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 choi 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. 199/11). Know that you are not limited to the choi 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 Sour 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 sucsfeully 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.

4 CAMPUS/SCHOOL NAME STEMMONS SELECT YOUR CAMPUS FROM THE DROP DOWN MENU School Action Plan Achievement Targets Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY014. Metric SY013 Score SY014 Goal Elementary (K-5) STAAR at Level III-Advanced (%) 9% 30% STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results) Grade 3 STAAR Reading (Level II - Recommended) 64% 75% Grade 4 STAAR Writing (Level II - Recommended) 59.00% 75% Kindergarten Readiness on ISIP (% Tier 1) 5% 75% Average of Campus End- and Mid-year Course ACPs (% passing) 70% 80% Middle (6-8) STAAR at Level III-Advanced (%) STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results) Grade 8 STAAR Math (Level II - Recommended) Average of Campus End- and Mid-year Course ACPs (% passing) High School (9-1) STAAR at Level III-Advanced (%) STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results) Average of Campus End- and Mid-year Course ACPs (% passing) AP (% exams passed - score of at least 3) Grade 1 SAT/ACT (Sum of average SAT Critical Reading and Mathematics or ACT Reading and Mathematics College Readiness (% of seniors: ACT 1 or SAT of 1110)

5 Leslie A Stemmons Elementary School [10] Division 1 KIMBALL FP School Action Plan Needs Related to Student Achievement Data: In order to improve student achievement there is a definite need to focus on student proficiency. The percentage of students reaching STAAR proficiency met or surpassed the district average in 3rd grade reading, but did not in 4th or 5th grade reading. In math, 3rd grade students excelled above the district and division average, however 4th and 5th grade math, students did not meet the district or division average. Writing, students did not meet the district or division average in English or in Spanish. 5th grade students surpassed the district and division average in science. As a campus there is a need to ensure that teachers use data analysis and walkthrough information to better tailor instruction and meet all student needs. Teachers need to ensure curriculum is aligned to purposeful LO s and DOL s, as well as develop and implement in-depth, rigorous lesson plans. Teachers must provide all students with an opportunity to be 100% engaged in the lesson through the use of Multiple Response Strategies (MRS). Needs Related to Improving the Quality of Instruction: There is a gap between the quality of instruction with teacher proficiency. In order to support the mission of the campus, the staff must embrace the district s Destination 00 plan and core beliefs, and use those beliefs as the basis for daily decision-making. In addition, teachers must master effective lesson planning to include specific lesson objectives and DOLs. Teachers will participate in book studies, data analysis and professional development that will develop quality instruction which in turn will improve student achievement. Professional development will be led by campus administrators, instructional coaches and guiding coalition team members. Driven by Data, Outliers, Teaching Texas Mathematics, Teaching Outside the Box will be used to enhance teacher practi and delivery of instruction.

6 Needs Related to System Evaluation (philosophy, proses, implementation, capacity): Teachers will use a variety of progress monitoring (istation ISIP, fluency probes, Reasoning Mind, RTI and tiered tutoring), common assessments and student data profiling. Teachers are expected to meet regularly (PLCs) content academies to analyze data and create effective and specific lesson plans. Teacher lesson plans will be evaluated weekly and feedback will be provided to teachers through spot observations. Teachers will use common assessment calendar to assess students every 3 weeks and will profile student s results in order to ensure student sucs. Teachers will meet weekly to discuss and analyze student data and to create appropriate student interventions and to discuss best practi regarding small group and differentiated instruction. Goals Developed from Needs Assessment: 1. Increase the level of teacher effectiveness and instruction and increase the level of the campus climate by following and engaging in the district s core beliefs.. Strengthen curriculum alignment to lesson objectives which will lead to effective demonstrations of learning. 3. Raise the level of student-teacher engagement, through the use of multiple response strategies (MRS). 4. Use continuous progress monitoring to increase the level of mastery across the reading, math, writing and science through the use of assessments, data, Response to Intervention (RTI) and tiered instruction.

