Lee A. McShan Jr. Elementary School Action Plan

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1 Lee A. McShan Jr. Elementary School Action Plan Mission-We are committed to improving academic achievement through effective instruction. Believing there is no excuse for poor quality instruction, we pledge to have all learners achieve at the same rate while valuing and embracing cultural diversity. Motto: Excellence Begins With Me Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 1

2 THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child. THE STATE OF TEXAS PUBLIC EDUCATION GOALS GOAL #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language. GOAL #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. GOAL #3: The students in the public education system will demonstrate exemplary performance in the understanding of science. GOAL #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies. THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained. Objective #6: The state s students will demonstrate exemplary performance in the comparison to national and international standards. Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning. Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration. Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 2

3 COMPREHENSIVE NEEDS ASSESSMENT SUMMARY SCHOOL YEAR: Data Sources Reviewed: The Campus Data Packet, STAAR Assessment Data, ITBS/Logramos Data, School CEI and SEI longitudinal data, Parent Surveys, DISD Climate Survey Area Reviewed Summary of Strengths What were the identified strengths? Demographics We have a very diverse student population. Our demographics are as follows: 95.9% Economically disadvantaged, 80.5% LEP, 4.9% SPED, and 9.0% TAG. The statistics of our scholars are as follows: Hispanic- 40.2%, Asian- 38.7%, African American-15%, and Other- 6.2% Student Achievement The bilingual scholars in grades 3-5 performed exceptionally well on the STAAR Assessment in Reading. Math and Science are also areas of strength. School Culture and Climate The school has a longitudinal history of scoring in the green on the District s Climate and Culture Survey. Summary of Needs What were the identified needs? Supports are needed for our high refugee and immigrant population in language and literacy development. There is a need for a school-wide instructional intervention system to support balanced literacy from PK-5. We must address our newcomer population with supporting their literacy development. With students being new to the country, there is a need to support their language development and literacy skills. Our General/ESL scholars will continue to demonstrate improvement in the subject area of reading. We will continue to build upon the core beliefs. Priorities What are the priorities for the campus, including how federal and state program funds will be used? Extra duty pay will be utilized to fund tutoring and Saturday School programs to support the academic achievement of scholars. Our highest priority is meeting the language needs of our newcomer scholars and integrating reading and writing across the curriculum. The core beliefs are living actions demonstrated amongst the staff. Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 3

4 Staff Quality/ Professional Development Curriculum, Instruction, Assessment Family and Community Involvement School Context and Organization We have many master teachers and a strong instructional team. PD is focused on balanced literacy, curriculum alignment, and language and vocabulary development. We have a cycle of interim assessments based upon research and curriculum mapping. Utilizing research based practices from Driven By Data, teachers engage in data disaggregation and interventions frequently. We currently have partnerships with Preston hollow Presbyterian Church, SMU, and teacher candidates from Texas Tech. At McShan Elementary school, we have high expectations for excellence and we are committed to the academic achievement of our scholars. We are focused on research-based measures which are factors in successful schools. Our goals are based upon the framework of critical success indicators of high achieving schools. They are as follows: to improve academic performance, increase the use and quality of data to drive instruction, increase leadership effectiveness, Our PD needs area as follows: Balanced Literacy, ELL strategies, and Vocabulary Development We will continue to implement a more viable aligned curriculum from PK-5 in all subject areas with a focus on the foundational lower grades. Our scholars will be a part of an assessment cycle which consists of assessments designed to build stamina and to provide data to teachers regarding their lesson delivery and student mastery of SE s. Teachers will engage in professional dialogue regarding lesson planning, curriculum mapping, interim assessments, and data interventions. Additional supports are needed for tutoring and parent resources to support the English language development for parents. Additional supports are needed to further support our newcomer and immigrant population. There is a need to further provide supports for parents in English skills. Teacher will engage in collaborative planning to foster curriculum alignment and implement strategies to reinforce reading and writing across the curriculum to support literacy development school-wide. Systems are in place to refine lesson delivery, data evaluation, and student interventions. We will constantly analyze the systems. Funding is utilized to support instructional resources, tutoring, and technology to further strengthen our instructional program and academic achievement. We will continue to involve our parents and foster partnerships to support our school and greater community. Priorities are aligned with providing resources to further support our newcomer students in developing oral language and literacy skills. In review of the 7 critical success factors of successful schools, our goal is to continue to increase parental engagement. Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 4

