Scorecard Campus Vision Areas of Improvement fileScorecard Campus Vision ... After analyzing and disaggregating the spring 2011 TAKS test data in the ... at or beyond grade level in

101‐Converse Elementary (2011‐2012)

Scorecard

Campus Vision We have a shared vision where our school community develops students who have the knowledge and skills to actively participate meaningfully in a diverse technological, and change oriented society.

Areas of Improvement

After analyzing and disaggregating the spring 2011 TAKS test data in the areas of reading, writing,

mathematics, and science. There is a need to address school-wide reading, writing, math and science. With 83% of all students meeting expectations on TAKS Reading, 81% on TAKS Writing, 71% on TAKS

Math and 69% on TAKS Science during the 2010-2011 school year, Converse staff members will focus on continuous improvement in order to reach the required 90% expectation in each subject area to become

an “Exemplary” school by 2012-2013 school year. As we work towards reaching each child’s full potential, the teachers and staff are committed to providing rigorous TEKS instruction which address both

the academic and social/emotional development of each and every student at Converse Elementary


Scorecard

Objective: Demonstrate sustained growth in student achievement Perspective: Student Focus Owner: Cynthia Barnhart

Goals

Measure of Success

Targets Milestones 1 yr. 3-5 yr. (2011-2012) (2013-2015)

Improve, sustain, and support academic student performance at or beyond grade level in the core subject areas

1. Reading/Language arts 2. Math 3. Science 4. Social Studies

• STAAR-Passing Standard • STAAR Modified - Passing

Standard • STAAR Alternate – Passing

Standard

• ≥90% of students meeting passing standard in the core content areas

• ≥30% of students scoring at commended levels on TAKS

• ≥90% of students passing all tests taken

• ≤20% or less difference between student groups

≥95% in Reading; (AA-93/H-95/W-95/ED-93) ≥91% in Math; (AA-90/H-90/W-94/ED-90) ≥93% in Writing; (AA-100/H-90/W-90/ED-92) ≥90% in Science (AA-90/H-91/W-93/ED-90) Commended Levels ≥35% in all tests, all subgroups. ≥90 % all student groups, passing all tests.

≥97% in Reading; ≥95% in Math; ≥97% in Writing; ≥93% in Science


• STAAR Modified Passing Standards

• STAAR Alt. Passing Standards

• ≥85% of students with special needs meeting STAAR Modified and STAAR Alt passing standards

≥85% Reading ≥85% Math ≥85% Science

3rd-5th Grade ≥ 90% in Reading ≥ 90% in Math ≥90% in Science

• DRA2/EDL2

• ≥90% of students in grades K-2 scoring on level

Kinder - ≥94% on or above 1st – ≥90% on or above 2nd – ≥90% on or above

Kinder - ≥97% on or above 1st – ≥95% on or above 2nd – ≥95% on or above

• TELPAS- Growth Measure • Meet all standard indicators for AMAO

• ≥90%of students meeting passing standards on each test

(Annual Measurable Achievement Objectives)

Kinder-2nd grade – ≥60% AMAO 3-5th - ≥80% AMAO

Kinder-2nd grade – ≥90% AMAO 3-5th - ≥90% AMAO

• • AYP • Meet requirements for Adequate Yearly Progress

• Meet requirements for Adequate Yearly Progress

• Meet requirements for Adequate Yearly Progress

• Develop and Implement programs for Gifted and Talented Students

• STAAR commended performance rate

• ≥90% of students meeting passing standard in the core content areas

≥90% of all TAG students passing with commended performance on STAAR

≥95% of all TAG students passing with commended performance on STAAR


• Develop and implement programs for social and emotional learning

• Campus Attendance Rate ≥98% ≥96.6% ≥98%

• Number of teacher Referrals, ISS Placements, OSS Placements, DAEP Placements

Referrals ≤1000 ISS ≤ 350 OSS ≤75 DAEP <6



Improve Parental Involvement and participation

• Sign-In sheets from campus events and parent conferences

Parent Surveys Improved report cards, progress reports and increased percentage in “Commended” performance

Commended Levels ≥35% in all tests, all subgroups

Commended Levels ≥35% in all tests, all subgroups

• • • •

• • •


Action Plan Goal: Improve, sustain, and support academic student performance at or beyond grade level in Language Arts Strategy 1(a): Develop and implement a K-5, aligned curriculum in Language Arts that meets state standards.