7 Leslie A Stemmons Elementary School [10] Division 1 KIMBALL FP School Action Plan KEY ACTION (Briefly state the specific goal or objective.) Increase the campus culture and climate by ensuring all faculty and staff understand and implement Campus and District core beliefs. INDICATORS OF SUCCESS (Measurable results that describe sucs.) 100% of the staff at Stemmons will identify the 5 Core Beliefs as measured by a campus created survey by the end of the first six weeks. 100% of the staff will be able to identify and explain the 5 District Core Beliefs and how the core beliefs relate to day to day situations, using a campus survey. During PLC s faculty and staff will engage in scenarios and will explain how each scenario is tied to the district Core Beliefs REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) A1 Provide a Professional Development calendar that demonstrates tiered support and trainings on the key priorities to the staff. (8/013) Needs assessment PD $ 1, /30/13 IN PROGRESS B1 Begin each PLC and PD meeting with norms and core belief model, with the rationale and beliefs behind each key action or initiative. We will also shift from deficit thinking (what is wrong) to HQ PD abundant thinking (what is right). $ /30/13 IN PROGRESS Leadership Team and instructional coaches will model and demonstrate every six weeks how C1 instructional feedback, targeted RTI, instructional strategies, and PLCs are tied to the building of a Reform strategies PD $ 1, /30/13 IN PROGRESS positive culture and climate. D1 Create staff and student surveys to assess the school s understanding of the district core beliefs and Needs assessment PD $ /30/13 E1 how they align with the school goals. Create staff, parent, and student surveys that will calibrate the campus culture and climate. Survey will be conducted in Oct., Dec., Mar., and May Parent involvement $ /15/13 STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) Staff will review the Action Plan on 8/19-8/0 and provide feedback/input. They will identify the 4 A priorities of our school, and ask clarifying questions of the Leadership Team. Needs assessment PD $ 1, /30/13 IN PROGRESS

8 KEY ACTION (Briefly state the specific goal or objective.) Increase the campus culture and climate by ensuring all faculty and staff understand and implement Campus and District core beliefs. INDICATORS OF SUCCESS (Measurable results that describe sucs.) 100% of the staff at Stemmons will identify the 5 Core Beliefs as measured by a campus created survey by the end of the first six weeks. 100% of the staff will be able to identify and explain the 5 District Core Beliefs and how the core beliefs relate to day to day situations, using a campus survey. During PLC s faculty and staff will engage in scenarios and will explain how each scenario is tied to the district Core Beliefs 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?) Staff will conduct and participate in PLC meetings that demonstrate abundant thinking and how B HQ PD $ /30/13 IN PROGRESS abundant thinking leads to problem solving and student achievement. Staff will analyze and review campus created climate surveys and will develop action steps to C Reform strategies PD $ 1, /30/13 IN PROGRESS increase campus climate and culture.(10/013) D Staff will participate and provide feedback on the climate survey results, 1/013 and 4/014 Parent involvement $ /30/13

9 Leslie A Stemmons Elementary School [10] Division 1 KIMBALL FP School Action Plan KEY ACTION (Briefly state the specific goal or objective.) Strengthen curriculum alignment to lesson objectives which will lead to effective demonstrations of learning. INDICATORS OF SUCCESS (Measurable results that describe sucs.) Classroom spot observations by the principal/administration will indicate that teachers will average a 1.5 on the lesson objectives component by December 013. Lesson objectives component of spot observations will be at a.0 average by March 1, % of staff will have lesson objectives visibly posted for all academic content areas by September 13, 013 as measured by spot observations. 100% of staff will have lesson objectives visibly posted for all academic content areas by April 1, 014 as measured by spot observations. 90% of staff will have visibly posted DOL s for all academic content areas by September 13, 013 as measured by spot observations. 100% of staff will have visibly posted DOL s for all academic content areas by April 1, 014 as measured by spot observations. Classroom spot observations by the principal/ administration will indicate that teachers will average a 1.5 on the LO/DOL component by December 013. LO/DOL component of spot observations will be a.0 average by April 1, 014. Curriculum will be aligned to effective LO/Dol as measured by the spot observation tracker by December 013, teachers will increase their proficiency every two observations. 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?) Leadership Team and Instructional coaches will introduce specific lesson objective planning and DOL A1 HQ PD $ /30/13 model. (8/013) Administration will conduct SPOT observations to identify effective instruction in the classroom, including that the lesson objective and DOL are posted and practiced B1 Instr by HQ tchrs PD $ /30/13 during the lesson cycle. (6 per semester) C1 Leadership Team and instructional coaches will provide staff development on aligning LO/DOL to curriculum. Instr by HQ tchrs $ /30/13 D1 Leadership team and instructional coaches will provide tired professional staff development and classroom demonstrations that reinforce reading/math/writing strategies by focusing on best practi. Staff development will occur during weekly PLCS and content academies. HQ PD $ /30/13 E1 Leadership team will provide instructional feedback to staff from spot observations to ensure curriculum alignment and use of LO/DOL Instr by HQ tchrs $ /30/13

