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Page 1 of 39
DENTON CREEK ELEMENTARY CAMPUS IMPROVEMENT PLAN
2013- 2014
SHANNON EDWARDS PRINCIPAL
CISD MISSION STATEMENT:
The mission of the Coppell Independent School District, as a committed and proven leader in educational excellence, is to ensure our learners achieve personal success, develop strong moral character, and become dynamic leaders and global citizens with a zeal for service by engaging each individual through innovative learning experiences led by a visionary staff and progressive community.
Page 2 of 39
CISD DISTRICT IMPROVEMENT PLAN
STRATEGIC OBJECTIVE/GOAL 1: We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other
effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 1: Align the written, taught and assessed curriculum.
Performance Objective 2: Sustain district-wide EC-12 TEKS-aligned curriculum and assessment with research-based instructional practices that enhance all curricular areas.
Performance Objective 3: Communicate the district assessment plan to parents and teachers and report outcomes individually to parents and collectively to stakeholders.
Performance Objective 4: Expand district educational and business partnerships with the local and global community.
Performance Objective 5: Implement a system or systems to assess Future-Ready skills.
Performance Objective 6: Integrate Future-Ready learning skills within the district.
Performance Objective 7: Increase connections between real world experiences and authentic classroom instruction.
Performance Objective 8: Transform systems to more effectively prepare students to be successful in post-secondary education and beyond.
STRATEGIC OBJECTIVE/GOAL 2: We will identify CISD character traits to be integrated throughout the district and develop means to
assess student demonstration of those traits.
Performance Objective 1: Promote the development and demonstration of positive character traits including (but not limited to): Courage, Trustworthiness, Integrity, Respect & Courtesy, Responsibility, Fairness, Caring, Good Citizenship, School Pride consistent with the terms of the TEC Section 29.906.
STRATEGIC OBJECTIVE/GOAL 3: We will increase efficiency in the district operations and educational delivery system through the use of
technology, and further develop business and community partnerships in order to best achieve our mission and objectives.
Performance Objective 1: Increase CISD staff’s level of technology integration expertise (proficiencies) through a differentiated staff development program that addresses Future-Ready technology skills.
Performance Objective 2: Develop a “green” IT strategy and promote “green” initiatives to reduce energy costs and appropriately manage electronic waste.
Page 3 of 39
CAMPUS SITE-BASED COMMITTEE
20013 - 2014 COMMITTEE MEMBERS
NAME OF PARTICIPANT
COMMITTEE ROLE
SHANNON EDWARDS PRINCIPAL
TRICIA BADILLO ASSISTANT PRINCIPAL
MARY KENNINGTON SPECIAL EDUCATION EDUCATOR
JILL ALLSHOUSE DUAL LANGUAGE INSTRUCTION/ESL EDUCATOR
NANCY NEERGAARD SPECIALS EDUCATOR
REBECCA MAFFIT KINDER EDUCATOR
GWYNNE ROSS 1ST GRADE EDUCATOR
LINDSEY SHAW 2ND GRADE EDUCATOR
LAMAR BENFIELD 3RD GRADE EDUCATOR
HEATHER CHAMBERS 4TH GRADE EDUCATOR
LESLIE FAUNDEZ 5TH GRADE EDUCATOR
ROYA TOMPKINS PTO PARENT
ROSIE STEVENS PTO PARENT
LINDA COOK DISTRICT LIASON
BROOKE OSHEA COMMUNITY REPRESENTATIVE
Page 4 of 39
Campus Needs Assessment
List data utilized to identify the needs of your campus
Visioning Document
Learning Framework
Professional Development Plan for DCE
DIP
Campus CIP
DLI Audit Report
District ESL audit data and recommendations, campus IPT/TELPAS
STAAR scores
Parent satisfaction survey
MAP assessment results
DRA historical data
RtI Tiered progression over time
Technology integration needs assessment
Progress monitoring
PLC’s input and action steps
Page 5 of 39
List the identified needs of your campus derived from data review
Focused vertical alignment in math instruction, intervention, and process through RtI to decrease achievement gaps in
mathematics
Strengthen dual language immersion and ESL sheltered instruction training for all campus staff to close the opportunity gap
Align Tier I instructional strategies that align with the Learning Framework to close the achievement gap
Increase communication venues to promote and enrich a positive school environment to all stakeholders
Increase opportunities for learners voice and choice to improve engagement and real world experiences for all learners
Focused campus strategic initiative to promote transformation of lesson design resulting in learner achievement
Page 6 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 1:
Align the written, taught and assessed curriculum
Summative Evaluation:
Learning Design Units, Student Growth Data, and Program Audit Data
Needs Assess. Action Step(s) Sp.
Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation
Documented
Satisfaction Survey, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Provide all stakeholders a deeper understanding of the revised CISD Learning Framework and its impact on lesson design and transformation.
All Campus Administrators, and Campus Liaison
August 2013
June 2014
Research-Based Best Practice Resources By Authors Such As Jensen, Wiggins & McTighe, Marzano, Stiggins, Daggett, etc., Learning Framework, and Campus Edmodo Learning Site
Elevator Speeches, Classroom Walkthrough Data, Lesson Design Template, Lesson Design Rubric Data, and 2014 Satisfaction Survey
Satisfaction Survey, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Implement staff development on what constructivism is and how constructivist strategies impact learners and are used in lesson designs and formative/summative assessments.
All Campus Administrators, amd Campus Liaison
August 2013
June 2014
Campus Edmodo Learning Site, Learning Framework, and Research-Based Best Assessment Practices
Eduphoria Records, agenda, Campus Pedagogy, Educators Feedback, and 2014 Satisfaction Survey
Page 7 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 1:
Align the written, taught and assessed curriculum
Summative Evaluation:
Learning Design Units, Student Growth Data, and Program Audit Data
Needs Assess. Action Step(s) Sp.
Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/ Fiscal Formative Evaluation
Documented
Satisfaction Survey, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Engage and collaborate in reciprocal conversations during a campus-wide book study on how constructivist strategies impact lesson design, assessments, and learners.
All Campus Administrators
Sept 2013
Dec 2013
Campus Edmodo Learning Site, Book: Creating and Sustaining the Constructivist Classroom, $400 Local Funds CISD Learning Framework, and Research-Based Best Assessment Practices
Eduphoria Records, PLC agenda and minutes, collaborations, Campus Pedagogy, Educators, Feedback, and 2014 Satisfaction Survey
Satisfaction Survey, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Implement constructivist strategies to transform lesson designs and assessments.
All Campus Administrators
August 2013
June 2014
CISD Learning Framework, and Research-Based Best Assessment Practices
Lesson Design Template Rubrics, walkthrough Data, and 2014 Satisfaction Survey
Page 8 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 1:
Align the written, taught and assessed curriculum
Summative Evaluation:
Learning Design Units, Student Growth Data, and Program Audit Data
Needs Assess. Action Step(s) Sp.
Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/ Fiscal Formative Evaluation
Documented
Satisfaction Survey, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Build the capacity of educators and learners in formative assessment practices for the improvement of learning.
All Campus Administrators, Campus Liaison, and Campus Formative Assessment Training Team
August 2013
June 2014
Formative Assessment Training Materials, $200 Local Funds, Campus Liaison, Campus Administrators, and CISD Learning Framework
Faculty/Vertical Meeting Agendas, Classroom Walkthrough Data, and Learning Design Units
CISD Learning Framework, Visioning Document, Campus & parent feedback, and state/local/campus assessments
Provide campus planning days allowing for educators to collaborate on and plan integrated units including authentic assessments using the DCE Lesson Design Template utilizing the Understanding by Design Model, and DCE learner outcomes.
All Classroom Teachers, and Campus Administration
August 2013
May 2014
Materials, Planning Time, Title 1 Funds $8,700, Marzano’s research on assessment, Visioning Document and Visioning Implementation Rubric, and CISD Learning Framework
Bookkeeping records, Lesson Designs, and sign-in sheets
Page 9 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 1:
Align the written, taught and assessed curriculum
Summative Evaluation:
Learning Design Units, Student Growth Data, and Program Audit Data
Needs Assess. Action Step(s) Sp. Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/ Fiscal Formative Evaluation
Documented
CISD Learning Framework, Visioning Document, Campus & parent feedback, and state/local/campus assessments
Provide campus in-service days to plan and design blended learning lessons addressing the needs of immigrant students.
Immigrant Students
Classroom Teachers of Immigrant Students, ESL Facilitator
August 2013
June 2014
Title III Funds, Visioning Document, Visioning Implementation Rubric, and CISD Learning Framework
Purchase Orders, and Blended Lessons
2009 Strategic Plan, CISD Learning Framework, and Parent Survey
Implement Standards-Based Report Cards in 4th Grade.
All Campus Administrators, 4th Grade Teachers, Director of Elementary Education
August 2013
June 2014
Curriculum Directors, CISD Learning Framework, Visioning Document, Report Cards, Professional Learning Materials, and Local Funds
Eduphoria Records, Standards-Based Report Card Data, and 2014 Parent Survey
Page 10 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 2:
Sustain district-wide EC-12 TEKS-aligned curriculum and assessment with research-based instructional practices that enhance all curricular areas.
Summative Evaluation:
Eduphoria records, classroom walkthrough data, and campus needs assessment rubrics
Needs Assess. Action Step(s) Sp. Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation
Documented
Campus Assessment Data from Needs Assessment
Provide updated training for progress monitoring and the RTI process.
All Campus Administrators, Counselor, Literacy Teacher, ESL Facilitator, Dyslexia Specialist, Speech Pathologist, and Behavior Specialists
August 2013
June 2014
CISD Learning Framework, and Research-Based Best Assessment Practices, and RtI training
Eduphoria Records, agendas, RtI Progress Monitoring Data, and Aware Data
Campus Input Provide remediation instruction for students based on assessment data.
At-risk students including Ec. Disadv. and Hispanic
Teachers August 2013
June 2014
SCE Funds: -Tutoring $6,000, -Materials $2323
Tutoring groups, and Teacher lesson plans
Campus Input Provide remediation instruction for students based on assessment data.
At-risk native Spanish learners
Campus Administrators, and ESL Facilator, Teachers
August 2013
June 2014
Spanish Literacy Teacher, and Title 1 Funds: -Tutoring $10,000
Tutoring groups, and lesson plans
Page 11 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 2:
Sustain district-wide EC-12 TEKS-aligned curriculum and assessment with research-based instructional practices that enhance all curricular areas.
Summative Evaluation:
Eduphoria records, classroom walkthrough data, and campus needs assessment rubrics
Needs Assess. Action Step(s) Sp. Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation
Documented
Campus Input Provide resources to help with remediation instruction for students based on assessment data.
At-risk native Spanish learners
Campus Administrators, and ESL Faciliator, Teachers
August 2013
June 2014
Title I Funds: Spanish Non-Fiction books: $5,000, Read Naturally Spanish: $1,316
Tutoring groups, lesson plans, and assessment data
Walkthrough Data, CISD Learning Framework, Visioning Document, and ESL/DLI Program Evaluation
Build the capacity of educators in sheltered instruction practices.
All Campus Administrators, and ESL Faciliatator
August 2013
June 2014
CISD Learning Framework, Best Practice Sheltered Instruction Strategies Training Materials, ESL Facilitator, and ESL/DLI/BL Program Evaluation
Eduphoria Records, Classroom Walkthrough Data, Campus Needs Assessment, and 2014 ESL/DLI Program Evaluation
Walkthrough Data, CISD Learning Framework, and Visioning Document
Provide trainer of trainers training for Write from the Beginning strategies to teacher leaders who will train staff.
All Campus Administrators, and Teacher Leaders Trained in Write from the Beginning
September 2013
October 2013
Write from the Beginning TOT training, and Local Funds
Eduphoria Records, and Classroom Walkthrough Data
Page 12 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 2:
Sustain district-wide EC-12 TEKS-aligned curriculum and assessment with research-based instructional practices that enhance all curricular areas.
Summative Evaluation:
Eduphoria records, classroom walkthrough data, and campus needs assessment rubrics
Needs Assess. Action Step(s) Sp.
Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation
Documented
Walkthrough Data, CISD Learning Framework, and Visioning Document
Provide staff development using Write from the Beginning strategies to improve learner success in writing.
All Campus Administrators, and Teacher Leaders Trained in Write from the Beginning
November 2013
June 2014
Write from the Beginning resource materials: Title I $8,268
Eduphoria Records, Lesson Designs, and Classroom Walkthrough Data
ESL Audit, CISD Learning Framework, and Visioning Document
Continue to expand DLI program and communicate progress to all stakeholders.
PreK K-5
Campus Administrators, ESL Faciliatator, DLI District Coordinator, and DLI Teachers & Parents
August 2013
June 2014
DLI Meetings, Sheltered Instruction Trainings, Campus and District Review Meetings
Parent Advisory Meetings, 2014 Parent Survey, and Continuation Data in Program
RTI Data, Progress Monitoring, STAAR Data, and Key Math Assessments
Focus vertical alignment in math instruction and intervention to decrease achievement gaps in mathematics.