Perspective: Student Focus Owner: Cynthia Barnhart NCLB Performance Goal 1: By 2013‐2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts. NCLB Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts NCLB Performance Goal 3: All students will be taught by highly qualified teachers. NCLB Performance Goal 4: All students will be educated in learning environments that are safe, drug‐free, and conducive to learning. NCLB Performance Goal 5: All students will graduate from High School.

Actions/Tasks

Students

Responsible

Person

Measures of Success

(Formative/Summative Evaluation Criteria)

Resource AllocationSource Amount

Scheduled Dates for Action

Q1 Q2 Q3 Q4 • Analyze 2010-2011 TAKS reading

assessment data by campus and by grade level. Identify both reading strengths and weaknesses across grade levels and in individual student populations.

3-5 Principal, Asst. Principal, Teachers, Comp. Ed

• Data Binders, CBA’s, Benchmarks, Report Cards, STAAR

Title 1

• Hold six weeks Reading content team meetings to assist with collegial discussion in the areas of *Organizing, modifying and implementing the campus school wide reading program *Reviewing grade level assessment data *Identify weaknesses by objective and identify if and when skill was taught and where it can be re-taught or incorporated into district set curriculum *Identifying students who are failing and individualizing instruction to meet student needs

Pk-5 Principal, Asst. Principal, grade level teachers, special ed. Teachers, comp. ed. Teachers, Title I teachers,

• Data Binders, Benchmarks, report cards, DRA, Universal Screenings

Title 1

$


• Hold weekly grade level planning sessions in reading to

*collaborate between special ed. teachers and grade level teachers *review at-risk students/students in need of assistance and their instructional plans *review and reinforce the reading RTI program and the intervention strategies

K-5 Principal, Asst.

Principal, grade level teachers, special

education teachers,

Comp. ed. teachers, Title 1

teachers

• Lesson plans, assessments, class work, grade book, walk-throughs,

Title 1

• Evaluate effectiveness of the reading curriculum

TSC 1; TSC 2 TSC 9

PK-5 Principal Assistant Principal

Teachers

• CBA Data • DRA 2 /EDL2 • Progress Monitoring • State Testing Results • Stakeholder feedback • Walkthroughs

• Evaluate DRA-2 Reading Data to develop a plan to address student weaknesses

TSC 1; TSC 2 TSC 9

PK-2 Primary Grade Data Team,

Teachers, Reading

Facilitators & Principal

• Improved DRA-2 Data • Completed Action Plan

• Provide supplemental instructional materials and consultants for teachers PK-5th for the use in the general classroom instruction

TSC 1; TSC 4; TSC 9

PK-5 Principal , Assistant Principal

• Walk-Through Data • Lesson Plans • Purchased Resources • Consultant Agendas • Feedback

General

$

Provide ReadingRTI support services for Tier II and Tier III students TSC 1; TSC 2; TSC 8; TSC 9

PK-5 Comp. Ed. Teachers

• RTI Progress Monitoring

• RTI attendance • Lesson Plans

State Comp. Ed

$


Provide supplemental instructional Reading materials for teachers PK-5 for use with At-Risk students TSC 1; TSC 4; TSC 9

PK-5 Principal, Asst.

Principal, Comp Ed. teachers, Title 1

teachers

• Walk-through Data • Progress monitoring • Resources

State Comp. Ed. $

• Provide Extended Day and intervention Reading camps with snacks

TSC 1; TSC 2; TSC 9

3-5 Principal , Assistant Principal,

• Lesson Plans • Benchmark Data • Mentoring Minds assessment

data • Sign-in Sheets

SSI $

• Provide Extended Day and intervention Reading during and after school to provide extended opportunities for skill review and/or reinforcement.

• TSC 1; TSC 2; TSC 9

3-5 Principal, Asst.

Principal, Comp Ed. teachers,

Gen. Ed. teachers

• Benchmark Data • Mentoring Minds assessment

data • Lesson Plans • Sign-In Sheets

SSI $

• Analyze 2010-2011 TAKS Writing assessment data by campus and by grade level. Identify both writing strengths and weaknesses across grade levels and in individual student populations.