10 KEY ACTION (Briefly state the specific goal or objective.) Strengthen curriculum alignment to lesson objectives which will lead to effective demonstrations of learning. INDICATORS OF SUCCESS (Measurable results that describe sucs.) Classroom spot observations by the principal/administration will indicate that teachers will average a 1.5 on the lesson objectives component by December 013. Lesson objectives component of spot observations will be at a.0 average by March 1, % of staff will have lesson objectives visibly posted for all academic content areas by September 13, 013 as measured by spot observations. 100% of staff will have lesson objectives visibly posted for all academic content areas by April 1, 014 as measured by spot observations. 90% of staff will have visibly posted DOL s for all academic content areas by September 13, 013 as measured by spot observations. 100% of staff will have visibly posted DOL s for all academic content areas by April 1, 014 as measured by spot observations. Classroom spot observations by the principal/ administration will indicate that teachers will average a 1.5 on the LO/DOL component by December 013. LO/DOL component of spot observations will be a.0 average by April 1, 014. Curriculum will be aligned to effective LO/Dol as measured by the spot observation tracker by December 013, teachers will increase their proficiency every two observations. 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?) STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A Teachers will design lesson objectives sing the lesson plan template that clearly identify level of rigor and are aligned to curriculum. B Teachers will develop lesson plans that support lesson objectives and DOLs and showcomprehension strategies in Reading, Math, Writing and Science C Teachers will participate in on-going staff development of best practi for rigor and student-teacher engagement, and be open to demonstrations of effective classroom strategies that reinforce best practi. Professional development sessions will focus on writing specific lesson objectives that are tied to effective DOL s and align to the curriculum, during content academies. Instr by HQ tchrs $ /30/13 Grade-level transitions PD $ /30/13 HQ PD $ /30/13 D Teachers will provide feedback to administration and team members using reflective practi, on how lesson objectives and DOLs enhance student achievement and how they are aligned to the curriculum Grade-level transitions $ /30/13

11 KEY ACTION (Briefly state the specific goal or objective.) Strengthen curriculum alignment to lesson objectives which will lead to effective demonstrations of learning. INDICATORS OF SUCCESS (Measurable results that describe sucs.) Classroom spot observations by the principal/administration will indicate that teachers will average a 1.5 on the lesson objectives component by December 013. Lesson objectives component of spot observations will be at a.0 average by March 1, % of staff will have lesson objectives visibly posted for all academic content areas by September 13, 013 as measured by spot observations. 100% of staff will have lesson objectives visibly posted for all academic content areas by April 1, 014 as measured by spot observations. 90% of staff will have visibly posted DOL s for all academic content areas by September 13, 013 as measured by spot observations. 100% of staff will have visibly posted DOL s for all academic content areas by April 1, 014 as measured by spot observations. Classroom spot observations by the principal/ administration will indicate that teachers will average a 1.5 on the LO/DOL component by December 013. LO/DOL component of spot observations will be a.0 average by April 1, 014. Curriculum will be aligned to effective LO/Dol as measured by the spot observation tracker by December 013, teachers will increase their proficiency every two observations. 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?)

