secondary campus improvement plan: 2014 2015 improvement

Secondary Campus Improvement Plan: 2014‐2015 School Based Improvement Committee

RennerMiddleSchool Principal: Sonja Pegram Mission Statement: The mission of Renner Middle School, a shared responsibility of home, school, and community, is to provide an education which nurtures, inspires, and challenges students in their uniqueness, preparing them to be contributing members of society.

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RennerMiddleSchoolCampusImprovementPlan2014‐2015 RennerMiddleSchool

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CampusVerificationPage Planning Timelines

● CoreWork Diagnostics, Analysis of Critical Actions, and STAAR 2013/2014 Gap Analyses: (by June 2014)

● Needs analysis, goal setting and strategic planning: (June, July & August 2014)

● Preliminary SBIC Plan Complete: (by August 18, 2014)

● Campus teacher data analysis day: (August 18‐21, 2014)

● SBIC Plan due in September 2014

Meeting Dates 2013‐2014 ● Meeting 1: SBIC approves the improvement plan (by September 22, 2014): 10/8/2014

● Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 1/28/2015

● Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 5/13/2015

Title I Components (The following required components have been addressed in this SBIC plan.) Title I Targeted Assistance Components 1 ‐ 8 Title I Schoolwide Components 1 – 10

1. Comprehensive Needs Assessment 2. Effective methods and instructional strategies based on scientifically‐based research 3. Teaching by highly qualified staff 4. High quality and ongoing professional development for teachers, principals and paraprofessionals 5. Increasing parental involvement 6. Transition to different grade levels and schools 7. Involvement of teachers in testing decisions beyond state 8. Monitoring student progress and providing additional assistance 9. Coordination and integration of federal, state and local services and programs 10. Strategies to attract highly qualified and high‐quality teachers to high‐need schools

☐ Non‐Title I ☐ Title I Targeted Assistance ☐ TA Campus transitioning to Title I Schoolwide ☐ Title I Schoolwide


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SBICCommitteeCommittee Member’s Name Role Year 1st Participated on SBIC

Neelima Singh Faculty Member 2012 Leslie Grant Faculty Member 2013 Cindy Segler Faculty Member 2012 Kristen Harner Faculty Member 2014 Micaela Lester Faculty Member 2014 Tammy Harbin Faculty Member 2014 Ellen Hurley Faculty Member 2014 Samantha Varjian Faculty Member 2014 Carline Sanger Faculty Member 2014 Kelly Brown Faculty Member 2014 Kevin Kelln Faculty Member 2014 Sonja Pegram Principal 2012 Joshua Stamper Assistant Principal 2014 Treesia Brannon Administrative Intern 2012 John Burdett District Professional 2014 Theresa Biggs District Professional 2013 Kristen Anderson District Professional 2014 Gina Weaver Campus Professional, Non‐teaching 2013 Linda Davis Support Staff Member 2014 Rhonda Snyder Parent‐Selected by PTA 2013 Monica Scott Parent‐Selected by Principal 2013 Corinne Frank Parent 2013 Wendi Klatsky Parent 2013 Misty Tippen Parent 2013 Wana Roos Parent 2013 Guy Clement Parent 2013 Sandra Clement Parent 2014 Lisa Stokes PTA President 2014


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DistrictandCampusGoals1. Increase the percentage of students meeting STAAR Satisfactory performance rates. 2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas. 3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group – Closing Performance Gaps. 4. Increase the percentage of students meeting STAAR Advanced performance rates. 5. Increase high school graduation rates and ensure students are on track to graduate. 6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness. 7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (55% meet Level II on STAAR/EOC).

Campus‐Wide Goals Title I Components

Applicable Student Groups

Health, Fitness and Attendance: The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students.

9 All

Violence Prevention and Bullying: The violent incidents will meet the target measure. Measure: Reduce number of referrals through high teacher and administration visibility.

9 All

Parental Involvement: The campus will provide for a program to encourage and increase participation of parents in regular, two‐way and meaningful communication involving student academic learning and school activities.

5 All

Highly Qualified: The highly qualified rate will meet the 100% target measure. 3, 4, 10 All


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Campus‐WideCriticalActions

Campus‐Wide Critical ActionsAreas for improvement identified by Campus Needs Assessment: NCEA CoreWork Diagnostics and STAAR/EOC Gap Analysis.

Address any student groups that did not meet Accountability Safeguards.

Title I Components


1. CoreWork: Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership. & Capacity Building) All

2. CoreWork: Collaborate in teams focused on curriculum, instruction, and assessment. (Theme 2: Staff Selection, Leadership, & Capacity Building) All

3. CoreWork: Align all instruction with the district’s written curriculum and assessment schedules. (Theme 1: Curriculum and Academic Goals) All

4. STAAR Gap Analysis: Report shows that growth is needed in the area of math. AA, SES

5. STAAR Gap Analysis: Report shows that growth is needed in the area of science. AA, Hispanic, SES

6. STAAR Gap Analysis: Report shows that growth is needed in area of social studies. AA, Hispanic, SES


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TeamCritical‐ActionsELA (Reading and Writing) Critical Actions

Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports Applicable

Student Groups 1. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership. & Capacity

Building) All

2. Align all instruction with the district’s written curriculum and assessment schedules. (Theme 1: Curriculum and Academic Goals) All

3. Use targeted interventions to address the learning needs of students in order to close achievement gaps within targeted subgroups (African American, Hispanic and Low SES and Special Education students).

