School Action Plan: Template Overview

Transcription

1 School Action Plan: Template Overview Directions: The School Action Plan template has several tabs. They include: Achievement Targets (Red Tab) Needs Assessment (Red Tab) Key Action 1-5 (Blue Tabs) Summary (Green Tab) Funds (Green 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 Open-ended areas to record needs with respect to critical areas. 5 tabs are provided for Key Actions and Specific Action Steps to be entered. 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. 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 ONE: Achievement Targets 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. TAB TWO: Needs Assessment - 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. TAB 5-7: KEY ACTION (Briefly state the specific goal of objective.)

2 - 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. TAB EIGHT: SUMMARY - 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 TAB NINE: FUNDS - 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.

3 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. TAB TEN: PD PLAN - The purpose of this section is to list your Professional Development Plan. This area asks that your show the expected: Date Topic Presenter Intended Audience Follow-Up Actions Expected Results and Outcomes (Metrics) The cells are designed to wrap text and increase size based on the text. You have been given 35 spaces; however, you may use more if

4 CAMPUS/SCHOOL NAME NEW TECH SELECT YO SELECT YOUR CAMPUS FROM THE DROP Achievement Targets Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals Metric English I SY2013 Score SY2014 Goal AMS 2014 Goal High School (9-12) STAAR at Level III-Advanced (%) District 3% State 6% 4% 6.90% % STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results) There are three white students, but there is a gap between AA and Hispanic students. 10% Level II Satisfactory District 51% State AA-33.4 H-10.2 AA-33.4 H % 71% 90% % Average of Campus End- and Mid-year Course ACPs (% passing) 57.70% % AP (% exams passed - score of at least 3) 2.90% % Metric English II SY2013 Score SY2014 Goal AMS 2014 Goal High School (9-12) STAAR at Level III-Advanced (%) District 3% State 6 2% 6.90% % STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results) White students achieved at 100% and Hispanic students achieved at 90%. 26% AA-33.4 H-10.2 AA-33.4 H-10.2 Level II Satisfactory District 61% State 66% 87% 95% % Average of Campus End- and Mid-year Course ACPs (% passing) 57.70% % AP (% exams passed - score of at least 3) 2.90% % Algebra I SY2013 Score SY2014 Goal AMS 2014 Goal High School (9-12) STAAR at Level III-Advanced (%) District 9% State 1 5% 6.90% %

5 STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results) There are three white students, but there is a gap between AA and Hispanic students. 10% AA-33.4 H-10.2 AA-33.4 H-10.2 Level II Satisfactory District 73% 84% 100% % Average of Campus End- and Mid-year Course ACPs (% passing) 57.70% % AP (% exams passed - score of at least 3) 2.90% % Biology SY2013 Score SY2014 Goal AMS 2014 Goal High School (9-12) STAAR at Level III-Advanced (%) District 7% State 1 15% 6.90% % STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results) There are two white students, but there is a gap between AA and Hispanic students. 2% AA-33.4 H-10.2 AA-33.4 H-10.2 Level II Satisfactory District 88% 98% 100% % Average of Campus End- and Mid-year Course ACPs (% passing) 57.70% % AP (% exams passed - score of at least 3) 2.90% % US History SY2013 Score SY2014 Goal AMS 2014 Goal High School (9-12) STAAR at Level III-Advanced (%) District 10% State 1 11% 6.90% % STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results) The five white students achieved 100% passing, although there is a gap between, AA outperformed Hispanic Level II Satisfactory students by 2%. District 92% State 4% AA-33.4 H-10.2 AA-33.4 H % 95% 100% % Average of Campus End- and Mid-year Course ACPs (% passing) 57.70% % AP (% exams passed - score of at least 3) 2.90% %