Title 1

• Hold six weeks Writing team meetings to assist with collegial discussion in the areas of *Organizing, modifying and implementing the campus school wide writing program *Reviewing grade level assessment data *Identify weaknesses by objective and identify if and when skill was taught and where it can be re-taught or incorporated into district set curriculum *Identifying students who are failing and individualizing instruction to meet student needs


• Data Binders, Benchmarks, report cards, student writing samples

Title 1

$


• Evaluate effectiveness of writing curriculum

TSC 1; TSC 2 TSC 9


Teachers

• CBA Data • Progress Monitoring • State Testing Results • Stakeholder feedback • Walkthroughs

• Provide supplemental instructional writing materials and consultants for teachers 2nd -4th for use in general classroom instruction

TSC 1; TSC 4; TSC 9



General

$

• Implement Writing activities/strategies which follow the district’s scope and sequence of TEKS and readiness/supporting standards through

*journaling (K-4) *DOL (K-4) *spiraling of skills to enhance mastery of weak areas *Writing across the curriculum as a tool for learning in the content areas of reading, math, science and social studies (Journals)

K-5 Grade Level teachers, special

education, comp. ed.,

title 1, instructional

aides

• JISD Scope and Sequence • CBA Data • Progress Monitoring • State Testing Results • Stakeholder feedback • Walkthroughs

General

$

Title 1 $

• •


Action Plan Goal: Improve, sustain, and support academic student performance at or beyond grade level in Mathematics Strategy 1 (b): Develop and implement a K-5, aligned curriculum in Mathematics that meets state standards.

Perspective: Student Focus Owner: Cynthia Barnhart NCLB Performance Goal 1: By 2013‐2014, all students will reach high standards, at a minimum attaining proficiency or better in Mathematics. NCLB Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in Mathematics NCLB Performance Goal 3: All students will be taught by highly qualified teachers. NCLB Performance Goal 4: All students will be educated in learning environments that are safe, drug‐free, and conducive to learning. NCLB Performance Goal 5: All students will graduate from High School.

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Analyze 2010-2011 TAKS mathematics

assessment data by campus and by grade level. Identify both math strengths and weaknesses across grade levels and in individual student populations.



Title 1

• Hold six weeks Mathematics content team meetings to assist with collegial discussion in the areas of *Organizing, modifying and implementing the campus school wide math program *Reviewing grade level assessment data *Identify weaknesses by objective and identify if and when skill was taught and where it can be re-taught or incorporated into district set curriculum *Identifying students who are failing and individualizing instruction to meet student needs


• Data Binders, Benchmarks, report cards, Universal Screenings

Title 1

$


• Hold weekly grade level planning sessions for mathematics to

*collaborate between special ed. teachers and grade level teachers *review at-risk students/students in need of assistance and their instructional plans *review and reinforce the math RTI program and the intervention strategies

K-5 Principal, Asst. Principal,

grade level teachers, special

education teachers,

Comp. ed. teachers, Title

1 teachers


Title 1

• Train teachers in continuous professional development in the use of C- Scope curriculum in the area of Math

TSC 1; TSC 4;

PK-5 Principal Academic

Dean CIAs


Title 1

• Implement and support the use of C Scope Math Curriculum

TSC 1; TSC 2;

PK-5 Classroom Teachers


Title 1

$

• Provide supplemental instructional mathematics materials and consultants for teachers PK-5th for the use in the general classroom instruction

TSC 1; TSC 4; TSC 9



General

$

Provide RTI support services in mathematics for Tier II and Tier III students TSC 1; TSC 2; TSC 8; TSC 9

PK-5 Comp. Ed. Teachers

• RTI Progress Monitoring

• RTI attendance • Lesson Plans

State Comp. Ed

$

• Provide Extended Day and intervention Mathematics

• TSC 1; TSC 2; TSC 9

5 Principal, Asst.

Principal, Academic

Dean, Comp Ed. teachers,

Gen. Ed. teachers

• Benchmark Data • Mentoring Minds assessment

data • Lesson Plans • Sign-In Sheets

SSI $


Action Plan Goal: Improve, sustain, and support academic student performance at or beyond grade level in Science Strategy 1 (c): Develop and implement a K-5, aligned curriculum in Science that meets state standards.

Perspective: Student Focus Owner: Cynthia Barnhart NCLB Performance Goal 1: By 2013‐2014, all students will reach high standards, at a minimum attaining proficiency or better in Science. NCLB Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in Science NCLB Performance Goal 3: All students will be taught by highly qualified teachers. NCLB Performance Goal 4: All students will be educated in learning environments that are safe, drug‐free, and conducive to learning. NCLB Performance Goal 5: All students will graduate from High School.

