User manual | Kleberg Action Plan

Kleberg Elementary
Campus Action Plan
Dallas Independent School District
Stephanie Taylor, Executive Director
Seagoville Feeder Pattern
Mission:
Education all students for success.
Vision:
Dallas ISD seeks to be a premier urban school district.
Core Beliefs:
Our main purpose is to improve student academic achievement.
Effective instruction makes the most difference in student academic performance.
There is no excuse for poor quality instruction.
With our help, at risk students will achieve at the same rate as non-at risk students.
Staff members must have a commitment to children and a commitment to the pursuit of excellence.
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS
The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their
potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the
conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is
further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental
involvement in the school is essential for the maximum educational achievement of a child.
THE STATE OF TEXAS PUBLIC EDUCATION GOALS
GOAL #1:
GOAL #2:
GOAL #3:
GOAL #4:
The student in the public education system will demonstrate exemplary performance in the reading and writing of the
English language.
The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.
The students in the public education system will demonstrate exemplary performance in the understanding of science.
The students in the public education system will demonstrate exemplary performance in the understanding of social studies.
THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES
Objective #1: Parents will be full partners with educators in the education of their children.
Objective #2: Students will be encouraged and challenged to meet their full educational potential.
Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.
Objective #4: A well-balanced and appropriate curriculum will be provided to all students.
Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained.
Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.
Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning.
Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.
Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and
administration.
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
1. COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
SCHOOL YEAR: 2015-2016
Data Sources Reviewed:
TEA School Report Card: demographics, student achievement, staff/student ratio
STAAR Assessment Reports: student achievement data
Campus Data Packet (2014-2015): demographics, student achievement (ACP, STAAR, ITBS/Logramos, TELPAS), attendance/enrollment, teacher statistics
(teacher/student ratio)
PEIMS Data
Surveys: Staff Climate Surveys (Fall/Spring), Student Perception Surveys (Spring), Parent Satisfaction Survey (Spring)
Reports: LEP, SPED, Accelerated Instruction Plans (AIP), STAAR Spotlight (Gr. 3-5), STAAR Tracker
Texas Academic Performance Reports (TAPR)
Area Reviewed
Summary of Strengths
Summary of Needs
Priorities
What were the identified strengths?
What were the identified needs?
What are the priorities for the campus, including
how federal and state program funds will be used?
Demographics



626 students (127 20% AA,
424 68% H, 75 12% Other)
23% of 5th grade is TAG
Diverse staff population



6.5 % SPED; 93% Percent ECO
DIS; LEP Students
Campus data reveals a need to
increase advanced rates in
math, reading, science, and
writing.
Campus data reveals a need
for increased academic
performance and the quality of
instruction in all content areas
for our at-risk/Eco.
Disadvantaged students;
focusing on special education
students and students
identified as LEP.
 Data Driven Instructional Meetings will
be implemented to ensure teachers
are focusing on student progress and
performance measures to increase the
advanced rates and the overall
academic achievement for our at-risk
student population. Through our DDI
meetings, teams will analyze data for
all sub groups and determine targeted
strategies to support student learning.
 Academic interventions will be
provided for students identified as atrisk/Eco. Disadvantaged, including
students in the LEP and SPED sub
groups. These interventions may
include any of the following: AASI,
ISIP, RM, RtI, Comprehension Tool
Kits, All in Learning, small group
academic counseling and goal setting,
mentoring, before/after school
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
Student Achievement
The Spring 2015 STAAR data reveals
the following results:
The Spring 2015 STAAR data reveals
the following results:
5th Grade Data
Reading: 93% passing; 19.3%
advanced
 Majority of the 5th Graders
tested in English on the
Reading STAAR (93% passing)
4th Grade Data
Reading: 61% passing; 9.3% advanced
(English) 78.8% passing; 27.3%
advanced (Spanish)
Writing: 57.9% passing; 0% advanced
(English)
Science: 70.9% passing; 3.6%
advanced
• All TEA Accountable (48 5th
Graders) tested in English on
the Science STAAR (75%
passing)
3rd Grade Data
Reading: 66% passing; 9.4% advanced
(English) 65.9% passing; 17.1%
advanced (Spanish)

Improve STAAR gap at Level II
Recommended (% Gap: State
White vs. School African
American & Hispanic Results)
AA: -34.8 H: -22.5
•
AA & ECO DIS were used in
determining Index 3: Closing
Performance Gaps (Target: 28
pts: Earned 39 pts)
ECO DIS = (92.2% of School
Population)
Only 56.8% of the 57 ITBS RDG
students (57.1% of 2nd Grade
AA) are at or above the 40% in
Reading (Future impact on
2016 3rd Grade STAAR scores &
4th Grade
• Writing: 84.8% passing;
6.1% advanced (Spanish)
•
•

tutorials, enrichment, college and
career awareness/preparation,
inclusion, team teaching
methodologies, and extended learning
time.
Administration will use 199 & 211
funds to purchase paper; ink; toner;
chart paper/chart holders; office
supplies; assessment programs and
assessment materials; Art, Language
Arts, Math, Music, PE, Reading,
Science, Social Studies, & Writing
supplies and materials for all grade
levels; chairs/tables for PD; pencil
sharpeners; laminating film; poster
maker paper, toner, partitions;
technology (laptops, tablets, printers,
document cameras, digital projectors,
digital cameras, etc.) to improve the
quality of instruction for teachers,
communication with parents, and
inform stakeholders regarding
Kleberg's academic progress and
instructional plan. The campus will
provide teachers the resources needed
to provide students with additional
interventions and tiered instruction;
including but not limited to, Saturday
school, after school tutorials, in class
support for SPED, LEP, and at-risk/Eco.
Disadvantaged students, instructional
programs (I.E. All in Learning,
Comprehension Tool Kits, I-Station,
Reasoning Minds, Test Best, Measuring
Up, Motivational
Math/Science/Reading/Writing,
Scholastic Reading Materials/books
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
Index 3: Closing Performance
Gaps)
•

School Culture and
Climate



Clean & safe working
environment
college going culture
Key Actions are focused on
what is best for students




