skyline action plan 2013-2014

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.)

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.

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

TAB EIGHT: SUMMARY

TAB NINE: FUNDS

- 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 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

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. Also, add staff funded by Title I and SCE funds in the table to the right.

CAMPUS/SCHOOL NAME 2013-14 School Action Plan

SKYLINE SELECT YOUR CAMPUS FROM THE DROP DOWN MENU

Achievement Targets

MetricSY2013

Score

SY2014

Goal

High School (9-12)

STAAR at Level III-Advanced (%) ? ?

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

African American Results 76 83


Hispanic Results) 82 83

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

AP (% exams passed - score of at least 3) ? ?

Grade 12 SAT/ACT (Sum of average SAT Critical Reading and

Mathematics or ACT Reading and Mathematics ? ?

College Readiness (% of seniors: ACT 21 or SAT of 1110) 87 90

STAAR at Level III-Advanced (%) Reading I 3.1 3.3









College Readiness (% of seniors: ACT 21 or SAT of 1110) ? ?

STAAR at Level III-Advanced (%) Reading II 7.5 7.7







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




STAAR at Level III-Advanced (%) Writing I 0.3 0.5










STAAR at Level III-Advanced (%) Writing II 0.3 0.5










STAAR at Level III-Advanced (%) Algebra I 1 1.3










STAAR at Level III-Advanced (%) Biology 5.2 5.4










STAAR at Level III-Advanced (%) U.S History 0 0.2










2013-14 School Action Plan

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

Skyline High School [25] 2013-14 School Action Plan

Division 4

SKYLINE FP

Needs Related to Student Achievement Data:

Increase number of students taking ACT/SAT tests

STAAR EOC scores are above district in most areas, Increase STAAR Level III Advanced results for Phase II

Increase number of students Passing overall on ACP

Need to offer students immediate remediation in a course after failing a 6 weeks through reconnect to recover

Increase College Readiness (% of seniors: ACT 21 or SAT of 1110)

Teacher SAT/ACT training; student prep sessions; parent training sessions; college campus visits

Decrease STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results)

Needs Related to Improving the Quality of Instruction:

Leadership to complete 6 classroom observations and help provide next steps, working individually with teachers

Identify areas of poor performance on AYP and/or EOC. Administrators and instructional coaches will provide feedback to staff

Professional Development to strengthen staff tools for Student-centered classrooms.House re-structure project to improve Administration effectiveness to facilitate better and more consistent support of teachers,

parents and students Increase the number of faculty proficient and certified in ESOL strategies; SYOP training; and Thinking Maps to support acquisition of

academic language in all grades

The campus will need to implement differentiated instruction, provide hands-on manipulatives, implement research based “best

practices” strategies (i. e. Marzano, Bloom’s, Dufour and Dufour, questioning techniques to promote academic rigor, vocabulary

strategies, the use of graphic organizers, etc.) and additional supplemental resources (i. e. Thinking Maps, AVID, interactive learning,

and materials from Region 10) that tie to district curriculum to address student needs.

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

SHS needs to improve Positive Student Culture and Environment, specifically discipline

All staff will have the opportunity to participate in leadership decision making and implementation

Staff need opportunities to develop leadership skills. 80% of staff will acknowledge that administration provides recognition, is

approachable, and listens to and considers their ideas

Teachers need to develop classroom management plans that reflect the campus culture

Staff need opportunities to revisit Core Beliefs related to new House structure parameters stressing student needs

Increase administrator, parent, student, teacher, staff involvement through clear lines of communication through PTSA; SBDM; FSAC;

Parent Connection and other organizations to increase shared staff leadership and decision-making

Goals Developed from Needs Assessment:

1. Develop a campus vision for effective student culture and discipline management.

2. Provide support and coaching in all content areas and grade levels to build capacity among teachers in the alignment of curriculum, instruction,

and assesments to the level of rigor of the assessed3. Administrators will effectively follow the 6-step feedback process to conduct frequent face to face feedback sessions with teachers to improve

the quality of instruction.

4. Strengthen Leadership density

5. Implement Student-centered Administrative Services

Skyline High School [25] 2013-14 School Action Plan Division 4SKYLINE FP

NO.

1

NO.

1

2

3

4

5

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?)