All Campus Administrators, Campus Math Content Specialist, District Math Coaches, and Staff
August 2013
June 2014
Math Menu Training on Differentiated Instruction Using Math Menus, CISD Splash Screens, Undated Math TEKS, Key Math, MAP assessment data, Intervention resources, and Title I $187
RTI data, Progress Monitoring, STAAR data, and BOY/MOY/EOY MAP data
Page 13 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 2:
Sustain district-wide EC-12 TEKS-aligned curriculum and assessment with research-based instructional practices that enhance all curricular areas.
Summative Evaluation:
Eduphoria records, classroom walkthrough data, and campus needs assessment rubrics
Needs Assess. Action Step(s) Sp.
Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation
Documented
RTI Data, Progress Monitoring, STAAR Data, and Key Math Assessments
Provide staff development in the use of Daily 5 guided math to differentiate math instruction for all learners in order to reduce achievement gaps and enrich mathematics.
All Campus Administrators, Campus Math Content Specialist, District Math Coaches, and Staff
August 2013
June 2014
Daily 5 Guided Math, Campus Content Math Teacher Leader, CISD Splash Screens, CISD Learning Framework, Resource Materials, and Local Funds $1,534
Walkthrough data, Lesson Designs, formative assessments, STAAR data, and BOY/MOY/EOY MAP data
Page 14 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 3:
Communicate the district assessment plan to parents and teachers and report outcomes individually to parents and collectively to stakeholders.
Summative Evaluation:
Copies of documents used to communicate to parents, teachers, students and stakeholders.
Needs Assess. Action Step(s) Sp. Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation
Documented
CISD Learning Framework, Visioning Document, Satisfaction Survey, and Campus feedback
Provide staff development in learner centered goal setting conferences to allow for self-monitoring, and instructional feedback and provide student voice and ownership in learning.
All Campus Administrators, Campus Liaison, and Campus Content Area Leaders
August 2013
June 2014
Campus Administration, Campus Liaison, and Campus Content Area Leaders
Learner Led Conferences, and Learner Outcome Rubric, and 2014 Survey
Satisfaction Survey, Campus feedback, CISD Framework, and Visioning Document
Present information on how authentic ongoing assessment data is used to reflect growth of the whole child and drives instruction during Lesson Design through Parent Brown Bag Breakfast/Lunches and Informational Nights.
All
Campus Administration
August 2013
April 2014
Sign-in sheets, and General Budget
Posting of meeting times on campus calendar, campus newsletters, agendas, and handouts
Page 15 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 4:
Expand district educational and business partnerships with the local and global community.
Summative Evaluation:
Documentation of increased participation in campus partnerships in Campus Improvement Plans and business partnership survey feedback.
Needs Assess. Action Step(s) Sp. Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation Documented
Satisfaction Survey, Community Feedback, CISD Learning Framework, and Visioning Document
Increase authentic parent and community involvement in the life of the school.
All Campus Administrators, and Educators
Aug. 2013
June 2014
Campus Events, Social Media, and Parent Surveys
Campus Calendars, Lesson Designs, and 2014 Survey
Satisfaction Survey, Community Feedback, CISD Learning Framework, and Visioning Document
Create and expand reciprocal relationships with existing business and community partnerships.
All Campus Administrators, Campus Liaison, and Educators
Aug. 2013
June 2014
Local business and Community partners, and PTO members
Lesson Design, and 2014 Survey
Community Feedback, CISD Learning Framework, and Visioning Document
Post school partnerships on the school website and pictures of business partners working with learners in reciprocal relationships on the school website.
All Campus Administration. Educators, and PTO members
Aug 2013
June 2014
Local and business
partners, and PTO
members
Website
Page 16 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 5:
Implement a system or systems to assess Future-Ready skills.
Summative Evaluation:
Documentation of assessment results.
Needs Assess. Action Step(s) Sp. Pop. Person(s) Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation Documented
Satisfaction Survey, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Create, refine and utilize campus-based future-ready Learner Outcome Rubrics during Professional Learning Community meetings.
All Campus Administrators, Campus Liaison
August 2013
June 2014
Learner Outcome Rubrics, Campus Liaison, Learner Outcome Coaches, CISD Learning Framework, and Lesson Design Template
Future-Ready Learner Outcomes, and Future-Ready Learner Outcome Rubrics
Satisfaction Survey, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Inform stakeholders on the use of campus-based future-ready learner outcome rubrics to develop the whole child.
All Campus Administrators
August 2013
June 2014
Learner Outcomes and Rubric, and CISD Learning Framework
Meeting Agendas, and 2014 Parent Survey
Visioning Document, and CISD Learning Framework
Implement the new CISD Learning Design rubric to assess educators’ learning design units aligned to the CISD Learning Framework.
All Campus Administrators
Aug 2013
June 2014
CISD Learning Framework, and Learning Design Rubric
Learning Design Rubric Data, and Classroom Walkthrough Data
Page 17 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 6:
Integrate Future-Ready learning skills within the district.
Summative Evaluation:
Documentation of staff development offerings, updated teacher walkthrough, snapshot, grading rubrics and Student Satisfaction Survey.
Needs Assess. Action Step(s) Sp. Pop. Person(s) Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation Documented
Satisfaction Survey, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Explore virtual, blended, and flipped learning opportunities to increase student centered instruction in classrooms and to promote strong parent interactions from school to home to school through staff development and professional learning during PLC’s and Faculty Meetings.
All Campus Administrators, and Campus iTeam Liaison
August 2013
June 2014
Blended, flipped and Virtual, Learning Design Template, and CISD Learning Framework
Eduphoria Records, Classroom Walkthrough Data, Lesson Designs, Staff Professional Learning, and 2014 Satisfaction Survey
Satisfaction Survey, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Build the capacity of staff to effectively execute virtual, blended, and flipped learning experiences.
All Campus Administrators, and Campus iTeam Liaison
August 2013
June 2014
Blended, flipped and Virtual Learning Design Template, Lesson Design Days, and Campus iTeam Liaison
Eduphoria Records, Classroom Walkthrough Data, Lesson Designs, and Staff Professional Learning,
Satisfaction Survey Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Inform stakeholders of the benefits of virtual learning experiences.
All Campus Administrators and Campus iTeam Liaison
August 2013
June 2014
Campus iTeam Liaison, Digital Content and Virtual Learning Training, and Parent Information Night
Meeting Agendas, and 2014 Satisfaction Survey
Page 18 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 7:
Increase connections between real world experiences and authentic classroom instruction.
Summative Evaluation:
Documentation of lessons containing real world experiences, service learning and authentic classroom instruction.
Needs Assess. Action Step(s) Sp. Pop. Person(s) Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation
Documented
Visioning Document, and CISD Learning Framework
Increase opportunities for learners to engage in “real-world” and authentic learning experiences connecting to learner interests such as service learning.