Need for Leadership
Opportunities, Best Practice
PD, & 3-2-1 Survey for PDs
Need for Positive Behavior
Interventions, Staff
Appreciation, & a Nominal
Group Survey (Topic: What
will improve morale?)
Based on Data from the
Campus Climate & Culture
Survey and the Campus Needs
Assessment, there is a need to
strengthen and sustain a
positive culture of feedback &
support through celebrations,
coaching, community outreach
efforts, feedback sessions,
parent involvement,
professional development,
PBIS, and PLCs.
There is a need to implement
staff surveys to gauge the
climate and culture of the


and technology, software and student
materials [pencils, erasers, folders,
binders, math manipulatives, science
investigation/lab materials, etc..]), and
additional student learning
opportunities (I.E. after school
academic clubs: Destination
Imagination, Math Club, Science Club,
Technology Club, UIL, etc.).
Deeper Analysis of Instructional
Practices and factors in the difference
between 85% passing Logramos vs.
60% passing ITBS Reading
The Fall 2015 and Spring 2016 Climate
survey will indicate at least 70% of the
staff will feel that PD, administrative &
coaching feedback and support helps
them improve the quality of
instruction (Measured by the Overall
percent in the Category "Culture of
Feedback & Support") (Fall 2012: 58.3,
Spring 2013: 84.3, Fall 2013: 91.1,
Spring 2014: 75.8, Fall 2014: 65.9,
Spring 2015 61%)
School Leadership will promote a
monthly theme and/or event such as
career day, college week, Parent
Training (Parent Portal, Home/School
Connection, Volunteers, Youth and
Family Services, SBDM, Bullying ,
Asthma Clinic, Health Fairs, etc.),
Family Math and Science Night, Family
Reading and Social Studies Night,
Science Fair, TAG Fair, Music in our
Schools month, Multi-cultural
Programs and Celebrations, Earth Day,
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
building.
Staff Quality/
Professional
Development
Veteran teachers at each grade level
and mentors



Based on Data from the
Campus Climate & Culture
Survey and the Campus Needs
Assessment, there is a need to
hire and retain Highly Qualified
staff.
There is also a need to provide
high quality job embedded
professional development and
instructional coaches to
support all content areas.
Main coaching focus will be in
Math, Reading, Science, &
Writing.
The SPOT observation data
revealed a need for
professional development on
the facilitation and delivery of
"high-quality" instruction.



character development, red-ribbon
week, drug-free awareness week,
jump rope for heart, etc.
Administration, Instructional Coaches,
& Master Teachers will provide
feedback (face-to-face & written),
incentives for parents/staff/students,
support with the Campus Climate &
Culture Plan, and provide
climate/culture building activities for
parents/staff/students throughout the
year.
Leadership team will attract Highly
Qualified staff through Job Fairs,
attending community events,
pamphlets, digital networking, and
other avenues that promotes our
campus as an environment that HQ
staff wants to be part of.
Teachers will be expected to
demonstrate rigorous lessons with
differentiated instruction, engaging
instructional strategies, and researchbased best practices for effective
questioning in order to allow our
students to use their higher-order
thinking skills. These school wide
reform initiatives will be embedded in
the curriculum and instruction for each
core content. To address the needs of
ALL students, especially in critical
needs areas, we will provide teachers
with Dual Language training (LEP/ESL),
504/SST/RtI, team-teaching/inclusion
PD (SPED), technology integration, and
TEI PD.
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
Curriculum,
Instruction,
Assessment



The literacy block [K–5] and
RLA class period [6–12]
involve a mix of reading,
writing, listening, and
speaking.
Writing tasks include a mix of
personal narrative,
persuasive, expository, and
evidence-based writing.
Demonstrate safe practices
during classroom and field
investigations. Students
construct graphic organizers,
labeled drawings, tables, and
graphs.






Strengthen and sustain high
quality instruction through
specific and targeted
instructional feedback,
coaching, and professional
development.
Evidence of academic
conferencing
Writing implemented across all
contents; Students are
referring to an interactive
word wall in oral or written
responses
Students are using discussion
stems (sentence starters) to
respond to the teacher and
their peers
The Campus Needs
Assessment and classroom
observation data indicates
there is a need in the following
areas
Math: Students communicate
mathematics concepts
(reading, writing, and oral);
Students can justify solutions

The Campus Needs Assessment and
classroom observation data indicate
there is a need for on-going
professional development on the use
of multiple response strategies to
engage students, the implementation
of relevant content to connect
students to the learning, and strategies
to increase student motivation within
each content area.

Provide resources, coordination of
services, and PD to support Progress
Monitoring & Data Driven Instruction
(I.E. Accelerated Reader, All in
Learning, Classroom Libraries,
Comprehension Tool Kits, Istation, RM,
Scholastic Readers, STAAR Test Maker,
http://www.smekenseducation.com/,
Region 10, technology to support
Progress Monitoring & Data Driven
Instruction, parallel curriculum
materials at varying reading levels for
units of study, reading programs for
learners with targeted literacy needs,
multilingual print resources and staff
support, Literacy/Reading &
Math/Science coach positions, &
teacher professional development)
Provide evidence that students play an
active role in monitoring their own
progress. Implement student
conferencing to provide students with
feedback and praise across all content
areas.

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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN


Family and
Community
Involvement
PTA Reorganization & Volunteer
Support



with logical reasoning
Science: Conduct laboratory
and field investigations as part
of instructional time [80% in
grades K-1; 60% in grades 2-3;
50% in grades 4-5]
Writing: Teachers are
conferencing with students to
give them specific feedback on
their writing; Students are
provided with a mix of
assigned writing tasks as well
as independent choices of
writing topics
The Campus Needs
Assessment and data reveals a
need to provide evidence that
students play an active role in
monitoring their own progress.
There is a need to implement
student conferencing to
provide students with
feedback and praise across all
content areas.
There is a need to increase
participation in parent
conferences, parent
workshops, community events,
504/SST/ARDs, team data
meetings, utilization of data
tracking & data binders, and
other community partnerships.
Staff will provide information
to include on the Bi-Weekly or
weekly parent & staff
newsletter that includes



Staff will participate in parent
conferences, parent workshops,
community events, 504/SST/ARDs, and
other community outreach efforts.
Staff will provide information to
include on the Bi-Weekly or weekly
parent & staff newsletter that includes
accolades, calendar of events, FYIs,
philosophy, & processes. Staff will
include topics that will increase parent
involvement.
Reorganize our PTA
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
School Context and
Organization


Clinic & Office procedures are
in place and the front office
has a good relationship with
the community
Arrival & Dismissal
procedures and lunchroom
procedures are effective



accolades, calendar of events,
FYIs, philosophy, & processes.
Staff will include topics that
will increase parent
involvement.
Monitor implementation of
Progress Monitoring & Data
Driven Instruction through
Lesson Plans, PLCs, classroom
implementation (Lesson Cycle),
and utilization of resources
Participate in grade level
planning, coaching
conversations, PLCs, and other
collaboration opportunities
related to Progress Monitoring
& Data Driven Instruction
and/or Writing Across All
Content
Read faculty newsletters and
share best practices that can
be added to future newsletters