A1Administration will develop mission statement, vision, values, and goals with staff for whole campus by focusing on human

philosophy by August 31, 2013. Staff Development - Lead4ward.com

Team building

presentation and activity -

schoolwide

HQ PDOther SR

Fund PD 7/1/13 IN PROGRESS

B1Administration will regularly recognize staff and students through six weeks gatherings in which admin gives back to staff. EOC

Performance Standards; Book Studies: Strengths Finder 2.0

Positive culture staff

rewards and recognitions

through PLCs

HQ PDOther SR

Fund6400 Materials/Resources $ - 8/19/13 NOT STARTED

C1 Utilize the Student Culture Rubric to assess student culture. Book Studies: Leverage Leadership

Increased student

recognition of climate

goals

Asssessment Dec-Mak 199/211 6400 Purchased Services 11/30/13 NOT STARTED

E1

Develop House parameters and procedures designed to facilitate redesign and restructure for a campus culture plan of high

expectations as evidenced by bell to bell learning, quality student work, student and adult behaviors, learning inspiring

environment, positive signage, and celebrations.

Systems analysis to

coordinate Svcs; Positive

Signage

Coordination of Svcs 21M 6200 Purchased Services $ 15,457.00 7/1/13 IN PROGRESS

F1 College Readiness- Students will be provided opportunities to visit colleges, be exposed to various careers, etc.; College-going culture Reform strategies 211 6400Materials/Resour

ces 8/26/13 IN PROGRESS

STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)A2 Staff will meet and greet students daily and instruction will be Bell to Bell Admin observations Instr by HQ tchrs 199/211 6100 Other $ - 8/26/13 NOT STARTED

As measured by the climate survey given in November of 2013 and April 2014, 80% of the staff and students will be able to state the key goals of Destination 2020

Define departmental supports to meet expectations (e.g. attendance, discipline, social/emotional/physical environment, extracurricular activities, student leadership/voice, and college-going culture)

KEY ACTION (Briefly state the specific goal or objective.)

Develop a campus vision for effective student culture and discipline management.

INDICATORS OF SUCCESS

(Measurable results that describe success.)

Completed campus vision for student culture.

School-wide expectations for common areas and procedures developed, posted, and implemented.

NO.

1

NO.

1

2

3

4

5



As measured by the climate survey given in November of 2013 and April 2014, 80% of the staff and students will be able to state the key goals of Destination 2020

Define departmental supports to meet expectations (e.g. attendance, discipline, social/emotional/physical environment, extracurricular activities, student leadership/voice, and college-going culture)


Develop a campus vision for effective student culture and discipline management.



Completed campus vision for student culture.

School-wide expectations for common areas and procedures developed, posted, and implemented.

B2 Staff will understand their role in the Skyline school action plan as evidenced on the district survey.Admin observations and

PLC reflectionsHQ PD

Other SR

FundMaterials/Resources $ - 11/30/13 NOT STARTED

C2Staff will participate in and offer input into action planning sessions during April and May of 2014 and quarterly reviews during

the 2013-14 school year.PLC and staff meeting logs HQ PD

Other SR

FundMaterials/Resources 11/30/13 NOT STARTED

D2 Teachers need to develop classroom management plans that reflect the campus culturePosted student

expectationsReform strategies 211 6300 Materials/Resources 8/26/13 NOT STARTED

F2College Readiness- Staff will assist students with opportunities to visit colleges, be exposed to various careers and college

information, etc.College-going culture Reform strategies 211 6400

Materials/Resour



NO.

2

NO.

1

23

4

5



A1 Online Binder available and constantly maintained with accurate up to date InformationTimely Add'l

Assistance

Other SR

Fund Materials/Resources 7/1/13 COMPLETED

B1 Spot Observations will include constructive feedback Needs assessmentOther SR

FundPD 8/26/13 IN PROGRESS

C1 Recognition of staff HQ PDOther SR

Fund6400 Materials/Resources $ - 8/19/13 IN PROGRESS

D1 Administration staff will calibrate observation data weekly Needs assessmentOther SR


