Campus Inprovement plans

Campus Inprovement plans
Urban Park Elementary School [222]
Division 4
SKYLINE FP
Needs Related to Student Achievement Data:
Increased focus on Writing/Literacy across content and writing process at all grade levels, PK to 5. Campus wide writing focus utilzing
the Write from the Beginning and Thinking Maps Writing program through I-SIP, Common Assessment, Interium Assessments, and
Monthly Common Core Writing prompts.
Increase the use of problem solving, use of manipulatives and reading comprehension for Math
Increase and improve student performance in Reading, by increased focus in all grades with high thinking demand in reading
comprehension.
Ensure that all staff stakeholders understand the District Core Beliefs and academic expectations through Staff Development DOL's,
staff actions putting students first, data walls for each student growth, any closed activity or game requiring staff to recall the District
and School Core Beliefs.
Conduct climate surveys for all stakeholders to assess understanding and progress of district initiatives.
Maintain campus focus on the fundamental instructional skills/best practices initiated last year to ensure implmentation.
Provide for professional development to support Response to Intervention efforts through before, during or after school tutoring.
Intervention to be monitored and SST to ensure that all students needs are met.
Continued use of data analysis to inform instructional practice through the use of common assessments and the tracking of data on a
profiling system.
Increase
Needs Related to Improving the Quality of Instruction:
Create and deliver campus staff development that supports curriculum alignment and instructional best practices in all content
Use of Instructional Coaches to support curriculum alignment, instructional best practices and data analysis for improved teacher
effectiveness/increased student achievement. Data to be translated into a series of actionaable steps to be implemented, monitored
by teacher for improved student performance.
Provide professional development on scaffolding, differentiation and rigor at least twice per month in all contents.
Continued use of observation and feedback to improve teacher practice as it improves and impacts student achievement.
Needs Related to System Evaluation (philosophy, processes, implementation, capacity):
Maintain and increase the opportunities of parents to become involved at the campus in order to encourage parent participation in
the educational process of their student(s).
Increase the use of Parent Portal to inform parents' of their students' achievement.
2013-14 School Action Plan
Improve/increase the opportunities for/of parent communication between home and school.
Develop and provide opportunities for teacher leaders to strengthen their leadership skills to build leadership density at the campus.
The focus of leadership around the academic goals and student achievement that is needed at high achieving campus'.
Periodic monitoring of campus system for student learning, instructional practice, professional development, leadership density,
student achievement to ensure successful implementation.
Build and maintain a campus culture that is centered around student academic success and growth as indicated by a campus data
analysis system.
Goals Developed from Needs Assessment:
Ensure that each staff member understands the district an campus core beliefs/ philosophy,campus theory of action, and the campus
vision statement.
Strengthen the alignment and rigor of curriculum, instruction and assessment.
Increase the participation of parental involvement in the school community in order to raise the level of academic achievement for
all students.
Urban Park Elementary School [222]
2013-14 School Action Plan
Division 4
SKYLINE FP
NO.
1
NO.
1
2
3
4
5
KEY ACTION (Briefly state the specific goal or objective.)
Ensure all staff members understand and support the district and campus core beliefs,/philosophy, campus vision statement and theory of action, as well as the DISD destination 2020.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
As measured by Fall/Spring campus climate survey, 80% of the staff will indicate their support of the campus vision/philosophy statement.
80% of teachers will be able to identify, articulate, and embrace all “Core Beliefs” as measured by the climate survey at the end of November 2013 and March 2014.
By December 2013, 100% of the staff will proficiently articulate and define all of the campus and district core beliefs through Staff Development DOL's, staff actions, data walls for each student showing growth, any closed activity
or game requiring staff to recall the District and School Core Beliefs.
During mid-year review, teachers will be able to articulate, illustrate and provide artifacts on how their actions within the classroom have supported the school theory of action plan and core beliefs.
By the end of the 2013-2014 school year, our campus will be at the medium proficient base on the Systematic Coaching Cycle Rubric.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
A1
B1
C1
Administration will review the developed mission, vision, Core values, and goals from June 2013 staff input
beginning August 2013 and throughout the academic school year.
Administation will conduct goal setting conferences with each employee and ensure all employees have a at least
3 specific SMART goals for Professional Growth with measurable indicators of success by September 30, 2013: two
goals must be student achievement goals) 80% of students are proficient or above on DISD/Urban Park
assessments and demonstrations of learning and ALL tied to the campus action plan for 2013-14 to be turned in
and have a copy of SMART goals in their campus staff handbook.
All staff must post outside their classroom doors in a frame, their professional, personal teaching philosophy tied
to the campus and district action plans and Destination 2020 by August 26, 2013.
TITLE I
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Instr by HQ tchrs,
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Implement Urban Park Action Plan with fidelity by Conducting activities, discussions, and grade level meetings on
D1 DISD/Urban Park “Core Beliefs” and Destination 2020 evidenced in grade level agendas and sign in sheets.
ITEM
AMOUNT
NLT DATE
STATUS
1,000.00
9/10/13
NOT
STARTED
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1,000.00
9/10/13
NOT
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6300
Materials/Resour
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1,000.00
9/10/13
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STARTED
6300
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1,000.00
9/10/13
NOT
STARTED
KEY ACTION (Briefly state the specific goal or objective.)
NO.
1
NO.
1
2
3
4
5
Ensure all staff members understand and support the district and campus core beliefs,/philosophy, campus vision statement and theory of action, as well as the DISD destination 2020.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
As measured by Fall/Spring campus climate survey, 80% of the staff will indicate their support of the campus vision/philosophy statement.
80% of teachers will be able to identify, articulate, and embrace all “Core Beliefs” as measured by the climate survey at the end of November 2013 and March 2014.
By December 2013, 100% of the staff will proficiently articulate and define all of the campus and district core beliefs through Staff Development DOL's, staff actions, data walls for each student showing growth, any closed activity
or game requiring staff to recall the District and School Core Beliefs.
During mid-year review, teachers will be able to articulate, illustrate and provide artifacts on how their actions within the classroom have supported the school theory of action plan and core beliefs.
By the end of the 2013-2014 school year, our campus will be at the medium proficient base on the Systematic Coaching Cycle Rubric.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
TITLE I
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ITEM
2,9
Reform strategies
199
6300
Other
1,2,3,4
Needs assessment,
Parent Involvement
211
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
AMOUNT
NLT DATE
STATUS
Administrative team will regularly recognize staff by writing positive notes or thank you notes monthly for all staff
$
1,000.00
9/10/13
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STARTED
6300
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1,000.00
12/10/13
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STARTED
211
6300
Materials/Resour
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1,000.00
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HQ PD
211
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1,000.00
9/10/13
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STARTED
I1
Campus will maintain a culture of support that includes a framework of best practices, resources, tools,
professional learning and high expectations centered around high expectations for for student achievement.
1,2,3,4
Needs Assessment,
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HQ PD
211
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1,000.00
12/10/13
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STARTED
J
Administration will create a primary vision and focus leading to a sense of urgency to improve student learning,
achievement and instruction through ongoing communication through emails, Panther Press Newsletters and on
staff agendas.
1,2,3,4
Needs assessment,
Coordination of
Services
211
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9/10/13
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STARTED
E1 as well as recognize the positive actions of staff during monthly staff celebrations as evidenced in agendas and sign
in sheets.
F1
Campus vision shapes the academic success for all students establishing a culture of service, learning, high
expectations cultivating leadership in others.