Provide PD, support, and time for staff
to implement the campus-wide
academic progress monitoring &
positive behavior intervention plan.
Monitor school-wide discipline and
implementation of Academic &
Behavioral Interventions. Monitor
grades and other student achievement
data to ensure alignment, authenticity,
and rigor.
Continue to support teachers who
need assistance with parent
conferences, parent workshops,
community events, 504/SST/ARDs, and
other community outreach efforts.
Provide time for staff to develop
themes and curriculum-integrated
projects that support the themes.
Provide time for staff to develop &
implement campus-wide competitions,
community events, and share best
practices for Progress Monitoring &
Data Driven Instruction, and Writing
Across All Content (Art, Language Arts,
Math, Music, PE, Reading, Science,
Social Studies, & Writing). Include
common planning time, supplemental
pay, and collaboration time with other
district personnel.
Include at least one Progress
Monitoring & Data Driven instructional
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
Technology


Document cameras
35 sets of clickers with All in
Learning




Students using technology in
meaningful ways
There is a need for computerassisted instruction in order for
students to develop the skills
necessary to be successful in
school, college and the
workplace. Technology can
assist with closing the
achievement gaps with
researched-based programs
such as, All in Learning,
EInstruction, I-Station,
Reasoning Minds, etc.
Projectors
Desktops & Laptops