E1Leadership will search for and develop highly qualified staff (including special consultants in the areas

of Japanese and Chinese)Attracting HQ staff

Other SR

Fund6400

Materials/Resour

ces7/1/13 IN PROGRESS

F1Leadership will encourage staff to participate on-going professional staff development training

sessions/conferences provided through professional organizations.HQ PD 211 6400

Materials/Resour


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

A2 Staff will receive feedback and alter instruction accordingly Needs assessmentOther SR


B2 Each staff member will honor school-wide non-negotiables Instr by HQ tchrs 199/211 6100 Other $ - 11/30/13 NOT STARTED


Provide support and coaching in all content areas and grade levels to build capacity among teachers in the alignment of curriculum, instruction, and assessments to the level of rigor of the assessed



Evidence that the Campus Action Plan implementation is monitored and evaluated

Tiered teacher lists with differentiated supportCycle of data reviews to monitor the progress of each content

NO.

2

NO.

1

23

4

5




Provide support and coaching in all content areas and grade levels to build capacity among teachers in the alignment of curriculum, instruction, and assessments to the level of rigor of the assessed



Evidence that the Campus Action Plan implementation is monitored and evaluated

Tiered teacher lists with differentiated supportCycle of data reviews to monitor the progress of each content

C2 Faculty Advisory Committee and SBDM will communicate morale concerns regarding to feedback Parent involvement 211 6300Materials/Resour

ces9/20/13 IN PROGRESS

D2 Staff will be required to conduct peer observations HQ PDOther SR


F2Teachers and administrators and staff will attend and/or participate in on-going professional staff

development training sessions/conferences provided through professional organizations.HQ PD 211 6400

Materials/Resour



NO.

3

NO.

1

2

3

4

5



A1 Administrators will mentor and observe classrooms to ensure alignment of curriculumTimely Add'l

Assistance21M 6200 $ 15,457.00 8/26/13

NOT

STARTED

B1

Administration team will ensure that all teachers effectively plan lessons with instructional calendars

or curriculum maps through observations of posted lesson objectives, DOLs and activities by attending

PLC meetingsHQ PD

Other SR

Fund PD 8/26/13 NOT STARTED

C1Horizontal teams will collect 6-weeks unit plans; submit weekly lesson plans and six weeks common

assessments that were developed within the Professional Learning Community (PLC)HQ PD

Other SR


D1 Teachers will be provided with differentiated support based upon the Tiering of the teachersTimely Add'l

Assistance21M 6200 $ 15,457.00 8/26/13

NOT

STARTED

E1Administrators will provide resources to facilitate evaluation of student performance ie. (Eduphoria

Software; grade-level general supplies)

Systems analysis to

coordinate Svcs;

Coordination of

Svcs211 6300

Materials/Resour



A2 Teachers and support staff have written curriculum maps for subjects and will meet in teams HQ PDOther SR


Alignment of rigor will be assessed


Administrators will effectively follow the 6 step feedback process to conduct frequent face to face feedback sessions with teachers to improve the quality of instruction.



Observation and feedback calendar for administrative team

Spot observations indicates engagement, indicated on feedback tracker

Teachers will utilize rubrics on 100% of major projects that outline student performance expectations for content mastery in relation to the TEKS, State Assessment Standards & Curriculum Planning Guides

NO.

3

NO.

1

2

3

4

5



Alignment of rigor will be assessed


Administrators will effectively follow the 6 step feedback process to conduct frequent face to face feedback sessions with teachers to improve the quality of instruction.



Observation and feedback calendar for administrative team

Spot observations indicates engagement, indicated on feedback tracker

Teachers will utilize rubrics on 100% of major projects that outline student performance expectations for content mastery in relation to the TEKS, State Assessment Standards & Curriculum Planning Guides

B2Teachers will clearly communicate the specific learning objective & demonstration of mastery visually

for each lesson cycleInstr by HQ tchrs 199/211 6100 Other $ - 8/26/13 NOT STARTED

C2Teachers will create a 6-weeks unit plan calendar, weekly lesson plans and six weeks common

assessments within the PLCsHQ PD

Other SR



NO.

4

NO.