5 Technology increase learning time, increase family and community engagement, further foster a positive school climate, and increase our teacher quality. Our staff work together collaboratively in the pursuit of excellence daily. We work cohesively to support the varied academic needs of our scholars since many come from all over the world. Our teachers and staff serve on various committee and provide feedback regarding student academic achievement, school initiatives, processes, and systems. We have a system of data disaggregation and supports for those scholars in need of academic support. Our school is the heart of the community and we seek resources to support our students and the Vickery Meadows community. Teachers have equipment in classrooms to support instruction through technology. Software has been purchased to support reading, science, and math (e.g. I- station, Stemscopes, A-Z Learning, etc.). We also utilize the Reasoning Minds program to support our scholars in Math. There are still additional technology needs to support instruction. We will continue to ensure technology integration to support instruction and seek additional resources to differentiate instruction, meet the needs of diverse learning styles, and further enhance the quality of instruction within our classrooms. Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 5

6 , Part A : 1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1). 2. reform strategies that provide opportunities for all children to meet the State s proficient and advanced levels of student academic achievement, use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program. 3. Instruction by highly qualified teachers. 4. In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State s student academic achievement standards. 5. Strategies to attract high-quality teachers to high-need schools. 6. Strategies to increase parental involvement in accordance with section 1118, such as family literary services. 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs. 8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. 9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. 10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 6

7 Key Action 1 (Goal) Student Achievement: Balanced Literacy- With a foundation of the core beliefs and a shared vision, the quality of the RLA instruction will improve within every classroom by implementing a rigorous, balanced, and comprehensive reading and writing program which will include phonemic awareness, fluency, reading comprehension, and writing skills. All scholars (90%) will achieve mastery of literacy skills by reading and writing at our above grade level on common assessments, district ACP's, ITBS/Logramos, and STAAR exams. Ref. 1A 1B 1C Indicators of Success 90% of all scholars will demonstrate mastery of reading skills as measured by fluency probes administered every three weeks. 90% of all K-2 students will write on grade level as measured by six weeks assessments and student artifacts. All scholars will meet the standard on the STAAR test and score at or above the 40th percentile on ITBS/Logramos. All 4th grade scholars will meet the standard on the 4th Grade STAAR Writing Test. Index 1: Student Achievement- Target Score of 91 School leaders will implement the All teachers assessment and fluency cycle. Teachers will implement a fluency assessment cycle and evaluate the personalized plan for every newcomer student. Teachers will assess the fluency and comprehension of scholars every six weeks. School leaders will support teachers with effective lesson planning to assure purposeful activities are designed to meet the needs of diverse needs in reading and writing. Teachers will effectively plan lessons vertically and horizontally. School leaders will engage in data profiling consistently post assessments to monitor student growth and foster RtI support. Teachers will analyze data consistently to drive instruction and evaluate student academic growth. Administration Instructional I Station Journeys Fluency Probes Dibbles Reading A-Z Earning By Learning Curriculum Maps Lead Forward STAAR Administration Driven By Data Instructional Book (resource) Fluency Charts Within Every Reading/LA Classroom, Data from I- station reports Effective lesson delivery as indicated by spot observation scores Professional Development Teacher Data Charts and Data Dialogue Impact Formative/ Students will be reading at or above grade level Increased Student Academic Achievement Increased Student Academic Achievement STAAR Scores ITBS/Logramos Data STAAR Scores ITBS/Logramos STAAR Scores/ ITBS/Logramos 1,2,9 1,2,3 1,2,3,4 Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 7

