

TAB ONE: Achievement Targets

TAB TWO: Needs Assessment

TAB 5-7: KEY ACTION (Briefly state the specific goal of objective.)

TAB EIGHT: SUMMARY

TAB NINE: FUNDS

SELECT YOUR CAMPUS FROM THE DROP DOWN LIST AT THE TOP OF THE PAGE. THIS POPULATES YOUR SCHOOL INFORMATION TO ALL TABS FOR PRINTING PURPOSES. - The purpose of this section is to help the campus align on student achievement targets. - Space is provided for you to enter the data for your campus for last year as well as set targets for the coming year. For this reason, the metrics may be broader than at the - campus level (e.g., combining ACP performance from both semesters and all content areas) and you may feel the need to disaggregate this metrics further and add it to this sheet. - There are no formulas in this page, so feel free to delete items that are not applicable to your school.

- The purpose of this section is to synthesize your team's assessment of the campus needs. - Open-ended space is provided to synthesize the metrics into a Needs list. The Excel cells are designed to expand as you type; however, multiple lines are also provided if you wish to list them. - Other than the pre-populated school information at the top, there are no formulas on this section. Feel free to add rows as you need.

- The purpose of this section is to outline the 3-5 key actions and associated specific actions your school will take to address the identified needs and are likely to lead to achieving the school's achievement targets. Please note that you do not need to use all five sheets. All of the following fields have a drop down list with the most used choices for each field; HOWEVER, you may enter in values that are not listed in the drop down. For example, special grants may have funding codes not listed or if the step uses split funding (i.e. 199/211). Know that you are not limited to the choices in the drop down list. It is merely a drop down list for your convenience Title I – This asks campuses to justify Title I Expenditures by Action Step FUND – Funding Sources OBJ – Object code AMOUNT – Amount of funds needed for action Status – The progress of the action step (aligned to Mid-Year and Summative terminology) color coded. NLT Date – The date that the step will “NO LATER THAN” be completed. There are formulas in this page, so please be careful with inserting and deleting rows and columns if at all possible.

- The purpose of this section is to show the progress of the Campus Action Plan. The timelines and statuses are highlighted for each Key Action on one workbook page, with a section for comments and next steps. Area for Principal to see all action steps and their statuses. Area for comments and next action steps made available to the right of the

- The purpose of this section is to show a summary of utilized funds of the specific action steps. A total expediture by funding source and object code is shown. In addition, campuses can check if they have successfeully addressed each of the 10 components of Title I at least once. This area shows total expenditures by Funding Source and Object Codes. In addition, it gives the counts of action steps which are designated to address one of the ten components on Title I. If a principal can find a specific action that follows with the campus’ key actions, then they can update the Key Action Plan. In fact, if

Achievement Targets (Red Tab) Page to enter and review data. Metrics aligned with the District Action Plan are listed; however, please feel free to add any other achievement targets relevant to your campus Needs Assessment (Red Tab) Open-ended areas to record needs with respect to critical areas. Key Action 1-5 (Blue Tabs) 5 tabs are provided for Key Actions and Specific Action Steps to be entered. Summary (Green Tab) To assist in continual review of the Specific Actions, this tab shows only the Action steps, NLT Date, and status. An additional area for comments and next steps are provided. Funds (Green Tab) A summary of the budget information from the action steps. Also a summary of Title I Components addressed is included to help ensure all 10 components are addressed at

If a principal can find a specific action that follows with the campus’ key actions, then they can update the Key Action Plan. In fact, if there is a component at 0, it is indicated red and a note appears. If the component that is lacking in the plan does not align with the Key Actions the campus is addressing, the principal can add Title I Specific Actions in the table to the right. Adding actions there will adjust the counts in the table.