1

2

3

4

5



A1 House Structure - 2 administrators are team leads Reform strategies 211 6300 Materials/Resources 7/1/13 IN PROGRESS

B1During spot observations, administrators will ask students what they are to know and do by the end of

the class, the purpose of the lesson and mark this on the spotInstr by HQ tchrs 199/211 6100 Other $ - 11/30/13 NOT STARTED

C1Administration will hold weekly team meetings in which the departmental assessment data and district

assessment data will be analyzed and interventions will be discussed/plannedHQ PD

Other SR


D1Leadership Team will attend workshops for school improvements ie.: Advanced Improvement in

Education, Annual ConferenceHQ PD 211 6411 PD 9/3/13

NOT

STARTED


A2 Staff will form and participate in Cadre leadership groups positively impacting the campus HQ PDOther SR


B2 Teachers will attend content-specific training on strategies and interventions during PLC HQ PDOther SR



Strengthen Leadership Density



Staff survey results will reflect 80% feel they have a leadership role on campus, 60% view PLC's as effective

Cadres developed and managed by staff to lead campus initiatives and reflect ownership in CIP

Increase of two way communication among all staff and leadership coaches, principals, and stakeholders

NO.

4

NO.

1

2

3

4

5







Staff survey results will reflect 80% feel they have a leadership role on campus, 60% view PLC's as effective

Cadres developed and managed by staff to lead campus initiatives and reflect ownership in CIP

Increase of two way communication among all staff and leadership coaches, principals, and stakeholders

C2Departmental assessment data and district assessment data will be analyzed and interventions will be

discussed/plannedHQ PD

Other SR


D2Teachers will reflect upon feedback and implement suggestions to enhance rigor and alignment on

their 6-weeks unit plan calendar, lesson plans and six weeks common assessments using ORID HQ PD

Other SR



NO.

5

NO.

1

2

3

4

5



A1 All functions of student support have been reorganized into House concept Reform strategies 211 6300 Materials/Resources 8/26/13 NOT STARTED

B1 Administration restructure to a student-centered school. Reform strategies 211 6300 Materials/Resources 8/26/13 NOT STARTED

C1 9th Grade students contained in main building for core classes Grade-level transitions 199/211 6300Materials/Resour

ces8/26/13

NOT

STARTED

D1 Conduct separate 9th grade Professional Development Grade-level transitions 199/211 6300Materials/Resour

ces8/26/13

NOT

STARTED


A2 Teachers will implement Classroom Management through student's House. Reform strategies 211 6300 Materials/Resources 8/26/13 NOT STARTED

B2 Staff will support the leadership in the first year of change and growth HQ PDOther SR


C2 Timelines will be shared with staff and Cadre will discuss possible challenges HQ PDOther SR


Timeline and actionable steps to support the transition


Implement Student-centered Administrative Services - serve ninth grade separately



Survey of parents, teachers, and students will reflect that 66% know the House their student is in and who their administrators are.

Completed plan that outlines new structure

Clear roles and responsibilities for all stakeholders

NO.

5

NO.

1

2

3

4

5



Timeline and actionable steps to support the transition





Survey of parents, teachers, and students will reflect that 66% know the House their student is in and who their administrators are.

Completed plan that outlines new structure

Clear roles and responsibilities for all stakeholders


Division 4

SKYLINE FP

KEY ACTION PROGRESS REPORT

KEY ACTION 1

Develop a campus vision for effective student culture and discipline

management.

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

Administration will develop mission statement, vision, values, and goals with staff for whole campus by

focusing on human philosophy by August 31, 2013. Staff Development - Lead4ward.com7/1/13 IN PROGRESS Staff will meet and greet students daily and instruction will be Bell to Bell 8/26/13 NOT STARTED

Administration will regularly recognize staff and students through six weeks gatherings in which admin gives

back to staff. EOC Performance Standards; Book Studies: Strengths Finder 2.0 Staff will understand their role in the Skyline school action plan as evidenced on the district survey. 11/30/13 NOT STARTED

Utilize the Student Culture Rubric to assess student culture. Book Studies: Leverage Leadership 8/19/13 NOT STARTEDStaff will participate in and offer input into action planning sessions during April and May of 2014 and quarterly

reviews during the 2013-14 school year.11/30/13 NOT STARTED

Utilize the Student Culture Rubric to assess student culture. Book Studies: Leverage Leadership 11/30/13 NOT STARTED Teachers need to develop classroom management plans that reflect the campus culture 8/26/13 NOT STARTED

Develop House parameters and procedures designed to facilitate redesign and restructure for a campus

culture plan of high expectations as evidenced by bell to bell learning, quality student work, student and adult

behaviors, learning inspiring environment, positive signage, and celebrations.