6 School Action Plan Needs Related to Student Achievement Data: Although campus performance levels exceeded the District on all tests at the Phase in 1 standard, the same performance at the Phase in II level would place our schools in the Not Met Standard category in all areas with the exception of Biology. There is a need to increase student's ability to analyze content-specific information. Focused attention must be provided to LEP and African American Students who performed significantly below expectations 35% and 63% respectively in English I and African American students in English II who attained 74% passing. Specifically, short answer response, Literary and Informational text analysis on English I and II. In Algebra I, Categories 1, 2 and 5 results were below 50% passing. Categories 3 and 4 were below 60%. LEP and African American student performance was below expectations at 67% and 74% respectively. Biology students performed exceptional well and will continue to focus on increasing the number of students performing at Level III Advanced The four of the five US History students who failed to meet standard were Hispanic non-lep and 1 was African American. There Reporting Category in which students performed below 50% was History. The 3 year EOC trend data indicates there is a need to engage students in content-specific writing tasks that require them to think critically in order to enhance their abilty to perform at the Advanced levels. Needs Related to Improving the Quality of Instruction: Ensuring students are clearly connected to project objectives that are aligned to content standards is essential to learning. To realize this objective, students must receive well-designed lessons that consistently maintain the breadth and intensity of engagement focused on the lesson objective at very high levels. Observation and Engagement survey results indicate that all students were not consistently engaged in learning at high levels. Additionally, student feedback collected on a teacher-selected survey indicated that all students did not rate their level of engagement as high to very high. SPOT observation results indicated that student engagement results were not at the exemplary level because 100% of students were not engaged and/or the rigor of the task was diminished. PD and PLC's will focus on strenthening student engagement. Needs Related to System Evaluation (philosophy, processes, implementation, capacity): There is a need to establish a vision for the school and the expected member behaviors if it is to be realized. Once established, ensuring that Team New Tech members know and advocate for our goals is essential. To accomplish this task a system for departmental and individual goal setting aligned to the campus goals will be established. Supporting teachers with refining project designs is essential to ensure students benefit from our instructional approach.

7 Creating an organization that is based on collaboratively supporting individual success for the benefit of the organization is essential. To that end, teachers will be organized into PLCs that will work to increase the effectiveness of teacher practice and project design that results in high levels of student engagement and content mastery. Goals Developed from Needs Assessment: Increase student performance on short answer response, Literary and Informational text analysis on English I and II by 20% points on all measures. Increase student algebraic reasoning abilities across reporting categories by a minimum of 20 %. Increase the number od students performing at the Advanced Level to 20% in all tested areas. Increase student performance on AP exams. Increase the level of student engagement to High/Very High by May 2015 as a means of increasing student achievement.

8 Sch NO. 1 Im ple me NO REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) Review the Examining Thinking through Writing system with the team A1 and determine the need for refinements. 1 Attracting HQ staff Create a calendar for teams to identify launch dates to inform CFs B1 scheduling. 2 HQ PD Establish P/PrBL Support Team to assist facilitators with P/PrBL C1 refinement. 1, 2 HQ PD PD $ 15, D1 E1 E1 Provide a resource library to support facilitators with remaining abreast of current research-based instructional strategies. Provide on-going professional development based on teacherselected student engagement refinement areas. Establish a PLC structure that fosters support for team member identified refinement areas related to student engagement. KEY ACTION (Briefly state the specific goal or objective.) Increase the number of students performing at the College and Career level as measured by EOC, ACP, AP and CATE exams by ensuring students receive high quality first i using P/Prbl design principles that foster high levels of engagement and includes writing across content areas. INDICATORS OF SUCCESS (Measurable results that describe success.) 90% of students will perform at the proficient level on Literacy Tasks by December 2014 and 50% will perform at the advanced levels by April as measured by the W Communications rubric. Student engagement survey results will be as follows: a minimum of 50% at Medium by the end of Quarter 1, 50% at High/Very High by the end of Quarter 2 with no low engagement ratings, 75% at High/Very High the end of Ouarter 3 and 100% at High/Very High by the end of Quarter % of returning staff members will score a 2.0 or higher on Los and DOLs on August 25, % of new staff members will receive a minimum score of 1.5 on LOs and DOLs by October and 100% will receive a 2 or higher by December. 80% of 10th-12th grade students will pass CATE assessments from the prior year course by January % of the 9th grade students will pass their assessment by May 1, 2 Needs assessment PD $ 15, , 2 Needs assessment PD $ 63, Instar by HQ tchrs

