School Action Plan: Template · PDF fileSchool Action Plan: Template Overview ... Grade 3 STAAR Reading (Level II - Recommended) 64% 75% Grade 4 STAAR Writing ... 2. Strengthen

School Action Plan: Template Overview

Directions: The School Action Plan template has several tabs. They include:

TAB ONE: Achievement Targets

TAB TWO: Needs Assessment

TAB 5-7: KEY ACTION (Briefly state the specific goal of objective.)

SELECT YOUR CAMPUS FROM THE DROP DOWN LIST AT THE TOP OF THE PAGE. THIS POPULATES YOUR SCHOOL INFORMATION TO ALL TABS FOR PRINTING PURPOSES.- The purpose of this section is to help the campus align on student achievement targets.- Space is provided for you to enter the data for your campus for last year as well as set targets for the coming year. For this reason, the metrics may be broader than at the - campus level (e.g., combining ACP performance from both semesters and all content areas) and you may feel the need to disaggregate this metrics further and add it to this sheet.- There are no formulas in this page, so feel free to delete items that are not applicable to your school.

- The purpose of this section is to synthesize your team's assessment of the campus needs. - Open-ended space is provided to synthesize the metrics into a Needs list. The Excel cells are designed to expand as you type; however, multiple lines are also provided if you wish to list them.- Other than the pre-populated school information at the top, there are no formulas on this section. Feel free to add rows as you need.

Achievement Targets (Red Tab) Page to enter and review data. Metrics aligned with the District Action Plan are listed; however, please feel free to add any other achievement targets relevant to your campus

Needs Assessment (Red Tab) Open-ended areas to record needs with respect to critical areas.Key Action 1-5 (Blue Tabs) 5 tabs are provided for Key Actions and Specific Action Steps to be entered.Summary (Green Tab) To assist in continual review of the Specific Actions, this tab shows only the Action

steps, NLT Date, and status. An additional area for comments and next steps are provided.

Funds (Green Tab) A summary of the budget information from the action steps. Also a summary of Title I Components addressed is included to help ensure all 10 components are addressed at

TAB EIGHT: SUMMARY

TAB NINE: FUNDS

- The purpose of this section is to outline the 3-5 key actions and associated specific actions your school will take to address the identified needs and are likely to lead to achieving the school's achievement targets. Please note that you do not need to use all five sheets.

All of the following fields have a drop down list with the most used choices for each field; HOWEVER, you may enter in values that are not listed in the drop down. For example, special grants may have funding codes not listed or if the step uses split funding (i.e. 199/211). Know that you are not limited to the choices in the drop down list. It is merely a drop down list for your convenienceTitle I – This asks campuses to justify Title I Expenditures by Action StepFUND – Funding SourcesOBJ – Object codeAMOUNT – Amount of funds needed for actionStatus – The progress of the action step (aligned to Mid-Year and Summative terminology) color coded.NLT Date – The date that the step will “NO LATER THAN” be completed.

There are formulas in this page, so please be careful with inserting and deleting rows and columns if at all possible.

- The purpose of this section is to show the progress of the Campus Action Plan. The timelines and statuses are highlighted for each Key Action on one workbook page, with a section for comments and next steps.

Area for Principal to see all action steps and their statuses. Area for comments and next action steps made available to the right of the

- The purpose of this section is to show a summary of utilized funds of the specific action steps. A total expediture by funding source and object code is shown. In addition, campuses can check if they have successfeully addressed each of the 10 components of Title I at least once.

This area shows total expenditures by Funding Source and Object Codes. In addition, it gives the counts of action steps which are designated to address one of the ten components on Title I.

If a principal can find a specific action that follows with the campus’ key actions, then they can update the Key Action Plan. In fact, if there is a component at 0, it is indicated red and a note appears.

If the component that is lacking in the plan does not align with the Key Actions the campus is addressing, the principal can add Title I Specific

If the component that is lacking in the plan does not align with the Key Actions the campus is addressing, the principal can add Title I Specific Actions in the table to the right. Adding actions there will adjust the counts in the table.

Also, add staff funded by Title I and SCE funds in the table to the right.