CAMPUS/SCHOOL NAME 2013-14 School Action Plan

YOUNG SELECT YOUR CAMPUS FROM THE DROP DOWN MENU

Achievement Targets

MetricSY2013

Score

SY2014

Goal

Elementary (K-5)

STAAR at Level III-Advanced (%) 3.35

STAAR gap at Level II Recommended (% Gap: State white vs. School

African American & Hispanic Results) 14.46

Grade 3 STAAR Reading (Level II - Recommended) 8.16

Grade 4 STAAR Writing (Level II - Recommended) 21.51

Kindergarten Readiness on ISIP (% Tier 1)

Average of Campus End- and Mid-year Course ACPs (% passing)

STAAR DATA 2013 FIRST AND SECOND ADMINISTRATION

N % N % N %

READING 98 3.1 92 2.2 91 8.8 303.8 202.4

WRITING 0 0 93 1.1 0 0 0 102.3

MATH 99 0 92 1.1 93 8.6 0 101.2

SCIENCE 0 0 0 0 90 2.2 0 0

SOCIAL STUDIES 0 0 0 0 0 0 0 0

N PHASE I PHASE II REC N PHASE I PHASE II REC

GRADE 3 - READING 98 44.9 26.53 8.16 68 48.53 29.41 7.35

GRADE 4 - READING 92 55.43 33.7 17.39 69 55.07 31.88 13.04

GRADE 5 - READING 91 68.13 38.46 21.98 63 65.08 30.16 17.46

GRADE 3 - WRITING 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0!

GRADE 4 - WRITING 93 54.84 39.78 21.51 71 52.11 38.03 22.54

ALL AA

Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014.

GRADE 3 GRADE 4 GRADE 5

PERCENT AT LEVEL III (RECOMMENDED) STANDARD

PERCENT STUDENTS MEETING PHASE I, PHASE II, AND RECOMMENDED PASSING STANDARDS

GRADE 5 - WRITING 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0!

GRADE 3 - MATHEMATICS 98 25.51 10.2 3.06 68 22.06 8.82 1.47



GRADE 3 - SCIENCE 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0!

GRADE 4 - SCIENCE 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0!

GRADE 5 - SCIENCE 90 53.33 26.67 15.56 61 50.82 26.23 13.11

2013-14 School Action Plan

250

800.8

0

799.8

198

0

N PHASE I PHASE II REC N PHASE I PHASE II REC

30 36.67 20 10 0 #DIV/0! #DIV/0! #DIV/0!

23 56.52 39.13 30.43 0 #DIV/0! #DIV/0! #DIV/0!

28 75 57.14 32.14 0 #DIV/0! #DIV/0! #DIV/0!

0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0!

22 63.64 45.45 18.18 0 #DIV/0! #DIV/0! #DIV/0!

H W

Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014.

PERCENT STUDENTS MEETING PHASE I, PHASE II, AND RECOMMENDED PASSING STANDARDS


30 33.33 13.33 6.67 0 #DIV/0! #DIV/0! #DIV/0!

23 43.48 17.39 4.35 0 #DIV/0! #DIV/0! #DIV/0!

29 65.52 51.72 27.59 0 #DIV/0! #DIV/0! #DIV/0!



29 58.62 27.59 20.69 0 #DIV/0! #DIV/0! #DIV/0!

Whitney M Young Jr Elementary School [250] 2013-14 School Action Plan

Division 4

SOUTH OAK CLIFF FP

Needs Related to Student Achievement Data:

Our campus needs assessment is based on data from a variety of sources. The data includes, but is not limited to, student

achievement data, staff development evaluations, 2013-2014 Campus Data Packet, ITBS and STAAR performance data. The student

achievement data is based on results gathered from district/state assessments for 2012-2013, data trends for the past three years

that reveals a need to improve the quality of instruction school-wide (Data Packet for 2013-2014 Planning) and feedback from

stakeholders. (Administrative Team, Instructional Leadership Team, Teaching Staff, and SBDM/PTA) Student achievement levels on

STAAR Reading Assessment were below the district and state level; similarly, on the STAAR Math Assessment, student achievement

levels were also below the district and state levels. According to student achievement on STAAR and ITBS for three years and the

addition of 17 new staff members (13 teachers, and 4 support staff), there is a need to support the teaching staff on the

development of curriculum alignment and rigor in the state standards (TEKS and SE's). Content based professional development and

increased proficiency in the four critical areas of lesson planning (Lesson Objective, Demonstration of Learning, Purposeful