All Director of Science and Service Learning, and Campus Administrators
August 2013
June 2014
Campus Service Learning Representatives, Campus Administrators, and Educators
Service Data Reports
Visioning Document, and CISD Learning Framework
Create a school culture of global awareness and international-mindedness that promotes the exploration of new ideas and perspectives as well as fostering global citizenship.
All Campus Administrators, Educators, and DLI Educators
Aug 2013
June 2014
Campus Pedagogy, Campus Liaison, Business Partners, Community Partners, CISD Learning Framework, and Visioning Document, “Project North” (monarch butterflies from here to Mexico), and “Moon Project”
Campus Pedagogy, Learning Design Templates, and Visioning Matrix
Campus Input, Visioning Document, and CISD Learning Framework
Increase opportunities for students to connect to the global community using technology tools such as distance learning, podcasting, SKYPE, etc.
All Campus Administrators, Library Media Specialist, Campus iTeam Liaison, and Educators
August 2013
June 2014
Integration Specialist, Library Media Specialist, Community Partners, and Parents
Lesson Designs, Campus Pedagogy, and Visioning Matrix
Campus Input, Visioning Document, and CISD Learning Framework
Increase opportunities for students to connect to the global community through the participation of “Project North” and the “Moon Project.”
All Campus Administrators, Campus iTeam Liaison, and 2nd and 4th Grade Educators
August 2013
June 2014
CISD Learning Framework, Visioning Document, “Project North," and “Moon Project”
Lesson Designs, Campus Pedagogy, and Visioning Matrix
Page 19 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 8:
Transform systems to more effectively prepare students to be successful in post-secondary education and beyond.
Summative Evaluation:
PBMAS, student enrollment, student certification, CTE program evaluations, and New Vision Implementation Matrix.
Needs Assess. Action Step(s) Sp. Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation Documented
Campus comprehensive needs assessment, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Explore and determine strategic campus initiative to transform campus learning to achieve level four on the Implementation Rubric.
All Campus Administrators, and Campus Liaison
Aug 2013
January 2014
Kotter’s Change Model, CISD Learning Framework, Visioning Document, and Implementation Rubric
Thinking Maps, Agendas, Formative assessments, and Campus Pedagogy
Campus comprehensive needs assessment, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Refine campus transformation plan and create Campus Pedagogy.
All Campus Liaison, Campus Administrators, and Educators
August 2013
June 2014
CISD Learning Framework, Visioning Document, and Implementation Rubric
Campus Pedagogy
Campus comprehensive needs assessment, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Utilize the Visioning Matrix to re-assess campus transformation efforts to measure progress.
All Campus Liaison, Campus Administrators, and Educators
August 2013
June 2014
CISD Learning Framework, Visioning Document, and Implementation Rubric
Campus Pedagogy, and Implementation Rubric
Page 20 of 39
Strategic Objective/Goal 1:
We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
Performance Objective 8:
Transform systems to more effectively prepare students to be successful in post-secondary education and beyond.
Summative Evaluation:
PBMAS, student enrollment, student certification, CTE program evaluations, and New Vision Implementation Matrix.
Needs Assess. Action Step(s) Sp. Pop. Person(s)
Responsible Timeline
Start Timeline
End Resources
Human/Material/Fiscal Formative Evaluation Documented
AEIS Report, Classroom Walkthrough Data, CISD Learning Framework, and Visioning Document
Reduce the achievement gap through responsive teaching and pedagogy.
All Campus Administrators, and Educators
August 2013
June 2014
CISD Learning Framework, ESL/DLI/BL Program Evaluation, and Research-Based Best Practice Resources
AEIS Report, Classroom Walkthrough Data, Learning Design Plans, and Special Education Referrals
Page 21 of 39
Strategic Objective/Goal 2:
We will identify CISD character traits to be integrated throughout the district and develop means to assess student demonstration of those traits.
Performance Objective 1
Promote the development and demonstration of positive character traits including (but not limited to): Courage, Trustworthiness, Integrity, Respect & Courtesy, Responsibility, Fairness, Caring, Good Citizenship, School Pride consistent with the terms of the TEC Section 29.906.
Summative Evaluation:
Data gathered from random visits to CISD campuses, community feedback including survey data from presenters, guest speakers, etc, on demonstration of character traits by CISD students.
Needs Assess. Action Step(s) Sp.
Pop. Person(s)
Responsible Timeline
Start Timeline
End
Resources Human/Material/
Fiscal
Formative Evaluation
Documented
Campus Input, CISD Learning Framework, and Visioning Document
Explore and Implement strategies from Great Expectations promoting positive character traits and student responsibility.
All Campus Administrators Trained in GE, and Teacher Leaders trained in GE
August 2013
June 2014
Great Expectations resources
Morning announcements, Lesson Designs, and Spirit Rally Agendas, and Office Referrals
Campus Input, CISD Learning Framework, and Visioning Document
Implement campus wide expectations to promote student responsibility and good citizenship
All Campus Administrators, and Educators
August 2013
June 2014
Great Expectations resources
Morning announcements, Lesson Designs, and Spirit Rally Agendas, and Office Referrals
Campus Input, CISD Learning Framework, and Visioning Document
Revise campus wide vocabulary program to focus on CISD character traits and GE Life Principles
All Campus Administrators, and Educators
August 2013
June 2014
Great Expectations resources, CISD Learning Framework, and CISD character traits
Morning announcements, Lesson Designs, and Spirit Rally Agendas, and Office Referrals
Page 22 of 39
Strategic Objective/Goal 2:
We will identify CISD character traits to be integrated throughout the district and develop means to assess student demonstration of those traits.
Performance Objective 1
Promote the development and demonstration of positive character traits including (but not limited to): Courage, Trustworthiness, Integrity, Respect & Courtesy, Responsibility, Fairness, Caring, Good Citizenship, School Pride consistent with the terms of the TEC Section 29.906.
Summative Evaluation:
Data gathered from random visits to CISD campuses, community feedback including survey data from presenters, guest speakers, etc, on demonstration of character traits by CISD students.
Needs Assess. Action Step(s) Sp.
Pop. Person(s)
Responsible Timeline
Start Timeline
End
Resources Human/Material/
Fiscal
Formative Evaluation
Documented
CISD Learning Framework
Provide training for RtI Behavior to improve student responsibility and progress monitoring for RTI behavior.
All Campus Administrators, and District Behavioral Specialists
August 2013
June 2014
RtI behavior data, and Campus training with behavior specialist
Discipline Referrals, and RtI Behavior Progress Monitoring Data
RtI meetings, behavior data, and parent information questionnaires
Expand mentorship opportunities both inside and outside of DCE
All Campus staff and Campus Administration
August 2013
June 2014
District Behavior specialists, HS counseling contact, partnerships with North and Victory Place
Behavior records, surveys from mentors and mentees, and input at RtI meetings
CISD Learning Framework, Campus Needs Assessment, and Behavior data
Improve and promote a campus wide climate of respect and positive interactions with others while building strong leaders who are responsible for their own actions.