8 Key Action 1 (Goal) Student Achievement: Balanced Literacy- With a foundation of the core beliefs and a shared vision, the quality of the RLA instruction will improve within every classroom by implementing a rigorous, balanced, and comprehensive reading and writing program which will include phonemic awareness, fluency, reading comprehension, and writing skills. All scholars (90%) will achieve mastery of literacy skills by reading and writing at our above grade level on common assessments, district ACP's, ITBS/Logramos, and STAAR exams. Ref. 1D 1E 1F Indicators of Success 90% of all scholars will demonstrate mastery of reading skills as measured by fluency probes administered every three weeks. 90% of all K-2 students will write on grade level as measured by six weeks assessments and student artifacts. All scholars will meet the standard on the STAAR test and score at or above the 40th percentile on ITBS/Logramos. All 4th grade scholars will meet the standard on the 4th Grade STAAR Writing Test. Index 1: Student Achievement- Target Score of 91 School leaders will develop the RtI rubric to profile students for interventions based upon assessments and host data discussions with individual teachers and teams. Teachers will evaluate tiering of students and provide RtI to scholars in need of intervention. Administration Driven By Data Instructional DISD TEI Rubric School leaders will conduct spot observations Administration to evaluate and provide feedback on effective literacy instruction. Teachers will receive feedback and coaching to support good, first, instruction. Teachers will engage in coaching post spot observations and utilize action steps to improve the quality of instruction. School leaders will support the writing process and balanced literacy through professional development and the examination of student writing artifacts every three weeks. Teachers will implement the writing process, design grade level rubrics, and provide artifacts. Administration Curriculum Teachers Write Source Impact Formative/ Reduction of scholars Increased Student in tier 2 and tier3 per Academic grade level, Tutorial Achievement Documentation with Tiering of Scholars Teachers will receive Increased feedback and curriculum coaching as evidenced by feedback conference sign- in sheets, school-wide learning walks, and spot observation scores. PD Agendas with sharing of writing artifacts, writing artifacts posted through-out the school. alignment and teacher spot observation scores. Increased student achievement ITBS/Logramos,, ACP s, STAAR TEI Scores Academic Achievement As Evidenced By STAAR and ITBS/Logramos Scores Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 8 1,2,3,4 1,2,3,4 Increased academic Writing Artifacts 1,2,3,4 achievement in Increased Reading and Writing Academic Performance on Writing ACP s for designated grade levels

9 Key Action 1 (Goal) Student Achievement: Balanced Literacy- With a foundation of the core beliefs and a shared vision, the quality of the RLA instruction will improve within every classroom by implementing a rigorous, balanced, and comprehensive reading and writing program which will include phonemic awareness, fluency, reading comprehension, and writing skills. All scholars (90%) will achieve mastery of literacy skills by reading and writing at our above grade level on common assessments, district ACP's, ITBS/Logramos, and STAAR exams. Ref. 1G Indicators of Success 90% of all scholars will demonstrate mastery of reading skills as measured by fluency probes administered every three weeks. 90% of all K-2 students will write on grade level as measured by six weeks assessments and student artifacts. All scholars will meet the standard on the STAAR test and score at or above the 40th percentile on ITBS/Logramos. All 4th grade scholars will meet the standard on the 4th Grade STAAR Writing Test. Index 1: Student Achievement- Target Score of 91 Teachers will be responsible for posting writing artifacts every six weeks. School leaders will ensure that parents are updated regarding the academic progress of students and meet with parents as needed. Parents will have the opportunities to participate in school literacy events and Coffee with the Principal meetings where they will be provided with strategies they may utilize at home to support their child academically. Parents will be provided with supports to increase the academic and wellbeing of their children. Programs such as HIPPY, Job Ready, and Head start will support parents and students. Administration Grade speed Teachers Calendar Agendas Sign- In Sheets Impact Formative/ Increased parental involvement and student academic achievement ITBS/Logramos,, ACP s, STAAR Review of the 1,2,4,6,7,10 quantity of parents enrolled and participating in programs longitudinally 1H School leaders will ensure that the core beliefs are a working actions through communication of the core beliefs, actions supporting the core beliefs to support good, All staff DISD Core Beliefs Articles Professional Literature Agendas Increased positive culture and climate DISD Culture Survey 1,2,3,4,5 Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 9

10 Key Action 1 (Goal) Student Achievement: Balanced Literacy- With a foundation of the core beliefs and a shared vision, the quality of the RLA instruction will improve within every classroom by implementing a rigorous, balanced, and comprehensive reading and writing program which will include phonemic awareness, fluency, reading comprehension, and writing skills. All scholars (90%) will achieve mastery of literacy skills by reading and writing at our above grade level on common assessments, district ACP's, ITBS/Logramos, and STAAR exams. Ref. 1I Indicators of Success 90% of all scholars will demonstrate mastery of reading skills as measured by fluency probes administered every three weeks. 90% of all K-2 students will write on grade level as measured by six weeks assessments and student artifacts. All scholars will meet the standard on the STAAR test and score at or above the 40th percentile on ITBS/Logramos. All 4th grade scholars will meet the standard on the 4th Grade STAAR Writing Test. Index 1: Student Achievement- Target Score of 91 first instruction. Teachers will model the core beliefs as a foundation daily. Our culture will continue to attract and retain high quality teachers. Students will be exposed to interventions All teachers STAAR Ready, such as tutoring and RtI to further support Administration Motivation their ability to read and write at or above Reading, I- Station, Reading grade level. Technology and resources will be A-Z, Earning By aligned to support interventions. Learning Tutoring Sign- In Forms Impact Formative/ Increased Academic Achievement 1,2,3,8,9, ACP tests, STAAR Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 10