Instruction and Multiple Response Strategies) must be systemically addressed with new teachers as well as veteran teachers through

tiered Professional Development and results based goal setting. Furthermore, good, first instruction; effective use of Response to

Intervention and implementation of targeted interventions are integral to campus wide ILT and PLC conversations, planning, and

data analysis meetings. Finally, the overall performance of Pre-K-5 students in Reading needs improvement as measured by the

STAAR/ITBS in all student groups and indicates a need for a system to ensure that a comprehensive balanced literacy program for Pre-

K-5 is effectively devised, implemented and monitored. The African American achievement gap showed improvement but will

continue to be a student academic achievement improvement priority.

Priority 1: Math - 40%

Priority 2: Science - 53%

Priority 3: Writing - 55%

Priority 4: Reading - 56%

Needs Related to Improving the Quality of Instruction:

Young’s student achievement data assisted in identifying needs related to improving the quality of instruction. There is a need to

enhance "good, first instruction", by providing teacher training on curriculum alignment with the state standards (TEKS and SE's);

(devising curriculum maps/calendars, rigorous lesson/unit plans, and use of Data Driven instruction data analysis framework); and

utilizing research based instructional and multiple response strategies to increase student engagement and critical thinking

opportunities. We will continuously work to provide additional instructional time when needed through Extended Day Tutoring in

Math & Reading (at least two days a week from 3:15 – 4:15) for students who did not meet standard last year on STAAR or Tier 2 &

Tier 3 students, as identified by common assessment data. The campus will use RTI strategies as well as SST referral when necessary.

We will also use differentiated instruction, demonstrations of Learning (DOL), hands-on manipulatives, multiple response strategies

and additional supplemental resources that are aligned with the district curriculum to address student needs. Professional

development for teachers will reflect Young’s academic priorities and needs. Teacher proficiency levels will be monitored through

the spot observation and improved utilizing the 6 steps of effective feedback (Leverage Leadership.

Progress monitoring of student learning with interim assessments which benchmark student progress is needed and will be

addressed by implementing a data driven instruction protocol. Finally, parents will be provided opportunities to partner with staff to

support and engage in home-school activities to promote student achievement. (SBDM, PTA, Parent Volunteer Program, Parent

Portal, Parent Workshops). In addition to the instructional program improvements, we will purchase the necessary materials

(leveled readers, student journals, notebooks, manipulatives, science, arts and crafts supplies for hands-on projects that will meet

the needs of our students.

2012-2013 Sport Observation Averages at the end of the year:

Lesson Objectives: 1.68

Demonstrations of Learning: 1.71

Purposeful Instruction: 1.45

Engagement: 1.39Total Number Of Spots Conducted: 359 - Total; 173-Fall and 186-Spring

Needs Related to System Evaluation (philosophy, processes, implementation, capacity):

Results determined from the 2012-2013 System Evaluation Review indicate that philosophy, processes, implementation and capacity

is at the weak level due to a diffusion of effort. Key actions by the Instructional Leadership Team will be developed and implemented

to ensure the creation of a system that promotes a culture/climate of staff accountability for understanding, internalizing and

implementing campus core beliefs, mission and priorities. This foundation will support campus based processes that affect data

driven decision making, a positive student/staff culture and effective delivery of instruction in order to accomplish campus priorities

and goals. Supporting and building teacher instructional capacity will be monitored through the weekly spot observation and

feedback process. A comprehensive balanced literacy approach and the use of ISIP for Pre-K – 5 along with the Data Driven

Instruction framework will be instructional priorities for maintaining curriculum alignment, assessing student progress and

achievement and improving the delivery of instruction. Finally, recognition of students, staff and parents for academic achievement,

assessment, attendance, and volunteerism and to enhance morale among each group will be scheduled throughout the school year.