Administrative team will embed and work with staff on the key concepts of Destination 2020 and the DISD Action
G1 Plan 2013-14 during professional development opportunities, grade level meetings and staff monthly meetings
evidenced in agendas and sign in sheets.
Administrative Team and Campus Data Leadership team will conduct reviews of Urban Park Action Plan:
H1
August/September, January and May for staff input evidenced in agendas and sign in sheets.
NO.
1
NO.
1
2
3
4
5
KEY ACTION (Briefly state the specific goal or objective.)
Ensure all staff members understand and support the district and campus core beliefs,/philosophy, campus vision statement and theory of action, as well as the DISD destination 2020.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
As measured by Fall/Spring campus climate survey, 80% of the staff will indicate their support of the campus vision/philosophy statement.
80% of teachers will be able to identify, articulate, and embrace all “Core Beliefs” as measured by the climate survey at the end of November 2013 and March 2014.
By December 2013, 100% of the staff will proficiently articulate and define all of the campus and district core beliefs through Staff Development DOL's, staff actions, data walls for each student showing growth, any closed activity
or game requiring staff to recall the District and School Core Beliefs.
During mid-year review, teachers will be able to articulate, illustrate and provide artifacts on how their actions within the classroom have supported the school theory of action plan and core beliefs.
By the end of the 2013-2014 school year, our campus will be at the medium proficient base on the Systematic Coaching Cycle Rubric.
REF
SPECIFIC ACTION(S)
LINK TO 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?)
A2
Teachers and students will understand and be able to clearly articulate the school's vision and expectations and
how they are linked to the district's shared vision.
B2
By the end of the year, 60% of staff will positively recognize each other at Monthly staff celebrations; one team
member per grade level at each celebration.
C2
Staff will make a commitment to transfer their professional philosophy to their actions during the school year
2013-14 through decreased absences as a whole from 8.9 average per year to 6.0 absences for the year. (1 to 2
less absences from the 2012-13 school year.)
Staff will learn and be able to identify and participate 100% in campus and district core belief activities during
D2
grade level and monthly staff meetings.
TITLE I
FUND
OBJ
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Materials/Resour
$
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1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
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211
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1,2,3,4
Needs Assessment,
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Reform Strategies,
HQ PD
211
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
Staff will comprehend and execute the building action plan evidenced in Fall and Spring quintile “5” survey results.
E2
ITEM
AMOUNT
NLT DATE
STATUS
1,000.00
9/10/13
NOT
STARTED
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
6300
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
211
6300
Materials/Resour
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1,000.00
9/10/13
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STARTED
211
6300
Materials/Resour
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1,000.00
9/10/13
NOT
STARTED
NO.
1
NO.
1
2
3
4
5
KEY ACTION (Briefly state the specific goal or objective.)
Ensure all staff members understand and support the district and campus core beliefs,/philosophy, campus vision statement and theory of action, as well as the DISD destination 2020.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
As measured by Fall/Spring campus climate survey, 80% of the staff will indicate their support of the campus vision/philosophy statement.
80% of teachers will be able to identify, articulate, and embrace all “Core Beliefs” as measured by the climate survey at the end of November 2013 and March 2014.
By December 2013, 100% of the staff will proficiently articulate and define all of the campus and district core beliefs through Staff Development DOL's, staff actions, data walls for each student showing growth, any closed activity
or game requiring staff to recall the District and School Core Beliefs.
During mid-year review, teachers will be able to articulate, illustrate and provide artifacts on how their actions within the classroom have supported the school theory of action plan and core beliefs.
By the end of the 2013-2014 school year, our campus will be at the medium proficient base on the Systematic Coaching Cycle Rubric.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
F2
Staff will participate100% and offer input in action planning sessions throughout the school year and in May 2014
for the upcoming school year’s action plan evidenced in sign in sheets and on-going, effective feedback.
Staff will engage in staff book study to support students of all levels on their path to reading success through
district initiatives, learn about different thinking models, as well as data driven instruction to achieve higher
G2
scores on any standardized exams by end of December, 2013 during grade levels and after school professional
development.
Teachers and staff will seek to support, develop and improve instructional "best" practice through the on-going
H2 coaching, observation and feedback to ensure instructional practice that encourages, engages and motivates all
learners to set high expectations.
I2
All teachers and students will set learning goals to improve student achievement. These goals will be monitored
through the use of data analysis and will be made visible to all as evidenced in teacher philosophies, campus
action plans and campus/district core beliefs.
TITLE I
FUND
OBJ
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
ITEM
AMOUNT
NLT DATE
STATUS
1,000.00
9/10/13
NOT
STARTED
$
1,000.00
9/10/13
NOT
STARTED
6300
Materials/Resour
$
ces
1,000.00
6/1/14
NOT
STARTED
6300
Materials/Resour
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1,000.00
12/10/13
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PD
Urban Park Elementary School [222]
2013-14 School Action Plan
Division 4
SKYLINE FP
KEY ACTION (Briefly state the specific goal or objective.)
NO.
2
NO.
1
2
3
4
5
Develop a Culture of Feedback and Support
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Out of 222 spot observations, 80% of teachers will average 1.5 or higher on lesson objectives, student engagement and DOL’s by December, 2013 and will increase to 2.0 or higher in May, 2014.
Quintile score will improve on Culture of Feedback and Support from quintile “3” to “4” by Fall climate survey results and quintile “5” by May 2014.
Lesson Plan are tightly aligned to standards, rigorous, and engaging.
Professional development campus feedback will reflect effective sessions for all staff to improve academic instruction in the classroom.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
Supervise and assist staff on monitoring the use of district and school curriculum maps and district
instructional calendar and provide ongoing feedback to all teachers regarding their teaching of the
A1
1,2,3,4
guaranteed and viable curriculum beginning August, 2013 and throughout the year as evidenced in
face to face and written spot observations.
Train and review with teachers on the use of Demonstrations of Learning (DOL’s) and provide effective
B1 feedback to teachers on written instructional feedback forms (teachers will be required to post (lesson
objective and DOL’s) as needed throughout the year.
Provide on-going professional development and feedback for teachers in order to support purposeful
C1 instruction, alignment and engagement as evidenced in staff survey regarding professional
development as evidenced in 2013 STAAR and ITBS/Logramos results.
Facilitate data discussions during grade level meetings as evidenced in instructional calendar and
D1
student data performance results.
TITLE I
FUND
OBJ
ITEM
NLT DATE
STATUS
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
$
1,000.00
9/10/13
NOT
STARTED
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
PD
AMOUNT
KEY ACTION (Briefly state the specific goal or objective.)
NO.
2
NO.
1
2
3
4
5
Develop a Culture of Feedback and Support
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Out of 222 spot observations, 80% of teachers will average 1.5 or higher on lesson objectives, student engagement and DOL’s by December, 2013 and will increase to 2.0 or higher in May, 2014.
Quintile score will improve on Culture of Feedback and Support from quintile “3” to “4” by Fall climate survey results and quintile “5” by May 2014.
Lesson Plan are tightly aligned to standards, rigorous, and engaging.
Professional development campus feedback will reflect effective sessions for all staff to improve academic instruction in the classroom.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
Provide on-going staff development on lesson objectives, student-teacher engagement (bell-to-bell
instruction//time on task, multiple response strategies, and check for understanding) and any other
E1 staff development evidenced by staff in the Spring climate survey, to ensure effective instruction and
ongoing feedback through spot observations and staff goal conferences throughout the year. Survey
results will indicate with quintile “4 or 5” .