9 Sch Procure Achieve 3000 to assist students failing to master the 8th G1 grade STAAR reading assessment with increasing performance on reading and writing measures. Procure surfaces for student use during field experiences and college H1 tours. I1 J1 K1 Procure general supplies to support classroom instruction. Provide supplemental pay for teachers participating in the Saturday Writing Institute. Provide a writing support instructor to assist teachers with refining writing practices. L1 Procure poster makers for professional development and instruction. 1 Timely Add'l Assistance Purchased Services $ 13, Reform strategies Materials/Resources $ 135, Needs assessment Materials/Resources $ 32, Attracting HQ staff PD $ 2, Needs assessment Reform strategies PD $ 3, Materials/Resources $ 5, M1 Procure smartboards to facilitate instruction. Attracting HQ staff Materials/Resources $ 10, N1 Procure media carts, portable speakers, microphones and headphones to facilitate instruction. O1 Procure Rosetta Stone site license. Attracting HQ staff Materials/Resources $ 6, Timely Add'l Assistance Purchased Services $ 11, P1 Procure carts for the surfaces. Reform strategies Materials/Resources $ 3, Q1 Ensure students have access to on-line PSAT prep materials from Career Cruiser. Provide an additional off period for an AVID coordinator to assist with scheduling college tours and on-site activities designed to increase student access to a wide range of colleges. Needs assessment Reform strategies Procure cameras to support the student acquisition of content Reform knowledge and skills. strategies STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) Score a minimum of two literacy tasks per six weeks using the Written A2 Communication rubric. Submit a project launch calendar for the 1st & 2nd six weeks by B2 August 22, The 3rd & 4th six weeks by October 3rd and the 5th and 6th six weeks by December 19, Materials/Resources $ 21,000.00

10 Sch Participate in project-refinement sessions offered Mon, Wed and C2 Thurs. From 8:00-9:00 or 5:00-6:00. Utilize the Professional Development Library to enhance instructional D2 practice. Capture the classroom engagement look fors identified by members E2 of your PLC group. Collect student engagement survey results from one lesson a F2 minimum of once per six weeks. Participate in quarterly school-wide observation and student G2 response engagement data collection. Enroll students in Achieve 3000 and provide the intervention at least H2 3 times per week. I2 Enroll students in Rosetta Stone.

11 Division School Action Plan NO. KEY ACTION (Briefly state the specific goal or objective.) 2 Ensure the curriculum is aligned, accurately assessed and resulting data utilized to improve instruction and provide targeted intervention. Specific attention will be given to improving Proc the performance of African American and LEP students. ess NO INDICATORS OF SUCCESS (Measurable results that describe success.) A minimum of 80% of students will master SEs that were below standard after the second administration of the common assessment and the remaining 20% will pass after the third. 100% of students who fail to meet the common assessment standard will be assigned Learning Lab until they master standards. 100% of 12th grade retesters will pass the English I and II assessment by December % of 10th and 11th grade retesters will pass the English I and/or II by December 2014 and the remaining 30% will pass by the summer administration. LINK TO REF SPECIFIC ACTION(S) TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) Timely Add'l A1 Maintain the Learning Lab structure in the middle of the day. 2 Assistance B1 Establish a team to monitor Learning Lab attendance. 2 Reform strategies C1 D1 Hold a parent conference and Friday Learning Lab for students who fail to attend scheduled Learning Lab. Procure supplies to support scanning, printing and providing assessments data reports for teachers. 2 Parent involvement 1,2,3,4 E1 Train ILT on the use of the Data Protocol 1,2,3,4 F1 Provide supplemental pay for tutoring and Saturday School 1,2,3,4 G1 Procure instructional materials to assist with providing a variety resources to address identified student needs. 1,2,3,4 Assessment Dec- Make Timely Add'l Assistance Timely Add'l Assistance Timely Add'l Assistance Materials/Resources $ 5, Other $ 17, Materials/Resources $ 4, STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A2 Assign students to Learning Lab. B2 Take attendance in the first 3 minutes of Learning Lab. C2 Facilitate Friday Learning Lab on a rotational schedule. D2 Provide assessments for scanning according to the schedule. E2 Schedule data meetings for week 1 and 4.

12 Division School Action Plan NO. KEY ACTION (Briefly state the specific goal or objective.) 3 Phil oso 1 Ensure the vision for and operational practices of A. Maceo Smith New Tech H.S. are crystalized and foster a culture of trust, respect and responsibility among staff and students. 90% of Incoming 9th graders will attend Early Start Tech Camp (ESTC). INDICATORS OF SUCCESS (Measurable results that describe success.) % of staff will confidently use the blue form and hold coaching conversations by October, 90% by December and 100% by May as measured survey results. Climate survey results related to student discipline will increase to 80% in the Fall and 90% in the Spring. Level I and II referrals will not exceed 2 per six weeks. Climate survey results related to priorities, beliefs and direction will increase to 80% in the Fall and 90% in the Spring. 6 REF Level III referrals will be reduced by 50% 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 Train team on the use of the blue form. 2 Reform strategies B1 Model the coaching conversations. 1 Reform strategies C1 Progress monitor the coaching conversation process every six-weeks and provide support. 3 Needs assessment D1 Assist students will preparing for the parent conference after three blue forms. 3 Reform strategies E1 Provide transportation for students participating in ESTC. 1 Grade-level transitions F1 Develop a coaching conversation training video series. 2 G1 Establish a New Tech Culture Committee to review processes and document routines. 2 Coordination of Svcs H1 Contract with a LCD Counselor to provide prevention and intervention support for students requiring personal responsibility an life skills development. 6 Reform strategies Purchased Services $ 9, I1 Offer a PALS class that will serve as peer mediators. 4 Reform strategies J Train students in the peer mediation process. 4 Reform strategies STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A2 Model the established behaviors of a Team New Tech member.