Goals Developed from Needs Assessment:

The Goals developed from the needs assessment are as follows:

Ensure the campus culture & philosophy align with the Core Beliefs, campus mission, and vision for Whitney M. Young Jr.

Elementary.

Strengthen Curriculum Alignment in order to increase student achievement using state standards and district instructional

priorities

Utilize the Data Driven Instruction framework to increase student achievement.

Whitney M Young Jr Elementary School [250] 2013-14 School Action Plan Division 4SOUTH OAK CLIFF FP

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REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS

SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)

A1

Begin all meetings with Core Belief exercises where staff members engage in discussions pertaining to

the Core Beliefs, campus mission, vision, and campus goals, as well as discuss ways in which we can

improve to ensure alignment with our beliefs.

1, 2, 3, 4, 5, 6 Reform strategies 211 6329Materials/Resour

ces $ 500.00 8/19/13 IN PROGRESS

B1The campus leadership team will meet at least twice a month to analyze and discuss campus culture

walk-throughs and discipline data1, 2, 3, 4, 5,6 Needs assessment 211 6329 PD $ 500.00 6/5/14 IN PROGRESS

C1The A-Team will meet at least twice a month to address campus issues/concerns and debrief about

informal surveys of the campus climate. 1, 2, 3, 4, 5,6 Reform strategies 211 Other $ - IN PROGRESS

D1The Administrative team will ensure a safe and nurturing environment by building positive

relationships with all stakeholders and by aligning their actions to the Core Beliefs. 1, 2,3,4,5,6 HQ PD Other $ - IN PROGRESS

E1

The Administrative Team will communicate students achievement goals and celebrate the success of

staff and students through awards ceremonies and assemblies each six weeks, as well as recognize

staff and students for Core belief demonstrations.

1, 2, 3, 4 Attracting HQ staff 211 6399Materials/Resour

ces $ 3,000.00 6/5/14 IN PROGRESS

F1The Principal will sign the report cards of every student each six weeks and provide written feedback

about performance and gold stickers for students obtaining the honor roll. 2,3,4,5 Parent involvement 211 6399

Materials/Resour


G1The Leadership Team will train the staff throughout the school year on the implementation of PBIS and

calendar positive celebrations to recognize student success.1,2,3,4,5 Reform strategies 211 6399

Materials/Resour

ces $ 1,000.00 9/15/13 IN PROGRESS

H1The Counselor will conduct ongoing workshops for parents and students that are aligned with the Core

Beliefs, campus mission, vision, and goals at least once a six weeks. 1,2,3,4,5,6 Parent involvement 211 6329

Materials/Resour


10% of parents will enrolll in Parent Portal by October, 20% by December, and 30% by May of 2014.

75% of students at Young will positively agree that there is a positive culture and environment by December 2014 and at least 85% by May 2014 as measured by the student climate survey for students.

75% of parents at Young will positively agree that there is a positive culture and environment by December 2013 and 85% by May 2014 as measured by the climate survey for Parents

Implementation of PBIS will assist in the decrease of student referrals by 15% from the previous school year by December, and an additional 10% by April.

KEY ACTION: School Culture & Philosophy

Ensure the campus culture & philosophy align with the Core Beliefs, campus mission, and vision for Whitney M. Young Jr. Elementary.

INDICATORS OF SUCCESS

(Measurable results that describe success.)

100% of staff members will identify, monitor, and adjust as needed at least 2 SMART goals with specific benchmarks throughout the year based on student achievement data to ensure the campus goals are met.

As measured by the district climate survey in the Fall, at least 75% of staff members will positively agree that there is a positive culture and evironment and 85% by Spring 2014.