TITLE I
FUND
OBJ
ITEM
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
PD
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
AMOUNT
NLT DATE
STATUS
$
1,000.00
9/10/13
NOT
STARTED
6300
Materials/Resour
$
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1,000.00
9/10/13
NOT
STARTED
6300
Materials/Resour
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1,000.00
9/10/13
NOT
STARTED
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
Develop individual SMART goals that are aligned to school and district-wide goals, campus plan, core
A2 beliefs, and destination 2020 to review during Goal setting conferences in September, 201, January,
2014 and May, 2014.
Teach the guaranteed and viable curriculum as evidenced in weekly lesson plans and spot
B2
observations.
KEY ACTION (Briefly state the specific goal or objective.)
NO.
2
NO.
1
2
3
4
5
Develop a Culture of Feedback and Support
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Out of 222 spot observations, 80% of teachers will average 1.5 or higher on lesson objectives, student engagement and DOL’s by December, 2013 and will increase to 2.0 or higher in May, 2014.
Quintile score will improve on Culture of Feedback and Support from quintile “3” to “4” by Fall climate survey results and quintile “5” by May 2014.
Lesson Plan are tightly aligned to standards, rigorous, and engaging.
Professional development campus feedback will reflect effective sessions for all staff to improve academic instruction in the classroom.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
Develop rigorous assessments from mentoring minds, activities and lesson objectives based on the
C2 instructional calendar and district mapping curriculum as evidenced in daily LO’s and DOL’s posted,
weekly lesson plans, and assessments.
D2 Administer district ACP’s and campus common and interim assessments throughout the year
Develop, post, and use lesson objectives and demonstrations of learning (DOL’s) during classroom
E2
instruction as evidenced in lesson plans.
Utilize district resources (My data portal and Curriculum Central) and the internet to develop rigorous
F2
lessons according to the state standards as evidenced in weekly lesson plans.
Engage students through purposeful and planned instruction including multiple response strategies,
G2 checks for understanding, bell to bell instruction, and other strategies with success rate at 85% or
higher on DOL per each skill taught.
TITLE I
FUND
OBJ
ITEM
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Materials/Resour
$
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1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
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211
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Needs Assessment,
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HQ PD
211
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
AMOUNT
NLT DATE
STATUS
1,000.00
9/10/13
NOT
STARTED
Materials/Resour
$
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1,000.00
9/10/13
NOT
STARTED
6300
Materials/Resour
$
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1,000.00
9/10/13
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211
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1,000.00
9/10/13
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211
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Materials/Resour
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1,000.00
9/10/13
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STARTED
KEY ACTION (Briefly state the specific goal or objective.)
NO.
2
NO.
1
2
3
4
5
Develop a Culture of Feedback and Support
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Out of 222 spot observations, 80% of teachers will average 1.5 or higher on lesson objectives, student engagement and DOL’s by December, 2013 and will increase to 2.0 or higher in May, 2014.
Quintile score will improve on Culture of Feedback and Support from quintile “3” to “4” by Fall climate survey results and quintile “5” by May 2014.
Lesson Plan are tightly aligned to standards, rigorous, and engaging.
Professional development campus feedback will reflect effective sessions for all staff to improve academic instruction in the classroom.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
Provide individual students with a variety of opportunities to demonstrate learning through a variety
H2 of response formats throughout the lesson delivery according to Marzano’s lesson plan template as
evidence in weekly lesson plans.
1,2,3,4
TITLE I
FUND
OBJ
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
ITEM
Materials/Resour
$
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AMOUNT
1,000.00
NLT DATE
STATUS
9/10/13
NOT
STARTED
Urban Park Elementary School [222]
2013-14 School Action Plan
Division 4
SKYLINE FP
NO.
3
NO.
KEY ACTION (Briefly state the specific goal or objective.)
Ensure Stellar “First Instruction” with emphasis on core teaching practices utilizing multiple response strategies, demonstrations of learning (DOL’s), thinking maps and effective response to intervention differentiation strategies
(RtI).
INDICATORS OF SUCCESS
(Measurable results that describe success.)
1
85% of students are successful on assessments and DOL’s by November, 2013 and increases to 90% in March, 2014 as evidenced in student data results during grade level data meetings evidenced in student SIMS and data walls.
2
3
Out of 100 spot observations of classrooms from August to November, 2012, 80% of teachers receive a 1.5 or higher on student engagement strategies and increases to 90% of teachers by March, 2013
Out of 200 spot observations, 80% of teachers will score a 1.50 or higher on DOL strategies and purposeful instruction by first semester end, increasing to an average of 2.0 or higher by May, 2014.
4
Rti model is implemented effectively according to appropriate on-going tiering and research based interventions for students as laid out in the Urban Park student/teacher “action plans” for improved instruction as evidenced
ongoing student action plans.
5
90% of teachers will utilize backwards planning to unpack standards, align curriculum, instruction and assessment to improve instructional practice through lesson plans, vertical planning and school curriculum instructional maps.
80% or higher of students in grades 3-5 will meet the level 2 Satisfactory level of STAAR in Reading and
Math.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
Monitor the use of district and campus curriculum maps and provide effective feedback to teachers
A1 regarding their teaching of the guaranteed and viable curriculum beginning in August, 2013 as
evidenced in the feedback on weekly lesson plans and spot observation feedback forms.
Provide ongoing Professional Development in order to review with teachers RTI, EXCEEDS, the use of
demonstrations of learning, student engagement and provide DOL effective feedback to teachers on
B1
written instructional feedback forms (teachers will be required to post DOL’s) as needed throughout
the year.
Monitor and analyze class data every 2 weeks from DOL's and informal assessments, to provide
support and effective feedback to staff on research-based interventions and student groups as
C1
evidenced in instructional calendar for teacher accountability for al lteachers to show gains in student
ahicvement bi-weekly.
TITLE I
FUND
OBJ
1
Instr by HQ staff
HQ PD
Needs Assessment
211
6300
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
1
Instr by HQ staff
HQ PD
Needs Assessmen
211
6300
ITEM
AMOUNT
NLT DATE
STATUS
1,000.00
9/10/13
NOT
STARTED
$
1,000.00
9/10/13
NOT
STARTED
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
Materials/Resour
$
ces
PD
KEY ACTION (Briefly state the specific goal or objective.)
NO.
3
Ensure Stellar “First Instruction” with emphasis on core teaching practices utilizing multiple response strategies, demonstrations of learning (DOL’s), thinking maps and effective response to intervention differentiation strategies
(RtI).
INDICATORS OF SUCCESS
(Measurable results that describe success.)
NO.
1
85% of students are successful on assessments and DOL’s by November, 2013 and increases to 90% in March, 2014 as evidenced in student data results during grade level data meetings evidenced in student SIMS and data walls.
2
3
Out of 100 spot observations of classrooms from August to November, 2012, 80% of teachers receive a 1.5 or higher on student engagement strategies and increases to 90% of teachers by March, 2013
Out of 200 spot observations, 80% of teachers will score a 1.50 or higher on DOL strategies and purposeful instruction by first semester end, increasing to an average of 2.0 or higher by May, 2014.
4
Rti model is implemented effectively according to appropriate on-going tiering and research based interventions for students as laid out in the Urban Park student/teacher “action plans” for improved instruction as evidenced
ongoing student action plans.