strategy in each faculty newsletter.
Provide opportunities for field trips,
resources, materials, modeling,
Professional Development, and
technology that will facilitate aligned
activities to increase student
engagement and academic
achievement in all content (Art,
Language Arts, Math, Music, PE,
Reading, Science, Social Studies, &
Writing). (All in Learning, BrainPop,
IWB Lessons, Edmodo Discussions,
Glogs, Mini-Clips, Wikis, Progress
Monitoring Tools, Assessment Tools,
EInstruction, Google Docs/Drive, and
multiple other ways to anchor
technology) Materials will include but
no limited to batteries, projector light
bulbs, headphones/listening devices,
microphones/audio devices, and other
assistive technology items.
Title I, Part A
Schoolwide Components:
1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that
is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic
achievement standards described in section 1111(b)(1).
2. Schoolwide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic
achievement, use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address
the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic
achievement standards who are members of the target population of any program that is included in the schoolwide program.
3. Instruction by highly qualified teachers.
4. In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and
paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student
academic achievement standards.
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
5. Strategies to attract high-quality teachers to high-need schools.
6. Strategies to increase parental involvement in accordance with section 1118, such as family literary services.
7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run
preschool program, to local elementary school programs.
8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information
on, and to improve, the achievement of individual students and the overall instructional program.
9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by
section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are
identified on a timely basis and to provide sufficient information on which to base effective assistance.
10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention
programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
CAMPUS ACTION PLAN
No.
1
No.
1
2
3
No.
A1
B1
Key Action 1: Focusing on the Classroom-Increasing Student Academic Achievement
Implement high-quality, rigorous instruction to increase student academic achievement and College & Career Readiness. (District Action Plan Key Actions and
Indicators: 2. Implement the TEI system, tying teacher evaluations to student achievement results (Investing in People); 7. Complete actions associated with the 32
system areas needing improvement (Strengthening our Systems); 8. Continue Imagine 2020 – the Strategic Feeder Pattern concept (Engaging the Community);
District Goal-1. TEACHERS: Ensure highly effective teachers for all students; District Goal-5. RIGOR: Implement rigorous curriculum and engaging educational
practices and experiences; District Goal-7. HUMAN RESOURCES: Hire, retain, and develop highly effective employees for every position; 8. DATA AND INNOVATION:
Make managerial decisions based on appropriate, reliable, and valid data and best practices, and develop and continually improve new, innovative ways of schooling
to meet the needs of students in the 21st century.)
Indicators of Success (Objectives): Measurable results that describe success.
The advanced rating on the 2016 Reading STAAR assessment will increase at least 10%.
Student achievement on the Fall 2015 & Spring 2016 ACP exams will be above the district average in all core subjects.
The advanced rating on the 2016 Science STAAR assessment will increase at least 5% or the overall percent for students passing at the standard will increase by at least
10%.
Title I
Strategies and School Leadership Action
Person(s)
Evidence
of
Evidence
of
Formative/
School
Wide
Steps
Resources
Timelines
Responsible
Implementation
Impact
Summative Components
(What specific action steps will the building leaders take to
accomplish the objective?)
(Code by #)
Provide funding to allocate Instructional
Leadership
199-Title 1 Funds ($195,442)
August 1,
Instructional
See above
STAAR
1 Needs
Coach positions and other support
2015 – Coach Allocations Key Action 1
Assessment
positions that will assist with closing the
SchoolNet
June 1,
Indicator of
ACP
loop to student academic achievement.
2016
Observation
Success 1, 2,
As an additional means of support, the
TEI Resources
Feedback
&3
campus leadership team and
(SchoolNet)
administration will provide teachers
Email
instructional feedback on the following
Instructional
criteria in order to address the level of
Coach Feedback
rigor in each: lesson objectives,
Forms
demonstration of learning, purposeful
instruction, and engagement.
Emails
The campus leadership team and
Leadership
Title 1 Funds
August 1,
Instructional
See above
STAAR
1 Needs
administration will review and provide
2015 – Coach Allocations Key Action 1
Assessment
feedback on weekly lesson plans to
SchoolNet
June 1,
Indicator of
ACP
specifically address the rigor and alignment
2016
Observation
Success 1, 2,
2 Reform
of lesson objectives, demonstrations of
TEI Resources
Feedback
&3
Strategies
learning, instructional strategies/activities,
(SchoolNet)
student engagement activities (including
Email
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
MRS), assessments (formative/summative),
and differentiated instruction, and tiered
interventions/enrichments for our at-risk
students and advanced students. Ensure
staff is utilizing the Two Book Ends
Framework.
C1
D1
During department/grade level planning
Leadership
199-211 Funds
and co-teaching opportunities, the Campus
Instructional Coaches (CICs) will model
Best Practices (Researched Based)
specific instructional strategies to assist
teachers in providing more rigorous
Teach Like a Champion
instruction, increased student engagement
and demonstrate effective questioning for
Mentoring Minds
higher-level thinking skills.
Administration will use 199 & 211 funds to Leadership paper; ink; toner; chart
purchase resources to improve the quality
paper/chart holders; office
of instruction for teachers, communication
supplies; assessment programs
with parents, and inform stakeholders
and assessment materials; Art,
regarding Kleberg's academic progress and
Language Arts, Math, Music, PE,
instructional plan. The campus will provide
Reading, Science, Social Studies, &
teachers the resources needed to provide
Writing supplies and materials for
students with additional interventions and
all grade levels; chairs/tables for
tiered instruction; including but not limited
PD; pencil sharpeners; laminating
to, Saturday school, after school tutorials,
film; poster maker paper, toner,
in class support for SPED, LEP, and atpartitions; technology (laptops,
risk/Eco. Disadvantaged students,
tablets, printers, document
instructional programs, and additional
cameras, digital projectors, digital
student learning opportunities (I.E. after
cameras, etc.) (I.E. All in Learning,
school academic clubs: Destination
Comprehension Tool Kits, IImagination, Math Club, Science Club,
Station, Reasoning Minds, Test
Technology Club, UIL, etc.).
Best, Measuring Up, Motivational
Math/Science/Reading/Writing,
Scholastic Reading
Materials/books and technology,
software and student materials
[pencils, erasers, folders, binders,
math manipulatives, science
investigation/lab materials, etc..])
Instructional
Coach Feedback
Forms
Emails
August 1,
2015 –
June 1,
2016
August 1,
2015 –
October
15, 2015
Lesson Plans
Agendas
Sign-in Sheets
Invoices
Sign-in Sheets
Tutoring Lesson
Plans
See above
Key Action 1
Indicator of
Success 1, 2,
&3
STAAR
See above
Key Action 1
Indicator of
Success 1, 2,
&3
STAAR
1 Needs
Assessment
ACP
2 Reform
Strategies
1 Needs
Assessment
ACP
9 Timely
Additional
Assistance
Student Work
Samples
