Campus Targeted Improvement Plan · Campus Information I, as supervisor of the principal for this campus, attest that I will coordinate with the DCSI to provide or facilitate the

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https://tea.texas.gov/si/accountabilityinterventions/

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Campus Targeted Improvement Plan Intervention and Submission documents for the 2019‐2020 monitoring year may be found on the Division of School Improvement web page at

Please complete all sections of the Cycles 1, 2, and 3 tabs except:

‐ Status of Metrics/Evidence Collections ‐ Necessary Adjustments/Next Steps ‐ Section V: Reflections and Planning for Next 90 Day Cycle

These sections will be filled out at the end of the 90 day cycle prior to the Division of School Improvement Progress Submission.

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Instructions

Foundations

District Name Seguin ISD Campus Name AJB Middle School Superintendent Dr. Matthew Gutierrez Principal

DCSI

Principal Supervisor (Only necessary if the DCSI is NOT the Principal supervisor)

Principal

Board Approval Date

What accountability goals for each Domain has your campus set for the year?

What changes in student group and subject performance are included in these goals?

If applicable, what goals has your campus set for CCMR and Graduation Rate?

Domain 1 will be an increase of 12 points, from 58 to 70. Domain 2a will be an increase of 33 points, from 56 to an 89. Domain 2b will be an increase of 16 points, from 59 to 75. Domain 3 will be an increase of 21 points, from 39 to 60. We will focus on growth in ELAR for all students, White, Special Education, and African American subgroups because the gap from the target is the most narrow. We will focus on growth in Math for all students, Economically Disadvantaged and African American subgroups because the gap from the target is the most narrow.

Essential Action

N/A

2

Self-Assessment Results(To be completed if the campus HAS NOT had an ESF Diagnostic)

Use the completed Self-Assessment Tool to complete this section

31.1 Develop campus instructional leaders with clear roles and responsibilities.

2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators.

2019-10-29

Jason Schmidt, September 27, 2019

Benjamin Grijalva, September 27, 2019

Domain 1 = 70, Domain 2a = 89, Domain 2b = 75, Domain 3 = 60

Data Analysis Questions

Needs Assessment

Implementation Level (1 Not Yet Started - 5 Fully Implemented)

ESC Support

Campus Information

I, as supervisor of the principal for this campus, attest that I will coordinate with the DCSI to provide or facilitate the provision of all the necessary district-level commitments and support mechanisms to ensure the principal I supervise can achieve successful implementation of the Targeted Improvement Plan for this campus. I understand I am responsible for ensuring the principal carries out the plan elements as indicated herein.

I, as principal for this campus, attest that I will coordinate with the DCSI (and my supervisor, if they are not the same person) to use the district-provided commitments and support mechanisms to ensure the successful implementation of the Targeted Improvement Plan for this campus. I agree to carry out the plan elements as indicated herein.

District Number

Mark Cantu, September 27, 2019

I, the District Coordinator of School Improvement, attest that I will provide or facilitate the provision of all the necessary district-level commitments and support mechanisms to ensure the successful implementation of the Targeted Improvement Plan for this campus. I understand I am responsible for the implementation of all intervention requirements. If I am the principal supervisor, I understand I am responsible for ensuring the principal carries out the plan elements as indicated herein.

AssurancesJamie Goodwin

Dr. Benjamin Grijalva

Region 20094901 Mark Cantu

District Coordinator of School Improvement (DCSI)

Campus Number 000000042

Foundations

Essential Action

Rationale

Desired Annual Outcome

Barriers to Address During the Year

Essential Action


Barriers to Address During the Year

Lack of time and the space to help facilitate opportunities for all stakeholders toprovide feedback that will inform the vision, mission, and values for AJB. Intentionally meet with staff to lead conversations about high expectations for all.

Lack of establishing a "ready-to-learn" culture has led to administrators tackling student discipline concerns. Therefore, administrators are not available to participate in the CIR process. Teachers are also still learning the technical aspects of the new lesson plan template.

Data analysis protocols exist for district assessments (CBAs and Benchmarks), but not campus unit assessment. Lack of training in Eduphoria Aware - building tests and analysis data.