5
90% of teachers will utilize backwards planning to unpack standards, align curriculum, instruction and assessment to improve instructional practice through lesson plans, vertical planning and school curriculum instructional maps.
80% or higher of students in grades 3-5 will meet the level 2 Satisfactory level of STAAR in Reading and
Math.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
TITLE I
FUND
OBJ
1
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Provide on-going training and review for staff on student-teacher engagement (bell to bell instruction,
E1 multiple response strategies, and check for understanding) to teachers by September, 2013and
throughout the year as needed.
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
F1
Campus will implement a strong accountability system to set and monitor non-negotiable goals for
student achievement through the use of data analysis and Driven by Data.
1,2,3,4
Attracting HQ staff
211
6300
G1
Campus will invest time, effort and coaching to build leadership capacity by developing Teacher
Leaders throughout the year.
1,2,3,4
HQ PD
199
6400
H1
Division Academic Coordinators will meet regularly with campus instructional coaches and teacher
leaders to develop their skillset to support their peers in improving instructional best practices.
1,2,3
Attracting HQ staff
211
6300
Conduct data conversations and goal setting conferences in September, 2013 and April 2014 according
D1
to campus action plan and teachers SMART goals.
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
ITEM
AMOUNT
NLT DATE
STATUS
1,000.00
9/10/13
NOT
STARTED
$
1,000.00
9/10/13
NOT
STARTED
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
$
1,200.00
9/10/13
NOT
STARTED
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
Materials/Resour
$
ces
PD
PD
NO.
3
NO.
KEY ACTION (Briefly state the specific goal or objective.)
Ensure Stellar “First Instruction” with emphasis on core teaching practices utilizing multiple response strategies, demonstrations of learning (DOL’s), thinking maps and effective response to intervention differentiation strategies
(RtI).
INDICATORS OF SUCCESS
(Measurable results that describe success.)
1
85% of students are successful on assessments and DOL’s by November, 2013 and increases to 90% in March, 2014 as evidenced in student data results during grade level data meetings evidenced in student SIMS and data walls.
2
3
Out of 100 spot observations of classrooms from August to November, 2012, 80% of teachers receive a 1.5 or higher on student engagement strategies and increases to 90% of teachers by March, 2013
Out of 200 spot observations, 80% of teachers will score a 1.50 or higher on DOL strategies and purposeful instruction by first semester end, increasing to an average of 2.0 or higher by May, 2014.
4
Rti model is implemented effectively according to appropriate on-going tiering and research based interventions for students as laid out in the Urban Park student/teacher “action plans” for improved instruction as evidenced
ongoing student action plans.
5
90% of teachers will utilize backwards planning to unpack standards, align curriculum, instruction and assessment to improve instructional practice through lesson plans, vertical planning and school curriculum instructional maps.
80% or higher of students in grades 3-5 will meet the level 2 Satisfactory level of STAAR in Reading and
Math.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
TITLE I
FUND
OBJ
211
6300
ITEM
AMOUNT
NLT DATE
STATUS
1,000.00
9/10/13
NOT
STARTED
$
1,000.00
9/10/13
NOT
STARTED
Plan and submit weekly lesson plans aligned to the DISD and campus curriculum maps each Friday by
A2 3:00 p.m. to evaluator to ensure your evaluator provides feedback that lesson plans are evidenced
with rigor and state standards.
1,2,9
Needs Assessment
Reform Strategies
Timely Add'l
Assistance
Administer ACP’s and Urban Park rigorous assessments every six weeks as evidenced in the academic
calendar and monitor student data by signing in My data portal to read student data by January each
B2
teacher should have signed in and utilized and interpreted student data 50 times and 125 total hits per
teacher by May, 2014.
1,3,4
Needs assessment
211
6300
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
Develop, post, and utilize demonstrations of learning (DOL’s) daily for classroom instruction in
C2
student friendly language
Document ongoing RtI strategies (campus Rti plan) by tiering students every 2 weeks from DOL
D2
progress and inputting students in EXCEED. and refer to SST as necessary
Materials/Resour
$
ces
PD
NO.
3
NO.
KEY ACTION (Briefly state the specific goal or objective.)
Ensure Stellar “First Instruction” with emphasis on core teaching practices utilizing multiple response strategies, demonstrations of learning (DOL’s), thinking maps and effective response to intervention differentiation strategies
(RtI).
INDICATORS OF SUCCESS
(Measurable results that describe success.)
1
85% of students are successful on assessments and DOL’s by November, 2013 and increases to 90% in March, 2014 as evidenced in student data results during grade level data meetings evidenced in student SIMS and data walls.
2
3
Out of 100 spot observations of classrooms from August to November, 2012, 80% of teachers receive a 1.5 or higher on student engagement strategies and increases to 90% of teachers by March, 2013
Out of 200 spot observations, 80% of teachers will score a 1.50 or higher on DOL strategies and purposeful instruction by first semester end, increasing to an average of 2.0 or higher by May, 2014.
4
Rti model is implemented effectively according to appropriate on-going tiering and research based interventions for students as laid out in the Urban Park student/teacher “action plans” for improved instruction as evidenced
ongoing student action plans.
5
90% of teachers will utilize backwards planning to unpack standards, align curriculum, instruction and assessment to improve instructional practice through lesson plans, vertical planning and school curriculum instructional maps.
80% or higher of students in grades 3-5 will meet the level 2 Satisfactory level of STAAR in Reading and
Math.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
Input student grades into Grade speed by Friday at 4:00 p.m., to ensure weekly communication with
E2
parents through parent portal, Student Action Plan and student agendas.
Create student/teacher action plans every 2 weeks according to on-going student data (interim and
F2
common assessments)
Engage students’ through purposeful and planned instruction including multiple response strategies,
G2
check for understanding, bell to bell instruction and other strategies as evidenced in spot observations
Provide individual students with a variety of opportunities to demonstrate learning thorough a variety
H2
of response formats other than “thumbs up” and think pair share as evidenced in spot observations
TITLE I
FUND
OBJ
ITEM
NLT DATE
STATUS
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
$
1,000.00
9/10/13
NOT
STARTED
1,2,3,4
Needs Assessment,
Instr by HQ tchrs,
Reform Strategies,
HQ PD
211
6300
Materials/Resour
$
ces
1,000.00
9/10/13
NOT
STARTED
PD
AMOUNT
NO.
3
NO.
KEY ACTION (Briefly state the specific goal or objective.)
Ensure Stellar “First Instruction” with emphasis on core teaching practices utilizing multiple response strategies, demonstrations of learning (DOL’s), thinking maps and effective response to intervention differentiation strategies
(RtI).
INDICATORS OF SUCCESS
(Measurable results that describe success.)
1
85% of students are successful on assessments and DOL’s by November, 2013 and increases to 90% in March, 2014 as evidenced in student data results during grade level data meetings evidenced in student SIMS and data walls.
2
3
Out of 100 spot observations of classrooms from August to November, 2012, 80% of teachers receive a 1.5 or higher on student engagement strategies and increases to 90% of teachers by March, 2013
Out of 200 spot observations, 80% of teachers will score a 1.50 or higher on DOL strategies and purposeful instruction by first semester end, increasing to an average of 2.0 or higher by May, 2014.
4
Rti model is implemented effectively according to appropriate on-going tiering and research based interventions for students as laid out in the Urban Park student/teacher “action plans” for improved instruction as evidenced
ongoing student action plans.
5
90% of teachers will utilize backwards planning to unpack standards, align curriculum, instruction and assessment to improve instructional practice through lesson plans, vertical planning and school curriculum instructional maps.