12 Leslie A Stemmons Elementary School [10] Division 1 KIMBALL FP School Action Plan Ensure student engagement, through the use of multiple response strategies. KEY ACTION (Briefly state the specific goal or objective.) INDICATORS OF SUCCESS (Measurable results that describe sucs.) 80% of teachers receive a 1.5 on the indicator of multiple response strategies as measured by administration with the use of the SPOT observation form by December 1, % of teacher s will receive a.0 on the indicator of multiple response strategies by administration with the use of the SPOT observation form by April 1, % of teachers receive a 1.5 or higher on the indicator of use variety of instructional strategies to engage students as measured by administration with the use of the SPOT observation form. 90% of teacher s will receive a.0 on the indicator of multiple response strategies by administration with the use of the SPOT observation form by April 1, % of teacher will sucsfully use 3 to 4 MRS throughout the lesson cycle. 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?) Administrative Team and instructional coaches will conduct staff development on best practi for student-teacher engagement (including how to provide opportunities for individual students to A PD $ /1/13 demonstrate learning through a variety of response formats. Weekly through PLC's and Content Academies B1 C1 D1 Campus Instructional coach and administration will provide tiered on-going support to teachers on the MRS model, brain- and research-based strategies and hands-on activities to ensure student engagement, weekly through PLC's and Content Academies Administrative staff will provide Louis Mangione staff development on the use of effective MRS strategies in the classroom. October 013 Administratrive team will engage in a book study Teaching Outside the Box by Marcia Tate by December PD $ /1/ $ /3/13 IN PROGRESS $ 1, /1/13 STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)

13 Ensure student engagement, through the use of multiple response strategies. KEY ACTION (Briefly state the specific goal or objective.) INDICATORS OF SUCCESS (Measurable results that describe sucs.) 80% of teachers receive a 1.5 on the indicator of multiple response strategies as measured by administration with the use of the SPOT observation form by December 1, % of teacher s will receive a.0 on the indicator of multiple response strategies by administration with the use of the SPOT observation form by April 1, % of teachers receive a 1.5 or higher on the indicator of use variety of instructional strategies to engage students as measured by administration with the use of the SPOT observation form. 90% of teacher s will receive a.0 on the indicator of multiple response strategies by administration with the use of the SPOT observation form by April 1, % of teacher will sucsfully use 3 to 4 MRS throughout the lesson cycle. 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?) A Teachers will practice and effectively use the MRS model along with other brain- and research-based PD $ /1/13 strategies and hands-n activities. B Teachers will participate in Administrative and District Professional Development and/or Region PD $ /1/13 trainings to improve on student-teacher engagement. C Teachers will engage in peer observations and instructional rounds in order to practice and support Purchased development with the use of multiple response strategies. Servi $ /3/13 IN PROGRESS D Teachers will engage in a book study Teaching Outside the Box by Marcia Tate $ 1, /1/13

14 Leslie A Stemmons Elementary School [10] Division 1 KIMBALL FP School Action Plan KEY ACTION (Briefly state the specific goal or objective.) Implement INDICATORS OF SUCCESS (Measurable results that describe sucs.) 70% of students will be proficient on the 6 weeks commons assessment in math, reading, writing, and science by December % of students will be proficient on the 6 weeks common assessment in math, reading, writing, and science by April 1, % of teachers will provide feedback to student/parents through progress reports every 3 weeks, to ensure parent cooperation Teachers will identify students in need of RTI by the end of the first six weeks and will ensure information is in EXCEEDS. Teachers will identify and refer students to SST team by October 1, 013 REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) A1 Leadership team will create Campus Instructional Calendar to promote Common Assessment schedule, Analyzing Data, Student Profiling, Response to Intervention (RTI) and tiered PD $ /15/13 instruction/tutoring. B1 Leadership will offer staff development on RTI, student profiling, Vocabulary Enrichment, STAAR PD $ /15/13 updates and ELPs training, weekly through content academies C1 Leadership team will review and assist staff with plans of action for students in need of Other 1/15/13 interventions. D1 Leadership team will review fluency probes and discuss next steps with teachers, every six weeks Other 1/15/13 STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) Teachers will use the Curriculum Maps and instructional calendars to create common assessments A that are aligned to the taught curriculum PD $ /15/13

15 KEY ACTION (Briefly state the specific goal or objective.) Implement INDICATORS OF SUCCESS (Measurable results that describe sucs.) 70% of students will be proficient on the 6 weeks commons assessment in math, reading, writing, and science by December % of students will be proficient on the 6 weeks common assessment in math, reading, writing, and science by April 1, % of teachers will provide feedback to student/parents through progress reports every 3 weeks, to ensure parent cooperation Teachers will identify students in need of RTI by the end of the first six weeks and will ensure information is in EXCEEDS. Teachers will identify and refer students to SST team by October 1, 013 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?) B Homeroom teachers will create Common Assessments and submit data/student profiles 3 business days after assessment is conducted. Profiles will be submitted by start of Planning period PD $ /15/13 C Teachers will administer Common Assessment in both English and Spanish to LEP-identified students to identify mastery of comprehension in L1 or L. Assessment must not be side-by-side comparisons Other 1/15/13 D Teachers will participate in PD on Vocabulary Enrichment, STAAR updates and ELPs training Other 1/15/13 E Teachers will provide fluency probes for students for Reading comprehension and WPM Other