13 B2 C2 D2 A Maceo Smith New Tech High School [3] Division 5 Conduct coaching conversations and make note of areas that need to be refined. Share areas of the coaching conversation that require refinement during the progress monitoring sessions conducted each six weeks. Follow the blue form procedure to facilitate process follow through School Action Plan

14 Division School Action Plan NO. KEY ACTION (Briefly state the specific goal or objective.) 4 Increase the level of parent engagement in the school community. NO LINK TO REF SPECIFIC ACTION(S) TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) A1 Schedule 4 student-led parent conferences. 1 Parent involvement B1 Co-construct a student-led conference process with Team New Tech. 1 Reform strategies C1 Notify students and parents of the new process. 1 Reform strategies D1 INDICATORS OF SUCCESS (Measurable results that describe success.) Parent engagement in student-led conferences will be as follows: 50% at the end of Ouarter 1, 75% at the end of Ouarter 2, 90% at the end of Ouarters 3 and 4. Parents score the process with a 90% satisfaction rating on the survey following each conference. Provide resources for developing department and student profiling systems. 1 Parent involvement E1 Develop a parent survey. 2 Parent involvement STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A2 Serve as facilitators for each student-led conference. B2 Participate in the student-led design process. C2 Develop a departmental profiling system. D2 Assist students with preparing for the student-led conference.

15 Division School Action Plan NO. KEY ACTION (Briefly state the specific goal or objective.) 5 NO INDICATORS OF SUCCESS (Measurable results that describe success.) LINK TO REF SPECIFIC ACTION(S) TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)

16 School Action Plan KEY ACTION PROGRESS REPORT KEY ACTION 1 KEY ACTION 1 Increase the number of students performing at the College and Career level as measured by EOC, ACP, AP and CATE exams by ensuring students receive high quality first instruction using P/Prbl design principles that foster high levels of engagement and includes writing across content areas. Increase the number of students performing at the College and Career level as measured by EOC, ACP, AP and CATE exams by ensuring students receive high quality first instruction using P/Prbl design principles that foster high levels of engagement and includes writing across content areas. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Create a calendar for teams to identify launch dates to inform CFs scheduling. Establish P/PrBL Support Team to assist facilitators with P/PrBL refinement. Provide a resource library to support facilitators with remaining abreast of current research-based instructional strategies. Provide on-going professional development based on teacher-selected student engagement refinement areas. Establish a PLC structure that fosters support for team member identified refinement areas related to student engagement. #REF! Provide transportation for students participating in ESTC. Procure Achieve 3000 to assist students failing to master the 8th grade STAAR reading assessment with increasing performance on reading and writing measures. Procure surfaces for student use during field experiences and college tours. Procure general supplies to support classroom instruction. Submit a project launch calendar for the 1st & 2nd six weeks by August 22, The 3rd & 4th six weeks by October 3rd and the 5th and 6th six weeks by December 19, Participate in project-refinement sessions offered Mon, Wed and Thurs. From 8:00-9:00 or 5:00-6:00. Utilize the Professional Development Library to enhance instructional practice. #REF! Capture the classroom engagement look fors identified by members of your PLC group. #REF! Collect student engagement survey results from one lesson a minimum of once per six weeks. Enroll students in Achieve 3000 and provide the intervention at least 3 times per week. Enroll students in Rosetta Stone.

17 KEY ACTION 2 KEY ACTION 2 Ensure the curriculum is aligned, accurately assessed and resulting data utilized to improve instruction and provide targeted intervention. Specific attention will be given to improving the performance of African American and LEP students. Ensure the curriculum is aligned, accurately assessed and resulting data utilized to improve instruction and provide targeted intervention. Specific attention will be given to improving the performance of African American and LEP students. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Maintain the Learning Lab structure in the middle of the day. Assign students to Learning Lab. Establish a team to monitor Learning Lab attendance. Take attendance in the first 3 minutes of Learning Lab. Hold a parent conference and Friday Learning Lab for students who fail Facilitate Friday Learning Lab on a rotational schedule. to attend scheduled Learning Lab. Procure supplies to support scanning, printing and providing Provide assessments for scanning according to the schedule. assessments data reports for teachers. Train ILT on the use of the Data Protocol Schedule data meetings for week 1 and 4. #REF! Procure instructional materials to assist with providing a variety resources to address identified student needs.