All

Mathematics Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports


1. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership & Capacity Building)

All

2. All teachers will collaborate in teams on curriculum, instruction, and assessment. (Theme 1: Curriculum & Academic Goals) All


4. Use targeted interventions to address learning needs of students. (Theme 5: Intervention & Adjustment) All

Science Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports


1. Collaborate in teams focused on curriculum, instruction, and assessment. (Theme 2: Staff Selection, Leadership, & Capacity Building) All

2. Participate in peer classroom visits in order to improve the industrial practices of the team. (Theme 2: Staff Selection, Leadership and Capacity Building)

All

3. Increase the number of African American, Hispanic, and economically disadvantaged students achieving satisfactory performance on STAAR and EOC to close the achievement gap. (Gap Analysis).

All


Social Studies Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports



2. Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership and Capacity Building)

All

3. Use high‐yield instructional strategies as tools to support rigorous learning to close achievement gaps through intervention and tutorials. (Theme 5: Recognition, Intervention and Adjustments)

All

4. Improve reading strategies in social studies classes across grade levels to narrow achievement gap and improve student performance. (Gap Analysis).

All


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ELAImprovementPlan(ReadingandWriting) Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership, & Capacity)

Strategies for Accomplishing Critical Action:

Action Step Project Lead, Staff, Title I Staff,Resources, Timeline Formative & Summative Notes and Reflections

1. Conduct at least one Plano Walk Throughs per six‐weeks per ELA teacher with department administrator or department head (including Special Education ELA resource rooms).

Project Lead: Kristen Harner & Renner Administration Staff: ELA Teachers 6‐8 Resources: Conference periods, sub days, PWT software Timeline: 2014‐2015

Formative Assessments: Plano Walkthroughs were conducted throughout the school year. Our goals next year is to increase classroom walkthroughs. Teachers were able to share and observe some good Best Practices in curriculum and classroom culture/climate.

2. Provide an opportunity once per six‐weeks for each teacher to observe members of the same content‐area and vertical teams (including Special Education ELA resource rooms).

Project Lead: Kristen Harner & Renner Administration Staff: ELA teachers Resources: Conference periods, sub days, structured observation forms Timeline: 2014‐2015

Formative: ELAR department lead will make this step more available for teachers in the 2015‐2016 school year without using teacher planning. Most peer observations took place in the 5th and 6th six‐weeks. Summative: ELAR Google Form: Classroom Observations provides feedback and reflection.

3. Discuss reflections from the vertical and peer observations and during monthly department meetings.

Project Lead: Kristen Harner Staff: ELA department Resources: Observation forms from #2 and Notes Timeline: 2014‐2015

Formative: In lieu of regular meetings, the ELAR department used a Google Form for reflections. Summative: ELAR Google Form: Classroom Observations provides feedback and reflection.

4. Provide opportunities for ELA teachers to visit different campuses in PISD during the second semester to observe classroom teaching strategies for targeted subgroups.

Project Lead: Kristen Harner Staff: ELA department Resources: Observation form from #2 and Notes Timeline: 2014‐2015

Formative: ELAR department lead will make this step more available for ELAR teachers in the 2015‐1016 school year without using teacher planning. Michelle Conway visited and observed classes at Otto Middle School. Summative: Michelle Conway’s notes from visit and the ELAR


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Google Form: Classroom Observations provide feedback and reflection.

Critical Action: Align all instruction with the district’s written curriculum and assessment schedules. (Theme 1: Curriculum and Academic Goals) Strategies for Accomplishing Critical Action:

Action Step Project Lead, Staff,Resources, Timeline Formative & Summative Notes and Reflections

1. Teachers will align lesson objectives with objectives of district curriculum.

Project Lead: Kristen Harner & Renner Curriculum Admin Staff: ELA teachers Resources: PISD Curriculum, SAS data, state standards, grade reports Timeline: 2014‐2015 & ongoing

Formative: The district provides a common curriculum which includes pacing guides, lesson plans, and assessments. Renner ELA is aligned with district curriculum pacing guides and lesson plans.

2. Department meetings will include discussions of vertical alignment, focusing on scaffolding instruction to align learning‐objectives.


Formative: The ELAR department will make whole‐department meetings more of a regularity in the 2015‐2016 school year in order to address more vertical‐articulation within the department.

Critical Action: Use targeted interventions to address the learning needs of students in order to close achievement gaps within targeted subgroups (African American, Hispanic and Low SES and Special Education students).