7/1/13 IN PROGRESSCollege Readiness- Staff will assist students with opportunities to visit colleges, be exposed to various careers

and college information, etc.8/26/13 IN PROGRESS

College Readiness- Students will be provided opportunities to visit colleges, be 8/26/13 IN PROGRESS

SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS

KEY ACTION 2Provide support and coaching in all content areas and grade levels to build capacity

among teachers in the alignment of curriculum, instruction, and assessments to the level

of rigor of the assessed


Online Binder available and constantly maintained with accurate up to date Information 7/1/13 COMPLETED Staff will receive feedback and alter instruction accordingly 8/26/13 IN PROGRESS

Spot Observations will include constructive feedback 8/26/13 IN PROGRESS Each staff member will honor school-wide non-negotiables 11/30/13 NOT STARTED

Recognition of staff 8/19/13 IN PROGRESS Faculty Advisory Committee and SBDM will communicate morale concerns regarding to feedback 9/20/13 IN PROGRESS

Administration staff will calibrate observation data weekly 8/30/13 IN PROGRESS Staff will be required to conduct peer observations 9/20/13 IN PROGRESS

Leadership will search for and develop highly qualified staff (including special consultants in the areas of

Japanese and Chinese)7/1/13 IN PROGRESS Teachers will utilize technology to increase rigor and engagement in classroom 8/26/13 IN PROGRESS

Leadership will encourage staff to participate on-going professional staff

development training sessions/conferences provided through professional

organizations.

8/26/13 IN PROGRESS


KEY ACTION 3

Administrators will effectively follow the 6 step feedback process to conduct frequent

face to face feedback sessions with teachers to improve the quality of instruction.


Administrators will mentor and observe classrooms to ensure alignment of curriculum 8/26/13 NOT STARTED Teachers and support staff have written curriculum maps for subjects and will meet in teams 8/26/13 NOT STARTED

Administration team will ensure that all teachers effectively plan lessons with instructional calendars or

curriculum maps through observations of posted lesson objectives, DOLs and activities by attending PLC

meetings

8/26/13 NOT STARTEDTeachers will clearly communicate the specific learning objective & demonstration of mastery visually for each

lesson cycle8/26/13 NOT STARTED

Horizontal teams will collect 6-weeks unit plans; submit weekly lesson plans and six weeks common

assessments that were developed within the Professional Learning Community (PLC)8/26/13 NOT STARTED

Teachers will create a 6-weeks unit plan calendar, weekly lesson plans and six weeks common assessments

within the PLCs8/26/13 NOT STARTED

Teachers will be provided with differentiated support based upon the Tiering of the teachers 8/26/13 NOT STARTED

Administrators will provide resources to facilitate evaluation of student performance ie. (Eduphoria Software;

grade-level general supplies) 7/1/13 IN PROGRESS


KEY ACTION 4


SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUSHouse Structure - 2 administrators are team leads 7/1/13 IN PROGRESS Staff will form and participate in Cadre leadership groups positively impacting the campus 8/19/13 NOT STARTED

During spot observations, administrators will ask students what they are to know and do by the end of the

class, the purpose of the lesson and mark this on the spot11/30/13 NOT STARTED Teachers will attend content-specific training on strategies and interventions during PLC 8/19/13 NOT STARTED

Administration will hold weekly team meetings in which the departmental assessment data and district

assessment data will be analyzed and interventions will be discussed/planned8/19/13 NOT STARTED

Departmental assessment data and district assessment data will be analyzed and interventions will be

discussed/planned8/19/13 NOT STARTED

Leadership Team will attend workshops for school improvements ie.: Advanced Improvement in Education,

Annual Conference9/3/13 NOT STARTED

Teachers will reflect upon feedback and implement suggestions to enhance rigor and alignment on their 6-

weeks unit plan calendar, lesson plans and six weeks common assessments using ORID 8/19/13 NOT STARTED


KEY ACTION 5


SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUSAll functions of student support have been reorganized into House concept 8/26/13 NOT STARTED Teachers will implement Classroom Management through student's House. 8/26/13 NOT STARTED