80% of staff members will model the Dallas ISD Core beliefs, campus mission, and vision in their everyday actions by December 2013 and 90% by May 2014 as measured by classroom observations and campus culture walk-throughs

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I1The Counselor will ensure parents are aware of Parent Portal and the significance of the system to

assist in the increase in enrollment throughout the year.1, 2, 3, 4 Attracting HQ staff 211 6499

Materials/Resour


J1 The Principal will monitor parent portal enrollment and use at least on a monthly basis

STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)

A2

100% of Staff members will participate in pre-conferences where they will identify at least 2 SMART

goals based on student achievement data and develop/present a personal action plan to address their

path to reach campus goals.

1, 2 Reform strategies Other $ - 9/15/13NOT

STARTED

B2staff members will successfully implement personal action plans as evidenced by mid-year and

summative conferences to monitor progress towards SMART goals and campus goals. 1, 2 Reform strategies Other $ - 1/15/14

NOT

STARTED

C2

Staff members will provide specific feedback on the campus action plan by collaborating to measure

and evaluate effectiveness of how actions are aligned to the plan through campus based surveys

administered at the start, midyear, and end of the school year.

1, 2, 3, 4 Attracting HQ staff 211 6329Materials/Resour


D2Staff members will ensure a safe and nurturing environment by building positive relationships with all

stakeholders and by aligning their actions to the Core Beliefs. 3, 4

Timely Add'l

AssistanceOther $ - 12/15/13 IN PROGRESS

E2Staff members will communicate with parents to collaborate on students’ needs and provide updates

on the academic and social progress of students on a 3 week basis.3, 4 Parent involvement 211 6329

Materials/Resour


F2Staff members will provide input and feedback on the effectiveness of campus programs and the

impact on the campus culture through Faculty Staff Advisory Committee members 1, 2 Needs assessment 211 6329

Materials/Resour


G2

Teachers will prepare Thursday Folders (Pk-2nd) and student portfolios (3rd -5th) each week to

provide parents with updates on the academic and social progress of their children, as well as provide

reminders about upcoming school events.

3, 4 Parent involvement 211 6399Materials/Resour


H2Staff members will actively encourage parents to enroll in Parent Portal throughout the 2013-2014

school year.

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I2Teachers will conference with students at least 3 times a 6 weeks to communicate individual student

achievement goals and progress toward mastery


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A1

Building Leaders will conduct training on and Monitor the use of "Good, first instruction", campus

curriculum maps and TEKS and provide feedback to teachers regarding curriculum alignment & the

quality of instruction.

1, 2, 3 Instr by HQ tchrs 211 6300Materials/Resour


B1

Building Leaders will Train teachers on unpacking Student expectations and writing lesson objectives

that are written in student-friendly language and students understand what they are expected to

know and be able to do by the end of each lesson.

1, 2, 3 Coordination of Svcs 211 6100 Other $ 92,952.00 6/5/14 IN PROGRESS

C1 Conduct feedback conferences using the 6 steps of effective feedback 1 Instr by HQ tchrs Other $ - 6/5/14 IN PROGRESS

D1 Analyze student / teacher performance for trends to inform PD and instrucional feedback 1, 2, 3 Reform strategies Other $ - 6/5/14 IN PROGRESS

E1

The Administrative Team will conduct ongoing spot observations and provide teachers with

instructional feedback and return to classrooms to observe improvement on instructional feedback for

identified teachers.

3 Reform strategies 211 6300Materials/Resour


F1Building Leaders will ensure lesson objectives are closely aligned to the campus curriculum calendar,

district curriculum map, and district and state assessments.1, 2

Timely Add'l

Assistance211 6300 Other $ 3,000.00 5/31/14 IN PROGRESS

G1Building leaders will train staff members on utilizing Multiple Response Strategies to solicit responses

from all participants during lesson presentations.1,2,3

KEY ACTION CURRICULM ALIGNMENT

Strengthen Curriculum Alignment in order to increase student achievement



The percentage of students scoring at the satisfactory level on STAAR and above the 40th percentile on ITBS will increase by at least 20% in all content areas by June 2014.

The percentage of students scoring at the advanced level on STAAR and 80th percentile on ITBS will increase by 2% by June 2014.