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KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
CAMPUS ACTION PLAN
No.
1
No.
Key Action 1: Focusing on the Classroom-Increasing Student Academic Achievement
Implement high-quality, rigorous instruction to increase student academic achievement and College & Career Readiness. (District Action Plan Key Actions and
Indicators: 2. Implement the TEI system, tying teacher evaluations to student achievement results (Investing in People); 7. Complete actions associated with the 32
system areas needing improvement (Strengthening our Systems); 8. Continue Imagine 2020 – the Strategic Feeder Pattern concept (Engaging the Community);
District Goal-1. TEACHERS: Ensure highly effective teachers for all students; District Goal-5. RIGOR: Implement rigorous curriculum and engaging educational
practices and experiences; District Goal-7. HUMAN RESOURCES: Hire, retain, and develop highly effective employees for every position; 8. DATA AND INNOVATION:
Make managerial decisions based on appropriate, reliable, and valid data and best practices, and develop and continually improve new, innovative ways of schooling
to meet the needs of students in the 21st century.)
Indicators of Success (Objectives): Measurable results that describe success.
1
2
The advanced rating on the 2016 Reading STAAR assessment will increase at least 10%.
Student achievement on the Fall 2015 & Spring 2016 ACP exams will be above the district average in all core subjects.
The advanced rating on the 2016 Science STAAR assessment will increase at least 5% or the overall percent for students passing at the standard will increase by at least
3
10%.
Title I
Strategies and
Person(s)
Evidence
of
Evidence
of
Formative/
School
Wide
Staff Action Steps
No.
Resources
Timelines
Responsible
Implementation
Impact
Summative Components
(What specific action steps will the staff take to
accomplish the objective?)
(Code by #)
Teachers will adjust and implement
Teachers
Title 1 Funds
August 1,
Instructional
See above
STAAR
1 Needs
instructional strategies to reflect the
2015 –
Coach
Key Action 1
Assessment
feedback provided by the instructional
SchoolNet
June 1,
Allocations
Indicator of
ACP
leadership team on SPOT observations
2016
Success 1, 2,
and through collaborative department
TEI Resources
Observation
&3
planning to address lesson objectives,
Feedback
A2 demonstration of learning, purposeful
Email
(SchoolNet)
instruction, and engagement.
Instructional
Coach Feedback
Forms
Based on lesson plan feedback provided
by the instructional leadership team,
teachers will adjust lesson plans and
B2
implement changes in future lessons to
address rigor (Allowing students to
communicate mathematics concepts
Teachers
Title 1 Funds
SchoolNet
TEI Resources
August 1,
2015 –
June 1,
2016
Emails
Instructional
Coach
Allocations
Observation
Feedback
See above
Key Action 1
Indicator of
Success 1, 2,
&3
STAAR
1 Needs
Assessment
ACP
2 Reform
Strategies
14
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
(reading, writing, and oral) and justify
solutions with logical reasoning,
conduct laboratory and field
investigations in Science as part of
instructional time [80% in grades K-1;
60% in grades 2-3; 50% in grades 4-5]),
alignment, differentiated instruction,
instructional strategies, interventions,
and formative and summative
assessments.
Teachers will implement instructional
strategies, including higher-level
questioning techniques (use of question
stems that promote higher level/critical
thinking) and best teaching strategies,
C2 based on the professional development
sessions attended and facilitated by the
Campus Instructional Coaches, master
teachers who demonstrate lessons,
additional outside trainings, and
professional development by Region 10.
Staff members will provide students
with additional interventions and tiered
instruction through Saturday school,
before/after school tutoring,
instructional aids/resources (resources
& materials for all content areas such
as: paper, construction paper, pens,
pencils, highlighters, markers, crayons,
manipulatives, learning games, dry
D2 erase boards, dry erase markers,
communicator clear boards, incentives,
& etc.), in class support (SPED, LEP, atrisk/Eco. Disadvantaged students), and
additional student learning
opportunities; such as, after school
academic clubs (I.E. after school
academic clubs: Destination
Imagination, Math Club, Science Club,
Technology Club, UIL, etc.).
Email
(SchoolNet)
Instructional
Coach Feedback
Forms
Emails
Lesson Plans
Teachers
199-211 Funds
Best Practices (Researched Based)
Teach Like a Champion
August 1,
2015 –
June 1,
2016
Agendas
Sign-in Sheets
See above
Key Action 1
Indicator of
Success 1, 2,
&3
STAAR
ACP
2 Reform
Strategies
Mentoring Minds
Staff
199-211 Funds- $24,067
October 6,
Invoices
See above
paper; ink; toner; chart paper/chart holders; 2015- May
Key Action 1
office supplies; assessment programs and
2, 2016
Sign-in Sheets Indicator of
assessment materials; Art, Language Arts,
Success 1, 2,
Math, Music, PE, Reading, Science, Social
Tutoring Lesson
&3
Studies, & Writing supplies and materials for
Plans
all grade levels; chairs/tables for PD; pencil
sharpeners; laminating film; poster maker
Student Work
paper, toner, partitions; technology (laptops,
Samples
tablets, printers, document cameras, digital
projectors, digital cameras, etc.) (I.E. All in
Learning, Comprehension Tool Kits, I-Station,
Reasoning Minds, Test Best, Measuring Up,
Motivational Math/Science/Reading/Writing,
Scholastic Reading Materials/books and
technology, software and student materials
[pencils, erasers, folders, binders, math
manipulatives, science investigation/lab
materials, etc..])
1 Needs
Assessment
8 Teacher
Decision
Making
STAAR
1 Needs
Assessment
ACP
9 Timely
Additional
Assistance
15
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
CAMPUS ACTION PLAN
No.
2
No.
1
2
3
No.
A1
Key Action 2: Investing in People: High Quality Instruction
Strengthen and sustain high quality instruction through specific and targeted instructional feedback, coaching, and professional development. (District Action Plan
Key Actions and Indicators: 1. Strengthen and sustain a positive culture (Investing in People) 3. Expand teacher professional development (Investing in People) 8.
Continue Imagine 2020 – the Strategic Feeder Pattern concept (Engaging the Community); District Goal 4- 4. PARENTAL INVOLVEMENT: Develop shared
responsibility between parents/guardians and schools that foster academic success and self-management of learning; District Goal 6- Culture: Create and sustain a
positive “common culture”; Investing in People: District KAI; District Goal 7-HUMAN RESOURCES: Hire, retain, and develop highly effective employees for every
position.)
Indicators of Success (Objectives): Measurable results that describe success.
The Fall 2015 and Spring 2016 Climate survey will indicate at least 70% of the staff will feel that PD, administrative & coaching feedback and support helps them improve
the quality of instruction (Measured by the Overall percent in the Category "Culture of Feedback & Support") (Fall 2012: 58.3, Spring 2013: 84.3, Fall 2013: 91.1, Spring
2014: 75.8, Fall 2014: 65.9, Spring 2015 61%)
A minimum of 5 Effective Instruction/Best Practices professional development sessions will be conducted for all teachers in the 2015-2016 school year.
By June 2016, at least 80% of the teachers will reach a proficiency level of 2.0 or higher on the Teacher Excellence Initiative (TEI) evaluation rubric in Domain 2
(Indicators 2.3 Clearly presents instructional content) & Domain 4 (Indicator 4.5 Establishes relationships with families and community).
Title I
Strategies and School Leadership
Person(s)
Evidence
of
Evidence
of
Formative/
School
Wide
Action Steps
Resources
Timelines
Responsible
Implementation
Impact
Summative Components
(What specific action steps will the building
leaders take to accomplish the objective?)
(Code by #)
The leadership team will facilitate Leadership 199 & 211 Funds ($11,932) will be August 1, 2015