2

3

Evidence shows there were not a clear vision on the campus in the past for both students and staff. The vision posted on the website is general and teachers did not “own” the vision. There is no evidence that other stakeholders were involved in creating the vision. Additionally, the campus does not show evidence of a culture of high expectations for all students where teachers discuss college and career readiness and post secondary aspirations.

Develop process to review lesson plans and provide targeted feedback to teachers using the Collaborative Instructional Review (CIR) process. Develop campus system to monitor daily use of formative assessments, focusing on AJB Instructional Playbook strategies.

5.3 Data-driven instruction.5.1 Objective-driven daily lesson plans with formative assessments.

Discussions of student data and instructional practices were inconsistent among teachers and administrators. Our focus on student growth in ELAR and Math will require teachers to be familiar with all students' data. They will need to know their "starting point" and areas of focus to ensure a year's worth of instructional growth. The reinforcement of essential standards will ensure all students have mastered key concepts for each course.

An objective-driven daily lesson plan is a foundational component to ensure rigorous instruction occurs for all students. The daily formative assessment data should inform instruction and necessary adjustments based on levels of student mastery. A new campus lesson plan template was introduced to teachers in August.

Teachers will participate in the PLC process on a daily basis (meeting 5 times a week) with their content area team. One PLC meeting every three weeks has been identified for MTSS, with a focus on student data and needs. Develop a system of reteach for the essential standards, ensuring student mastery of all essentials.

3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations.

4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence.

Develop a “living vision” of high expectations for the campus by involving stakeholders - staff, parents, and students by Spring 2020. The live vision/mission will be informed by the conditions of the campus and reflect aspirations of all stakeholders. The AJB staff will help establish core commitments that will help us carry out the vision of the campus.

Prioritized Focus Area #1


District Commitment Theory of Action

Date of ESF Diagnostic

Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3

ESF Diagnostic Results(To be completed AFTER the campus engages in the shared diagnostic with an ESF Facilitator)

If the principal supervisor, the DCSI, and the LLS team provides regular coaching to the principal on the implementation of DDI through our PLC model and the district ensures that the campushas access to high-quality unit tests for all tested grades and subjects, and the district commits to providing test results back to the campus within two days from the assessment, and the districts ensures policies and practices align with and promote positive school culture then the campus will be able to establish strong data-driven instruction practices improve the quality and

District Commitment Theory of Action:

2

2

5.1 Objective-driven daily lesson plans with formative assessments.

5.3 Data-driven instruction.

Prioritized Focus Area #3Prioritized Focus Area #2

Foundations

Prioritized Focus Areas for

ImprovementCapacity Builder

Student Data

Data Source Goal Actual Data Source Goal Actual Data Source Goal Actual Data Source Goal Actual

6 Reading District Interim Meets‐24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%

6 Math Other Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%

7 Reading District Interim Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%

7 Writing District Interim Meets ‐ 24% Benchmark Meets‐28% Other Meets‐33% STAAR Meets‐33%

7 Math Other Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%

8 Reading District Interim Meets ‐ 24% Benchmark Meets‐28% Other Meets‐33% STAAR Meets‐33%

8 Math Other Meets ‐ 24% Benchmark Meets‐28% Other Meets‐33% STAAR Meets‐33%

8 Science Other Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%

8 Social Studies Other Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%

Alg I EOC Other Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%

% of Students at Campus Determined Proficiency Level

Student Data% of Students at Meets Grade Level on

STAAR or Other Assessment

Cycle 1 Cycle 2 Cycle 3 Summative Grade level Subject tested

Student Data

Student Data

Cycle 1 (Sept‐Nov)

Essential Action


Desired 90-day Outcome

Barriers to Address During this Cycle

District Actions for this Cycle

District Commitments Theory of Action

Prioritized Focus Area Timeline Resources Needed Person(s) Responsible

Evidence used to Determine Progress

toward Milestone

Evidence Collection Date

Progress toward Milestone

Necessary Adjustments /

Next Steps

3.1 September 19 Faculty commitment posters Dr. Grijalva, Allison Pape

Draft commitment statements collected in August

September 19

3.1 October 2 Draft commitment posters Dr. Grijalva, Allison Pape Finalized campus

commitment statements October 2

3.1 November 4 Collective commitments, trophy to represent each Dr. Grijalva, Allison Pape

Rubric outlining look-fors for each collective commitment

November 4

3.1

September 12, September 23, September 30, October 21

Campus staff, community agencies, space to meet with parents

Dr. Grijalva, Natalie McFadden, Community Outreach Committee, Mr. Bennett

Event flyer, sign in sheet for parents, agendas November 22

Action plan-Milestones

AJB Community Development Series (Chat with the Principal, Neighborhood Walk, Awareness of Community Agencies)

Administrator planning time on September 19 with E3 Alliance to analyze faculty commitment statements from August professional learning.