80% of all Teachers will average a 1.5 on lesson objectives, Demonstrations Of Learning, Purposeful Instrtuction and Engagement through the use of Multiple Response Strategies by December 2013 and 2.0 by May 2014.

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H1Building Leaders will train teachers on developing aligned (aligned to the lesson objective) DOLs in

advance of instruction that are able to be completed in 5-10 minutes.1, 2, 3 Asssessment Dec-Mak 211 6300

Materials/Resour

ces $ 1,000.00 5/31/14 IN PROGRESS

I1Building leaders will train staff members on implementing differentiated instruction techniques to

meet the needs for all students.1,2,3


A2Staff members will ensure the use of "Good, first instruction", campus curriculum maps and TEKS to

plan and present rigorous lessons.1,2,3 Reform strategies 211 6100 Other $ 9,000.00 6/5/14 IN PROGRESS

B2

Teachers will ensure lesson objectives are aligned to curriculum maps and assessments, posted daily

and written in student friendly language and students understand what they are expected to know

and be able to do at the end of each lesson.

1,2,3Timely Add'l


C2 Submit Lesson Objectives and DOL alignment template one week in advance of lesson presentations. 1,2,3 Needs assessment Other $ - 6/5/14 IN PROGRESS

D2Teachers will ensure DOLs are posted daily, aligned to the posted lesson objective, and can be

completed in a short period of time (5-10 minutes)1, 2, 3 HQ PD 211 6300 Other $ - 6/5/14 IN PROGRESS

E2Teachers will ensure transitions are smooth with no loss of instructional time, where students are

trained to move efficiently from one learning segment to the next.1,2,3 HQ PD 211 6300

Materials/Resour


F2Teachers will utilize Multiple Response strategies to solicit respones from all students throughout daily

lesson presentations.1,2,3 Reform strategies 211 6300

Materials/Resour


G2Utilize curriculum calendars / maps as a starting point to develop lessons, unit plans and assessments

in order to provide "Good, first instruction" daily.1,2,3

H2Teachers will appropriately implement differetiated instruction techniques to meet the needs for all

students with varying learning styles and abilities.1, 2, 3 Instr by HQ tchrs 211 6300

Materials/Resour

ces $ 2,000.00 6/5/14 IN PROGRESS

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A1

Provide Data Driven Instruction Overview training - Introduce Data Driven Instruction to ensure staff

members understand standards are meaningless until we define how we will assess them and how

assessments define rigor

1, 2, 3,4,5 Instr by HQ tchrs 211 6300Materials/Resour


B1The Administrative Team will facilitate assessment Analysis meetings according to the Data Driven

Instruction model after each interim assessment administration.1, 2, 3,4,5 Coordination of Svcs 211 6100 Other $ 92,952.00 6/5/14 IN PROGRESS

C1

The Instructional Leadership Team will ensure; interim assessments are administered at least 4 times

per year, interim assessments are aligned with state assessments, interim assessments align with

curriculum maps and grade level standards, and that the assessments re-asses previously taught

standards.

1,2,3,4,5,Timely Add'l

AssistanceOther $ - 6/5/14 IN PROGRESS

D1The Administrative Team will monitor and review student performance and interventions in EXCEEDS

at least once a month.1,2,3,4,5 Reform strategies Other $ - 6/5/14 IN PROGRESS

E1The Administrative Team will review lesson plans, observe instruction and provide observation

feedback driven by the action plan and student learning needs.1,2,3,4,5 Reform strategies 211 6300

Materials/Resour


F1The Administrative Team will review ISIP and Reasoning Minds reports to ensure students are meeting

the time requirements and the use of the programs with fidelity.1,2,3,4,5

Timely Add'l


G1 The Administrative team will conduct analysis meeting with individual teachers as needed 1,2,3,4,5 Asssessment Dec-Mak 211 6300Materials/Resour

ces $ 1,000.00 5/31/14 IN PROGRESS


The percentage of students scoring at the advanced level on STAAR and 80th percentile on ITBS will increase by at least 2% by June 2014.