Strategies for Accomplishing Critical Action: Action Step Project Lead, Staff, Title I Staff, Formative & Summative Notes and Reflections


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Resources, Timeline

1. Teachers will use SAS data to identify students needing individualized instruction.


Formative Notes: Data was used from MAP testing in the fall (new students) and winter (all students) to determine intervention groups prior to STAAR testing. Students who were projected to have a 50% or lower chance of achieving Level II were identified and served within Kristen Harner and Micaela Lester’s classrooms. Summative Notes: The sixth grade students performed with a 94% passing rate. Please refer to Kristen Harner’s notes for more individualized data for identified students.

2. Teachers will use SAS data to create groups of students of diverse ability levels.


Formative notes: Diverse‐ability grouping is often discussed among all Renner teachers and staff members in small and large settings. Summative: The ELAR department would like to provide teachers more training in the use of MAP, STAAR, and CoGAT data in the beginning of the 2015‐2016 school year.

3. Teachers will meet regularly in grade‐level, subject area to analyze data (MAP, grades, CoGAT) for targeted interventions.


Formative notes: All grade‐levels meet once a week regularly and teachers work together after‐school, before‐school, and during the lunch break.

4. Teachers will reteach and offer retakes for major assessments in order to address student mastery of content.

Project Lead: Kristen Harner & Renner Curriculum Admin Staff: ELA teachers Resources: PISD Curriculum, tests Timeline: 2014‐2015 & ongoing

Formative: Renner implemented a new grading policy for the 2014‐2015 school year. The policy addresses these best practices. Summative Notes: The number of failures decreased within the ELAR department for the second semester of the 2014‐205


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5. Teachers will provide tutorials every morning and

afternoon to provide reinforcement and clarity of content

Project Lead: Kristen Harner & Renner Curriculum Admin Staff: ELA teachers Resources: PISD Curriculum, SAS data, state standards, grade reports Timeline: 2014‐2015

Formative Notes: Each grade‐level and content area developed a set tutorial schedule, and a teacher within that content area/grade‐level was always available for AM and PM tutorials. Summative Notes: The number of failures decreased within the ELAR department for the second semester of the 2014‐205

MathematicsImprovementPlan

Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership, & Capacity)



5. Conduct at least three Plano Walk Throughs per semester with department administrator or department head.

Project Lead: Leslie Grant & Renner Administration Staff: Math Teachers 6‐8 Resources: Conference periods, sub days, PWT software Timeline: 2014‐2015

Meeting Notes: Gave update at second SBIC meeting. Formative Notes: Department head and administrative team conduct walk throughs and met with 7th grade math team to review data. Summative Notes: Teachers were able to see strengths in the classrooms and areas that were not as strong. Teachers want to join the walk throughs next year, once they are more familiar with the new curriculum.

6. Provide an opportunity once per semester for each teacher to observe members of the same content‐area and vertical teams.

Project Lead: Leslie Grant & Renner Administration Staff: Math teachers Resources: Conference periods, sub days, structured observation forms

Teachers want to observe others in the classroom and be observed.


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Timeline: 2014‐2015

7. Provide time for reflective discussions based on the peer observations.

Project Lead: Leslie Grant Staff: Math department Resources: Observation forms from #2 and notes Timeline: 2014‐2015

Meeting: Thursday, 10/9/14. 7th grade math team, math department head, and administrative team met to discuss PWT data from past two week. Formative Notes: Teachers were shown PWT data collected for their team. Summative Notes: Team felt they were more aware of what their classrooms looked like.

8. Discuss reflections from the vertical and peer observations and during monthly department meetings.

Project Lead: Leslie Grant Staff: Math department Resources: Observation form from #2 and notes Timeline: 2014‐2015

Meeting Notes: Met as a department in September, October, November, January, and March of 2014‐15 school year. Formative Notes: Observations and reflections were discussed amongst grade level and vertical peers.

Critical Action: All teachers will collaborate in teams on curriculum, instruction, and assessment. (Theme 1: Curriculum & Academic Goals) Strategies for Accomplishing Critical Action:


1. Verify that teachers can articulate the level of mastery that students are expected to make on an objective.

Project lead: Leslie Grant, Department Administrator Staff: Math Teachers Resources: Assessments, TEKS (state standards) Curriculum Resources, STAAR resources, Region 10 Timeline: 2014‐2015 & Ongoing

Grade level math teams met to collaborate and determine what the expectation of mastery looked like for objectives. Meetings occurred weekly. Objectives were based on TEKS and curriculum.

2. Ensure that all teachers can identify specific academic objectives that are measured by any

Project Lead: Leslie Grant, Department Administrator

Grade level math teams met to collaborate and determine what the expectation of mastery looked like for objectives.


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assessment. Staff: Math Teachers Resources: SAS (Map, Cog AT), Curriculum, Grade Reports Timeline: All year

Meetings occurred weekly. Objectives were based on TEKS and curriculum.

3. Provide teachers with resources that connect state assessment items to curriculum through use of benchmarks and other assessments.