CAMPUS/SCHOOL NAME 2013-14 School Action Plan

STEMMONS SELECT YOUR CAMPUS FROM THE DROP DOWN MENU

Achievement Targets

MetricSY2013

Score

SY2014

Goal

Elementary (K-5)

STAAR at Level III-Advanced (%) 9% 30%

STAAR gap at Level II Recommended (% Gap: State white vs. School

African American & Hispanic Results)

Grade 3 STAAR Reading (Level II - Recommended) 64% 75%

Grade 4 STAAR Writing (Level II - Recommended) 59.00% 75%

Kindergarten Readiness on ISIP (% Tier 1) 52% 75%

Average of Campus End- and Mid-year Course ACPs (% passing) 70% 80%

Middle (6-8)

STAAR at Level III-Advanced (%)



Grade 8 STAAR Math (Level II - Recommended)

Average of Campus End- and Mid-year Course ACPs (% passing)

High School (9-12)

STAAR at Level III-Advanced (%)



Average of Campus End- and Mid-year Course ACPs (% passing)

AP (% exams passed - score of at least 3)

Grade 12 SAT/ACT (Sum of average SAT Critical Reading and

Mathematics or ACT Reading and Mathematics

College Readiness (% of seniors: ACT 21 or SAT of 1110)

Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014.

Leslie A Stemmons Elementary School [210] 2013-14 School Action Plan

Division 1

KIMBALL FP

Needs Related to Student Achievement Data:

In order to improve student achievement there is a definite need to focus on student proficiency. The percentage of students

reaching STAAR proficiency met or surpassed the district average in 3rd grade reading, but did not in 4th or 5th grade reading. In

math, 3rd grade students excelled above the district and division average, however 4th and 5th grade math, students did not meet

the district or division average. Writing, students did not meet the district or division average in English or in Spanish. 5th grade

students surpassed the district and division average in science. As a campus there is a need to ensure that teachers use data analysis

and walkthrough information to better tailor instruction and meet all student needs. Teachers need to ensure curriculum is aligned

to purposeful LO’s and DOL’s, as well as develop and implement in-depth, rigorous lesson plans. Teachers must provide all students

with an opportunity to be 100% engaged in the lesson through the use of Multiple Response Strategies (MRS).

Needs Related to Improving the Quality of Instruction:

There is a gap between the quality of instruction with teacher proficiency. In order to support

the mission of the campus, the staff must embrace the district’s Destination 2020 plan and core beliefs, and use those beliefs as the

basis for daily decision-making. In addition, teachers must master effective lesson planning to include specific lesson objectives and

DOLs. Teachers will participate in book studies, data analysis and professional development that will develop quality instruction

which in turn will improve student achievement. Professional development will be led by campus administrators, instructional

coaches and guiding coalition team members. Driven by Data, Outliers, Teaching Texas Mathematics, Teaching Outside the Box will

be used to enhance teacher practices and delivery of instruction.

Needs Related to System Evaluation (philosophy, processes, implementation, capacity):

Teachers will use a variety of progress monitoring (iStation ISIP, fluency probes, Reasoning Mind,

RTI and tiered tutoring), common assessments and student data profiling. Teachers are expected to meet regularly (PLCs) content

academies to analyze data and create effective and specific lesson plans. Teacher lesson plans will be evaluated weekly and

feedback will be provided to teachers through spot observations. Teachers will use common assessment calendar to assess students

every 3 weeks and will profile student’s results in order to ensure student success. Teachers will meet weekly to discuss and analyze

student data and to create appropriate student interventions and to discuss best practices regarding small group and differentiated

instruction.

Goals Developed from Needs Assessment:

1. Increase the level of teacher effectiveness and instruction and increase the level of the campus climate by following and engaging

in the district’s core beliefs.

2. Strengthen curriculum alignment to lesson objectives which will lead to effective demonstrations of learning.

3. Raise the level of student-teacher engagement, through the use of multiple response strategies (MRS).

4. Use continuous progress monitoring to increase the level of mastery across the reading, math, writing and science through the use

of assessments, data, Response to Intervention (RTI) and tiered instruction.

Leslie A Stemmons Elementary School [210] 2013-14 School Action Plan Division 1KIMBALL FP

NO.

1

NO.

1

2

3

4

5

REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS

SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)

A1• Provide a Professional Development calendar that demonstrates tiered support and trainings on the

key priorities to the staff. (8/2013)Needs assessment 211 6400 PD $ 1,000.00 8/30/13 IN PROGRESS

B1

• Begin each PLC and PD meeting with norms and “core belief” model, with the rationale and beliefs

behind each key action or initiative. We will also shift from deficit thinking (what is wrong) to

abundant thinking (what is right).