KEY ACTION Data Analysis




100% of all teachers will develop 6 week action plans based on interim assessment / ISIP results.

100% or Tier 3 students are monitored through Exceeds to track implementation of interventions.

At least 75% of all students will achieve proficiency on interim assessments.

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H1

The Administrative Team will provide professional devlopment throughout the school year around the

following areas: 1. Developing a 6-week action plan 2. Utilizing the Data Driven Instruction analysis

meeting protocol 3. Deep dive and global data analysis 4. Utilizing EXCEEDS effectively 5.

Implementing "DO NOW" with fidelity in all classrooms 6. Utilizing the assessment analysis tool

1,2,3,4,5 Grade-level transitions 211 6300Materials/Resour



A2 Provide "Good, first instruction" that is aligned with the campus / district curriculum map 1,2,3,4,5 Reform strategies 211 6100 Other $ 9,000.00 6/5/14 IN PROGRESS

B2 Administer interim assessment in accordance with the campus implementation calendar 1,2,3,4,5Timely Add'l


C2Ensure completion of Pre-work for data analysis meeting and Actively participate in data analysis

meetings1,2,3,4,5 Needs assessment Other $ - 6/5/14 IN PROGRESS

D2 Utilize EXCEEDS to monitor students progress and track implementation of student interventions 1,2,3,4,5 HQ PD 211 6300 Other $ - 6/5/14 IN PROGRESS

E2 Implement the I-Station and Reasoning Mind programs according to the campus schedule with fidelity 1,2,3,4,5 HQ PD 211 6300Materials/Resour


F2Plan new lessons collaboratively (both vertically and horizontally) to develop new strategies based on

data analysis1,2,3,4,5 Reform strategies 211 6300

Materials/Resour


G2Develop and implement explicit action plans for whole-class instruction, small groups, tutorials, and

intervention following interim assessments1,2,3,4,5

H2 Inform students of the end goal, progress and the actions needed to improve performance. 1,2,3,4,5 Instr by HQ tchrs 211 6300Materials/Resour

ces $ 2,000.00 6/5/14 IN PROGRESS

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I2

Actively participate in the following professional development opportunities - 1. developing a 6-week

action plan 2. Utilizing EXCEEDS effectively 3. Deep dive and global analysis 4. Implementing "DO

NOW" 5. Utilizing the assessment analysis tool

1,2,3,4,5

J2 Develop and submit 6-week action plan within 48 hours of analysis meeting 1, 2Timely Add'l



Division 4

SOUTH OAK CLIFF FP

KEY ACTION PROGRESS REPORT

KEY ACTION 1

Ensure the campus culture & philosophy align with the Core

Beliefs, campus mission, and vision for Whitney M. Young Jr.

Elementary.

SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS

Begin all meetings with Core Belief exercises where staff members engage in

discussions pertaining to the Core Beliefs, campus mission, vision, and campus

goals, as well as discuss ways in which we can improve to ensure alignment

with our beliefs.

8/19/13 IN PROGRESS

100% of Staff members will participate in pre-conferences where they will

identify at least 2 SMART goals based on student achievement data and

develop/present a personal action plan to address their path to reach campus

goals.

9/15/13NOT

STARTED

The campus leadership team will meet at least twice a month to analyze and

discuss campus culture walk-throughs and discipline data6/5/14 IN PROGRESS

staff members will successfully implement personal action plans as evidenced

by mid-year and summative conferences to monitor progress towards SMART

goals and campus goals.

1/15/14NOT

STARTED

The A-Team will meet at least twice a month to address campus

issues/concerns and debrief about informal surveys of the campus climate. IN PROGRESS

Staff members will provide specific feedback on the campus action plan by

collaborating to measure and evaluate effectiveness of how actions are aligned

to the plan through campus based surveys administered at the start, midyear,

and end of the school year.

9/5/13 IN PROGRESS

The Administrative team will ensure a safe and nurturing environment by

building positive relationships with all stakeholders and by aligning their actions

to the Core Beliefs.