80% or higher of students in grades 3-5 will meet the level 2 Satisfactory level of STAAR in Reading and
Math.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
I2
All teachers and students will set learning goals to improve student achievement. These goals will be
monitored through the use of data analysis and will be made visible to all.
2,3,4
TITLE I
FUND
OBJ
Instr by HQ tchrs HQ
PD
Needs
Assessment
211
6300
ITEM
Materials/Resour
$
ces
AMOUNT
1,000.00
NLT DATE
STATUS
9/10/13
NOT
STARTED
Urban Park Elementary School [222]
2013-14 School Action Plan
Division 4
SKYLINE FP
KEY ACTION (Briefly state the specific goal or objective.)
Maintain a school-wide, systematic, positive behavior management system with a focus on character development and parent and community involvement.
Urban Park staff must have a commitment to the children and continue to be “United We Stand, in the Pursuit of Excellence.”
4
(The Rachel’s Challenge philosophy of education is based on a historically sound principle of the “three H’s,” the Heart, the Head and the Hands. The doorway to improving education is a student’s heart. If a teacher captures a
student’s heart (emotion, passion and imagination), the student will give you the opportunity to train their mind (head) which will lead to the student applying their hands to meaningful work and service. Rachel’s Challenge
INDICATORS OF SUCCESS
NO.
(Measurable results that describe success.)
1 Administration will guide and support Counselor and staff regarding Rachel’s Challenge Program
2 Administration will provide effective feedback and accountability regarding behavior management and engagement
Administration will develop, a Positive Behavior incentive program(Panther Loot’s to utilize in the Panther store) to align with Urban Park goals that supports Rachel’s Challenge and include:
Ongoing staff development on Rachel’s Challenge program (classroom, hallway, bathroom, cafeteria, assemblies)
3 student training regarding Rachel’s Challenge throughout the year
ongoing family training and communication regarding Rachel’s Challenge
NO.
4
No Level III office referrals from DISD Office of Student Discipline data from the Student Discipline Management data system from habitually disruptive behavior in-class and defiance of authority by the end of the year.
Administration will track office referrals in the DISD Student Discipline Management System
80% of our completed parent surveys will indicate a positive response in the area of parent communication
5
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
Refer to Allen Mendler’s Power Struggles, Successful Techniques for Educators Rachel’s Challenge
A1
1,2,4
Program, and Panther “coins” Positive Behavior Incentive Program.
Administration will monitor discipline data in the DISD Student Discipline Management System
B1 monthly and provide staff with immediate effective feedback regarding discipline data and effective
1,2,4,9
classroom management techniques.
Provide teacher feedback and suggestions to administration and counselor regarding Rachel’s
C1
1,2,4,9
Challenge program and Panther “coins” Positive behavior program.
TITLE I
FUND
OBJ
ITEM
AMOUNT
NLT DATE
STATUS
Reform strategies
211
6300
Materials/Resour
ces
$100.00
9/10/13
NOT
STARTED
Reform strategies
211
6300
Materials/Resour
$
ces
100.00
9/10/13
NOT
STARTED
Reform strategies
211
6300
Materials/Resour
$
ces
500.00
9/10/13
NOT
STARTED
KEY ACTION (Briefly state the specific goal or objective.)
Maintain a school-wide, systematic, positive behavior management system with a focus on character development and parent and community involvement.
Urban Park staff must have a commitment to the children and continue to be “United We Stand, in the Pursuit of Excellence.”
4
(The Rachel’s Challenge philosophy of education is based on a historically sound principle of the “three H’s,” the Heart, the Head and the Hands. The doorway to improving education is a student’s heart. If a teacher captures a
student’s heart (emotion, passion and imagination), the student will give you the opportunity to train their mind (head) which will lead to the student applying their hands to meaningful work and service. Rachel’s Challenge
INDICATORS OF SUCCESS
NO.
(Measurable results that describe success.)
1 Administration will guide and support Counselor and staff regarding Rachel’s Challenge Program
2 Administration will provide effective feedback and accountability regarding behavior management and engagement
Administration will develop, a Positive Behavior incentive program(Panther Loot’s to utilize in the Panther store) to align with Urban Park goals that supports Rachel’s Challenge and include:
Ongoing staff development on Rachel’s Challenge program (classroom, hallway, bathroom, cafeteria, assemblies)
3 student training regarding Rachel’s Challenge throughout the year
ongoing family training and communication regarding Rachel’s Challenge
NO.
4
No Level III office referrals from DISD Office of Student Discipline data from the Student Discipline Management data system from habitually disruptive behavior in-class and defiance of authority by the end of the year.
Administration will track office referrals in the DISD Student Discipline Management System
80% of our completed parent surveys will indicate a positive response in the area of parent communication
5
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
TITLE I
FUND
OBJ
1,2,4
Reform strategies
211
6300
1,2,4,6
Needs assessment
211
6300
1,2,4
Reform strategies
211
6300
1,2,4
Reform strategies
211
6300
1,2,4
Reform strategies
211
6300
1,2,4
Reform strategies
211
6300
ITEM
AMOUNT
NLT DATE
STATUS
200.00
9/10/13
NOT
STARTED
$
2,553.60
9/10/13
$
100.00
9/10/13
$
50.00
9/10/13
$
200.00
9/10/13
Materials/Resour
$
ces
200.00
9/10/13
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
Utilize effective classroom strategies in the classroom (Mendler-Power Struggles, Successful
A2 Techniques for Educators and Rachel’s Challenge Program to increase and promote positive student
behavior by hanging daily student chain links in the hallways to promote positive behavior.
B2
Monitor and log daily student discipline in student agendas for ongoing parent communication and character education.
Monitor and give out Panther “coins” to students who ONLY demonstrate positive character and
sportsmanship daily as needed to compensate for excellent character traits.
Monitor and correct daily student behavior in the hallways to ensure the hallways are a “no talking
D2
zone” at all times for every child on the campus.
Recognize monthly one student per classroom who displays great character and post his/her picture
E2
on the student “Hall of Fame” in the new wing.
Decrease office referrals to “0” for the year by utilizing bell-to-bell instruction, attention to “time on
F2 task”, Rachel’s challenge positive behavior system, counselor for assistance and effective classroom
strategies in the classroom in order to have “0” office referrals
C2
Materials/Resour
$
ces
Materials/Resour
ces
Materials/Resour
ces
Materials/Resour
ces
Materials/Resour
ces
NOT
STARTED
NOT
STARTED
NOT
STARTED
NOT
STARTED
NOT
STARTED
KEY ACTION (Briefly state the specific goal or objective.)
Maintain a school-wide, systematic, positive behavior management system with a focus on character development and parent and community involvement.
Urban Park staff must have a commitment to the children and continue to be “United We Stand, in the Pursuit of Excellence.”
4
(The Rachel’s Challenge philosophy of education is based on a historically sound principle of the “three H’s,” the Heart, the Head and the Hands. The doorway to improving education is a student’s heart. If a teacher captures a
student’s heart (emotion, passion and imagination), the student will give you the opportunity to train their mind (head) which will lead to the student applying their hands to meaningful work and service. Rachel’s Challenge
INDICATORS OF SUCCESS
NO.
(Measurable results that describe success.)