All Campus staff and Campus Administration, and Angela Maiers
September 2013
June 2014
Angela Maiers, Campus Administrators, Local Funds
Walkthrough data, Office referrals, Behavior data from RtI, Agendas, and Eduphoria Records
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Strategic Objective/Goal 3:
We will increase efficiency in the district operations and educational delivery system through the use of technology, and further develop business and community partnerships in order to best achieve our mission and objectives.
Performance Objective 1
Increase CISD staff’s level of technology integration expertise (proficiencies) through a differentiated staff development program that addresses Future-Ready technology skills.
Summative Evaluation:
Documented cumulative evidence of staff growth and progress over time in achieving Future-Ready technology skills.
Needs Assess. Action Step(s) Sp.
Pop. Person(s)
Responsible Timeline
Start Timeline
End
Resources Human/Mate
rial/Fiscal
Formative Evaluation
Documented
CISD Learning Framework, Visioning Document, CIP needs review, Technology Inventory/Survey, and Parent survey
Provide staff development on how to use Google Docs as an effective form of collaboration, communication, and digital portfolios for learners and blended/flipped lesson experiences.
All Campus Administration, and Campus iTeam Liaison
August 2013
June 2014
iTeam trainings, PLC, Vertical Meetings, Google Site
Google Websites for staff and learners, Eduphoria Records, Agendas, and 2014 Survey
CISD Learning Framework, Visioning Document, CIP needs review, Technology Inventory/Survey, and Parent survey
Study and implement digital portfolios for learners using Google Docs.
All Campus Administration, Campus iTeam Liaison, and Educators
August 2013
June 2014
iTeam trainings, PLC, Vertical Meetings, parent and learner feedback, expectations rubric for digital portfolios
Parent, learner, and teacher feedback, Eduphoria Records, Agendas, Google Sites, and 2014 Survey
Page 24 of 39
Strategic Objective/Goal 3:
We will increase efficiency in the district operations and educational delivery system through the use of technology, and further develop business and community partnerships in order to best achieve our mission and objectives.
Performance Objective 1
Increase CISD staff’s level of technology integration expertise (proficiencies) through a differentiated staff development program that addresses Future-Ready technology skills.
Summative Evaluation:
Documented cumulative evidence of staff growth and progress over time in achieving Future-Ready technology skills.
Needs Assess. Action Step(s) Sp.
Pop. Person(s)
Responsible Timeline
Start Timeline
End
Resources Human/Mate
rial/Fiscal
Formative Evaluation
Documented
CISD Learning Framework, and Visioning Document
Educate all staff members by providing professional learning focused on the new CISD Technology Proficiency model.
All Campus Administrators, iTeam, and Educators
August 2013
June 2014
iTeam trainings, PLC, and Vertical Meetings
Eduphoria Records, Training Agendas, and Proficiency Rubric
CISD Learning Framework, Visioning Document, CIP needs review, Technology Inventory/Survey, and Parent survey
Provide differentiated technology staff development to enhance Lesson Designs.
All Campus Administrators, iTeam, and Educators
August 2013
June 2014
iTeam trainings, PLC, and Vertical Meetings
Eduphoria Records, Training Agendas, Lesson Designs, and 2014 Survey
Page 25 of 39
Strategic Objective/Goal 3:
We will increase efficiency in the district operations and educational delivery system through the use of technology, and further develop business and community partnerships in order to best achieve our mission and objectives.
Performance Objective 2
Develop a “green” IT strategy and promote “green” initiatives to reduce energy costs and appropriately manage electronic waste
Summative Evaluation:
District energy report, implementation of District-wide recycling program, and developed “green” initiatives and programs at all campuses.
Needs Assess. Action Step(s) Sp.
Pop. Person(s)
Responsible Timeline
Start Timeline
End
Resources Human/Mate
rial/Fiscal
Formative Evaluation
Documented
CISD Learning Framework, Visioning Document, CIP needs review, Campus Paper Usage Reports, and District Sustainability Initiative Rubric
Research and develop a campus systematic procedure for recycling of paper, plastics, ink cartridges, and other materials.
All Campus Administration, All Staff and Students
August 2013
June 2014
PTO, and CHS Student Leaders for Green Initiatives
Campus paper usage reports, and District Sustainability Initiative Rubric
CISD Learning Framework, Visioning Document, CIP needs review, Campus Paper Usage Reports, and District Sustainability Initiative Rubric
Implement a campus “Green Team” to promote and communicate to all stakeholders campus plans for developing “green” initiatives.
All Campus Administration, All Staff and Students
August 2013
June 2014
Student Leaders for Green Initiatives, and Campus Teacher Leaders
District Sustainability Initiative Rubric, agendas, and meeting dates
CISD Learning Framework, Visioning Document, CIP needs review, Campus Paper Usage Reports, and District Sustainability Initiative Rubric
Investigate current usage of campus garden and possible greenhouse replacement to determine how each could promote green initiatives and education among all stakeholders.
All Campus Administration, All Staff and Students
August 2013
June 2014
Student Leaders for Green Initiatives, and Campus Teacher Leaders
District Sustainability Initiative Rubric, agendas, and meeting dates
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CISD DISTRICT IMPROVEMENT PLAN 2013-2014 APPENDIX A: STATE AND FEDERAL MANDATES
Bullying Prevention
Strategies Resources Staff Responsible Evaluation
1. All campuses will implement and support CISD
anti-Bullying policies, guidelines and
procedures designed to reduce bullying. (Board
Policy FFI, FFF & FFH)
Campus Budgets
Campus Principals and Campus Counselors
Discipline Reports
2. All Elementary Campuses will implement and
support RTime.
Region 10 Campus Principals and Campus Counselors
RTime Session Dates, RTime Session Agendas, and Lessons
3. All Middle Schools will implement and support
Negotiate.
Region 10 Campus Principals and Campus Counselors
Negotiate Session Dates, Negotiate Session Agendas, and Lessons
4. All school staff members will be trained in the
CISD Bullying Reporting Protocol.
Campus Budgets
Campus Principals and Campus Counselors
Discipline Reports
5. All 5th Grade students will view Cyber Bullying
video from Yellow Dyno through Counseling
Guidance Program.
Campus Budgets
Campus Counselor Discipline Reports
6. Parent information sessions will be held to
increase awareness and prevention measures
for bullying and cyber bullying.
Local Funds Assistant Superintendent of Administration
Discipline Reports, and Agendas
Page 27 of 39
Child Abuse & Sexual Abuse Prevention Strategies Resources Staff Responsible Evaluation
1. All campus counselors will be trained as
trainers of trainers in the Dallas Children’s
Advocacy Center’s training on Recognizing and
Reporting Child Abuse.