IN PROGRESS

Staff members will ensure a safe and nurturing environment by building

positive relationships with all stakeholders and by aligning their actions to the

Core Beliefs.

12/15/13 IN PROGRESS

The Administrative Team will communicate students achievement goals and

celebrate the success of staff and students through awards ceremonies and

assemblies each six weeks, as well as recognize staff and students for Core

belief demonstrations.

6/5/14 IN PROGRESS

Staff members will communicate with parents to collaborate on students’

needs and provide updates on the academic and social progress of students on

a 3 week basis.

6/15/14 IN PROGRESS

The Principal will sign the report cards of every student each six weeks and

provide written feedback about performance and gold stickers for students

obtaining the honor roll.

6/5/14 IN PROGRESS

Staff members will provide input and feedback on the effectiveness of campus

programs and the impact on the campus culture through Faculty Staff Advisory

Committee members

6/5/14 IN PROGRESS

The Leadership Team will train the staff throughout the school year on the

implementation of PBIS and calendar positive celebrations to recognize student

success.

9/15/13 IN PROGRESS

Teachers will prepare Thursday Folders (Pk-2nd) and student portfolios (3rd -

5th) each week to provide parents with updates on the academic and social

progress of their children, as well as provide reminders about upcoming school

events.

6/15/14 IN PROGRESS

SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS

The Counselor will conduct ongoing workshops for parents and students that

are aligned with the Core Beliefs, campus mission, vision, and goals at least

once a six weeks.

5/31/14 IN PROGRESSStaff members will actively encourage parents to enroll in Parent Portal

throughout the 2013-2014 school year.

The Counselor will ensure parents are aware of Parent Portal and the

significance of the system to assist in the increase in enrollment throughout the

year.

6/5/14 IN PROGRESS

Teachers will conference with students at least 3 times a 6 weeks to

communicate individual student achievement goals and progress toward

mastery

The Principal will monitor parent portal enrollment and use at least on a

monthly basis

KEY ACTION 2

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KEY ACTION 3

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KEY ACTION 4

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KEY ACTION 5

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Division 4

SOUTH OAK CLIFF FP

SUMMARY OF KEY ACTION EXPENDITURES

FUND 6100 6200 6300 6400 6500 6600 TOTAL

211 $ - $ - $ - $ - $ - $ - $ -

240 $ - $ - $ - $ - $ - $ - $ -

286 $ - $ - $ - $ - $ - $ - $ -

199/211 $ - $ - $ - $ - $ - $ - $ -

21M $ - $ - $ - $ - $ - $ - $ -

SCE $ - $ - $ - $ - $ - $ - $ -

SCE/199 $ - $ - $ - $ - $ - $ - $ -

Other SR Fund $ - $ - $ - $ - $ - $ - $ -

TOTAL $ - $ - $ - $ - $ - $ - $ -

# TITLE I COMPONENT NO. OF ACTIONS

1 Needs assessment 2

2 Reform strategies 5

3 Instr by HQ tchrs 0 Must have at least one action step that supports Instr by HQ tchrs.

4 HQ PD 1

5 Attracting HQ staff 3

6 Parent involvement 4

7 Grade-level transitions 0 Must have at least one action step that supports Grade-level transitions.

8 Asssessment Dec-Mak 0 Must have at least one action step that supports Asssessment Dec-Mak.

9 Timely Add'l Assistance 1

10 Coordination of Svcs 0 Must have at least one action step that supports Coordination of Svcs.

Note: In order to meet Title I requirements, Specific Action steps may be added to the Key Action Tabs OR in the Title I

Specific Actions in the table to the right.

TITLE I SPECIFIC ACTION STEPS 2013-14 School Action Plan

TITLE I COMPONENT RESPONSIBLE ACTION STEP FUND OBJ ITEM AMOUNT NLT DATE STATUS

TITLE I OR SCE FUNDED STAFF

JOB CODE EMPLOYEE ID EMPLOYEE FUND FTE

school action plan: template overview - dallas independent

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