1 Administration will guide and support Counselor and staff regarding Rachel’s Challenge Program
2 Administration will provide effective feedback and accountability regarding behavior management and engagement
Administration will develop, a Positive Behavior incentive program(Panther Loot’s to utilize in the Panther store) to align with Urban Park goals that supports Rachel’s Challenge and include:
Ongoing staff development on Rachel’s Challenge program (classroom, hallway, bathroom, cafeteria, assemblies)
3 student training regarding Rachel’s Challenge throughout the year
ongoing family training and communication regarding Rachel’s Challenge
NO.
4
No Level III office referrals from DISD Office of Student Discipline data from the Student Discipline Management data system from habitually disruptive behavior in-class and defiance of authority by the end of the year.
Administration will track office referrals in the DISD Student Discipline Management System
80% of our completed parent surveys will indicate a positive response in the area of parent communication
5
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
TITLE I
FUND
OBJ
ITEM
AMOUNT
NLT DATE
STATUS
Urban Park Elementary School [222]
2013-14 School Action Plan
Division 4
SKYLINE FP
KEY ACTION (Briefly state the specific goal or objective.)
NO.
5
Increase participation of parental involvement in the school community inorder to raise the level of academic achievement for all students.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
NO.
1
2
3
4
5
PTO membership will consist of 30% of all parents.
Parental participation will increase by 10% as evidenced by participation in parent activities, programs and workshops offered at campus.
100% of all parents will attend/participate for parent teacher conferences.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
TITLE I
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
Administration will create a primary vision and focus leading to a sense of urgency to improve student
Parent involvement
A1
1,2,3
learning, achievement and instruction.
Administration, staff and students will invite parents and other community members to become
Grade-level transitions
B1 involved in supporting campus efforts toward vision and goal of increased student achievement as
1,2,3
evidenced on the STAAR assesment.
Administration, Instructional Coaches and staff will provide Parent Workshops for all of Henderson's
Reform strategies
C1
1,2,3
partners in education such as parents, tutors and volunteers.
FUND
OBJ
ITEM
211
6300
Materials/Resour
$
ces
211
6300
211
AMOUNT
NLT DATE
STATUS
500.00
6/1/14
NOT
STARTED
Materials/Resour
$
ces
500.00
6/1/14
NOT
STARTED
6300
Materials/Resour
$
ces
500.00
6/1/14
NOT
STARTED
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
A2
Instructional Coaches, teacher leaders and teachers will provide parents with opportunities for new
learning on High Thinking Demand, and other skills necessary to improve student learning.
1,2,3
HQ PD
211
6300
Materials/Resour
$
ces
500.00
6/1/14
NOT
STARTED
B2
Parents and Campus staff will form a strategic partnership that plans and supports campus mission and
vision through SBDM and parent center opportunities.
1,2,3
HQ PD
211
6300
Materials/Resour
$
ces
500.00
6/1/14
NOT
STARTED
NO.
5
NO.
1
2
3
4
5
KEY ACTION (Briefly state the specific goal or objective.)
Increase participation of parental involvement in the school community inorder to raise the level of academic achievement for all students.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
PTO membership will consist of 30% of all parents.
Parental participation will increase by 10% as evidenced by participation in parent activities, programs and workshops offered at campus.
100% of all parents will attend/participate for parent teacher conferences.
REF
SPECIFIC ACTION(S)
LINK TO INDICATOR
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
TITLE I
FUND
OBJ
ITEM
AMOUNT
NLT DATE
STATUS
Urban Park Elementary School [222]
2013-14 School Action Plan
Division 4
SKYLINE FP
KEY ACTION PROGRESS REPORT
KEY ACTION 1
Ensure all staff members understand and support the district
and campus core beliefs,/philosophy,
campus vision statement
SCHOOL LEADERSHIP ACTIONS
SPECIFIC ACTION(S)
Administration will review the developed mission, vision, Core values, and
STAFF ACTIONS
NLT DATE
9/10/13
STATUS
NOT
STARTED
SPECIFIC ACTION(S)
Teachers and students will understand and be able to clearly articulate the
NLT DATE
9/10/13
STATUS
NOT
STARTED
Administation will conduct goal setting conferences with each employee and
ensure all employees have a at least 3 specific SMART goals for Professional
Growth with measurable indicators of success by September 30, 2013: two
goals must be student achievement goals) 80% of students are proficient or
above on DISD/Urban Park assessments and demonstrations of learning and
ALL tied to the campus action plan for 2013-14 to be turned in and have a copy
of SMART goals in their campus staff handbook.
9/10/13
NOT
STARTED
By the end of the year, 60% of staff will positively recognize each other at
Monthly staff celebrations; one team member per grade level at each
celebration.
9/10/13
NOT
STARTED
All staff must post outside their classroom doors in a frame, their professional,
9/10/13
NOT
STARTED
Staff will make a commitment to transfer their professional philosophy to their
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
Staff will learn and be able to identify and participate 100% in campus and
district core belief activities during grade level and monthly staff meetings.
9/10/13
NOT
STARTED
Administrative team will regularly recognize staff by writing positive notes or
thank you notes monthly for all staff as well as recognize the positive actions of
staff during monthly staff celebrations as evidenced in agendas and sign in
sheets.
9/10/13
NOT
STARTED
Staff will comprehend and execute the building action plan evidenced in Fall
and Spring quintile “5” survey results.
9/10/13
NOT
STARTED
Campus vision shapes the academic success for all students establishing a
culture of service, learning, high expectations cultivating leadership in others.
12/10/13
NOT
STARTED
Staff will participate100% and offer input in action planning sessions
throughout the school year and in May 2014 for the upcoming school year’s
action plan evidenced in sign in sheets and on-going, effective feedback.
9/10/13
NOT
STARTED
Administrative team will embed and work with staff on the key concepts of
Administrative Team and Campus Data Leadership team will conduct reviews
9/10/13
9/10/13
NOT
STARTED
NOT
STARTED
Staff will engage in staff book study to support students of all levels on their
Teachers and staff will seek to support, develop and improve instructional
9/10/13
6/1/14
NOT
STARTED
NOT
STARTED
Implement Urban Park Action Plan with fidelity by Conducting activities,
discussions, and grade level meetings on DISD/Urban Park “Core Beliefs” and
Destination 2020 evidenced in grade level agendas and sign in sheets.
Campus will maintain a culture of support that includes a framework of best
practices, resources, tools, professional learning and high expectations
centered around high expectations for for student achievement.
12/10/13
NOT
STARTED
Administration will create a primary vision and focus leading to a sense of
urgency to improve student learning, achievement and instruction through
ongoing communication through emails, Panther Press Newsletters and on staff
agendas.
9/10/13
NOT
STARTED
All teachers and students will set learning goals to improve student
achievement. These goals will be monitored through the use of data analysis
and will be made visible to all as evidenced in teacher philosophies, campus
action plans and campus/district core beliefs.
12/10/13
NOT
STARTED
KEY ACTION 2
Develop a Culture of Feedback and Support
SCHOOL LEADERSHIP ACTIONS
SPECIFIC ACTION(S)
Supervise and assist staff on monitoring the use of district and school
curriculum maps and district instructional calendar and provide ongoing
feedback to all teachers regarding their teaching of the guaranteed and viable
curriculum beginning August, 2013 and throughout the year as evidenced in
face to face and written spot observations.
Train and review with teachers on the use of Demonstrations of Learning
(DOL’s) and provide effective feedback to teachers on written instructional
feedback forms (teachers will be required to post (lesson objective and DOL’s)
as needed throughout the year.