11 Key Action 2- (Goal) Newcomer Scholars Support- Refugee and immigrant students will receive support academically to address their needs and will be provided with a personalized education plan in reading and math in order to evaluate progression to exit the program. Indicators of Success Measurable results that describe success (Objective) Newcomer students in grades PK-2 will achieve mastery on common assessments, ACP exams, and ITBS/Logramos by performing at or above grade level in all tested subject areas. Newcomer students in grades 3-5 will achieve mastery on common assessments, ACP exams, and the STAAR assessment in all content areas. Newcomer students will read and write at or above grade level. Ref. 2A 2B 2C 2D Building leaders will ensure the Teachers implementation of assessments and Administration monitor the progress of students in Instructional accordance with individualized plans and a system of progress monitoring. Teachers will implement a fluency assessment cycle and evaluate the personalized plan for every newcomer student. Building leaders will provide professional development in the ELPS, and vocabulary development to support student learning. During PLC's, teachers will present artifacts of implementation of the ELPS. Teachers will be trained in the most effective research-based instructional practices. Staff will work to refer to students for additional support as needed to the SST committee. Newcomer/Immigrant students will receive additional phonics, fluency, and comprehension support through RtI and Sat. school. Teachers Administration Instructional Curriculum Various Professional Documents, Books, and Literature Marzano s strategies, Great Habits Great Readers, Content Matters Teachers District Administration - Counselor School Net Teachers Administration Instructional I-Station Journeys Fluency Probes Testing Data Forms from Fluency Probes PD Agendas Sign- In Sheets SST Meetings Agendas Sign- In Sheets Impact Formative/ Increased Academic Performance of Newcomers Increased Academic Performance of Newcomers Increased Academic Performance of Newcomers Sign- In Forms Increased Academic Performance of Newcomers ACP s STAAR Increased spot observation scores, Professional Development Plans Artifacts(TEI) ACP s STAAR ACP s STAAR 1,2,3,8,9 1,2,3,5 1,2,8,9 1,2,3,8,9 Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 11

12 Key Action 2- (Goal) Newcomer Scholars Support- Refugee and immigrant students will receive support academically to address their needs and will be provided with a personalized education plan in reading and math in order to evaluate progression to exit the program. Indicators of Success Measurable results that describe success (Objective) Newcomer students in grades PK-2 will achieve mastery on common assessments, ACP exams, and ITBS/Logramos by performing at or above grade level in all tested subject areas. Newcomer students in grades 3-5 will achieve mastery on common assessments, ACP exams, and the STAAR assessment in all content areas. Newcomer students will read and write at or above grade level. Ref. 2E 2F Newcomer students will transition from the newcomer classroom to General/ESL classrooms in accordance with their abilities and growth. School leaders will ensure that newcomer students receive additional support via tutorials, Sat. school, and referrals to the SST committee as needed. Additional resources will be provided in Reading, Writing, Science, and Math to support newcomer and ELL students in achieving academically. Teachers Administration Instructional Teachers Administration Instructional Student Profiles and Various : I Station, Earning By Learning, Reading A-Z, Impact Formative/ Rosters Increased Academic Performance of Newcomers Tutorial Documentation Student Sign In Forms, Teacher Lesson Plans, Sat. School Documentation Increased Academic Performance of Newcomers ACP s STAAR ACP s STAAR 1,2,8,9 1,2,3 Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 12