Project Lead: Leslie Grant, Math Coordinators, Department Administrator Staff: Math Teachers Resources: SAS data, STAAR resources, Region 10 Timeline: 2014‐2015 & Ongoing

Meeting Notes: Met on March 25, 2015 to discuss resources that connect STAAR to curriculum. The following resources will be provided: a review item bank, Math GPS Readiness Focus Kits, and a Google Doc with review resources. Formative Notes: Teachers could select from the pool of choices above which materials to implement in her classroom. Teachers submitted questions to the review item bank. Summative Notes: Math teams met during their grade level common planning period and collaborated on what materials to implement for their grade.




Project Lead: Leslie Grant & Renner Curriculum Admin Staff: Math teachers Resources: PISD Curriculum, SAS data, state standards, grade reports Timeline: 2014‐2015 &

Math teachers utilized the district curriculum and met at twice weekly, or more, to determine the lesson objectives. Documentation: Copies of lesson plans were submitted to the department head and/or placed on the shared drive.


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ongoing

4. Department meetings will include discussions of vertical alignment.

Project Lead: Leslie Grant & Renner Curriculum Admin Staff: Math teachers Resources: PISD Curriculum, SAS data, state standards, grade reports Timeline: 2014‐2015 & ongoing

Meeting Notes: Vertical alignment discussions took place in September, November, and March meetings as well as in professional development sessions.

5. Teachers will use SAS data to individualize instruction.


Documentation: Teacher and the math department head will track student progress using SAS data and grade reports. Summative Notes: Decisions regarding Tier 1, Tier 2, and Tier 3 interventions were implemented based on this data.

6. Teachers will use SAS data to create groups of students of diverse ability levels.


Documentation: Teacher and the math department head will track student progress using SAS data and grade reports. Summative Notes: Teachers were able to provide a variety of group/paired settings for the students.

7. Teachers will collaborate with team members on strategies to offer targeted learning goals and successful schedule the targeted/pre‐teaching learning goals.

Project Lead Leslie Grant & Renner Curriculum Admin Staff: Math teachers Resources: PISD Curriculum, SAS data, state standards, grade reports Timeline: 2014‐2015 & ongoing

Documentation: Teacher and the math department head will track student progress using SAS data and grade reports. Summative Notes: Decisions regarding Tier 1, Tier 2, and Tier 3 interventions were implemented based on this data.


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Critical Action: Use targeted interventions to address learning needs of students. (Theme 5: Interventions and Adjustments) Strategies for Accomplishing Critical Action:

Action Step Project Lead, Staff, Resources, Timeline Formative & Summative Notes and Reflections

1. Mustang Math in the mornings and after school with NJHS students from Plano West and Renner hosting peer tutorials in the Renner library.

Project Lead: Leslie Grant & Renner Curriculum Admin Staff: Math teachers Resources: Student classwork and/or homework, computers, curriculum, TEKS Timeline: 2014‐2015 & ongoing

Plano West students, Renner NJHS students, and Watch Dog Dads helped tutor math students in the library and in the classrooms during the 1st semester of the school year.

2. Teacher will use Enrichment period (25 minutes) each day to reteach and address learning needs of students.

Project Lead: Leslie Grant & Renner Curriculum Admin Staff: Math teachers Resources: PISD Curriculum, SAS data, state standards, grade reports, TEKS Timeline: 2014‐2015 & ongoing

Math teachers used enrichment period to host targeted tutorials to students or entire classes.


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Critical Action: Collaborate in teams focused on curriculum, instruction, and assessment. (Theme 2: Staff Selection, Leadership, & Capacity Building)



● Conduct at least three Plano Walk Throughs per semester with department administrator or department head.

Project Lead: Neelima Singh & Renner Curriculum Admin Staff: Science teachers Resources: PWT software Timeline: 2014‐2015 & ongoing

Department head conducted classroom observations and observed administrator walk‐throughs.

● Teachers meet regularly in grade‐level, subject‐area teams to analyze objectives in curriculum in order to plan appropriate lessons for understanding and mastery.

Project Lead: Neelima Singh & Renner Curriculum Admin Staff: Science teachers Resources: PWT software Timeline: 2014‐2015 & ongoing

The action step was completed throughout the school year during grade‐level and subject area meetings.

● Provide opportunities for teachers to visit classrooms of team members as well as others in the Social Studies Dept.

Project Lead: Neelima Singh & Renner Curriculum Admin Staff: Science teachers Resources: Conference periods, sub days, structured observation forms Timeline: 2014‐2015 & ongoing

ALL team members had opportunity to visit other classrooms in multiple disciplines.

● Provide time for reflective discussion of peer observations.

Meeting notes Project Lead: Neelima Singh & Renner Curriculum Admin Staff: Science teachers Resources: observation forms and notes

Met during department meeting to communicate observation results and reflection.


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Timeline: 2014‐2015 & ongoing

● Provide a set time for teachers to meet at each grade level and debrief regarding classroom observations.

Project Lead: Neelima Singh & Renner Curriculum Admin Staff: Science teachers Resources: conference time and observation forms and notes Timeline: 2014‐2015

Met during department meeting to communicate observation results and reflection.