Region 10 Executive Director of Leading and Learning and Campus Counselors
Training Sign-in Sheets, Training Agendas, and Training Survey Reports
2. All campus staff members will be trained in the
Dallas Children’s Advocacy Center’s protocol
on Recognizing and Reporting Child Abuse.
Region 10 Executive Director of Leading and Learning and Campus Counselors
Training Sign-in Sheets, Training Agendas and Training Survey Reports
3. All school staff members will follow the CISD
Child Abuse Reporting Protocol.
Region 10 Executive Director of Leading and Learning and Campus Counselors
Counselor Documentation
Coordinated Health - SHAC Council
Strategies Resources Staff Responsible Evaluation
1. The SHAC Council will meet a minimum of 4
times per year.
Student Services Budget
Co-Chairs
Minutes, Agendas, Sign-in Sheets
2. The council will provide the CISD Board an
annual report of their activities for the year.
Student Services Budget
Co-Chairs
Board Agenda – Presentation by SHAC Chairs
3. The majority of the council membership will be
parents and the co-chair will be a parent.
Student Services Budget
Co-Chairs
Membership List
4. The district expectation is that a representative
from each campus will participate in the
committee.
Student Services Budget
Co-Chairs
Membership List
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Dating Violence Awareness Strategies Resources Staff Responsible Evaluation
1. Secondary Schools will provide on-going staff
training on relationship abuse awareness,
detection and prevention.
PEIMS data, SROs, Counselors, Parents and Campus Administrators
Executive Director of Leading and Learning, Campus Counselors, and Campus Administrators
Discipline Referrals, Anecdotal Campus Report
2. High Schools will implement programs, such as
the Be Project, to eliminate teen dating violence
and promote healthy relationships.
PEIMS data, SROs, Counselors, Parents and Campus Administrators
Executive Director of Leading and Learning, Campus Counselors, and Campus Administrators
Discipline Referrals, Anecdotal Campus Report
3. Selected secondary courses will embed a unit
of study designed to increase awareness of
teen dating violence and the warning signs of
abusive relationships.
PEIMS data, SROs, Counselors, Parents and Campus Administrators
Executive Director of Leading and Learning, Campus Counselors, and Campus Administrators
Discipline Referrals, Anecdotal Campus Report
4. Elementary Counselors will conduct guidance
lessons on conflict resolution to promote healthy
relationships.
PEIMS data, SROs, Counselors, Parents and Campus Administrators
Executive Director of Leading and Learning, Campus Counselors, and Campus Administrators
Discipline Referrals, Anecdotal Campus Report
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Discipline Management – Safe Environments Strategies Resources Staff Responsible Evaluation
1. Review discipline data and disaggregate
the data to identify training needs and
issues related to the learning
environment.
Discipline Data Assistant Superintendent of Administration
Discipline Report
2. Provide professional learning
opportunities to support campus character
education initiatives (such as Great
Expectations and Positive Behavioral
Support Initiative).
Campus Discipline Reports, Positive Behavior Support Plan Template, Campus Administrators, Specialist/LSSP, Region 10 , and Federal Funds
Campus Administration and Executive Director of Intervention Services
Eduphoria Records
3. Implement and provide advanced training
on alternative options to In-School
Suspension.
Campus Administrators, Region 10, Intervention Specialist/LSSP, and Federal Funds
Campus Administration and Executive Director of Intervention Services
Eduphoria Records
4. Maintain acceptable percentage related to
state target of In-School Suspension (ISS)
placements and DAEP within all
subpopulations.
Campus Discipline Reports, Positive Behavior Support Plan Template, Campus Administrators, Specialist/LSSP, Region 10 , and Federal Funds
Assistant Superintendent of Administration
Discipline Report
5. Students that are highly at risk of dropping
out of school will be recommended for
enrollment in Victory Place.
Compensatory Education Funds
High School Counselors and High School Principals
Attendance Report, and Progress Monitoring Data of Victory Place and RtI Students.
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Drug Prevention Strategies Resources Staff Responsible Evaluation
1. Provide on-going staff training on drug and
relationship abuse awareness, detection and
prevention.
PEIMS data, SROs, Counselors, Parents and Campus Administrators
Counselors, Campus Administrators
Discipline Referrals, Anecdotal Campus Reports
2. Provide information regarding C.A.R.E to
students with drug abuse issues and their
parents.
YMCA, Counselors and Campus Administrators
Counselors, Campus Administrators
Discipline Referrals, Anecdotal Campus Reports
Gifted and Talented Program
Strategies Resources Staff Responsible Evaluation
1. Establish a gifted and talented
parent/community advisory committee to
support and assist in GT services planning and
improvements that emphasize key components
of the Texas State Plan.
GT Faculty Director of Advanced Academics Committee Meeting Dates, Agendas, and Minutes
2. Develop and implement an annual review
process to measure the effectiveness of GT
services.
GT Faculty and Content Directors
Director of Advanced Academics and Content Directors
Annual Report
3. Develop and annually update a written
comprehensive professional learning plan
designed to address the needs of GT learners
(including initial 30 hours of GT training and
annual 6 hour update).
GT Faculty and Local funds
Director of Advanced Academics Written Professional Learning Plan
4. Develop a communication plan designed to
systematize internal and external
communication with all stakeholders.
GT Faculty and Local funds
Director of Advanced Academics and Content Directors
Communication Plan
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Highly Qualified Teachers and Paraprofessionals Strategies Resources Staff Responsible Evaluation
1. Provide testing information and guide teachers
through the certification process as needed.
State Testing Website, Testing Schedule and Test Prep Guides
Executive Director of HR and Certification Manager
Teacher Test Scores
2. Mentor beginning educators to improve effective
teaching and performance while promoting personal
and professional well-being.
Title II funds, local funds
Executive Director of HR, Director of Professional Learning and Director of School Improvement
Teacher Retention Rate, Teacher Exit Interviews, and Beginning Teacher and Mentor Journals
3. Utilize instructional exemplars to reflect on identified
aspects of effective instruction including Future-
Ready skills.
Title II funds, local funds
Executive Director of HR, Director of Professional Learning, and Communications Department
Teacher Retention Rate, Teacher Exit Interviews, and Beginning Teacher and Mentor Journals
4. Utilize instructional exemplars to calibrate
classroom walkthrough documentation.
Title II funds, local funds
Executive Director of HR and Director of Staff Development,
Teacher Retention Rate, Teacher Exit Interviews, and Beginning Teacher and Mentor Journals
Post-Secondary Preparedness: Admissions & Financial Aid Information
Strategies Resources Staff Responsible Evaluation
1. Campuses will provide college and post high school
information to all students.