13 Key Action 3 (Goal) Curriculum Alignment- Every classroom will provide good, first instruction through effective lesson delivery as measured by all teachers receiving proficiency or above on spot observations and 90% or above on peer lesson plan rubric scores. Indicators of Success Measurable results that describe success (Objective) All teachers will receive 2.0 on spot observations with 60% at 1.5% compositely in December, and 100% by February All teachers will receive % on the lesson plan peer evaluation rubric implemented bi-weekly. All teachers will implement vertical & horizontal lesson planning and delivery and participate in curriculum alignment PD as measured by spot & peer observations. All teachers will implement the cycle of common assessments and data analysis. Ref. 3A 3B 3C 3D Building leaders will conduct spot observations and provide feedback and Administration TEI Rubric coaching to support good, first instruction. Teachers will receive prescribed action Teachers steps and building leaders will evaluate the successful implementation of the action steps for consistency. Teachers will utilize spot observation action steps to improve the quality of instruction. School leaders will engage in lesson Administration District planning to ensure curriculum alignment Curriculum and participate in the peer evaluation of Teachers Maps, Campus plans. Teachers will work collaboratively and Feeder with colleagues to plan effective lessons Curriculum and participate in lesson plan examination Maps for feedback and continuous growth. School leaders will ensure that teachers engage in a system of data analysis, student profiling, and intervention. Teachers will use data to drive instruction and interventions. such as STAAR Maker will be utilized for assessments. School leaders will lead professional development and book studies on curriculum alignment and lead discussions Administration Teachers STAAR Maker Additional Curriculum Administration Books Articles Teachers District Increased scores on spot observations and campus composite sores within TEI domains. Impact Formative/ Increased Student Academic Achievement Increased spot observation scores, increased TEI effectiveness 1,2,5,, ACP s, levels over time STAAR scores and ITBS/Logramos Scores Lesson plan artifacts, Increased scores on Lesson plan rubric spot observations sores, spot observation scores increased over time Campus Data Forms Agendas, Sign- In Sheets, Teacher PDP s, artifacts Increased student achievement Increased student achievement and DOL scores on spot Increased spot 1,2,5 observation scores, increased TEI effectiveness levels over time ACP s STAAR Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 13 4,8,9 Spot Observation 3,5,8,9 Scores

14 Key Action 3 (Goal) Curriculum Alignment- Every classroom will provide good, first instruction through effective lesson delivery as measured by all teachers receiving proficiency or above on spot observations and 90% or above on peer lesson plan rubric scores. Indicators of Success Measurable results that describe success (Objective) All teachers will receive 2.0 on spot observations with 60% at 1.5% compositely in December, and 100% by February All teachers will receive % on the lesson plan peer evaluation rubric implemented bi-weekly. All teachers will implement vertical & horizontal lesson planning and delivery and participate in curriculum alignment PD as measured by spot & peer observations. All teachers will implement the cycle of common assessments and data analysis. Ref. 3E 3F 3G surrounding DOL artifacts and attend training and conferences. Teachers will provide DOL artifacts and discuss the rigor and percent mastery. School leaders will ensure that teachers conduct departmental learning walks and engage in buddy lessons once every six weeks. Teachers will engage in buddy lessons and conduct peer observations by departments New teachers will be provided with additional support to ensure good, first instruction by the leadership team. Curriculum Administration TEI Rubric Instructional Teachers Principal New Teacher Mentor Instructional Curriculum Documents & Rubrics School leaders will work to build Administration TEI Rubric leadership density and master teachers within core subject areas. Teachers will Instructional Curriculum Information demonstrate leadership and build capacity Teachers as master teachers. Agendas, Sign- In Sheets, Teacher PDP s, artifacts Agendas Sign- In Sheets Spot observations Campus Scores, Student Artifacts Impact Formative/ observations Increased Student Spot Observation 3,5,8,9 Academic Data Achievement, ACP s, STAAR scores and ITBS/Logramos Scores Increased Student Spot Observation 1,2,3,4,5 Academic Data, Achievement, ACP s, STAAR,, ACP s, ITBS/Logramos STAAR scores and ITBS/Logramos Scores Increased 1,2,3,4,5 Leadership density, Spot Increase on spot Observations, observation scores, Increase in student, achievement, Student Artifacts Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 14

15 Key Action 3 (Goal) Curriculum Alignment- Every classroom will provide good, first instruction through effective lesson delivery as measured by all teachers receiving proficiency or above on spot observations and 90% or above on peer lesson plan rubric scores. Indicators of Success Measurable results that describe success (Objective) All teachers will receive 2.0 on spot observations with 60% at 1.5% compositely in December, and 100% by February All teachers will receive % on the lesson plan peer evaluation rubric implemented bi-weekly. All teachers will implement vertical & horizontal lesson planning and delivery and participate in curriculum alignment PD as measured by spot & peer observations. All teachers will implement the cycle of common assessments and data analysis. Ref. Impact Formative/ Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 15

16 Ref. Impact Formative/ Key Action XX Briefly state the specific goal (Goal) Indicators of Success Measurable results that describe success (Objective) Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 16

17 Ref. Impact Formative/ Key Action XX Briefly state the specific goal (Goal) Indicators of Success Measurable results that describe success (Objective) Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 17

18 Ref. Impact Formative/ Lee A. McShan Jr. Elementary School Campus Improvement Plan Page 18

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