October 2 AJB Family Time: Finalize campus collective commitments

November 4 AJB Family Time: Identify staff members who are modeling each of the collective commitments.

Milestones

Cycle 1 90-day Outcomes (September - November)

Establish systems and practices for data-driven instruction, to include utilizing Eduphoria Aware for assessment practices, protocols to analyze unit assessment data, and expectations that all students and staff will engage in monitor progress using data.


We have many first-year teachers on campus who are not familiar with Eduphoria Aware and how to create tests on the system. Data analysis protocols and progress monitoring were not utilized for unit assessments last year so that will be a new process for staff and students.


Work through concerns with new lesson planning template and establish expectation that all teachers will submit lesson plans weekly. Begin providing feedback to identified grade level content teams using CIR process and observe teams at least twice during this cycle. Develop weekly calendar for informal walkthroughs to ensure administrators are conducting at least three informal walks a week, focusing on the AJB Instructional Playbook Strategies.

Prioritized Focus Area #3Prioritized Focus Area #2

Technical concerns with new lesson plan template and lack of familiarity with Google Sheets. Scheduling administrator time to conduct walkthroughs due to student discipline concerns. Calibration of administrative team conducting CIR process and feedback given.


If the principal supervisor, the DCSI, and the LLS team provides regular coaching to the principal on the implementation of DDI through our PLC mo

Allow for campus PD time on October 14th, work with Learning and Leadership

5.1 Objective-driven daily lesson plans with formative assessments. 5.3 Data-driven instruction.

Hire Education Data Analyst, ensure policies and practices support effective ins

Create a district level school culture team to support the campus, provide support to engage families, and plan for a Spring Community Learning Exchange

Develop a “living vision” of high expectations for the campus by involving stakeholders - staff, parents, and students by Spring 2020. The live vision/mission will be informed by the conditions of the campus and reflect aspirations of all stakeholders. The AJB staff will help establish core commitments that will help us carry out the vision of the campus.

Scheduling stakeholder events and time to facilitate the discussions. Planning for Club Toro to ensure teachers are prepared. Student resistance to flexible intervention plan.

Develop campus core commitments for all stakeholders. Hold at least three events that will provide opportunities for stakeholders to give input into the campus vision.



3.1Weekly Club Toro meetings; September 26 - November 21

Student recognition resources

Allison Pape, Natalie McFadden, Desira Campos

Student nominations for collective commitments November 21

5.1 September 27 and 30Administrators to attend PLC, Screencastify and Google Classroom for T3

Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math), Max Brandenberger (T3)

PLC agendas, T3 post in Google Classroom September 30

5.1 Weekly during Octoros (Admin) Meeting

AJBMS Lesson Plan Folder, Google Sheet to check lesson plans

Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math)

Lesson plan check Google Sheet

September 30 deadline to address teachers not submitting lesson plans




Lesson plan check Google Sheet November 22


AJBMS Lesson Plan Folder, Google Sheet to check lesson plans, Informal Walkthrough notes


Walkthrough Documentation Google Form Responses, Octoros agendas

November 22

5.1 By September 23: Weekly - once or twice

AJB Walkthrough Calendar, CIR process and ILCE Rigor Rubric

Administrative Team and grade level content team identified to participate in CIR, Allison Pape