Provide on-going professional development and feedback for teachers in order
to support purposeful instruction, alignment and engagement as evidenced in
staff survey regarding professional development as evidenced in 2013 STAAR
and ITBS/Logramos results.
Facilitate data discussions during grade level meetings as evidenced in
instructional calendar and student data performance results.
Provide on-going staff development on lesson objectives, student-teacher
engagement (bell-to-bell instruction//time on task, multiple response
strategies, and check for understanding) and any other staff development
evidenced by staff in the Spring climate survey, to ensure effective instruction
and ongoing feedback through spot observations and staff goal conferences
throughout the year. Survey results will indicate with quintile “4 or 5” .
STAFF ACTIONS
NLT DATE
STATUS
SPECIFIC ACTION(S)
NLT DATE
STATUS
9/10/13
NOT
STARTED
Develop individual SMART goals that are aligned to school and district-wide
goals, campus plan, core beliefs, and destination 2020 to review during Goal
setting conferences in September, 201, January, 2014 and May, 2014.
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
Teach the guaranteed and viable curriculum as evidenced in weekly lesson
plans and spot observations.
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
Develop rigorous assessments from mentoring minds, activities and lesson
objectives based on the instructional calendar and district mapping curriculum
as evidenced in daily LO’s and DOL’s posted, weekly lesson plans, and
assessments.
Administer district ACP’s and campus common and interim assessments
throughout the year
9/10/13
NOT
STARTED
Develop, post, and use lesson objectives and demonstrations of learning
(DOL’s) during classroom instruction as evidenced in lesson plans.
9/10/13
NOT
STARTED
Utilize district resources (My data portal and Curriculum Central) and the
internet to develop rigorous lessons according to the state standards as
evidenced in weekly lesson plans.
9/10/13
NOT
STARTED
Engage students through purposeful and planned instruction including multiple
response strategies, checks for understanding, bell to bell instruction, and other
strategies with success rate at 85% or higher on DOL per each skill taught.
9/10/13
NOT
STARTED
Provide individual students with a variety of opportunities to demonstrate
learning through a variety of response formats throughout the lesson delivery
according to Marzano’s lesson plan template as evidence in weekly lesson
plans.
9/10/13
NOT
STARTED
KEY ACTION 3
Ensure Stellar “First Instruction” with emphasis on core
teaching practices utilizing multiple response strategies,
demonstrations of learning (DOL’s), thinking maps and
effective response to intervention differentiation strategies
(RtI).
SCHOOL LEADERSHIP ACTIONS
SPECIFIC ACTION(S)
Monitor the use of district and campus curriculum maps and provide effective
feedback to teachers regarding their teaching of the guaranteed and viable
curriculum beginning in August, 2013 as evidenced in the feedback on weekly
lesson plans and spot observation feedback forms.
STAFF ACTIONS
NLT DATE
STATUS
SPECIFIC ACTION(S)
9/10/13
NOT
STARTED
Plan and submit weekly lesson plans aligned to the DISD and campus curriculum
maps each Friday by 3:00 p.m. to evaluator to ensure your evaluator provides
feedback that lesson plans are evidenced with rigor and state standards.
Administer ACP’s and Urban Park rigorous assessments every six weeks as
evidenced in the academic calendar and monitor student data by signing in My
data portal to read student data by January each teacher should have signed in
and utilized and interpreted student data 50 times and 125 total hits per
teacher by May, 2014.
Develop, post, and utilize demonstrations of learning (DOL’s) daily for
classroom instruction in student friendly language
NLT DATE
STATUS
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
Provide ongoing Professional Development in order to review with teachers
RTI, EXCEEDS, the use of demonstrations of learning, student engagement and
provide DOL effective feedback to teachers on written instructional feedback
forms (teachers will be required to post DOL’s) as needed throughout the year.
9/10/13
NOT
STARTED
#REF!
#REF!
#REF!
9/10/13
NOT
STARTED
Document ongoing RtI strategies (campus Rti plan) by tiering students every 2
weeks from DOL progress and inputting students in EXCEED. and refer to SST as
necessary
9/10/13
NOT
STARTED
#REF!
#REF!
Input student grades into Grade speed by Friday at 4:00 p.m., to ensure weekly
communication with parents through parent portal, Student Action Plan and
student agendas.
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
Create student/teacher action plans every 2 weeks according to on-going
student data (interim and common assessments)
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
Engage students’ through purposeful and planned instruction including
multiple response strategies, check for understanding, bell to bell instruction
and other strategies as evidenced in spot observations
9/10/13
NOT
STARTED
Monitor and analyze class data every 2 weeks from DOL's and informal
assessments, to provide support and effective feedback to staff on researchbased interventions and student groups as evidenced in instructional calendar
for teacher accountability for al lteachers to show gains in student ahicvement
bi-weekly.
#REF!
Conduct data conversations and goal setting conferences in September, 2013
and April 2014 according to campus action plan and teachers SMART goals.
Provide on-going training and review for staff on student-teacher engagement
(bell to bell instruction, multiple response strategies, and check for
understanding) to teachers by September, 2013and throughout the year as
needed.
Campus will implement a strong accountability system to set and monitor nonnegotiable goals for student achievement through the use of data analysis and
Driven by Data.
9/10/13
NOT
STARTED
Provide individual students with a variety of opportunities to demonstrate
learning thorough a variety of response formats other than “thumbs up” and
think pair share as evidenced in spot observations
9/10/13
NOT
STARTED
Campus will invest time, effort and coaching to build leadership capacity by
developing Teacher Leaders throughout the year.
9/10/13
NOT
STARTED
All teachers and students will set learning goals to improve student
achievement. These goals will be monitored through the use of data analysis
and will be made visible to all.
9/10/13
NOT
STARTED
Division Academic Coordinators will meet regularly with campus instructional
coaches and teacher leaders to develop their skillset to support their peers in
improving instructional best practices.
9/10/13
NOT
STARTED
KEY ACTION 4
Maintain a school-wide, systematic, positive behavior
management system with a focus on character development
and parent and community involvement.
Urban Park staff must have a commitment to the children and
continue to be “United We Stand, in the Pursuit of Excellence.”
(The Rachel’s Challenge philosophy of education is based on a
historically sound principle of the “three H’s,” the Heart, the
Head and the Hands. The doorway to improving education is a
student’s heart. If a teacher captures a student’s heart
(emotion, passion and imagination), the student will give you
the opportunity to train their mind (head) which will lead to
the student applying their hands to meaningful work and
service. Rachel’s Challenge program teaches students to live a
life of purpose, do simple acts of kindness and create a
Kindness and Compassion Club to make their school a better
place.)
SCHOOL LEADERSHIP ACTIONS
SPECIFIC ACTION(S)
Refer to Allen Mendler’s Power Struggles, Successful Techniques for Educators
Rachel’s Challenge Program, and Panther “coins” Positive Behavior Incentive
Program.
Administration will monitor discipline data in the DISD Student Discipline
Management System monthly and provide staff with immediate effective
feedback regarding discipline data and effective classroom management
techniques.
Provide teacher feedback and suggestions to administration and counselor
regarding Rachel’s Challenge program and Panther “coins” Positive behavior
program.
STAFF ACTIONS
NLT DATE
STATUS
SPECIFIC ACTION(S)
NLT DATE
STATUS
NOT
STARTED
Utilize effective classroom strategies in the classroom (Mendler-Power
Struggles, Successful Techniques for Educators and Rachel’s Challenge Program
to increase and promote positive student behavior by hanging daily student
chain links in the hallways to promote positive behavior.