HQ PD 199 6400Materials/Resour

ces $ 500.00 8/30/13 IN PROGRESS

C1

• Leadership Team and instructional coaches will model and demonstrate every six weeks how

instructional feedback, targeted RTI, instructional strategies, and PLCs are tied to the building of a

positive culture and climate.

Reform strategies 211 6600 PD $ 1,000.00 8/30/13 IN PROGRESS

D1• Create staff and student surveys to assess the school’s understanding of the district core beliefs and

how they align with the school goals.Needs assessment 199 6400 PD $ 100.00 10/30/13

NOT

STARTED

E1• Create staff, parent, and student surveys that will calibrate the campus culture and climate. Survey

will be conducted in Oct., Dec., Mar., and MayParent involvement 199 6400

Materials/Resour

ces $ 100.00 12/15/13

NOT

STARTED

STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)

A2• Staff will review the Action Plan on 8/19-8/20 and provide feedback/input. They will identify the 4

priorities of our school, and ask clarifying questions of the Leadership Team.Needs assessment 211 6400 PD $ 1,000.00 8/30/13 IN PROGRESS

• During PLC’s faculty and staff will engage in scenarios and will explain how each scenario is tied to the district Core Beliefs

KEY ACTION (Briefly state the specific goal or objective.)

Increase the campus culture and climate by ensuring all faculty and staff understand and implement Campus and District core beliefs.

INDICATORS OF SUCCESS

(Measurable results that describe success.)

• 100% of the staff at Stemmons will identify the 5 Core Beliefs as measured by a campus created survey by the end of the first six weeks.

• 100% of the staff will be able to identify and explain the 5 District Core Beliefs and how the core beliefs relate to day to day situations, using a campus survey.

NO.

1

NO.

1

2

3

4

5



• During PLC’s faculty and staff will engage in scenarios and will explain how each scenario is tied to the district Core Beliefs


Increase the campus culture and climate by ensuring all faculty and staff understand and implement Campus and District core beliefs.



• 100% of the staff at Stemmons will identify the 5 Core Beliefs as measured by a campus created survey by the end of the first six weeks.

• 100% of the staff will be able to identify and explain the 5 District Core Beliefs and how the core beliefs relate to day to day situations, using a campus survey.

B2• Staff will conduct and participate in PLC meetings that demonstrate abundant thinking and how

abundant thinking leads to problem solving and student achievement.HQ PD 199 6400

Materials/Resour


C2• Staff will analyze and review campus created climate surveys and will develop action steps to

increase campus climate and culture.(10/2013)Reform strategies 211 6600 PD $ 1,000.00 8/30/13 IN PROGRESS

D2 • Staff will participate and provide feedback on the climate survey results, 12/2013 and 4/2014 Parent involvement 199 6400Materials/Resour

ces $ 100.00 10/30/13

NOT

STARTED


NO.

2

NO.

1

2

3

4

5



A1• Leadership Team and Instructional coaches will introduce specific lesson objective planning and DOL

model. (8/2013)HQ PD 199 6400

Materials/Resour

ces $ 200.00 8/30/13

NOT

STARTED

B1

• Administration will conduct SPOT observations to identify effective instruction in the classroom,

including that the lesson objective and DOL are posted and practiced

during the lesson cycle. (6 per semester)Instr by HQ tchrs 199 6400 PD $ 200.00 8/30/13

NOT

STARTED

C1• Leadership Team and instructional coaches will provide staff development on aligning LO/DOL to

curriculum.Instr by HQ tchrs 199 6400

Materials/Resour

ces $ 200.00 8/30/13

NOT

STARTED

D1

• Leadership team and instructional coaches will provide tired professional staff development and

classroom demonstrations that reinforce reading/math/writing strategies by focusing on best

practices. Staff development will occur during weekly PLCS and content academies.


ces $ 200.00 8/30/13

NOT

STARTED

E1• Leadership team will provide instructional feedback to staff from spot observations to ensure

curriculum alignment and use of LO/DOLInstr by HQ tchrs 199 6400

Materials/Resour

ces $ 200.00 8/30/13

NOT

STARTED

• Classroom spot observations by the principal/ administration will indicate that teachers will average a 1.5 on the LO/DOL component by December 2013. LO/DOL component of spot observations will be a 2.0 average by April 1,

2014.