High School Budgets
High School Counselors Graduation Plans, and Post-Secondary Acceptance Data
2. Students will complete the financial aid process. High School Budgets
High School Counselors Student PELL Application Completion Data
3. All 6 – 12 grade students will be assigned a Naviance
Account for the purpose of researching college and
career options and interests.
Secondary School Budgets
Secondary Counselors, and CTE Educators
User Account Report
Page 32 of 39
Strategies Resources Staff Responsible Evaluation
4. Counseling and career guidance will be available to help
students with certification and technical opportunities.
Secondary School Budgets
Secondary Counselors Career Pathway Graduation Plans
5. Parent meetings will be scheduled to provide post-
secondary awareness and financial assistance.
High School Budgets
High School Principal Participant Data, and Participant Surveys
6. College and Career Night will be scheduled to offer
opportunities for students and parents to visit with college
recruiters and businesses.
High School Budgets
High School Counselors Participant Data, and Participant Surveys
7. College Recruiters will be given a venue to meet with
students throughout the school year.
High School Budgets
High School Counselors Schedule of Recruiter Visits
8. AP and Pre-AP courses will be open-enrollment. Campus Budgets
Counselors Number of Students Completing AP Course Number of Students Passing AP Exams
9. Dual and Concurrent credit will be available to all eligible
students.
High School Budgets
Counselors Number of Students Enrolled in Dual Credit Courses Number of Students Passing Dual Credit Courses
10. Increase student and teacher awareness of college and
career readiness/post-secondary education in order to
best serve all students.
Campus Budgets
Campus Administrators
Student Surveys and Four Year Plans
12. Create a culture of college and redefine post-secondary
education in order to best serve all students.
Campus Budgets
Campus Administrators Student Surveys and Graduation Tracker Data
13. Align college readiness assessments and design
intervention framework to ensure college readiness for all.
Advanced Academic and Campus Budgets
Curriculum Directors, Campus Administrators and Educators.
Student Surveys and Graduation Tracker Data
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Suicide Prevention Strategies Resources Staff Responsible Evaluation
1. All staff members will be trained in the CISD
Suicide Prevention Protocol.
Campus Budgets Campus Principal, and Counselors
Training Sign-in Sheets, Training Agendas, and Training Survey Reports
Page 34 of 39
CISD DISTRICT IMPROVEMENT PLAN 2013-2014 APPENDIX B: CORE CONTENT INITIATIVES
English Language Arts & Reading Strategies Resources Staff Responsible Evaluation
1. Build learner capacity for expository
writing.
Write From the Beginning Training, and STAAR/EOC Data,
Director of Language and Literacy
AEIS Data, Writing Conference Data, and Writing Scoring Session Data
2. Align a balanced literacy program K-
12.
Research-Based Best Practices Director of Language and Literacy
Program Evaluation Report
3. Write K-8 Literacy Curriculum. Learning Framework, Visioning Document, and TEKS
Director of Language and Literacy
Articulated Curriculum
4. Input K-12 Curriculum in Eduphoria. Eduphoria, and Curriculum Director of Language and Literacy
Eduphoria Reports
Math Strategies Resources Staff
Responsible Evaluation
1. Transition to New State Math TEKS. State TEKS, and Campus Instructional Math Leads
Director of Mathematics
Articulated Courses Aligned to TEKS.
2. Improve instructional practices
through effective evidence-based
instruction.
Visioning Document, CISD Learning Framework, 8 Mathematical Practices, Instructional Leadership Team, and Research-Based Best Practices
Director of Mathematics
Classroom Walkthrough Data, and Learning Design Units
3. Continue Curriculum writing in
elementary and high schools, while
beginning the curriculum writing
process in middle schools.
Visioning Document, CISD Learning Framework, 8 Mathematical Practices, Instructional Leadership Team, and Research-Based Best Practices
Director of Mathematics
Vertically Articulated Curriculum
4. Redesign teacher cadres to create
district exemplars.
Visioning Document, CISD Learning Framework, 8 Mathematical Practices, Instructional Leadership Team, and Research-Based Best Practices
Director of Mathematics
Reflective Journals, Learner Products, and Learner Surveys
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Science Strategies Resources Staff Responsible Evaluation
1. Continue to support inquiry-based instruction
K-12.
Foss Kits, STC Kits, and Inquiry-Based Instruction Training
Director of Science Classroom Walkthrough data, and Learning Design Units
2. Improve scientific best practices in K-12:
Planning and Carrying Out Investigations;
Analyzing and Interpreting Data;
Asking Questions and Defining Problems;
and
Obtaining, Evaluating and Communicating
Information.
Professional Learning Communities, Professional Learning, 2012-2013 Cadre Recommendations, and classroom walkthrough rubric
Director of Science Eduphoria Records, Classroom Walkthrough data, Learner Products, and Learning Design Units
3. Expand use of digital content resources K-12. Instructional Materials Resource Committee, and iTunesU
Director of Science Instructional Materials Allotment Request Forms
4. Embed information about STEM careers in K-
12 classrooms.
Sally Ride Training (K-1 and 6-8), and Follow-up Support for Grades 2-5
Director of Science Classroom Walkthrough data, and Learning Design Units
5. Expand opportunities for global collaboration. World Moon Project, Google Earth, E-PALS, and Skype
Director of Science Local Assessments, Classroom Walkthrough data, and Learning Design Units
Social Studies
Strategies Resources Staff Responsible Evaluation
1. Create a constructivist conversation
regarding Social Studies and the role of
inquiry-based instruction.
Inquiry-Based Training Director of School Improvement
Eduphoria Records, Classroom Walkthrough data, and Learning Design Units
2. Expand the use of virtual learning design
K-12.
Virtual Learning Training Director of School Improvement
Classroom Walkthrough data, and Learning Design Units
3. Expand the use of digital content
resources K-12.
Instructional Materials Resource Committee, and iTunesU
Director of School Improvement
Classroom Walkthrough data, and Learning Design Units
4. Create a constructivist dialogue regarding
high yield best practices.
John Hattie’s Research Director of School Improvement
Eduphoria Records, Classroom Walkthrough data, and Learning Design Units
Page 36 of 39
CISD DISTRICT IMPROVEMENT PLAN 2013-2014 APPENDIX C: COMPONENTS OF A SCHOOL-WIDE TITLE I PROGRAM
Components of a School-wide Plan
Standard Evidence of Standard Completion and/or Progress Toward Completion
Comprehensive Needs Assessment
Includes a variety of data gathered from multiple sources. Examines student, teacher, school and community strengths and needs.
Administration meets ongoing with special programs and grade levels to gather information regarding learner and educator needs. This helps to build the action steps that are included in the CIP and will promote DCE’s ongoing educational transformation. All learners are monitored through the use of formative and summative assessments. Differentiation and specific interventions will be provided to all learners in order to meet their individual needs. With additional support from the district learning framework, Visioning document, state and local benchmark assessments, and educator/learner/parent/community feedback, we will create a positive learning environment for our learners.