16 Leslie A Stemmons Elementary School [10] Division 1 KIMBALL FP School Action Plan KEY ACTION (Briefly state the specific goal or objective.) INDICATORS OF SUCCESS (Measurable results that describe sucs.) 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?) STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)

17 KEY ACTION (Briefly state the specific goal or objective.) INDICATORS OF SUCCESS (Measurable results that describe sucs.) 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?)

18 Leslie A Stemmons Elementary School [10] Division 1 KIMBALL FP School Action Plan KEY ACTION PROGRESS REPORT KEY ACTION 1 Increase the campus culture and climate by ensuring all faculty and staff understand and implement Campus and District core beliefs. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Staff will review the Action Plan on 8/19-8/0 and provide feedback/input. Provide a Professional Development calendar that demonstrates tiered 8/30/13 IN PROGRESS They will identify the 4 priorities of our school, and ask clarifying questions of 8/30/13 IN PROGRESS support and trainings on the key priorities to the staff. (8/013) the Leadership Team. Begin each PLC and PD meeting with norms and core belief model, with the rationale and beliefs behind each key action or initiative. We will also shift from deficit thinking (what is wrong) to abundant thinking (what is right). 8/30/13 IN PROGRESS Staff will conduct and participate in PLC meetings that demonstrate abundant thinking and how abundant thinking leads to problem solving and student achievement. 8/30/13 IN PROGRESS Leadership Team and instructional coaches will model and demonstrate every six weeks how instructional feedback, targeted RTI, instructional strategies, and PLCs are tied to the building of a positive culture and climate. 8/30/13 IN PROGRESS Staff will analyze and review campus created climate surveys and will develop action steps to increase campus climate and culture.(10/013) 8/30/13 IN PROGRESS Create staff and student surveys to assess the school s understanding of the district core beliefs and how they align with the school goals. 9/30/13 Staff will participate and provide feedback on the climate survey results, 1/013 and 4/014 10/30/13 Create staff, parent, and student surveys that will calibrate the campus culture and climate. Survey will be conducted in Oct., Dec., Mar., and May 10/30/13

19 KEY ACTION Strengthen curriculum alignment to lesson objectives which will lead to effective demonstrations of learning. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Leadership Team and Instructional coaches will introduce specific lesson Teachers will post lesson objectives that clearly identify level of rigor and are 8/30/13 8/30/13 objective planning and DOL model. (8/013) aligned to curriculum Administration will conduct SPOT observations to identify effective instruction Teachers will develop lesson plans that support lesson objectives and DOLs 8/30/13 8/30/13 in the classroom, including that the lesson objective and DOL are posted and and showcomprehension strategies in Reading, Math, Writing and Science Leadership Team and instructional coaches will provide staff development on Teachers will participate in on-going staff development of best practi for 8/30/13 8/30/13 aligning LO/DOL to curriculum. rigor and Leadership team and instructional coaches will provide tired professional staff Teachers will provide feedback to administration and team members using 8/30/13 8/30/13 development and classroom demonstrations that reinforce reflective practi, on how lesson objectives and DOLs enhance student Leadership team will provide instructional feedback to staff from spot 8/30/13 observations to ensure curriculum alignment and use of LO/DOL