9/10/13
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
Monitor and log daily student discipline in student agendas for ongoing parent
communication and character education.
9/10/13
NOT
STARTED
9/10/13
NOT
STARTED
Monitor and give out Panther “coins” to students who ONLY demonstrate
positive character and sportsmanship daily as needed to compensate for
excellent character traits.
9/10/13
NOT
STARTED
Monitor and correct daily student behavior in the hallways to ensure the
hallways are a “no talking zone” at all times for every child on the campus.
9/10/13
NOT
STARTED
Recognize monthly one student per classroom who displays great character and
post his/her picture on the student “Hall of Fame” in the new wing.
9/10/13
NOT
STARTED
Decrease office referrals to “0” for the year by utilizing bell-to-bell instruction,
attention to “time on task”, Rachel’s challenge positive behavior system,
counselor for assistance and effective classroom strategies in the classroom in
order to have “0” office referrals
9/10/13
NOT
STARTED
KEY ACTION 5
Increase participation of parental involvement in the school
community inorder to raise the level of academic achievement
for all students.
SCHOOL LEADERSHIP ACTIONS
SPECIFIC ACTION(S)
STAFF ACTIONS
NLT DATE
STATUS
Administration will create a primary vision and focus leading to a sense of
urgency to improve student learning, achievement and instruction.
6/1/14
NOT
STARTED
Administration, staff and students will invite parents and other community
members to become involved in supporting campus efforts toward vision and
goal of increased student achievement as evidenced on the STAAR assesment.
6/1/14
NOT
STARTED
Administration, Instructional Coaches and staff will provide Parent Workshops
for all of Henderson's partners in education such as parents, tutors and
volunteers.
6/1/14
NOT
STARTED
SPECIFIC ACTION(S)
Instructional Coaches, teacher leaders and teachers will provide parents with
opportunities for new learning on High Thinking Demand, and other skills
necessary to improve student learning.
Parents and Campus staff will form a strategic partnership that plans and
supports campus mission and vision through SBDM and parent center
opportunities.
NLT DATE
STATUS
6/1/14
NOT
STARTED
6/1/14
NOT
STARTED
Urban Park Elementary School [222]
2013-14 School Action Plan
Division 4
SKYLINE FP
SUMMARY OF KEY ACTION EXPENDITURES
FUND
6100
6200
6300
6400
6500
6600
TOTAL
199
$
-
$
-
$
-
$
-
$
-
$
-
$
-
211
$
213,212.00
$
-
$
-
$
-
$
-
$
-
$
213,212.00
240
$
-
$
-
$
-
$
-
$
-
$
-
$
-
286
$
-
$
-
$
-
$
-
$
-
$
-
$
-
199/211
$
-
$
-
$
-
$
-
$
-
$
-
$
-
21M
$
-
$
-
$
-
$
-
$
-
$
-
$
-
SCE
$
-
$
-
$
-
$
-
$
-
$
-
$
-
SCE/199
$
-
$
-
$
-
$
-
$
-
$
-
$
-
Other SR Fund
$
-
$
-
$
-
$
-
$
-
$
-
$
-
TOTAL
$
213,212.00
$
-
$
-
$
-
$
-
$
-
$
213,212.00
#
TITLE I COMPONENT
1
2
3
4
5
6
7
8
9
10
Needs assessment
Reform strategies
Instr by HQ tchrs
HQ PD
Attracting HQ staff
Parent involvement
Grade-level transitions
Asssessment Dec-Mak
Timely Add'l Assistance
Coordination of Svcs
NO. OF ACTIONS
5
12
2
6
3
3
2
1
1
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.
TITLE I SPECIFIC ACTION STEPS
TITLE I COMPONENT
2013-14 School Action Plan
RESPONSIBLE
ACTION STEP
2.5 Teachers will improve instruction by using small groups,
differentiating learning, progress monitoring, and tutorials to
increase students' knowledge and skills
7.2 Increase parent involvement and participation and transition
with Early Childhood children, through Pre-K and Kindergarten
roundups, Virtual Pre-K, HIPPY, etc.
FUND
OBJ
ITEM
AMOUNT
NLT DATE
STATUS
211
6100
Other
$
58,536.00
NOT STARTED
211
6100
Other
$
36,675.00
NOT STARTED
Reform strategies
TEACHERS
Parent involvement
STAFF
Needs assessment
OTHER
4.4 Utilize instructional coaches to support and develop teacher
instructional skill base to improve the quality of instruction.
211
6100
Other
$
53,001.00
NOT STARTED
Needs assessment
OTHER
4.4 Utilize instructional coaches to support and develop teacher
instructional skill base to improve the quality of instruction.
211
6100
Other
$
65,000.00
NOT STARTED
Timely Add'l Assistance
PRINCIPAL
1.2 Staff/student supplemental supplies and resources for core
content areas
Other SR
Fund
6300
Materials/Resources
NOT STARTED
Instr by HQ tchrs
STAFF
4.2 Professional literature/trainings/conferences
199
6300
Materials/Resources
NOT STARTED
2.5 Teachers will improve instruction by using small groups,
differentiating learning, progress monitoring, and tutorials to
increase students' knowledge and skills
211
6300
Materials/Resources
NOT STARTED
211
6300
Materials/Resources
NOT STARTED
Materials/Resources
NOT STARTED
Reform strategies
TEACHERS
Parent involvement
OTHER
6.3 Family involvement nights such as Community Liaison
Asssessment Dec-Mak
STAFF
1.1 Regular collection and evaluation of data sources.
Other SR
Fund
Coordination of Svcs
TEACHERS
9.1 Staff will utilize data to strengthen student weaknesses through
early intervention and more rigorous instruction and review the
data to develop and implement common and formative
assessments that will drive instruction and lesson plans.
Needs assessment
PRINCIPAL
8.1 Feedback Sessions
199
6300
Materials/Resources
NOT STARTED
8.2 Teachers will receive professional development, collaborate
and make evidenced-based instructional decisions and determine
extended day programs based on assessments to improve
performance for the three tier groups.
199
6100
PD
NOT STARTED
Instr by HQ tchrs
STAFF
199
6300
Materials/Resources
NOT STARTED
HQ PD
TEACHERS
1.3 Extended learning opportunities
199
6100
PD
NOT STARTED
HQ PD
TEACHERS
4.3a Attend conferences (SBS) and engage in the sharing of
instructional practices in PLCs
199
6300
PD
NOT STARTED
HQ PD
TEACHERS
4.2 Professional literature/trainings/conferences
199
6400
PD
NOT STARTED
211
6300
Materials/Resources
NOT STARTED
199
6400
PD
NOT STARTED
FUND
FTE
Grade-level transitions
PRINCIPAL
Attracting HQ staff
PRINCIPAL
7.1 Ensure smooth student transistions into new school
environments (for example new students to campus, 5th grade
students into middle school, 8th grade students into high school
and preschool student to Kindergarten) through parent meetings,
orientation days/meeting.
5.1 Actively recruit HQ teachers for the campus through attending
job fairs, recommendations from the respected colleague and
attending professional conferences.
TITLE I OR SCE FUNDED STAFF
JOB CODE
EMPLOYEE ID
6150
6777
6777
4935
47528
56790
27339
19712
EMPLOYEE
Meredith McClelland
Romikiante Sneed
Laura Miranda
Christine Sifuentez
211
211
211
211
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