Critical Action: Increase the number of African American, Hispanic, and economically disadvantaged students achieving satisfactory performance on STAAR and EOC to close the achievement gap. (Gap Analysis). Strategies for Accomplishing Critical Action:


1. Host targeted tutorials for specific STAAR objectives twice a week for five to six weeks before STAAR test.

Project Lead: Neelima Singh & Renner Curriculum Admin Staff: Science teachers Resources: Student classwork and/or homework, curriculum, TEKS Timeline: 2014‐2015 & ongoing

Targeted 15 students (5 per teacher) for STAAR tutorials. They attended 10 after school tutorials. Each targeting one of the Reporting categories. They were in attendance for approximately 45 minutes to an hour. 60% of the participants meet STAAR standards.

2. Partner with Plano West NJHS and Renner NJHS to provide peer tutorials to review concepts, strategies, and homework.

Project Lead: Neelima Singh & Renner Curriculum Admin Staff: Science teachers Resources: Student classwork and/or homework, computers, curriculum, TEKS Timeline: 2014‐2015 & ongoing

NJHS students were utilized as peer tutors during morning and afterschool tutors. The program will continue during the next school year and find more opportunities to reach students.


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Project Lead: Neelima Singh & Renner Curriculum Admin Staff: Science teachers, District Coordinators Resources: PISD Curriculum, SAS data, state standards, grade reports Timeline: 2014‐2015 & ongoing

Science department has standard district wide curriculum targeting all TEKS and work in unison to deliver content.

Department meetings will include discussions of vertical alignment.


Each grade level shared targets and objectives among each other to ensure vertical alignment and understanding.

2. Teachers will use SAS data to individualize instruction.


Collaborative groups are established based on SAS scores to enable all students the opportunity to engage with peers of different academic levels.

3. Teachers will collaborate with team members on Project Lead Neelima Singh Grade level teams meet on a regular basis to ensure learning


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strategies to offer targeted learning goals and successful schedule the targeted/pre‐teaching learning goals.

& Renner Curriculum Admin Staff: Science teachers, District Coordinators Resources: PISD Curriculum, SAS data, state standards, grade reports Timeline: 2014‐2015 & ongoing

of all students by sharing teaching strategies.

SocialStudiesImprovementPlan

Critical Action: Align all instruction with the district’s written curriculum and assessment schedules. (Theme 1: Curriculum and Academic Goals)




Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: PISD Curriculum, SAS data, state standards, grade reports, TEKS Timeline: 2014‐2015 & ongoing

Formative: The district provides a common curriculum which includes calendar, lesson plans, and assessments. Renner Social Studies is aligned with district curriculum class and lesson plans.

2. Department meetings will include discussions of vertical alignment.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: PISD Curriculum, SAS data, state standards,

Each grade level shared targets and objectives among each other to ensure vertical alignment and understanding.


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grade reports, TEKS Timeline: 2014‐2015 & ongoing

3. Teachers will use SAS Data to individualize instruction.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: PISD Curriculum, SAS data, state standards, grade reports Timeline: 2014‐2015 & ongoing

Data was used from MAP testing (reading) and STAAR (previous year) to determine intervention groups prior to STAAR testing. Students who were projected to need additional support achieving Level II were identified and the classroom teachers focused on those students.

4 Teachers will use SAS Data to create groups of students of diverse ability levels.


Data was used from MAP testing (reading) and STAAR (previous year) to determine intervention groups prior to STAAR testing. Students who were projected to need additional support achieving Level II were identified and the classroom teachers focused on those students.

5 Teachers will collaborate with team members on strategies to offer targeted learning goals and successfully schedule the targeted/pre‐teaching learning goals.


The grade level teachers met during enrichment to discuss curriculum, learning goals, and teaching strategies.


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Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team. (Theme 2: Staff Selection, Leadership, & Capacity)



1. Conduct at least three Plano Walk Throughs per semester with department administrator or department head.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: PWT software Timeline: 2014‐2015 & ongoing

There were multiple teacher observations by the Social Studies department lead. THere was one Plano Walk Through. THe department lead will make this step a higher priority in the 2015‐2016 school year.

2. Provide opportunities for teachers to visit classrooms of team members as well as others in the Social Studies Dept.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: : Conference periods, sub days, structured observation forms Timeline: 2014‐2015 & ongoing

The department lead covered teachers classrooms to allow for time for peer observations. Targeted mentor teachers were determined based on individual teacher improvement needs.

3. Provide time for reflective writing based on the peer observations.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: Observation forms and notes

Reflective writing time was built into teacher observation time.


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Timeline: 2014‐2015 & ongoing

4. Provide a set time for teachers to meet at each grade level and debrief regarding classroom observations.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: Conference period Timeline: 2014‐2015 & ongoing

This will be possible next school year with Social Studies having the same conference period with all grade levels.