Curriculum will be aligned to effective LO/Dol as measured by the spot observation tracker by December 2013, teachers will increase their proficiency every two observations.


Strengthen curriculum alignment to lesson objectives which will lead to effective demonstrations of learning.


(Measurable results that describe success.)• Classroom spot observations by the principal/administration will indicate that teachers will average a 1.5 on the lesson objectives component by December 2013. Lesson objectives component of spot observations will be at a 2.0

average by March 1, 2013.• 90 % of staff will have lesson objectives visibly posted for all academic content areas by September 13, 2013 as measured by spot observations. 100% of staff will have lesson objectives visibly posted for all academic content

areas by April 1, 2014 as measured by spot observations. • 90% of staff will have visibly posted DOL’s for all academic content areas by September 13, 2013 as measured by spot observations. 100% of staff will have visibly posted DOL’s for all academic content areas by April 1, 2014 as

measured by spot observations.

NO.

2

NO.

1

2

3

4

5




2014.










A2• Teachers will design lesson objectives sing the lesson plan template that clearly identify level of rigor

and are aligned to curriculum.Instr by HQ tchrs 199 6400

Materials/Resour

ces $ 200.00 8/30/13

NOT

STARTED

B2• Teachers will develop lesson plans that support lesson objectives and DOLs and showcomprehension

strategies in Reading, Math, Writing and ScienceGrade-level transitions 199 6400 PD $ 200.00 8/30/13

NOT

STARTED

C2

• Teachers will participate in on-going staff development of best practices for rigor and

student-teacher engagement, and be open to demonstrations of effective classroom strategies that

reinforce best practices. Professional development sessions will focus on writing specific lesson

objectives that are tied to effective DOL’s and align to the curriculum, during content academies.


ces $ 200.00 8/30/13

NOT

STARTED

D2

• Teachers will provide feedback to administration and team members using reflective practices, on

how lesson objectives and DOLs enhance student achievement and how they are aligned to the

curriculum

Grade-level transitions 199 6400Materials/Resour

ces $ 200.00 8/30/13

NOT

STARTED

NO.

2

NO.

1

2

3

4

5




2014.










NO.

3

NO.

1

2

3

4

5



A1

• Administrative Team and instructional coaches will conduct staff development on best practices for

student-teacher engagement (including how to provide opportunities for individual students to

demonstrate learning through a variety of response formats. Weekly through PLC's and Content

Academies

199 6400 PD $ 100.00 12/21/13NOT

STARTED

B1

• Campus Instructional coach and administration will provide tiered on-going support to teachers on

the MRS model, brain- and research-based strategies and hands-on activities to ensure student

engagement, weekly through PLC's and Content Academies

199 6400 PD $ 100.00 12/21/13NOT

STARTED

C1• Administrative staff will provide Louis Mangione staff development on the use of effective MRS

strategies in the classroom. October 2013211 6400

Materials/Resour


D1 Administratrive team will engage in a book study Teaching Outside the Box by Marcia Tate by

December 2013211 6400

Materials/Resour

ces $ 1,500.00 12/21/13

NOT

STARTED



Ensure student engagement, through the use of multiple response strategies.


(Measurable results that describe success.)• 80% of teachers receive a 1.5 on the indicator of “multiple response strategies” as measured by administration with the use of the SPOT observation form by December 21, 2013. 90% of teacher’s will receive a 2.0 on the

indicator of “multiple response strategies” by administration with the use of the SPOT observation form by April 1, 2014.

• 80% of teachers receive a 1.5 or higher on the indicator of “use variety of instructional strategies to engage students” as measured by administration with the use of the SPOT observation form. 90% of teacher’s will receive a 2.0

on the indicator of “multiple response strategies” by administration with the use of the SPOT observation form by April 1, 2014.

• 80% of teacher will successfully use 3 to 4 MRS throughout the lesson cycle.

NO.

3

NO.

1

2

3

4

5




Ensure student engagement, through the use of multiple response strategies.


(Measurable results that describe success.)• 80% of teachers receive a 1.5 on the indicator of “multiple response strategies” as measured by administration with the use of the SPOT observation form by December 21, 2013. 90% of teacher’s will receive a 2.0 on the

indicator of “multiple response strategies” by administration with the use of the SPOT observation form by April 1, 2014.