AJB Walkthrough Calendar, CIR Notes, lesson plans

November 22

5.1 September 12, November 1

PLC Schedule for Visit Days, class coverage to facilitate debrief

Lead Teachers, Allison Pape

PLC agendas, lesson plans, ICLE consultant debrief items and next steps

November 1

5.1Daily PLC time, Monthly SpEd PLC, Weekly ESL teacher with Principal

PLC agendasDr. Grijalva (ESL), Mr. Randolph (SpEd), Mrs. Wunderlich

PLC agendas November 22

5.3 Daily PLC time PLC stages resource, essential standards resources

All teachers, Department Lead Teachers, Campus Admin Team

PLC agendas, essential standards documents November 22

5.3 Unit assessments, as scheduled

Unit Assessment Calendar, Eduphoria Aware


Assessments in Aware November 22

5.3 Date TBD (early October 14?)

Training agenda and sign-in

All teachers, Department Lead Teachers, Campus Admin Team, LLS Department Staff

Training materials, inputting assessments into Aware

November 22

5.3 September 16 Unit Assessment Calendar

Department Lead Teachers, Campus Admin Team

Unit Assessment Calendar November 22

Club Toro Time will include opportunities for students to provide input into campus collective commitments, to track attendance, and behavior, and course success (grades), and to nominate other

Address technical aspects of new lesson plan template through Exemplar Lesson Planning PLC and Teachers Teaching Teachers (T3) overview of Google Sheets.

Coordinate with the LLS Department to provide Eduphoria Aware training to all teachers, focusing on test authoring and data analysis reports.

Develop weekly informal walkthrough schedule to visit at least three teachers' classrooms to observe AJB Instructional Playbook Strategy. Walkthrough days should be selected based on when plays are scheduled in lesson plans. Provide feedback to

Establish unit assessment calendar to document assessment given in all content areas.

Administrators will check lesson plans weekly using a Google Sheet to ensure all teachers are submitting lesson plans. If teachers have not submitted plans, they will be addressed by their

Confirm teachers are using the identified AJB Instructional Playbook Strategy (Think-Pair-Share) at least once a week in lesson plans.

Begin Collaborative Instructional Review (CIR) conferences and observations the week of September 23, completing one to two CIR cycles each week. The focus will be on the Rigor Rubric. Work with ICLE consultant to support Department Lead Teachers in implementing CIR process during PLC time.

Establish expectation that all unit assessments will be inputted into Eduphoria Aware to allow for data analysis.

Special Program teacher support (SpEd inclusion and ESL teacher) provided through daily content team PLC time.

Establish system of identifying essential standards, when they are taught, and how they will be assessed as part of the PLC stages.


5.3 September 16 Unit Analysis Data Protocol


Unit Data Analysis Data Protocol November 22

5.3September 13, October 4, October 25, November 15

PLC agenda, Google Sheets by teacher

All teachers, Campus Admin Team

Teacher Google Sheets, PLC agendas November 22

5.3 September 30ILT Meeting agenda, lesson plans, data analysis protocol

All teachers, Campus Admin Team Lesson plans November 22

5.3 October 4

Student data tracker resources - ELAR chart, Lead4Ward student reports

All students in ELAR and Math classes, all ELAR and Math teachers, Dr. Grijalva (ELAR, Allison Pape (Math)

Student data trackers November 22

Reflection and Planning for Next 90-Day Cycle

Did you achieve your desired 90-day outcome? Why or why not?

Review the necessary adjustments/next steps column above. What milestones from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?

Did you achieve your student performance goals (see Student Data Tab)? Why or why not?

New MilestonesCarryover Milestones

Establish practices for Multi-Tiered Systems of Support (MTSS) PLCs to occur every three weeks. During this time, teachers will utilize Google Sheets Utilize "Notes" sections of lesson plans to document reteach plans, based on unit assessment data and guiding questions in data analysis protocol. Reading and Math will establish systems for student tracking of data. ELAR will focus on Istation ISIP data, AR STAR screener data, and Lead4Ward student learning reports. Math will focus on Imagine Math screener data and Lead4Ward student learning reports.

Implement unit assessment data analysis protocol and plan for reteach during PLC stages.