Administration restructure to a student-centered school. 8/26/13 NOT STARTED Staff will support the leadership in the first year of change and growth 8/19/13 NOT STARTED

9th Grade students contained in main building for core classes 8/26/13 NOT STARTED Timelines will be shared with staff and Cadre will discuss possible challenges 8/19/13 NOT STARTED

Conduct separate 9th grade Professional Development 8/26/13 NOT STARTED



Division 4

SKYLINE FP

SUMMARY OF KEY ACTION EXPENDITURES

FUND 6100 6200 6300 6400 6500 6600 TOTAL

199 $ 20,142,339.00 $ 1,014,622.00 $ 390,894.00 $ 5,200.00 #VALUE! #VALUE! #VALUE!

211 $ 1,464,713.00 $ 30,000.00 $ 14,209.00 $ 12,891.00 #VALUE! #VALUE! #VALUE!

240 #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

286 #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

199/211 #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

21M #VALUE! $ 15,476.00 #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

SCE #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

SCE/199 #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

Other SR Fund #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

TOTAL #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

# TITLE I COMPONENT NO. OF ACTIONS

1 Needs assessment 4

2 Reform strategies 7

3 Instr by HQ tchrs 10

4 HQ PD 26

5 Attracting HQ staff 2

6 Parent involvement 1

7 Grade-level transitions 2

8 Asssessment Dec-Mak 2

9 Timely Add'l Assistance 5

10 Coordination of Svcs 3

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.

6777

5715

5715

5715

5715

5715

5715

6150

6150

6150

6150

6150

6150

6150

6150

6150

6150

6150

6150

6150

6150

6150

6150

6150

6150

6150

4935

TITLE I SPECIFIC ACTION STEPS 2013-14 School Action Plan

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

Asssessment Dec-MakSTAFF- Program

Specialist1.1 Regular collection and evaluation of data sources.

Coordination of SvcsPRINCIPAL-Harold

Wright

1.2 Staff/student supplemental supplies and resources for core

content areas

1.3 Extended learning opportunities

Instr by HQ tchrs PRINCIPAL1.4 Supplemental staff to reduce class size or provide supplemental

service such as teacher, counselor, or nurse

Needs assessmentSTAFF-Admin./Instr.

Coaches2.1 Observation/Feedback eight times a year.

Instr by HQ tchrs TEACHERS2.2 Multiple Response Strategies (MRS) Scientifically research-

based differentiated instruction

2.3 AVID Strategies

Timely Add'l Assistance STAFF- Technologist 2.4 Increase technology resources/usage

Instr by HQ tchrs TEACHERS

2.5 Teachers will improve instruction by using small groups,

differentiating learning, progress monitoring, and tutorials to

increase students' knowledge and skills

HQ PD STAFF-Asst.Principal

2.6 Provide long-term and sustained services and development to

new teachers and mentors such as learning walks, Instructional

Rounds, Facilitation of PLC's, Collaborative planning sessions (CIA2),

independent studies, book studies, and conferences.

Instr by HQ tchrs PRINCIPAL3.1 Review of HQ Report from Human Capital Management and

sign Principal attestation form.

Instr by HQ tchrs PRINCIPAL

3.2 Provide timely notification to each individual parent if child has

been assigned to or taught by teacher who is not HQ for 4 or more

consecutive weeks.

HQ PD STAFF-Asst.Principal3.3 Ensure non-HQ teachers are attending (SRS) staff development

including conferences needed for certification purposes.

Instr by HQ tchrs TEACHERS4.1 Development of learning objectives and demonstration of

learning.

HQ PDSTAFF-Leadership

Team4.2 Professional literature/trainings/conferences

HQ PD STAFF4.3 Engage in small group instructional strategies, book studies, and

RTI training.

HQ PD STAFF4.3a Attend conferences (SBS) and engage in the sharing of

instructional practices in PLCs

Timely Add'l Assistance STAFF-Asst.Principal4.4 Utilize instructional coaches to support and develop teacher

instructional skill base to improve the quality of instruction.

HQ PDSTAFF-Leadership

Team4.5 Staff will have opportunities for peer mentoring.