• 80% of teachers receive a 1.5 or higher on the indicator of “use variety of instructional strategies to engage students” as measured by administration with the use of the SPOT observation form. 90% of teacher’s will receive a 2.0

on the indicator of “multiple response strategies” by administration with the use of the SPOT observation form by April 1, 2014.

• 80% of teacher will successfully use 3 to 4 MRS throughout the lesson cycle.

A2• Teachers will practice and effectively use the MRS model along with other brain- and research-based

strategies and hands-n activities. 199 6400 PD $ 100.00 12/21/13

NOT

STARTED

B2• Teachers will participate in Administrative and District Professional Development and/or Region 10

trainings to improve on student-teacher engagement. 199 6400 PD $ 100.00 12/21/13

NOT

STARTED

C2• Teachers will engage in peer observations and instructional rounds in order to practice and support

development with the use of multiple response strategies.211 6400

Purchased

Services $ 300.00 8/23/13 IN PROGRESS

D2 • Teachers will engage in a book study Teaching Outside the Box by Marcia Tate 211 6400Materials/Resour

ces $ 1,500.00 12/21/13

NOT

STARTED


NO.

4

NO.

1

2

3

4

5



A1

• Leadership team will create Campus Instructional Calendar to promote Common Assessment

schedule, Analyzing Data, Student Profiling, Response to Intervention (RTI) and tiered

instruction/tutoring.

199 6600 PD $ 300.00 12/15/13NOT

STARTED

B1• Leadership will offer staff development on RTI, student profiling, Vocabulary Enrichment, STAAR

updates and ELPs training, weekly through content academies199 6600 PD $ 300.00 12/15/13

NOT

STARTED

C1• Leadership team will review and assist staff with plans of action for students in need of

interventions.199 6600 Other 12/15/13

NOT

STARTED

D1 • Leadership team will review fluency probes and discuss next steps with teachers, every six weeks. 199 6600 Other 12/15/13NOT

STARTED


A2• Teachers will use the Curriculum Maps and instructional calendars to create common assessments

that are aligned to the taught curriculum. 199 6600 PD $ 300.00 12/15/13

NOT

STARTED

• Teachers will identify students in need of RTI by the end of the first six weeks and will ensure information is in EXCEEDS.

• Teachers will identify and refer students to SST team by October 1, 2013


Implement



• 70% of students will be proficient on the 6 weeks commons assessment in math, reading, writing, and science by December 2013.

• 85% of students will be proficient on the 6 weeks common assessment in math, reading, writing, and science by April 1, 2014

• 100% of teachers will provide feedback to student/parents through progress reports every 3 weeks, to ensure parent cooperation

NO.

4

NO.

1

2

3

4

5



• Teachers will identify students in need of RTI by the end of the first six weeks and will ensure information is in EXCEEDS.

• Teachers will identify and refer students to SST team by October 1, 2013


Implement



• 70% of students will be proficient on the 6 weeks commons assessment in math, reading, writing, and science by December 2013.

• 85% of students will be proficient on the 6 weeks common assessment in math, reading, writing, and science by April 1, 2014

• 100% of teachers will provide feedback to student/parents through progress reports every 3 weeks, to ensure parent cooperation

B2• Homeroom teachers will create Common Assessments and submit data/student profiles 3 business

days after assessment is conducted. Profiles will be submitted by start of Planning period. 199 6600 PD $ 300.00 12/15/13

NOT

STARTED

C2• Teachers will administer Common Assessment in both English and Spanish to LEP-identified students

to identify mastery of comprehension in L1 or L2. Assessment must not be side-by-side comparisons 199 6600 Other 12/15/13

NOT

STARTED

D2 • Teachers will participate in PD on Vocabulary Enrichment, STAAR updates and ELPs training. 199 6600 Other 12/15/13NOT

STARTED

E2 • Teachers will provide fluency probes for students for Reading comprehension and WPM. 199 6600 OtherNOT

STARTED


NO.

5

NO.

1

2

3

4

5







NO.

5

NO.

1

2

3

4

5







Division 1

KIMBALL FP

KEY ACTION PROGRESS REPORT

KEY ACTION 1

Increase the campus culture and climate by ensuring all faculty

and staff understand and implement Campus and District core

beliefs.

SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS

• Provide a Professional Development calendar that demonstrates tiered

support and trainings on the key priorities to the staff. (8/2013)8/30/13 IN PROGRESS

• Staff will review the Action Plan on 8/19-8/20 and provide feedback/input.

They will identify the 4 priorities of our school, and ask clarifying questions of

the Leadership Team.

8/30/13 IN PROGRESS

• Begin each PLC and PD meeting with norms and “core belief” model, with the

rationale and beliefs behind each key action or initiative. We will also shift from

deficit thinking (what is wrong) to abundant thinking (what is right).

8/30/13 IN PROGRESS

• Staff will conduct and participate in PLC meetings that demonstrate abundant

thinking and how abundant thinking leads to problem solving and student

achievement.

8/30/13 IN PROGRESS

• Leadership Team and instructional coaches will model and demonstrate every

six weeks how instructional feedback, targeted RTI, instructional strategies, and

PLCs are tied to the building of a positive culture and climate.

8/30/13 IN PROGRESS• Staff will analyze and review campus created climate surveys and will develop

action steps to increase campus climate and culture.(10/2013)8/30/13 IN PROGRESS

• Create staff and student surveys to assess the school’s understanding of the

district core beliefs and how they align with the school goals.9/30/13

NOT

STARTED

• Staff will participate and provide feedback on the climate survey results,

12/2013 and 4/201410/30/13

NOT

STARTED

• Create staff, parent, and student surveys that will calibrate the campus

culture and climate. Survey will be conducted in Oct., Dec., Mar., and May10/30/13

NOT

STARTED

SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS

KEY ACTION 2

Strengthen curriculum alignment to lesson objectives which

will lead to effective demonstrations of learning.


• Leadership Team and Instructional coaches will introduce specific lesson

objective planning and DOL model. (8/2013)8/30/13

NOT

STARTED

Teachers will post lesson objectives that clearly identify level of rigor and are

aligned to curriculum8/30/13

NOT

STARTED

• Administration will conduct SPOT observations to identify effective instruction

in the classroom, including that the lesson objective and DOL are posted and 8/30/13

NOT

STARTED

• Teachers will develop lesson plans that support lesson objectives and DOLs

and showcomprehension strategies in Reading, Math, Writing and Science8/30/13

NOT

STARTED• Leadership Team and instructional coaches will provide staff development on

aligning LO/DOL to curriculum.8/30/13

NOT

STARTED

• Teachers will participate in on-going staff development of best practices for

rigor and 8/30/13

NOT

STARTED

• Leadership team and instructional coaches will provide tired professional staff

development and classroom demonstrations that reinforce 8/30/13

NOT

STARTED

• Teachers will provide feedback to administration and team members using

reflective practices, on how lesson objectives and DOLs enhance student 8/30/13

NOT

STARTED

• Leadership team will provide instructional feedback to staff from spot

observations to ensure curriculum alignment and use of LO/DOL8/30/13

NOT

STARTED


KEY ACTION 3Ensure student engagement, through the use of multiple

response strategies.

SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS• Administrative Team and instructional coaches will conduct staff

development on best practices for student-teacher engagement (including how 12/21/13

NOT

STARTED

• Teachers will practice and effectively use the MRS model along with other

brain- and research-based strategies and hands-n activities. 12/21/13

NOT

STARTED• Campus Instructional coach and administration will provide tiered on-going

support to teachers on the MRS model, brain- and research-based strategies 12/21/13

NOT

STARTED

• Teachers will participate in Administrative and District Professional

Development and/or Region 10 trainings to improve on student-teacher 12/21/13

NOT

STARTED• Administrative staff will provide Louis Mangione staff development on the use

of effective MRS strategies in the classroom. October 20138/23/13 IN PROGRESS

• Teachers will engage in peer observations and instructional rounds in order to

practice and support development with the use of multiple response strategies.8/23/13 IN PROGRESS

Administratrive team will engage in a book study Teaching Outside the Box by

Marcia Tate by December 201312/21/13

NOT

STARTED• Teachers will engage in a book study Teaching Outside the Box by Marcia Tate 12/21/13

NOT

STARTED


KEY ACTION 4

Implement


• Leadership team will create Campus Instructional Calendar to promote

Common Assessment schedule, Analyzing Data, Student Profiling, Response to

Intervention (RTI) and tiered instruction/tutoring.