Cycle 2 (Dec‐Feb)

Essential Action







Evidence used to Determine Progress

toward Milestone



Necessary Adjustments /

Next Steps

3.1 December 4, January 8, February 5

Collective commitments, trophy to represent each Dr. Grijalva, Allison Pape


February 4

3.1 December 2, January 6 and 14,

Campus staff, community agencies, space to meet with parents


Event flyer, sign in sheet for parents, agendas January 17

3.1 January 8-10Staff, goal setting template, space, video recorder and gym

Dr. Grijalva, Mrs. Pape, Mrs. McFadden, Mrs. Johnson, Mr. Bennett

Goal setting template, presentations, and video January 17

3.1Weekly Club Toro meetings; January 21 - February 27


Allison Pape, Natalie McFadden, Desira Campos

Student nominations for collective commitments February 27




Lesson plan check Google Sheet February 27




Lesson plan check Google Sheet February 27

5.3 Data-driven instruction.5.1 Objective-driven daily lesson plans with formative assessments.


Milestones

AJB Family Time: Continue to identify staff members who are modeling each of the collective commitments.

Ensuring students and teachers have time and space to update data for goal setting. Ensuring campus administrators review lesson plans for reteach components.

Ensure systems and practices for data-driven instruction are implemented across all STAAR tested content areas. Begin collecting data to inform

AJB Community Development Series (7th Parent Night - Preparing for HS 12/2/19, Neighborhood Walk 1/6/20, 5th Parent Night 1/14/19)


Formalize lesson plan check and informal walkthrough process. Identify teachers to celebrate positive outcomes using CIR process. Incorporate a

Develop a living vision of high expectations for the campus by involving stakeholders - staff, parents, and students by Spring 2020. The live vision/mission will be informed by the conditions of the campus and reflect aspirations of all stakeholders. The AJB staff will help establish core commitments that will help us carry out the vision of thePractice and reinforce core commitments by recognizing students and staff who are exemplifying the commitments through their

Incorporation of second AJB Instructional Playbook Strategy might cause stress for teachers and administrators. Scheduling time with start of TESS formal observations.


Cycle 2 90-Day Outcomes (December-February)Prioritized Focus Area #3Prioritized Focus Area #1

Students will return from winter break and have conversations about expectations, setting goals, and creating a culture of caring. Celebrate the student expectations and setting personal goals.Club Toro Time will include opportunities for students to provide input into campus collective commitments and to nominate other students who are modeling the core commitments.

Support in organizing events and nomination process for staff and students. Scheduling time for stakeholder events.

Host Community Learning Exchange, host training opportunities for restorative practices/discipline.

Confirm teachers are using the identified AJB Instructional Playbook Strategy (QSSSA) at least once a week in lesson plans.

If the principal supervisor, the DCSI, and the LLS team provides regular coaching to the principal on the implementation of DDI through our PLC model and the district ensures that the campus has access to high-quality unit tests for all tested grades and subjects, and the district commits to providing test results back to the campus within two days from the assessment, and the districts ensures policies and practices align with and promote positive school culture, then the campus will be able to establish strong data-driven instruction practices, improve the quality and frequency of use of lesson plans and formative assessments, and ensure a positive school culture.


Allow for campus PD time on January 7th, work with Learning and Leadership Services team to provide support alignment across learning objectives, instructional activities, and assessments, and ensure the campus has a system

Education Data Analyst will prioritize AJB, ensure policies and practices support effective instruction in school, ensure access to Eduphoria test banks, and high-quality common assessments, for math and reading, ensure schools

Teachers will participate in the PLC process on a daily basis (meeting 5 times a week) with their content area team. One PLC meeting every three weeks has been identified for MTSS, with a focus on student data and needs. Develop a system of reteach for the essential standards, ensuring student mastery of all


Cycle 2 (Dec‐Feb)





February 27

5.1 Weekly - once or twiceAJB Walkthrough Calendar, CIR process and ILCE Rigor Rubric

Administrative Team and grade level content team identified to participate in CIR, Allison Pape