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Analyze 2010-2011 TAKS Science

assessment data by campus and by grade level. Identify both science strengths and weaknesses across grade levels and in individual student populations.



Title 1

• Hold six weeks science content team meetings to assist with collegial discussion in the areas of *Organizing, modifying and implementing the campus school wide math program *Reviewing grade level assessment data *Identify weaknesses by objective and identify if and when skill was taught and where it can be re-taught or incorporated into district set curriculum *Identifying students who are failing and individualizing instruction to meet student needs


• Data Binders, Benchmarks, report cards, Universal Screenings

Title 1

$


• Train teachers in continuous professional development in the use of C Scope curriculum in the area of Science

TSC 1; TSC 4;

PK-5

Principal Academic

Dean CIAs

• Data Binders, Benchmarks, report cards, Universal Screenings, 5th Grade STAAR, Lesson Plans

Title 1

• Implement and support the use of C Scope Science Curriculum

TSC 1; TSC 2;

PK-5

Classroom

Teachers

• Data Binders, Benchmarks, report cards, Universal Screenings, 5th Grade STAAR

Title 1

$

• Utilize the Campus Science Lab to teach and conduct experiments and labs as necessary to provide hands on learning experiences for students. Labs will focus on Supporting and Readiness Standards TSC 1; TSC 2

K-5

Classroom

Teachers

• Data Binders, Benchmarks, report cards, Universal Screenings, 5th Grade STAAR, Lesson Plans

Local

$

• Students in grade K-5 will actively participate in completing a Science Experiment (in-class) each six weeks. Teachers will model the Scientific method. Journaling will be utilized as a tool to integrate Science experiences and process writing to increase vocabulary concepts. Science Experiments will be place on a tri-fold presentation board for viewing. TSC 1; TSC 2

K-5

Support from

District Science

Specialist

Classroom Teachers

• Data Binders, Benchmarks, report cards, Universal Screenings, 5th Grade STAAR, Presentation Boards, Science Fair

Local

$

• Form an accelerated Instructional Plan for students who are “non-mastery” on December Mock Assessment for Science (5th). Small group instruction utilized to assist with lesson implementation and monitoring of “At-Risk: accelerated instructional plan.” TSC 1; TSC 2

5th

5th grade teachers

• Data Binders, Benchmarks, report cards, Universal Screenings, 5th Grade STAAR

Local

$

• Host a campus wide Science Fair in December. Utilize community members to act as judges. PK – 4 may participate, and 5th grade requirement for all students. TSC 1; TSC 2

K-5

Science Committee members Campus Teachers

• Benchmarks, assessments, Science STAAR, presentation boards

Title 1

$


Action Plan Goal: Improve, sustain, and support academic student performance at or beyond grade level in Mathematics Strategy 1 (d): Develop and implement a K-5, aligned curriculum in Social Studies that meets state standards.

Perspective: Student Focus Owner: Cynthia Barnhart NCLB Performance Goal 1: By 2013‐2014, all students will reach high standards, at a minimum attaining proficiency or better in Social Studies. NCLB Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in Social Studies NCLB Performance Goal 3: All students will be taught by highly qualified teachers. NCLB Performance Goal 4: All students will be educated in learning environments that are safe, drug‐free, and conducive to learning. NCLB Performance Goal 5: All students will graduate from High School.

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Implement the district’s scope and

sequence for Social Studies Teachers will create benchmarks and assess students on TEKS objectives each six weeks and End-of-Year.

Pk-5 Classroom teachers

Oversight: Principal, Asst.

Principal, Grade Level Team Leaders

• Data Binders, Report Cards, Six week assessments, journals

Local

$

• Create units, based on district mandated scope and sequence, which engage student interest in their country, state and local government.


• Data Binders, Journals, Six Weeks Assessments, Unit projects, Report Cards

Local

$

• Increase non-fiction comprehension reading strategies to support/integrate the reading program into the curriculum

PK-5

Classroom teachers

Oversight: Principal, Asst.