12/15/13NOT

STARTED

• Teachers will use the Curriculum Maps and instructional calendars to create

common assessments that are aligned to the taught curriculum. 12/15/13

NOT

STARTED

• Leadership will offer staff development on RTI, student profiling, Vocabulary

Enrichment, STAAR updates and ELPs training, weekly through content 12/15/13

NOT

STARTED

• Homeroom teachers will create Common Assessments and submit

data/student profiles 3 business days after assessment is conducted. Profiles 12/15/13

NOT

STARTED

• Leadership team will review and assist staff with plans of action for students

in need of interventions.12/15/13

NOT

STARTED

• Teachers will administer Common Assessment in both English and Spanish to

LEP-identified students to identify mastery of comprehension in L1 or L2.

Assessment must not be side-by-side comparisons

12/15/13NOT

STARTED

• Leadership team will review fluency probes and discuss next steps with

teachers, every six weeks.12/15/13

NOT

STARTED

• Teachers will participate in PD on Vocabulary Enrichment, STAAR updates and

ELPs training. 12/15/13

NOT

STARTED

• Teachers will provide fluency probes for students for Reading comprehension

and WPM.

NOT

STARTED


KEY ACTION 5

0




Division 1

KIMBALL FP

SUMMARY OF KEY ACTION EXPENDITURES

FUND 6100 6200 6300 6400 6500 6600 TOTAL

199 $ - $ - $ - $ - $ - $ - $ -

211 $ - $ - $ - $ - $ - $ - $ -

240 $ - $ - $ - $ - $ - $ - $ -

286 $ - $ - $ - $ - $ - $ - $ -

199/211 $ - $ - $ - $ - $ - $ - $ -

21M $ - $ - $ - $ - $ - $ - $ -

SCE $ - $ - $ - $ - $ - $ - $ -

SCE/199 $ - $ - $ - $ - $ - $ - $ -

Other SR Fund $ - $ - $ - $ - $ - $ - $ -

TOTAL $ - $ - $ - $ - $ - $ - $ -

# TITLE I COMPONENT NO. OF ACTIONS

1 Needs assessment 4

2 Reform strategies 2

3 Instr by HQ tchrs 4

4 HQ PD 5

5 Attracting HQ staff 1

6 Parent involvement 2

7 Grade-level transitions 2

8 Asssessment Dec-Mak 1

9 Timely Add'l Assistance 1

10 Coordination of Svcs 1

Note: In order to meet Title I requirements, Specific Action steps may be added to the Key Action Tabs OR in the Title I

Specific Actions in the table to the right.

TITLE I SPECIFIC ACTION STEPS 2013-14 School Action Plan

TITLE I COMPONENT RESPONSIBLE ACTION STEP FUND OBJ ITEM AMOUNT NLT DATE STATUS

Needs assessment PRINCIPAL1.2 Staff/student supplemental supplies and resources for core

content areas211 6400 PD $ 1,000.00 8/30/13 IN PROGRESS

Attracting HQ staff PRINCIPAL

2.6 Provide long-term and sustained services and development to

new teachers and mentors such as learning walks, Instructional

Rounds, Facilitation of PLC's, Collaborative planning sessions (CIA2),

independent studies, book studies, and conferences.

211 6400 PD $ 1,000.00 12/21/13 IN PROGRESS

Coordination of Svcs PRINCIPAL 6.3 Family involvement nights such as Community Liaison 211 6400 Other $ 34,000.00 12/21/13 COMPLETED

Asssessment Dec-Mak PRINCIPAL 6.2 Support and activey involve PTA/SBDM 211 6400 Other $ 100.00 12/21/13 IN PROGRESS

Timely Add'l Assistance TEACHERS 1.3 Extended learning opportunities 211 6400 Other $ 10,000.00 12/21/13 NOT STARTED

TITLE I OR SCE FUNDED STAFF

JOB CODE EMPLOYEE ID EMPLOYEE FUND FTE

5715 61236 Eunice Brown 211 Yes

5715 46629 Ema Gonzalez 211 Yes

4935 62939 Yolanda Charles 211 Yes

6777 Vacant 211 Yes

6777 Vacant 211 Yes

Documents

School Action Plan: Template · PDF fileSchool Action Plan: Template Overview ... Grade 3 STAAR Reading (Level II - Recommended) 64% 75% Grade 4 STAAR Writing ... 2. Strengthen