Agendas
See above Key
Climate
4 HQ PD
professional development during
provided for professional
– June 1, 2016
Action 2 Indicator Survey
department meetings to update,
development and
Sign-in Sheets
of Success 1
train, and provide support for
materials/resources (paper,
core content teachers on District
construction paper, pens, pencils,
wide initiatives, data-driven
highlighters, markers, crayons,
lesson planning, the use of
manipulatives, sticky notes, tape,
instructional interventions,
binder clips, dry erase boards, dry
effective questioning, and the
erase markers, chart paper,
implementation of writing across
incentives, & etc.). Allocated funds
all content areas.
will also provide opportunities for
on-campus and off-campus PD
sponsored by outside sources such
as CAST, Dallas ISD, Region 10, Love
& Logic, Smeken Education, TCEA,
Gretchen Bernabei, etc.
16
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
B1
C1
D1
The instructional coaches, master
teachers, and administration will
facilitate professional
development during PLCs to
support teaching, learning, and
improve the quality of
instruction. During these
sessions, lessons will be
modeled, student work will be
reviewed, and assessment data
will be analyzed.
Leadership
Provide opportunities for field
trips, resources, materials,
modeling, Professional
Development, and technology
that will facilitate aligned
activities to increase student
engagement and academic
achievement in all content (Art,
Language Arts, Math, Music, PE,
Reading, Science, Social Studies,
& Writing). (All in Learning,
BrainPop, IWB Lessons, Edmodo
Discussions, Glogs, Mini-Clips,
Wikis, Progress Monitoring Tools,
Assessment Tools, EInstruction,
Google Docs/Drive, and multiple
other ways to anchor
technology)
Administration, Instructional
Coaches, & Master Teachers will
provide feedback (face-to-face &
written), incentives for
parents/staff/students, support
with the Campus Climate &
Leadership
Master
Teachers
Leadership
Master
Teachers
199 & 211 Funds ($11,932) will be
provided for professional
development and
materials/resources (paper,
construction paper, pens, pencils,
highlighters, markers, crayons,
manipulatives, sticky notes, tape,
binder clips, dry erase boards, dry
erase markers, chart paper,
incentives, & etc.). Allocated funds
will also provide opportunities for
on-campus and off-campus PD
sponsored by outside sources such
as CAST, Dallas ISD, Region 10, Love
& Logic, Smeken Education, TCEA,
Gretchen Bernabei, etc.
211 ($7,000) Materials will include
but no limited to batteries,
projectors, projector light bulbs,
headphones/listening devices,
microphones/audio devices, and
other assistive technology items.
August 1, 2015
– June 1, 2016
211 ($950)
August 1, 2015
– June 1, 2016
Agendas
See above Key
Action 2 Indicator
Sign-in Sheets of Success 1 & 3
Climate
Survey
4 HQ PD
TEI
Summative
August 1, 2015
– June 1, 2016
Agendas
See above Key
Action 2 Indicator
Sign-in Sheets of Success 1 & 2
Climate
Survey
2 Reform
Strategies
PD Calendar
4 HQ PD
Climate
Survey
4 HQ PD
Invoices
Agendas
See above Key
Action 2 Indicator
Sign-in Sheets of Success 1 & 2
PD Calendar
5 Attract HQ
Staff
Community
Event Flyers
17
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
E1
Culture Plan, and provide
climate/culture building activities
for parents/staff/students
throughout the year. Leadership
team will attract Highly Qualified
staff through Job Fairs, attending
community events, pamphlets,
digital networking, and other
avenues that promotes our
campus as an environment that
HQ staff wants to be part of.
School Leadership will promote a
monthly theme and/or event
such as career day, college week,
Parent Training (Hippy, Parent
Portal, Home/School Connection,
Volunteers, Youth and Family
Services, SBDM, Bullying ,
Asthma Clinic, Health Fairs, etc.),
Family Math and Science Night,
Family Reading and Social Studies
Night, Science Fair, TAG Fair,
Music in our Schools month,
Multi-cultural Programs and
Celebrations, Earth Day,
character development, redribbon week, drug-free
awareness week, jump rope for
heart, etc. Provide PD, support,
and time for staff to implement
the campus-wide academic
progress monitoring & positive
behavior intervention plan.
Monitor school-wide discipline
and implementation of Academic
& Behavioral Interventions.
Monitor grades and other
student achievement data to
ensure alignment, authenticity,
and rigor. Continue to support
Leadership
211 ($2,500)
August 1, 2015
– June 1, 2016
Agendas
See above Key
Action 2 Indicator
Sign-in Sheets of Success 1 & 2
Community
Event Flyers
Climate
Survey
4 HQ PD
6 Parent
PD Calendar Involvement
7 Transitions
10
Coordination
of Services
18
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
teachers who need assistance
with parent conferences, parent
workshops, community events,
504/SST/ARDs, and other
community outreach efforts.
19
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
CAMPUS ACTION PLAN
No.
2
No.
Key Action 2: Investing in People: High Quality Instruction
Strengthen and sustain high quality instruction through specific and targeted instructional feedback, coaching, and professional development. (District Action Plan
Key Actions and Indicators: 1. Strengthen and sustain a positive culture (Investing in People) 3. Expand teacher professional development (Investing in People) 8.
Continue Imagine 2020 – the Strategic Feeder Pattern concept (Engaging the Community); District Goal 4- 4. PARENTAL INVOLVEMENT: Develop shared
responsibility between parents/guardians and schools that foster academic success and self-management of learning; District Goal 6- Culture: Create and sustain a
positive “common culture”; Investing in People: District KAI; District Goal 7-HUMAN RESOURCES: Hire, retain, and develop highly effective employees for every
position.)
Indicators of Success (Objectives): Measurable results that describe success.
The Fall 2015 and Spring 2016 Climate survey will indicate at least 70% of the staff will feel that PD, administrative & coaching feedback and support helps them improve
the quality of instruction (Measured by the Overall percent in the Category "Culture of Feedback & Support") (Fall 2012: 58.3, Spring 2013: 84.3, Fall 2013: 91.1, Spring
2014: 75.8, Fall 2014: 65.9, Spring 2015 61%)
2
A minimum of 5 Effective Instruction/Best Practices professional development sessions will be conducted for all teachers in the 2015-2016 school year.
By June 2016, at least 80% of the teachers will reach a proficiency level of 2.0 or higher on the Teacher Excellence Initiative (TEI) evaluation rubric in Domain 2
3
(Indicators 2.3 Clearly presents instructional content) & Domain 4 (Indicator 4.5 Establishes relationships with families and community).
Title I
Strategies and
Person(s)
Evidence
of
Evidence
of
Formative/
School
Wide
Staff Action Steps
No.
Resources
Timelines
Responsible
Implementation
Impact
Summative Components
(What specific action steps will the staff take to
accomplish the objective?)
(Code by #)
Teachers will attend and collaborate Teachers
199 & 211 Funds ($11,932) will be provided August 1,
Agendas
See above
Climate 3 Instruction
weekly with department members to
for professional development and
2015 –
Key Action 2
Survey
HQ Teachers
receive training and staff development
materials/resources (paper, construction
June 1,
Sign-in Sheets Indicator of
on the implementation of effective
paper, pens, pencils, highlighters, markers,
2016
Success 1 & 3
TEI
4 HQ PD
MRS, the use of DOLs, aligned lesson
crayons, manipulatives, sticky notes, tape,
Summative
objectives, instructional interventions,
binder clips, dry erase boards, dry erase
8 Teacher
A2 effective questioning techniques, and
markers, chart paper, incentives, & etc.).
Decision
writing across all content areas.
Allocated funds will also provide
Making
Participate in on-campus and offopportunities for on-campus and off-campus
campus PD sponsored by outside
PD sponsored by outside sources such as
sources such as CAST, Dallas ISD,
CAST, Dallas ISD, Region 10, Love & Logic,