18 KEY ACTION 3 KEY ACTION 3 Ensure the vision for and operational practices of A. Maceo Smith New Tech H.S. are crystalized and foster a culture of trust, respect and responsibility among staff and students. Ensure the vision for and operational practices of A. Maceo Smith New Tech H.S. are crystalized and foster a culture of trust, respect and responsibility among staff and students. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Train team on the use of the blue form. Model the coaching conversations. Progress monitor the coaching conversation process every six-weeks and provide support. Assist students will preparing for the parent conference after three blue forms. #REF! Develop a coaching conversation training video series. Establish a New Tech Culture Committee to review processes and document routines. Contract with a LCD Counselor to provide prevention and intervention support for students requiring personal responsibility an life skills development. Offer a PALS class that will serve as peer mediators. Train students in the peer mediation process. Model the established behaviors of a Team New Tech member. Conduct coaching conversations and make note of areas that need to be refined. Share areas of the coaching conversation that require refinement during the progress monitoring sessions conducted each six weeks. Follow the blue form procedure to facilitate process follow through.

19 KEY ACTION 4 KEY ACTION 4 Increase the level of parent engagement in the school community. Increase the level of parent engagement in the school community. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Schedule 4 student-led parent conferences. Serve as facilitators for each student-led conference. Co-construct a student-led conference process with Team New Tech. Notify students and parents of the new process. Provide resources for developing department and student profiling systems. Develop a parent survey. Participate in the student-led design process. Develop a departmental profiling system. Assist students with preparing for the student-led conference.

20 School Action Plan SUMMARY OF KEY ACTION EXPENDITURES FUND TOTAL 199 $ - $ - $ - $ - $ - $ - $ $ 78, $ - $ 5, $ - $ - $ - $ 83, $ - $ - $ - $ - $ - $ - $ $ - $ 9, $ 28, $ - $ - $ 135, $ 193, /211 $ - $ - $ - $ - $ - $ - $ - 21M $ - $ - $ - $ - $ - $ - $ - SCE $ - $ - $ - $ - $ - $ - $ - SCE/199 $ - $ - $ - $ - $ - $ - $ - Other SR Fund $ - $ - $ - $ - $ - $ - $ - TOTAL $ 78, $ 9, $ 69, $ - $ - $ 135, #REF! # TITLE I COMPONENT NO. OF ACTIONS 1 Needs assessment 3 2 Reform strategies 10 3 Instr by HQ tchrs 0 Must have at least one action step that supports Instr by HQ tchrs. 4 HQ PD 2 5 Attracting HQ staff 2 6 Parent involvement 4 7 Grade-level transitions 1 8 Asssessment Dec-Mak 0 Must have at least one action step that supports Asssessment Dec-Mak. 9 Timely Add'l Assistance 4 10 Coordination of Svcs 1 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.

21 Division PROFESSIONAL DEVELOPMENT PLAN DATE TOPIC PRESENTER IDENTIFIED AUDIENCE FOLLOW-UP RESULTS 8/4/2014 Writing Club Brdiget Goree ELA Tean 8/5/2014 Writing Club Brdiget Goree ELA Tean 8/18/2014 Data Review and Goal Setting DeVeaux/Sorey/ILT Team New Tech 8/19/2014 Student Engagement/SLO DeVeaux/ Davis Team New Tech 8/20/2014 TEI Rubric DeVeaux/Jackson/Reale Team New Tech 8/21/2014 TEI Rubric Best Practice Connections DeVeaux/Jackson/Reale Team New Tech 9/2/2014 Critical Friends Team New Tech Team New Tech 9/3/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/4/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/8/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/9/2014 Critical Friends Team New Tech Team New Tech 9/10/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/11/2014 Project Refinement Support Reale/Varney/Baum Team New Tech WRITING CLUB Session open to Lincoln Wilmer-Hutichins and Roosevelt GOREE ELA Teachers 9/13/2014 9/15/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/16/2014 Data Meeting DeVeaux/Sorey/ILT Team New Tech 9/16/2014 Critical Friends Team New Tech Team New Tech 9/17/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/18/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/22/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/23/2014 Critical Friends Team New Tech Team New Tech 9/24/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/25/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/29/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 9/30/2014 Critical Friends Team New Tech Team New Tech 9/30/ Characteristics Walk-thru DeVeaux/Sorey/ILT Team New Tech 10/1/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 10/2/2014 Project Refinement Support Reale/Varney/Baum Team New Tech WRITING CLUB Session open to Lincoln Wilmer-Hutichins and Roosevelt GOREE ELA Teachers 10/4/ /6/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 10/7/2014 Data Meeting DeVeaux/Sorey/ILT Team New Tech 10/7/2014 Critical Friends Team New Tech Team New Tech 10/8/2014 Project Refinement Support Reale/Varney/Baum Team New Tech