Principal, Grade Level Team Leaders

• Data Binders, Journals, Six Weeks Assessments, Unit projects, Report Cards, STAAR Reading (3-5)

Local

$


• Students will participate in activities which promote cultural awareness and historical events: a.) President’s Day b.) Black History Month c.) Hispanic Heritage Month d.) Veteran’s Day e.) Asian-Pacific Islander Week f.) Martin Luther King Jr. Day

Title 1 #9

PK-5

Classroom teachers

Oversight: Principal,

Asst. Principal, Grade Level Team Leaders

• Data Binders, Journals, Six Weeks Assessments, Unit projects, Report Cards, STAAR Reading (3-5)

Local

$

• Hold an end-of-year event: “Around the World in a Day” Each grade level will represent a different country and present to their peers in order to learn customs, traits, etc.

PK-5

Comp. Ed. teachers, Title I teachers and Media Specialist to oversee

Classroom

teachers, Administration

• Journals, student designed activities

Local$


Action Plan Goal 1: Improve, sustain, and support academic student performance at or beyond grade level Strategy 2: Evaluate, create, and implement a systematic assessment program

Perspective: Student Focus Owner: Cynthia Barnhart NCLB Performance Goal 1: By 2013‐2014, all students will reach high standards, at a minimum attaining proficiency or better in the four major content areas. NCLB Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better the four major content areas NCLB Performance Goal 3: All students will be taught by highly qualified teachers. NCLB Performance Goal 4: All students will be educated in learning environments that are safe, drug‐free, and conducive to learning. NCLB Performance Goal 5: All students will graduate from High School.

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Share state, district and campus

testing calendar and requirements with campus staff

TSC 1; TSC 8

PK-5 Principal • Copies of Calendar provided

• Agenda • Sign-in sheet

Local $

▲

• Establish campus data team protocols

TSC 1; TSC 8

PK-5 Principal and Data Team

• Completed Protocols

• Align RTI and campus-wide interventions

TSC 1; TSC 2; TSC 8; TSC 9

PK-5 Data Team, Comp Ed. Teachers,

Instructional Facilitator

• Completed Resource Matrix

SCE: $

• Administer standards-aligned benchmark assessment program

• TSC 1; TSC 2; TSC 8; TSC 9

PK-5 Reading and Math Facilitator

• Tests Administered • Test Results


• Implement quarterly scorecard review

TSC 1;

PK-5 Principal • Scorecard • Meeting/ Review

• Create campus content vertical teams to analyze data on student performance at the district and campus level.

PK-5 Principal, Asst. Principal Teachers

• Sign-In sheets • Agendas • Notes/ Assessment

Results

• Implement a data room to disaggregate student performance on the TEKS for all student groups served by the campus. Student groups shall include sub-pops and special education programs

K-5 Principal, Asst. Principal, Teachers

• Data Room • Wall Charts • Teacher Data Sheets • Sign-In Sheets

• Using assessment data, identify at-risk students based on performance objectives and provide an in-school intervention program

K-5 Principal, Asst. Principal, Comp. Ed., Teachers

• Assessment data sheets • Grades • Attendance sheets • Schedules

SCE: $


Action Plan Goal 1: Improve, sustain, and support academic student performance at or beyond grade level Strategy 3:Implement PK-5 instructional standards for every classroom


Actions/Tasks

Students

Responsible Person

Measures of Success




Q1 Q2 Q3 Q4 • Collect data from walk-through

evaluations to monitor implementations to address the needs of all children.



• Walk-Through Data

• Implement (PK-5) evidence-based instructional and environmental standards (EBIES) with primary focus on Science and Math

TSC 1; TSC 2; TSC 4; TSC 8; TSC 9 PK-5

Principal, Assistant Principal, CIAS,

Teachers

• Walk-Thru Data • Assessment Data • CBA Data • Sign-in sheets • Training Agendas

• Utilize Classroom Walk-through tools to support and improve classroom instruction TSC 1 PK-5

Principal, Assistant Principal, CIAS,

Teachers

• Walk-Thru Data • Assessment Data • CBA Data • Sign-in sheets • Training Agendas


• Collect data from classroom walk-through to monitor, support and adjust classroom instruction TSC 1

PK-5 Principal, Assist. Principal

• Walk-through data • scorecard

• Provide on-going professional development to ensure proper implementation of Readiness and Supporting Standards TSC 4


• Walk-through data • Sign-in sheets • Assessments

• Provide on-going professional development to ensure proper implementation of EBIES TSC 4


• Walk-through data • Sign-in sheets • Assessments


Action Plan Goal 1: Improve, sustain, and support academic student performance at or beyond grade level Strategy 4:Implement PK-5 instructional standards for Gifted and Talented Students


Actions/Tasks

Students

Responsible Person

Measures of Success


Resource Allocation

Source Amount


Q1 Q2 Q3 Q4

• Identify students who are gifted and talented and refer them for assessment following district timelines.