Region 10, Love & Logic, Smeken
Smeken Education, TCEA, Gretchen
Education, TCEA, etc.
Bernabei, etc.
Teachers will collaborate during PLCs Teachers
199 & 211 Funds ($11,932) will be provided August 1,
Agendas
See above
Climate 3 Instruction
on specific TEKs/SEs, gather/present
for professional development and
2015 –
Key Action 2
Survey
HQ Teachers
B2 data from DOLs, and present student
materials/resources (paper, construction
June 1,
Sign-in Sheets Indicator of
work in order to assist each other in
paper, pens, pencils, highlighters, markers,
2016
Success 1 & 3
TEI
8 Teacher
preparation for future lessons and
crayons, manipulatives, sticky notes, tape,
Summative
Decision
1
20
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
common assessments.
Attend field trips to provide
Teachers
enrichment opportunities for all
content (Art, Language Arts, Math,
Music, PE, Reading, Science, Social
Studies, & Writing). Implement & use
resources, materials, strategies from
Professional Development, and
technology that will facilitate aligned
C2 activities to increase student
engagement and academic
achievement. (All in Learning,
BrainPop, IWB Lessons, Edmodo
Discussions, Glogs, Mini-Clips, Wikis,
Progress Monitoring Tools, Assessment
Tools, EInstruction, Google Docs/Drive,
and multiple other ways to anchor
technology)
Staff will participate in targeted
Staff
professional development to ensure
that all teachers effectively use the
Campus Climate & Culture Plan. Staff
will participate in PDs, present PDs,
participate in & lead other activities
D2 (Extra-Curricular Activities,
Committees, Mentoring, and etc.)
Staff will participate in recruitment and
retention efforts. Staff will participate
in incentive based activities for the
community, parents, staff, and
students.
binder clips, dry erase boards, dry erase
markers, chart paper, incentives, & etc.).
Allocated funds will also provide
opportunities for on-campus and off-campus
PD sponsored by outside sources such as
CAST, Dallas ISD, Region 10, Love & Logic,
Smeken Education, TCEA, Gretchen
Bernabei, etc.
199 ($1,500)
August 1,
2015 –
June 1,
2016
Making
Invoices
Observations
(SchoolNet)
See above
Climate
1 Needs
Key Action 2
Survey
Assessment
Indicator of
Success 1, 2,
TEI
2 Reform
&3
Summative Strategies
STAAR
3 Instruction
HQ Teachers
ACP
10
Coordination
of Services
211 ($950)
August 1,
2015 –
June 1,
2016
Agendas
Sign-in Sheets
Community
Event Flyers
See above
Climate
4 HQ PD
Key Action 2
Survey
Indicator of
5 Attract HQ
Success 1, 2, PD Calendar
Staff
&3
TEI
Summative
21
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
Provide evidence that students play an Staff
active role in monitoring their own
progress. Implement student
conferencing to provide students with
feedback and praise across all content
areas. Participate in parent
conferences, parent workshops,
community events, 504/SST/ARDs, and
E2
other community outreach efforts.
Staff will provide information to
include on the Bi-Weekly or weekly
parent & staff newsletter that includes
accolades, calendar of events, FYIs,
philosophy, & processes. Staff will
include topics that will increase parent
involvement.
211 ($425)
August 1,
2015 –
June 1,
2016
Agendas
Sign-in Sheets
Community
Event Flyers
Parent
Newsletters
See above
Climate
1 Needs
Key Action 2
Survey
Assessment
Indicator of
Success 1, 2, Student
6 Parent
&3
Perception Involvement
Survey
7 Transitions
Parent
Survey
8 Teacher
Decision
Making
10
Coordination
of Services
22
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
CAMPUS ACTION PLAN
No.
3
No.
1
2
3
4
No.
A1
Key Action 3: Progress Monitoring & Data Driven Instruction
Utilize a progress monitoring system to include the four Key Components of Data Driven Instruction: Culture, Assessment, Analysis, & Action. (District Action Plan
Key Actions and Indicators: 2. Implement the TEI system, tying teacher evaluations to student achievement results (Investing in People); 7. Complete actions
associated with the 32 system areas needing improvement (Strengthening our Systems); 8. Continue Imagine 2020 – the Strategic Feeder Pattern concept (Engaging
the Community); District Goal-1. TEACHERS: Ensure highly effective teachers for all students; District Goal-5. RIGOR: Implement rigorous curriculum and engaging
educational practices and experiences; District Goal-7. HUMAN RESOURCES: Hire, retain, and develop highly effective employees for every position; 8. DATA AND
INNOVATION: Make managerial decisions based on appropriate, reliable, and valid data and best practices, and develop and continually improve new, innovative
ways of schooling to meet the needs of students in the 21st century.)
Indicators of Success (Objectives): Measurable results that describe success.
By June 2016, at least 80% of the teachers will reach a proficiency level of 2.0 or higher on the Teacher Excellence Initiative (TEI) evaluation rubric in Domain 1 (Indicator
1.4: Integrates monitoring of student data into instruction) & Domain 4 (Indicator 4.4 Engages in professional community [Has a good understanding of the school
action plan: consistently participates in implementing aspects of the plan to achieve performance goals]).
A minimum of 5 Data Driven Instruction professional development sessions will be conducted for all teachers in the 2015-2016 school year.
Through progress monitoring & Data Driven Instruction (DDI), the advanced rating on the 2016 Writing STAAR assessment will increase at least 5% or the overall percent
for students passing at the standard will increase by at least 10%.
70% of K-2 students will score in Tier I and Tier II as measured by ISIP in their native language by January 2016 and 85% by May 2016.
Title I
Strategies and School Leadership Action
Person(s)
Evidence
of
Evidence
of
Formative/
School
Wide
Steps
Resources
Timelines
Responsible
Implementation
Impact
Summative
Components
(What specific action steps will the building leaders take to
accomplish the objective?)
(Code by #)
Monitor implementation of Progress
Leadership 211 ($2,500) Provide resources August 1, 2015
Agendas
See above Key
TEI
1 Needs
Monitoring & Data Driven Instruction
to be utilized such as: paper,
– June 1, 2016
Action 3
Summative Assessment
through Lesson Plans, PLCs, classroom
chart paper, construction paper,
Invoices
Indicator of
implementation (Lesson Cycle), and
pens, pencils, highlighters,
Success 1, 2, & DDI PD
2 Reform
utilization of resources.
markers, crayons,
Sign-in Sheets
3
Calendar
Strategies
manipulatives, learning games,
dry erase boards, dry erase
ACP
markers, composition books,
whispies, alphabet stamps,
ITBS/Logra
reading/writing supplemental
mos
aids, classroom carpets,
communicator clear boards,
incentives, & etc.)
STAAR
23
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
B1
C1
Provide resources, coordination of services, Leadership 211 ($10,485)
and PD to support Progress Monitoring &
Data Driven Instruction (I.E. Accelerated
Reader, All in Learning, Classroom Libraries,
Comprehension Tool Kits, Istation, RM,
Scholastic Readers, STAAR Test Maker,
http://www.smekenseducation.com/,
Region 10, technology to support Progress
Monitoring & Data Driven Instruction,
parallel curriculum materials at varying
reading levels for units of study, reading
programs for learners with targeted literacy
needs, multilingual print resources and staff
support, Literacy/Reading & Math/Science
coach positions, & teacher professional
development)
Provide time for staff to develop themes
Leadership 199-211 Funds
and curriculum-integrated projects that
support the themes. Provide time for staff
to develop & implement campus-wide
competitions, community events, and share
best practices for Progress Monitoring &
Data Driven Instruction, and Writing Across
All Content (Art, Language Arts, Math,
Music, PE, Reading, Science, Social Studies,
& Writing). Include common planning time,
supplemental pay, and collaboration time
with other district personnel. Include at
least one Progress Monitoring & Data Driven