Critical Action: Use high‐yield instructional strategies as tools to support rigorous learning to close achievement gaps through intervention and tutorials. (Theme 5: Recognition, Intervention and Adjustments)



1. Ask teachers to raise their level of questioning techniques and the level of thinking of those questions to challenge the students.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: Blooms Taxonomy, curriculum Timeline: 2014‐2015 & ongoing

Each grade level shared successful strategies among each other to improve classroom question strategies.

2. During peer observations, document higher‐level questions that were observed and whether the students answers using high‐level thinking.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators

This will be a focus during classroom walkthroughs next year.


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Resources: Blooms Taxonomy, curriculum Timeline: 2014‐2015 & ongoing

3. Make STAAR questions distractor analysis available for classroom teachers to administer to students.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: Released STAAR tests Timeline: 2014‐2015 & ongoing

The Social Studies department lead requested from the SS district curriculum coordinator, training classes for STAAR enrichment tools. One of the 8th grade teachers attended the session and shared the resources with the other 8 th grade teachers. THe department lead make class sets for all 8th grade teachers. questions distractor analysis available for classroom teachers to administer to students.

Critical Action: Improve reading strategies in social studies classes across grade levels to narrow achievement gap and improve student performance. (Gap Analysis).



1. Collaborate with reading teachers to provide history‐based materials as supplement texts to comprehension strategies.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: computer, Internet, library Timeline: 2014‐2015 & ongoing

With collaboration between Cindy Segler (Social Studies) and Micaela Lester (Reading), 8th grade reading courses focused on using reading strategies to comprehend various articles and memoirs from American History in preparation for the STAAR exam.

2. Provide a list of historical‐based reading materials for students to improve reading vocabulary and strategies.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies

With collaboration between Cindy Segler (Social Studies) and Micaela Lester (Reading), 8th grade reading courses focused on understanding specific vocabulary within various articles


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teachers, District Coordinators Resources: resource list of appropriate books Timeline: 2014‐2015 & ongoing

and memoirs from American History in preparation for the STAAR exam.

3. Create a library of reading materials in the classroom to support and supplement social studies topics.

Project Lead: Cindy Segler & Renner Curriculum Admin Staff: Social Studies teachers, District Coordinators Resources: appropriate books Timeline: 2014‐2015 & ongoing

Historical fiction and nonfiction books were acquired from the Renner Library and Social Studies classrooms to enhance student interest and knowledge during self‐selected reading.


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Health,FitnessandAttendance

Critical Action: The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Critical Action: Applicabl

e Students

Action Step Responsible Staff/Resources Timelin

e Formative & Summative Notes

COORDINATED SCHOOL HEALTH: Forms are available on inside.pisd

K‐8 Designate a Campus Wellness Captain and establish a Campus Wellness Team; set meetings, establish measurable goals and document progress toward goal completion. (Required ‐ Form Provided)

Kelly Brown

Campus Wellness Plan

2014‐2015

Campus Wellness Captain ‐ Lisa Stokes Members: K. Brown, H. Richburg, B. Kelly, B. Jones Establish a well organized program that develops physical, mental, and social health in a setting that is comfortable for all students.

K‐8 Include at least one Parent on Campus Wellness Team. (Required)

Lisa Stokes, Wellness Captain


2014‐2015

Lisa Stokes was our leader for our Wellness Team.

K‐8 Ensure that all components of the Coordinated School Health curriculum are delivered in an appropriate setting, i.e. classroom component requires use of a classroom. (Required)

Joshua Stamper and Kevin Kelln

Coordinated School Health Curriculum

2014‐2015

Health class is provided through PE for all grade levels.

K‐8 Create a Coordinated School Health bulletin board inside the school building for students, staff and parents to view. (Required)

Kelly Brown Coordinated School Health Curriculum

2014‐2015

Bulletin board are in the cafeteria and include health information and tips for a healthy lifestyle.

K‐8 Notify parents/community members of Family Wellness Nights/Health Fairs through use of marquee, newsletter, web page, myPISD.

Campus Wellness Captain/Lisa Stokes and Joshua Stamper


2014‐2015

Parents were notified about guest speakers, Breast cancer and ALS ice‐bucket challenge fundraisers.

FITNESS: Forms are available on inside.pisd 3‐8 Analyze student fitness data to set program goals for school

year. (Required ‐ Form Provided) Kelly Brown Program Goal Form 2014‐

2015 Fitnessgram data reviewed shows areas of improvement needed in


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cardio and upper body strength.3‐8 All eligible students will be assessed using fitness test

components. (Required ‐ Form Provided) Kelly Brown Student Exemption

Form 2014‐2015

Students were assessed using fitnessgram in the fall and spring semesters.

4th & 7th (NEW ACTION STEP) Ensure all data for 3rd ‐8th grade students is entered on timely basis, fitness report cards are printed (4th and 7th grade) and sent to parents or linked through myPISD. (Required)

Kelly Brown Fitnessgram Student Report

2014‐2015

All physical education students test results were entered into fitnessgram prior to the May 1st deadline. Reports were printed and sent home to parents.