School-wide reform strategies
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:
i. Strengthen core academic programs
ii. Increase amount and quality of learning time
iii. Strategies for meeting educational needs of underserved populations
DCE staff continuously disaggregates learner data through formal and informal assessments. Through the RtI process, learners’ needs are identified and scaffolding plans are developed. Through the ongoing PST process, these plans are reviewed and changes are made based on data and learner needs. We offer appropriate interventions matched to learner need starting with researched based best practices for Tier I instruction. Our staff continues to research innovative and research-based instructional strategies to improve learning. The incorporation of Future-Ready skills (such as: communication, collaboration, creativity and critical thinking, and local/global contribution) provide future ready skills throughout all learning opportunities. Authentic lesson planning is a key component and our teachers are continuing training to increase capacity. Creating formative classroom assessments that drive next instructional steps will increase the quality of the learning experience and provide learners with immediate specific feedback. Gizmos will be used as one interactive tool to help provide a visual/hands-on application for learners in the areas of math and science.
Page 37 of 39
Components of a School-wide Plan
Standard Evidence of Standard Completion and/or Progress Toward Completion
Instruction by Highly Qualified Professional Staff
Teachers and paraprofessionals meet the highly qualified requirements; parents are aware of the highly qualified status of all teachers. All teachers are assigned to the areas in which they are certified to teach.
All DCE staff is 100% highly qualified in the areas that they are assigned. This is communicated to parents during Curriculum Night at the beginning of the school year as well as during parent informational meetings.
Highly-qualified and Ongoing Professional Development
All staff is trained to meet individual needs of all students, but particularly the lowest achieving students of any program that is included in the schoolwide program. All staff receives ongoing and sustained professional development that is aligned with the goals of the new vision plan.
Every DCE staff member receives research-based staff development that promotes increased achievement for all learners. In addition the staff is trained to reach special programs and at risk populations by using differentiated instruction that is focused on each learners’ area of need. DCE will be involved in transforming lesson design with the use of constructivist learning experiences and the use of formative assessments to determine needs on an ongoing daily basis. Ongoing professional development with recognize and honor each staff member’s level of understanding and expertise while promoting learning environments which celebrate reciprocal relationships.
Strategies to Attract Highly Qualified Staff
The School is allowed to provide incentives for highly qualified teachers to teach in high need schools. Only teachers who are highly qualified are assigned to low achieving students and this is the policy throughout the district.
There are no CISD schools that are considered a state improvement school; however, with positive school communication to all stakeholders and shared on our campus website, new highly qualified staff will take interest in our campus.
Strategies to Increase Parental Involvement
Specific strategies to increase parental involvement, based upon results of the needs assessment have been identified and implemented. Strong collaboration with community resources is evident. Parents are included as decision makers in a broad spectrum of school decisions.
Parents are crucial partners to maintaining a successful learning environment. Campus administration has monthly meetings with PTO in order to build communication and improve systems operation. IA variety of mediums will be used to increase communication to all stakeholders including, but not limited to: PTO meetings, School Messenger, Site-Based Decision Meetings, Parent/Teacher/Student conferences, Campus and Teacher websites, Twitter, and Facebook.
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Components of a School-wide Plan
Standard Evidence of Standard Completion and/or Progress Toward Completion
Preschool Transition Strategies
Collaboration is evident between the elementary school and preschool programs (Head Start, Even Start, etc.) Specific strategies for helping students’ transition into the elementary setting have been identified and implemented.
CISD works in partnership with Child Find to ensure that learners’ needs are identified and supported. Understanding the least restricted environment and offering inclusion opportunities are essential to the successful transition of our learners. An early Back to School Night is provided for incoming PreK learners to provide critical information before school begins. Educators participate in a Meet the Teacher Night before school begins as well as continues a successful transition into the school year with a curriculum information night.
Timely and additional Assistance to Students Having Difficulty Mastering the Standards
The school has a well-defined process that is currently being implemented to identify students experiencing difficulty mastering the State’s standards. Timely, effective and additional assistance is provided for students experiencing difficulty mastering the state’s standards. Thematic, integrated instruction, designed to accommodate the needs of various learning styles is provided.
DCE is focused on the early and ongoing identification of learners that struggle. Individualized plans are developed to support learners’ needs, and are implemented with fidelity. The PST and RtI process assures that educators are offering research-based individualized instruction, formatively assessing learners and checking for progress, and meeting back with instructional teams to review data and make a plan for success. Parents are an integral part of this process.
Coordination and Integration of Federal, State and Local Programs and Resources
The school has established its new vision plan based on need, and is knowledgeable about and uses all resources available to the school to meet its goals.
DCE coordinates all funds and resources to meets the needs of all learners based on data and the campus goals. We create learning experiences that are rigorous, highly engaging, and able to connect learners to their community and world in relevant learning experiences.
Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments
Classroom teachers developed the assessment matrix.
Learner Outcome Rubrics were created to assess those skills identified in the Visioning Document that learners need in order to be successful in today’s global market place. Rubrics will be used to provide specific authentic timely feedback for educators, learners, and their parents on student growth.
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CISD District Improvement Plan 2013-2014 Acronym Index
AEIS Academic Excellence Indicator System AP Advanced Placement BEST Business Education Success Team BL Bilingual BTIM Beginning Teacher Induction and Mentors BYOD Bring Your Own Device C.A.R.E. Chemical Awareness Resources &
Education CISD Coppell Independent School District Comp Ed Compensatory Education CTE Career and Technical Education EC Early Childhood EOC End of Course ESL English as a Second Language D.A.T.E. District Award of Teacher Excellence DIBS Dream, Imagine, Believe and Succeed (Elementary Student Advisory Committee) DLI Dual Language Immersion GT Gifted and Talented HR Human Resources IB International Baccalaureate ICLE International Center for Leadership in
Education IDEA Individuals with Disabilities Education Act
ISS In School Suspension IT Informational Technology iTeam Integration Specialist Team LSSP Licensed Specialist in School Psychology OSS Out of School Suspension PBMAS Performance Based Monitoring
Assessment System PBS Positive Behavior Supports PEIMS Public Education Information Management
System PST Promoting Success Team RtI Response to Intervention SCE State Comprehensive Education SHAC School Health Advisory Council SPED Special Education SRO Security Resource Officer STAAR State of Texas Assessments of Academic
Readiness TAKS Texas Assessment of Knowledge and Skills TEA Texas Education Agency TEC Texas Education Code TEKS Texas Essential Knowledge and Skills X2VOL Data Warehouse for Service Learning