instructional strategy monthly in the faculty
newsletter.
August 1, 2015
– June 1, 2016
Invoices
See above Key
TEI
1 Needs
Action 3
Summative Assessment
DDI Discussion Indicator of
Templates Success 1, 2, &
3 Instruction
3
ACP
HQ Teachers
All in Learning
Reports
ITBS/Logra
4 HQ PD
mos
Common
8 Teacher
Assessment
STAAR
Decision
Samples
Making
10
Coordination of
Services
August 1, 2015
– June 1, 2016
Agendas
See above Key Instruction 3 Instruction
Action 3
al Calendar HQ Teachers
Sign-in Sheets Indicator of
Success 1, 2, &
PD
4 HQ PD
Master
3
Calendar
Schedule
6 Parent
Staff
Involvement
Faculty
Survey
Newsletters
7 Transitions
8 Teacher
Decision
Making
24
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
CAMPUS ACTION PLAN
No.
3
No.
Key Action 3: Progress Monitoring & Data Driven Instruction
Utilize a progress monitoring system to include the four Key Components of Data Driven Instruction: Culture, Assessment, Analysis, & Action. (District Action Plan
Key Actions and Indicators: 2. Implement the TEI system, tying teacher evaluations to student achievement results (Investing in People); 7. Complete actions
associated with the 32 system areas needing improvement (Strengthening our Systems); 8. Continue Imagine 2020 – the Strategic Feeder Pattern concept (Engaging
the Community); District Goal-1. TEACHERS: Ensure highly effective teachers for all students; District Goal-5. RIGOR: Implement rigorous curriculum and engaging
educational practices and experiences; District Goal-7. HUMAN RESOURCES: Hire, retain, and develop highly effective employees for every position; 8. DATA AND
INNOVATION: Make managerial decisions based on appropriate, reliable, and valid data and best practices, and develop and continually improve new, innovative
ways of schooling to meet the needs of students in the 21st century.)
Indicators of Success (Objectives): Measurable results that describe success.
By June 2016, at least 80% of the teachers will reach a proficiency level of 2.0 or higher on the Teacher Excellence Initiative (TEI) evaluation rubric in Domain 1 (Indicator
1.4: Integrates monitoring of student data into instruction) & Domain 4 (Indicator 4.4 Engages in professional community [Has a good understanding of the school
action plan: consistently participates in implementing aspects of the plan to achieve performance goals]).
2
A minimum of 5 Data Driven Instruction professional development sessions will be conducted for all teachers in the 2015-2016 school year.
Through progress monitoring & Data Driven Instruction (DDI), the advanced rating on the 2016 Writing STAAR assessment will increase at least 5% or the overall percent
3
for students passing at the standard will increase by at least 10%.
4
70% of K-2 students will score in Tier I and Tier II as measured by ISIP in their native language by January 2016 and 85% by May 2016.
Title I
Strategies and
Person(s)
Evidence
of
Evidence
of
Formative/
School
Wide
Staff Action Steps
No.
Resources
Timelines
Responsible
Implementation
Impact
Summative Components
(What specific action steps will the staff take to accomplish the
objective?)
(Code by #)
Implement Progress Monitoring & Data
Teachers
211 ($2,500) Use resources August 1, 2015 Lesson Plans
See above
TEI
1 Needs
Driven Instruction through Lesson Plans,
such as: paper, chart paper, – June 1, 2016
Key Action 3 Summative Assessment
PLCs, classroom implementation (Lesson
construction paper, pens,
Observations Indicator of
Cycle), and utilization of resources.
pencils, highlighters,
(SchoolNet) Success 1, 2,
ACP
2 Reform
[Language and Word Study, Routine Reading
markers, crayons,
&3
Strategies
Practice, Routine Writing Practices (Aligned
manipulatives, learning
ITBS/Logra
A2 with Dallas ISD Reading & Writing Initiative)]
games, dry erase boards, dry
mos
Ensure students are provided with a mix of
erase markers, composition
assigned writing tasks as well as independent
books, whispies, alphabet
choices of writing topics. Teachers will
stamps, reading/writing
STAAR
conference with students to give them
supplemental aids, classroom
specific feedback on their progress in all
carpets, communicator clear
content areas. Ensure students are referring
boards, incentives, & etc.)
1
25
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
to a word wall in oral or written responses.
Ensure students are using discussion stems
(sentence starters) to respond to the teacher
and their peers.
Utilize resources, participate in PD,
implement strategies from PD/PLCs,
implement coordination of services ((I.E.
Accelerated Reader, All in Learning,
Classroom Libraries, Comprehension Tool
Kits, I-Station, Motivation
Math/Reading/Science/Writing, Scholastic
Readers, STAAR Test Maker,
B2 http://www.smekenseducation.com/, Region
10, technology to support Progress
Monitoring & Data Driven Instruction, parallel
curriculum materials at varying reading levels
for units of study, reading programs for
learners with targeted literacy needs,
multilingual print resources, and implement
feedback from administration, CICs, & the
instructional leadership team.
Participate in the development of themes
and curriculum-integrated projects that
support the themes. Participate in
developing & implementing campus-wide
competitions, community events, and share
best practices for Progress Monitoring & Data
Driven Instruction, and Writing Across All
Content (Art, Language Arts, Math, Music, PE,
Reading, Science, Social Studies, & Writing).
C2 Implement Best Practices to ensure 80% of K5 students will write at the proficient level as
measured by TEKS Resource System Writing
Rubric (K-2) and STAAR Writing Rubric for 3-5
by May 2016. Participate in grade level
planning, coaching conversations, PLCs, and
other collaboration opportunities related to
Progress Monitoring & Data Driven
Instruction and/or Writing Across All Content.
Read faculty newsletters and share best
211 ($10,485)
August 1, 2015
– June 1, 2016
Invoices
See above
TEI
1 Needs
Key Action 3 Summative Assessment
DDI Discussion Indicator of
Templates
Success 1, 2,
3 Instruction
&3
ACP
HQ Teachers
All in Learning
Reports
ITBS/Logra
4 HQ PD
mos
Common
8 Teacher
Assessment
STAAR
Decision
Samples
Making
10
Coordination
of Services
199-211 Funds
August 1, 2015
– June 1, 2016
Agendas
See above Instructiona 3 Instruction
Key Action 3 l Calendar HQ Teachers
Sign-in Sheets Indicator of
Success 1, 2, PD Calendar 4 HQ PD
Master
&3
Schedule
Staff Survey 6 Parent
Involvement
Faculty
Newsletters
7 Transitions
8 Teacher
Decision
Making
26
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
practices that can be added to future
newsletters.
27
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
2015-2016 PROFESSIONAL DEVELOPMENT PLAN
DATE
TOPIC
PRESENTER
IDENTIFIED
AUDIENCE
FOLLOW-UP
RESULTS
Lesson Design, Hands-On Science
Activities, 5E Model
Library & Media Resources (OPAC,
Reading Programs, Online
Resources, and much more…)
8/13/15
8/17/15
8/18/15
8/19/15
Technology Integration &
Technology Tools
All in Learning, Lesson Cycle, TEI,
Staff Handbook
Cafeteria Procedures, Action Plan,
Campus PBIS, Front Office
procedures, Attendance,
Nurse/Clinic Procedures, GT/TAG
8/31/15
RTI, SPED, RM
Region 10-Motivating and
Encouraging Reluctant Learners &
Region 10-Now That’s A Good
Question! Quality Questioning
DDI, Wish List, Cowboy Reward
Book, Classroom Gallery Walk
9/1/15
9/14/15
PLCs/Grade Level Meetings
DDI Protocol Template
9/21/15
LPAC & Committee
8/21/15
Josie Dennis,
Jennifer Gomez, &
Robert Kern
Kern, Dennis,
Krause, Connell,
Sanchez, Zbylut
Casco, Zbylut,
Dennis, Nabors,
Gentry, Ramirez, &
Usrey
Pearce, Priftis,
Prentice
Seagoville Feeder
Pattern
Teachers/Staff
Region 10
Kleberg Teachers
Zbylut & Dennis
Krause, Casco, &
Zbylut
Grade Level Chairs
Alvarez &
Committee Chairs
Kleberg Teachers
Kleberg Teachers
Kleberg Teachers
Kleberg Teachers
Kleberg Teachers
Kleberg Teachers
Kleberg Teachers
28
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN
29
KLEBERG ELEMENTARY|CAMPUS ACTION PLAN

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