PHYSICAL ACTIVITY REQUIREMENTS: Forms are available on inside.pisd

K‐8 Ensure students are receiving required physical education classes/minutes for each school year and achieving moderate to vigorous physical activity (MVPA) 50% of the physical education class period. (Required ‐ Form Provided)

Joshua Stamper and Sonja Pegram

Recommended sample schedules are available upon request MVPA Form

2014‐2015 Students received PE classes, which show on the student schedules, teacher lesson plans, and the master schedule.

K‐8 Measure MVPA and physical activity time using pedometers and heart rate monitors. (Required)

Kelly Brown Pedometers; heart rate monitors

2014‐2015 Students moderate to vigorous activity is measured by the use of phone apps. iPhone: Stepz, Walker M7, Pacer, Breeze, or Moves. Android we use runtastic pedometer, accupedo, noom walk. Kids are more interested in phone apps than the district issued pedometers. If a phone is not used, students are issued a PISD pedometer.

K‐8 Ensure physical education staff is using a sequential and developmentally appropriate curriculum which has students active at least 70%‐90% of class time. (Required ‐ Form Provided)


Yearly Plan Form, Lesson Plans Visible During Class Time Observation

2014‐2015 PE teachers used the district curriculum to create class lesson plans and student activities.

K‐5 (NEW ACTION STEP) Ensure students are receiving daily unstructured play during recess. (Required)

Principal NA 2014‐2015 NA


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K‐5 (NEW ACTION STEP) Ensure students are receiving opportunities for brain breaks and short activity breaks. (Required)

Principal Resources available upon request

2014‐2015 NA

ATTENDANCE: Forms are available on inside.pisd (Please complete cells below) K‐8 Monitor attendance of students and follow up on prominent

and chronic absences. (Required) Joshua Stamper and Sonja Pegram

Attendance reports

2014‐2015 Treesia Brannon, administrative intern, monitored student attendance and completed truancy reports.

K‐8 (NEW ACTION STEP) Using Fitnessgram and attendance data, set measurable goals for students who have prominent and chronic absences and whose fitness test scores fall outside the Healthy Fitness Zone. (Required)


Student Goal Form

2014‐2015 PE teachers, working with our Administrative Intern, completed new goals for any student with chronic absences.


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ViolencePreventionandBullying

Critical Action: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283) Strategies for Accomplishing Critical Action: Applicable Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

Staff PREVENTION: Identify high risk areas. (Required) Joshua Stamper

and Treesia Brannon

Staff feedback/ survey 2014‐2015 Ongoing throughout the school year. Monitored through small group discussions at grade level meetings.

Monitor high risk areas. (Required) Joshua Stamper and Sonja Pegram

Staff assignments/ schedule

2014‐2015 Additional teachers have been assigned to duty areas throughout the building and outside in the morning and afternoon.

Follow Campus Rules/Expectations. (Required) Joshua Stamper and Sonja Pegram

Code of Conduct, District Handbook Campus Handbook

2014‐2015 Our expectations and rules are posted throughout the building, in the agenda, on the announcements, and with verbal reminders

Staff EDUCATION: Participate in annual staff training on bullying/sexual

harassment. (Required) Joshua Stamper and Sonja Pegram

Handouts/PowerPoint 2014‐2015 At the beginning of the year, our counselors conducted a staff bullying training and the staff participated in a required sexual harassment training.

Review referral process. (Required) Joshua Stamper and Sonja Pegram

Campus referral plan 2014‐2015 The process was reviewed by the administrative team in Aug. 2014.

Staff INTERVENTION: Establish recommended intervention strategies for

classroom/campus. (Required) Joshua Stamper and Sonja Pegram

Discipline Management Plan

2014‐2015 Ruby Payne Training: June 18th

Data Entered in TEAMS High Risks students are assigned mentors, conference with teachers on strategies

Implement campus referral plan. (Required) Joshua Stamper Campus Referral Plan 2014‐2015 Administrative team met with


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and Sonja Pegram

teachers, through PDH and staff meetings, to discuss the referral plan.

Utilize Discipline Management strategies. (Required) Joshua Stamper and Sonja Pegram

Discipline Management Plan

2014‐2015 Administrative team conferenced with teachers and utilized staff PDH to provide management tools and strategies.

All Students

PREVENTION:

State clear student expectations/campus rules/citizenship. (Required)


Code of Conduct/ Student‐Parent Handbook

2014‐2015 Mustang money, Mustang Store, six weeks Grade Level Awards and 8th Grade Celebration

Monitor high risk areas. (Required) All staff Schedule (if necessary)

2014‐2015 Duty Schedule and passing time schedule created to monitor high risk areas.

All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan 2014‐2015 We provided the referral process in our August PDH.

All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers PBIS, Discipline Management Plan, staff meetings

2014‐2015 Teacher and administrative forms and notes, PDH , and ongoing assistance provided to teachers.

Employ discipline interventions: (Required) Joshua Stamper and Sonja Pegram

Student management plan, student code of conduct, campus referral plan

2014‐2015 We provided the discipline intervention process in our August PDH.