AJB Walkthrough Calendar, CIR Notes, lesson plans

February 27

5.1 January 27PLC Schedule for Visit Days, class coverage to facilitate debrief

Lead Teachers, Allison Pape

PLC agendas, lesson plans, ICLE consultant debrief items and next steps

January 27

5.1Daily PLC time, Monthly SpEd PLC, Weekly ESL teacher with Principal

PLC agendasDr. Grijalva (ESL), Mr. Randolph (SpEd), Mrs. Wunderlich

PLC agendas February 27

5.3 Ongoing Unit Assessment Calendar


Unit Assessment Calendar February 27

5.3

Unit Assessments - ongoingCBAs: week of Dec 9BMs: week of Feb 3

Unit Analysis Data Protocol, CBA and BM Data Analysis Protocols


Unit Analysis Data Protocol, CBA and BM Data Analysis Protocols

February 27

5.3 December 20, January 17, February 14 and 28

PLC agenda, Google Sheets by teacher


Teacher Google Sheets, PLC agendas February 27

5.3 Ongoing Lesson plans, data analysis protocol

All teachers, Campus Admin Team Lesson plans February 27

5.3 January 10 Lead4Ward student reports

All students, all 8th grade Science and Social Studies teachers (8th Science and , Campus

Student data trackers February 27

5.3 January 20, February 17Student assessment data, Club Toro intervention plans

All students and teachers, Campus Admin Team, Club Toro Team - Allison Pape, Natalie McFadden, Desira Campos

Club Toro intervention rosters

February 27


Continue Multi-Tiered Systems of Support (MTSS) PLCs every three weeks. Teachers will continue to Continue utilizing "Notes" sections of lesson plans to document reteach plans, based on unit assessment data and guiding questions in data analysis protocol.

Follow unit assessment calendar documenting unit assessments given in all content areas.

Special Program teacher support (SpEd inclusion and ESL teacher) provided through daily content team PLC time.

Continue unit assessment data analysis protocol and plan for reteach during PLC stages. Utilize district assessment protocols to analyze CBA and Benchmark assessments given in December and

Begin Collaborative Instructional Review (CIR) conferences and observations, completing one to two CIR cycles each week. The focus will be on the Rigor Rubric. Work with ICLE consultant to support Department Lead Teachers in implementing CIR process during PLC time.

Targeted academic interventions will occur during phase two of Club Toro, beginning the week of January 20. Targeted academic interventions based on state assessment blueprints will begin the week of February 17 for 7th Writing, 8th Math and Reading.

Eighth grade Science and Social Studies will establish systems for student tracking of data, using Lead4Ward student learning reports.


Carryover Milestones



New MilestonesReview the necessary adjustments/next steps column above What milestones from this cycle will

Cycle 2 (Dec‐Feb)


Cycle 3 (Mar‐May)

Essential Action







Evidence used to Determine Progress toward Milestone



Necessary Adjustments /Next Steps

3.1Weekly Club Toro meetings; March 6 - May 1


Allison Pape, Natalie McFadden, Desire Campos

Student nominations for collective commitments May 1

3.1 March 4, April 1, May 6 Collective commitments, trophy to represent each Dr. Grijalva, Allison Pape


May 6

3.1 March 23Campus staff, community agencies, space to meet with parents


Event flyer, sign in sheet for parents, agendas May 22




Lesson plan check Google Sheet May 22




Lesson plan check Google Sheet May 22


5.3 Data-driven instruction.

Prioritized Focus Area #1 Prioritized Focus Area #2

Cycle 3 90-Day Outcomes (March-May)

3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations. 5.1 Objective-driven daily lesson plans with formative assessments.

Scheduling time with ongoing TESS formal observations and state assessment calendar.

If the principal supervisor, the DCSI, and the LLS team provides regular coaching to the principal on the implementation of DDI through our PLC model and the district ensures that the campus has access to high-quality unit tests for all tested grades and subjects, and the district commits to providing test results back to the campus within two days from the assessment, and the districts ensures policies and practices align with and promote positive school culture, then the campus will be able to establish strong data-driven instruction practices, improve the quality and frequency of use of lesson plans and formative assessments, and ensure a positive school culture.

Support campus with access to external student support services, provide support to ensure campus has established, effective and efficient data systems to track school culture data.

The Learning and Leadership Services team will provide support the campus ensure alignment across learning objectives, instructional activities, and assessments. Work with campus leaders to create exemplar lessons.



Confirm teachers are using the identified AJB Instructional Playbook Strategy ( Nine Squares) at least once a week in lesson plans.



Shift focus from CIR observations to formal TTESS evaluations. Continue weekly lesson checks and confirmation of use of AJB Instructional Playbook Strategies.