Attracting HQ staffSTAFF-Leadership

Team

5.1 Actively recruit HQ teachers for the campus through attending

job fairs, recommendations from the respected colleague and

attending professional conferences.

Parent involvement PRINCIPAL/SBDM

6.1 Convene a meeting of parents, students, teachers, and

administrators to discuss school's Title I status, and solicit active

participation developing the school's Parent Involvement Policy.

Parent involvement PRINCIPAL 6.2 Support and activey involve PTA/SBDM

Parent involvementSTAFF-Community

Liaison6.3 Family involvement nights such as Community Liaison

Grade-level transitions STAFF-Asst.Principal

7.1 Ensure smooth student transistions into new school

environments (for example new students to campus, 5th grade

students into middle school, 8th grade students into high school

and preschool student to Kindergarten) through parent meetings,

orientation days/meeting.

Parent involvement

7.2 Increase parent involvement and participation and transition

with Early Childhood children, through Pre-K and Kindergarten

roundups, Virtual Pre-K, HIPPY, etc.

Needs assessmentSTAFF-Admin./Instr.

Coaches8.1 Feedback Sessions

HQ PDSTAFF-Admin./Instr.

Coaches

8.2 Teachers will receive professional development, collaborate

and make evidenced-based instructional decisions and determine

extended day programs based on assessments to improve

performance for the three tier groups.

Timely Add'l Assistance STAFF

9.1 Staff will utilize data to strengthen student weaknesses through

early intervention and more rigorous instruction and review the

data to develop and implement common and formative

assessments that will drive instruction and lesson plans.

Timely Add'l AssistanceSTAFF-Leadership

Team9.2 Teacher will implement RTI

Coordination of SvcsSTAFF-College/Career

Spec.

10.1 Students will learn more about Career Exploration through a

College and Career Day Program, and campus wide participation in

promoting colleges and careers.

Parent involvementSTAFF-Community

Liaison

10.2 Provide information on community resources to parents who

may need referrals to outside agencies.

Coordination of SvcsSTAFF-Community

Liaison

10.3 Collaborate with different programs and organizations, such as

Youth and Family centers, SST, Girl Scouts, Boy Scouts, and Big

Thought to promote involvement of parents and members of the

big community in supporting academic success for our school and

students.

TITLE I OR SCE FUNDED STAFF

JOB CODE EMPLOYEE ID EMPLOYEE FUND FTE

6870 53790 GROOM, LOUIS D 211 1

6870 61168 REED, JENNIFER ELAINE 211 1

6777 40243 JEANLOUIS, DARNELL 211 1

6777 VAC 211 1

6777 60227 MASON, TRACY 211 1

6777 71386 COLEMAN, MONIQUE 211 1

5715 23159 ESPARZA, MINERVA 211 1

5715 10946 HENDRICKS, GWENDOLYN D 211 1

5715 28711 JACKSON, CHARLOTTE A 211 1

5715 49880 STANLEY, STACEY 211 1

5715 19510 MIRANDA, ISABELL 211 1

5715 43134 RODRIGUEZ, MARTHA 211 1

6150 72819 STONE, CAROLINE ELAINE 211 1

6150 72558 BUSTER, BRITTNEY SHIQUAY 211 1

6150 72690 OBIANYANWU, BENNETH 211 1

6150 50255 JOHNSON, SABREE ANTOINETTE 211 1

6150 71912 GREEN, TERRY 211 1

6150 74730 PHILLIPS, HEATHER 211 1

6150 74820 HAMATY, JOSHUA 211 1

6150 72944 KIM, JASON JENO 211 1

6150 71369 SCHERMERHORN, KAMA LYNN 211 1

6150 72526 DYKES, LAKISHA LYNELL 211 1

6150 74084 TURNER, VERNON 211 1

6150 66660 CORDERO, JOSE 211 1

6150 73400 GUERRERO, MELISSA 211 1

6150 59029 DE LA MORA CRISTINA 211 1

6150 67856 JAMES LINDSEY A 211 1

6150 67767 SPENCER, EBONEE 211 1

6150 74548 MITCHELL, BARBARA 211 1

6150 73472 VIELMA, ROXANNA 211 1

6150 73479 VOORCHEES, BRENT 211 1

4935 48931 BROWN, ORIEN

skyline action plan 2013-2014

Documents