Use other intervention strategies as necessary/appropriate. (Required)


Student management plan, student code of conduct, campus referral plan, bully anonymous

2014‐2015 We partnered with our PTA and district departments to provide multiple programs, trainings, and procedures to provide additional interventions.

Conference with parents/students. (Required) Teachers or other staff

Teacher and counselor documentation,

2014‐2015 Teacher and administrative notes and documentation.


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ParentInvolvementCritical Action: The campus will provide for a program to encourage and increase participation of parents in regular, two‐way and meaningful communication involving student academic learning and school activities. Strategies for Accomplishing Critical Action:

Action Step Project Lead, Staff, Title I Staff, Resources, Timeline Formative & Summative Notes and Reflections

Suggested Action Step: Require all parents to register students via Parent Portal in order to have access to Enews, grades, attendance, and electronic information.

Project Lead: Principal, Counselors, PTA Staff: Leesa Gibson, Gwen Baumann Resources: eNews, School Website, School Messenger Timeline: 2013‐2014

At the beginning of the year, we provide stations to allow teachers to learn the parent portal and receive My PISD Training.

Suggested Action Step: Identify parents without computer/internet access to offer hard copies of school information.

Project Lead: PrincipalsStaff: Front Office, Counselors, CTA, Teachers Resources: Hard copies of school information Timeline: 2013‐2014

Phone tree message with encouragement to contact the school for questions or requests for hard copies of information.

Suggested Action Step: PTSA representative meets with the principal on a monthly basis to gain insight to student/parent needs.

Project Lead: Principal, Lisa Stokes and PTA organization Staff: Administrator and PTA Resources: Calendar, Notes, etc. Timeline : Monthly

Our administrators have planned Meetings with PTA President and PTA committee each month.

Suggested Action Step: Communicate information through E‐News. Project Lead: Joshua StamperStaff: Leesa Gibson Resources: eNews, Information Timeline: Weekly

We provide a Weekly eNews and a weekly principal blast to all parents.

Suggested Action Step: Upgrade and maintain the campus website for easy access and increased communication with the community.

Project Lead: PrincipalStaff: Gwen Baumann Resources: information Timeline: As needed due to changes

Our school website is maintained by Gwen Baumann and updated throughout the year.

Suggested Action Step: Partner with PTSA to offer parental programs on a variety of topics (academic, social, etc…).

Project Lead: Principals Staff: Math Teachers Resources: Curriculum, Internet Timeline: 2013‐2014

We had Social‐Media Presentations, Anti‐Bullying Presentations, & Motivational Programs

Suggested Action Step: College/Career Readiness‐ Provide website links to PISD's University Ready Program and to the College Board Website. Offer hard copies of College Board information in Counseling Office.

Project Lead: Counselors Timeline: 2013‐2014

Career Day, College Week and EXPLORE ProgramingSuggested Action Step: College/Career Readiness‐Provide information to Career Path Classes and certification information.

Project Lead: Counselors Timeline: 2013‐2014 Career Day, College Week and EXPLORE Programing


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HighlyQualifiedTeacherImprovementPlanCritical Action: The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure. Strategies for Accomplishing Critical Action:

Action Step Responsible Staff/Resources Timeline Formative & Summative NotesPlano ISD reviews and modifies the recruitment schedule biannually.

HR HR Employee Recruitment & Retention HR Budget

Aug 2014 ‐July 2015

Our administrative team and campus leaders attended the Plano ISD job fair and provided feedback the HR department.

Recruiting trips are used to identify highly qualified candidates interested in teaching in Plano ISD.

HR/Campus Administrators

HR Employee Recruitment & Retention HR Budget

Aug 2014 ‐July 2015

Sonja Pegram, the principal, participated in a college recruiting trip to identify highly qualified candidates.

To attract and retain highly qualified applicants for bilingual students, Plano ISD offers a salary stipend.

HR Operating Fund Aug 2014 ‐July 2015

In the Interview process and with our UTD students, we discuss the variety of languages spoken by our students at our campus.

To attract highly qualified applicants, Plano ISD offers pre‐service teachers at local universities the opportunity to student teach at Plano ISD campuses.

HR/Campus Administrators

HR Employee Recruitment & Retention HR Budget

Aug 2014 ‐July 2015

We had multiple student teachers and UTD tutors work on our campus to gain educational experience.

Local on‐going high quality professional development based on campus/district need is provided to all teachers in all core subject areas.

Curriculum Department/Campus Administrators

Campus/Curriculum Budget

Aug 2014 ‐July 2015

Through out the school year, we provided multiple PDH opportunities, district coordinators visits, and district PDH pull‐outs.

The Plano ISD Certification Office follows district hiring procedures to ensure that teachers are not hired if they do not meet “highly qualified” standards.

HR Certification Office

HR Budget Aug 2014 ‐July 2015

The HR department provides the information in TEAMS and contacts the principal if the applicant doesn’t meet “highly qualified” standards.

secondary campus improvement plan: 2014 2015 improvement

Documents