Develop a “living vision” of high expectations for the campus by involving stakeholders - staff, parents, and students by Spring 2020. The live vision/mission will be informed by the conditions of the campus and reflect aspirations of all stakeholders. The AJB staff will help establish core commitments that will help us carry out the vision of the campus. Practice and reinforce core commitments by recognizing students and staff who are exemplifying the commitments through their actions. Hold at least three events that will provide opportunities to reflect on and evaluate campus core commitments.

Milestones

Club Toro Time will include opportunities for students to provide input into campus collective commitments and to nominate other students who are upholding the core commitments.AJB Family Time: Continue to identify staff members who are modeling each of the collective commitments.

AJB Community Development Series (Math and Reading Night - March 23, End of Year Parent Event - May 21)

Provide targeted, individualized academic interventions to students based on data analysis protocols, with emphasis on essential standards.

Education Data Analyst will prioritize AJB, ensure policies and practices support effective instruction in school, ensure access to Eduphoria test banks, and high-quality common assessments, for math and reading, ensure schools

Managing student data component of Club Toro for entire campus. Setting up system for Club Toro interventions - identifying intervention lessons and teachers who will provide support.

Scheduling constraints due to Spring testing calendar. Ability to get honest, high-quality feedback from stakeholders.

Cycle 3 (Mar‐May)





May 22

5.3 Ongoing Unit Assessment Calendar


Unit Assessment Calendar May 22

5.3Unit Assessments - ongoingBMs: week of March 16

Unit Analysis Data Protocol, BM Data Analysis Protocols


Unit Analysis Data Protocol, BM Data Analysis Protocols

May 22

5.3 March 27, April 17 PLC agenda, Google Sheets by teacher


Teacher Google Sheets, PLC agendas May 22

5.3 Ongoing Lesson plans, data analysis protocol

All teachers, Campus Admin Team Lesson plans May 22

5.3Ongoing during class time, 6 weeks prior to STAAR assessments

Student data trackers, assessment data

All students and teachers in STAAR tested subject areas

Student data trackers, student achievement data

May 22

5.3 March 23Student assessment data, Club Toro intervention plans

All students and teachers, Campus Admin Team, Club Toro Team - Allison Pape, Natalie McFadden, Desira Campos

Club Toro intervention rosters May 22

Essential Action


Targeted academic interventions based on state assessment blueprints will occur during phase two of Club Toro, beginning the week of March 23 for 6th Math and Reading, 7th Math and Reading, and 8th Science and Social Studies.

Students will review their academic progress based on their benchmarks and connected to their goals set in January.

Continue Multi-Tiered Systems of Support (MTSS) PLCs every three weeks. Teachers will continue to Continue utilizing "Notes" sections of lesson plans to document reteach plans, based on unit assessment data and guiding questions in data analysis protocol.




Follow unit assessment calendar documenting unit assessments given in all content areas.

Continue unit assessment data analysis protocol and plan for reteach during PLC stages. Utilize district assessment protocols to analyze Benchmark assessments given in March.


New Milestones

END OF YEAR REFLECTION



0


0


0

Teachers will participate in the PLC process on a daily basis (meeting 5 times a week) with their content area team. One PLC meeting every three weeks has been identified for MTSS, with a focus on student data and needs. Develop a

Develop process to review lesson plans and provide targeted feedback to teachers using the Collaborative Instructional Review (CIR) process. Develop campus system to monitor daily use of formative assessments, focusing on


Cycle 3 (Mar‐May)

Did the campus achieve the desired outcome? Why or why not?

Cycle 4 (Jun‐Aug)

Essential Action

Rationale

How will you communicate these priorities to your stakeholders? How will you invest them?

Desired 90‐Day Outcome

Who will help the campus build capacity in this area?

Barriers to Address



Prioritized Focus Area

Timeline Resources Needed Person(s) ResponsibleEvidence Used to

Determine Progress Toward Milestone

Evidence Collection DateProgress Toward

MilestoneNecessary

Adjustments/Next Steps

Action plan‐Milestones

Milestones

The purpose of this 90‐Day action plan is to prepare for the upcoming school year. The essential actions the campus prioritizes may have changed based on progress made in the school year or based on ESF diagnostic results.