22 Division PROFESSIONAL DEVELOPMENT PLAN DATE TOPIC PRESENTER IDENTIFIED AUDIENCE FOLLOW-UP RESULTS 10/9/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 10/13/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 10/14/2014 Critical Friends Team New Tech Team New Tech 10/15/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 10/16/2014 Project Refinement Support Reale/Varney/Baum Team New Tech WRITING CLUB Session open to Lincoln 10/18/2014 Wilmer-Hutichins and Roosevelt GOREE ELA Teachers 10/20/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 10/21/2014 Critical Friends Team New Tech Team New Tech 10/22/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 10/23/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 10/27/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 10/28/2014 Data Meeting DeVeaux/Sorey/ILT Team New Tech 10/28/2014 Critical Friends Team New Tech Team New Tech 10/29/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 10/29/2014 AVID Elective Teacher Workshop AVID Renfro/Jackson 10/30/2014 Project Refinement Support Reale/Varney/Baum Team New Tech 11/4/2014 Critical Friends Team New Tech Team New Tech 11/4/2014 Perception Walk-throough DeVeaux/Sorey/ILT Team New Tech PD DAY Costa's Levels of Questioning, Accoutable Talk, Grouping for 11/10/2014 Student Engagement ILT Team New Tech 11/11/2014 Critical Friends Team New Tech Team New Tech WRITING CLUB Session open to Lincoln 11/15/2014 Wilmer-Hutichins and Roosevelt GOREE ELA Teachers 11/18/2014 Critical Friends Team New Tech Team New Tech 11/18/2014 Data Meeting DeVeaux/Sorey/ILT Team New Tech 12/2/2014 Critical Friends Team New Tech Team New Tech 12/9/2014 Critical Friends Team New Tech Team New Tech 12/9/ Characteristics Walk-thru DeVeaux/Sorey/ILT Team New Tech PD DAY Student Engagement 1/5/2015 Promising Practices Showcase PLC Teams Team New Tech

23 Division PROFESSIONAL DEVELOPMENT PLAN DATE TOPIC PRESENTER IDENTIFIED AUDIENCE FOLLOW-UP RESULTS WRITING CLUB Session open to Lincoln 1/7/2015 Wilmer-Hutichins and Roosevelt GOREE ELA Teachers 1/13/2015 Data Meeting DeVeaux/Sorey/ILT Team New Tech WRITING CLUB Session open to Lincoln 1/7/2015 Wilmer-Hutichins and Roosevelt GOREE ELA Teachers 2/10/2015 Perception Walk-throough DeVeaux/Sorey/ILT Team New Tech PD DAY 2/20/2015 Student Engagement PLC Teams Team New Tech WRITING CLUB Session open to Lincoln 2/21/2015 Wilmer-Hutichins and Roosevelt GOREE ELA Teachers 2/24/2015 Data Meeting DeVeaux/Sorey/ILT Team New Tech WRITING CLUB Session open to Lincoln 3/7/2015 Wilmer-Hutichins and Roosevelt GOREE ELA Teachers WRITING CLUB Session open to Lincoln 3/28/2015 Wilmer-Hutichins and Roosevelt GOREE ELA Teachers 3/31/2015 Data Meeting DeVeaux/Sorey/ILT Team New Tech 4/7/ Characteristics Walk-thru DeVeaux/Sorey/ILT Team New Tech WRITING CLUB Session open to Lincoln 4/18/2015 Wilmer-Hutichins and Roosevelt GOREE ELA Teachers 4/21/2015 Data Meeting DeVeaux/Sorey/ILT Team New Tech WRITING CLUB Session open to Lincoln 5/9/2015 Wilmer-Hutichins and Roosevelt GOREE ELA Teachers 5/12/2015 Perception Walk-throough DeVeaux/Sorey/ILT Team New Tech