20 KEY ACTION 3 Ensure student engagement, through the use of multiple response strategies. SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Administrative Team and instructional coaches will conduct staff Teachers will practice and effectively use the MRS model along with other 1/1/13 1/1/13 development on best practi for student-teacher engagement (including how brain- and research-based strategies and hands-n activities. Campus Instructional coach and administration will provide tiered on-going Teachers will participate in Administrative and District Professional 1/1/13 1/1/13 support to teachers on the MRS model, brain- and research-based strategies Development and/or Region 10 trainings to improve on student-teacher Administrative staff will provide Louis Mangione staff development on the use Teachers will engage in peer observations and instructional rounds in order to 8/3/13 IN PROGRESS 8/3/13 IN PROGRESS of effective MRS strategies in the classroom. October 013 practice and support development with the use of multiple response strategies. Administratrive team will engage in a book study Teaching Outside the Box by 1/1/13 Teachers will engage in a book study Teaching Outside the Box by Marcia Tate 1/1/13 Marcia Tate by December 013

21 KEY ACTION 4 Implement SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS Leadership team will create Campus Instructional Calendar to promote Common Assessment schedule, Analyzing Data, Student Profiling, Response to Intervention (RTI) and tiered instruction/tutoring. Leadership will offer staff development on RTI, student profiling, Vocabulary Enrichment, STAAR updates and ELPs training, weekly through content Leadership team will review and assist staff with plans of action for students in need of interventions. Leadership team will review fluency probes and discuss next steps with teachers, every six weeks. 1/15/13 1/15/13 1/15/13 1/15/13 Teachers will use the Curriculum Maps and instructional calendars to create common assessments that are aligned to the taught curriculum. Homeroom teachers will create Common Assessments and submit data/student profiles 3 business days after assessment is conducted. Profiles Teachers will administer Common Assessment in both English and Spanish to LEP-identified students to identify mastery of comprehension in L1 or L. Assessment must not be side-by-side comparisons Teachers will participate in PD on Vocabulary Enrichment, STAAR updates and ELPs training. Teachers will provide fluency probes for students for Reading comprehension and WPM. 1/15/13 1/15/13 1/15/13 1/15/13

22 KEY ACTION 5 0 SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS

23 Leslie A Stemmons Elementary School [10] Division 1 KIMBALL FP School Action Plan SUMMARY OF KEY ACTION EXPENDITURES FUND TOTAL 199 $ - $ - $ - $ - $ - $ - $ - 11 $ - $ - $ - $ - $ - $ - $ - 40 $ - $ - $ - $ - $ - $ - $ - 86 $ - $ - $ - $ - $ - $ - $ - 199/11 $ - $ - $ - $ - $ - $ - $ - 1M $ - $ - $ - $ - $ - $ - $ - SCE $ - $ - $ - $ - $ - $ - $ - SCE/199 $ - $ - $ - $ - $ - $ - $ - Other SR Fund $ - $ - $ - $ - $ - $ - $ - TOTAL $ - $ - $ - $ - $ - $ - $ - # TITLE I COMPONENT OF ACTIONS 1 Needs assessment 4 Reform strategies 3 Instr by HQ tchrs 4 4 HQ PD 5 5 Attracting HQ staff 1 6 Parent involvement 7 Grade-level transitions 8 Asssessment Dec-Mak 1 9 Timely Add'l Assistance 1 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

24 Specific Actions in the table to the right.

25 TITLE I SPECIFIC ACTION STEPS School Action Plan TITLE I COMPONENT RESPONSIBLE ACTION STEP FUND OBJ ITEM AMOUNT NLT DATE STATUS Needs assessment PRINCIPAL 1. Staff/student supplemental supplies and resour for core content areas PD $ 1, /30/13 IN PROGRESS Attracting HQ staff PRINCIPAL.6 Provide long-term and sustained servi and development to new teachers and mentors such as learning walks, Instructional Rounds, Facilitation of PLC's, Collaborative planning sessions (CIA), independent studies, book studies, and conferen PD $ 1, /1/13 IN PROGRESS Coordination of Svcs PRINCIPAL 6.3 Family involvement nights such as Community Liaison Other $ 34, /1/13 COMPLETED Asssessment Dec-Mak PRINCIPAL 6. Support and activey involve PTA/SBDM Other $ /1/13 IN PROGRESS Timely Add'l Assistance TEACHERS 1.3 Extended learning opportunities Other $ 10, /1/13

26 TITLE I OR SCE FUNDED STAFF JOB CODE EMPLOYEE ID EMPLOYEE FUND FTE Eunice Brown 11 Yes Ema Gonzalez 11 Yes Yolanda Charles 11 Yes 6777 Vacant 11 Yes 6777 Vacant 11 Yes