Cycle 4 90‐Day Action Plan (June‐August)

Prioritized Focus Area #1Develop campus core commitments for all stakeholders. Hold at least three events that will provide opportunities for stakeholders to give input into the campus vision

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Establish systems and practices for data‐driven instruction, to include utilizing Eduphoria Aware for assessment practices, protocols to analyze unit assessment data and expectations that all students and staff will engage in monitor progress

Prioritized Focus Area #2 Prioritized Focus Area #3Work through concerns with new lesson planning template and establish expectation that all teachers will submit lesson plans weekly. Begin providing feedback to identified grade level content teams using CIR process and observe teams at least

Cycle 4 (Jun‐Aug)


Reflection and Planning for Next 90‐Day Cycle

New Milestones

Did you achieve your summative student performance goals (see Student Data Tab)? Why or why not?

Did you achieve your desired 90‐day outcome? Why or why not?


TIP Corner Notes

TIP Components Notes

Self-Assessment Results If the campus has had an ESF Diagnostic, DO NOT complete the 'Self-Assessment ' section. Continue to the next section titled, 'ESF Diagnostic Results '

Essential Action From the drop down menu, select the Essential Action the campus selected based on the Needs Assessment and/or ESF Final Report.

Rationale Explain the reasons this Essential Action was selected.

Desired Annual Outcome Create your annual goal for each Prioritized Focus Area identified using qualitative and/or quantitative measures.

Barriers to Address During the Year List barriers to implementation the campus may face as they take the necessary steps to improve the prioritized focus area.

District Commitment on Theory of Action State the District Theory of Action and the District Commitments that will support the campus' essential actions found in the plan.

Date of ESF Diagnostic Complete after ESF Diagnostic.

Desired 90-day Outcome Describe the specific goals the campus plans to achieve by the end of the cycle for the relevant prioritized focus area.

Barriers to Address During the Year List barriers to implementation the campus may face as they take the necessary steps to improve the prioritized focus area. Barriers may stay the same or change from cycle to cycle.

District Actions for this Cycle List what the district will do to support the campus during this 90-day cycle to achieve the desired outcomes.

MilestonesIn each row, list actions the campus is taking in this cycle to achieve desired outcomes and address barriers to implementation. An action may address more than one priority focus area. New actions can be added over time, as needed.

Prioritized Focus Area Select the Prioritized Focus Area(s) that is aligned to this milestone.Timeline Identify a start and end date. End date may carryover to another cycle.Resources Needed Examples include, but are not limited to: budget allocation, data platforms, personnel, etc.Evidence used to Determine Progress toward Milestone Measures can be qualitative or quantitative.

Progress toward Milestone Select the status of the evidence review from the dropdown menu.

Necessary Adjustments/Next Steps List adjustments or next steps the campus will take to achieve this action. Include barriers that limited progress towards achieving this action.

Rationale Explain the reasons this Essential Action was selected.Desired 90-day Outcome Describe the specific goals the campus plans to achieve by the end of the cycle for the relevant prioritized focus

areaBarriers to Address During the Year List barriers to implementation the campus may face as they take the necessary steps to improve the prioritized

focus area Barriers may stay the same or change from cycle to cycleDistrict Actions for this Cycle List what the district will do to support the campus during this 90-day cycle to achieve the desired outcomes.Milestones In each row, list actions the campus is taking in this cycle to achieve desired outcomes and address barriers to

implementationPrioritized Focus Area Select the Prioritized Focus Area(s) that is aligned to this milestone.Timeline Identify a start and end date. End date may carryover to another cycle.Resources Needed Examples include, but are not limited to: budget allocation, data platforms, personnel, etc.Evidence used to Determine Progress toward Milestone Measures can be qualitative or quantitative.Progress toward Milestone Select the status of the evidence review from the dropdown menu.Necessary Adjustments/Next Steps List adjustments or next steps the campus will take to achieve this action. Include barriers that limited progress

towards achieving this action

Foundations

Cycles 1, 2, and 3 90-day Action Plan

Cycle 4 90-day Action Plan

Documents

Campus Targeted Improvement Plan · Campus Information I, as supervisor of the principal for this campus, attest that I will coordinate with the DCSI to provide or facilitate the