K-5

Classroom Teachers

• Students qualifying for

TAG program

• Cluster students into TAG classrooms for accelerated Instruction.

1-5

District TAG

Coordinator,

Principal, Classroom Teachers’

TAG Teachers

• Assessment Data, # of

commended students on STAAR


• TAG students will be pulled out half day once a week for accelerated instruction

1-5

TAG

Teacher, Classroom

Teachers



• Ensure cluster/TAG teachers are trained with the required 30 hours of GT training

K-5

Principal,

Asst. Principal,

Dist. TAG Coordinator

• Certificate showing

100% of all cluster teachers trained

• TAG and classroom teachers will have collegial discussions and collaborate effectively during instructional planning in order to carry out rigorous lessons for TAG students.

1-5

TAG

Teacher, Classroom

Teachers




Action Plan Goal 1: Improve, sustain, and support academic student performance at or beyond grade level Strategy 4: Prepare and implement program and services to develop college and career readiness

Perspective: Student Focus

Owner: Lara Martin NCLB Performance Goal 1: By 2013‐2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. NCLB Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. NCLB Performance Goal 5: All students will graduate from high school.

Actions/Tasks

Students

Responsible

Person

Measures of Success (Formative/Summative Evaluation Criteria)



Q1 Q2 Q3 Q4 Develop and implement a plan for making students aware of college and career choices TSC 1; TSC 10

PK-5 Counselor • Student surveys • Counseling logs • Completed Plan

•


Action Plan Goal 2: Develop and implement programs for social and emotional learning Strategy 1: Develop and implement a systematic approach to student discipline


Owner: Melissa Javed NCLB Performance Goal 4: All students will be educated in learning environments that are safe, drug‐free, and conducive to learning.

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Review student behavioral

expectations with staff TSC 1; TSC 10


Principal, Counselor

• Staff Meeting Agenda • Sign-In Sheets

▲

• Review student behavioral expectations with students

TSC 1; TSC 10

PK-5 Teachers, Principal,

Asst. Principal, Counselor

• presented by August 26, 2011 at beginning of year expectations professional development

• Student Contracts

▲

• Provide students with Discipline folders/agendas to communicate expectations and student discipline performance to families.

TSC 1; TSC 10

PK-5 Principal, Teachers,

• Discipline folders and agendas for parent communication

▲


• Develop and implement recognition program for positive behavior

TSC 1; TSC 10


Principal, Counselor, Teachers

• Program developed and implemented.

• Student recognition –incentives, etc.

• Evaluate effectiveness of discipline program

TSC 8; TSC 10


Principal, Teachers, Counselor

• Discipline Data Report • Surveys

▲

• Implement Wednesday after school detention and one monthly Saturday detention for severe behaviors

TSC 8; TSC 10

1-5

Asst.

Principal, Counselor, ISS Clerk, teachers

• Discipline Data Referral

• Implement Drug and Violence Program JISD Police bullying presentation, Cyber-bullying presentation, Red Ribbon Week TSC 8; TSC 10

PK-5 Counselor • Discipline Data Report • Activity Calendar


Action Plan

Goal 2: Develop and implement programs for social and emotional learning Strategy 2: Evaluate, improve and implement a campus-wide attendance plan.

Prospective: Student Focus Owner: Cynthia Barnhart/ Melissa Javed NCLB Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Actions/Tasks

Students

Responsible

Person

Measures of Success


Resource Allocation

Source Amount


Q1 Q2 Q3 Q4

• Communicate student attendance expectations to staff

TSC 1

PK-5

Principal, Asst.

Principal

• Staff Meeting Agenda • Sign-In Sheets

▲

• Communicate attendance expectations to students and parents


PK-5 Teachers, Principal,

Asst. Principal,

Counselor,

• Power Point presentation developed, scheduled and presented by August 26, 2011

• Sign-In Sheets

▲

• Provide incentives for student attendance

TSC 1


Principal, Teachers, Business Partners

• Awards Ceremony lists, Attendance Events, Attendance incentives

▲

• Communicate with parents regarding attendance issues.

TSC 6

PK-5 Asst. Principal, Teachers

• Home Visit log • Letters sent home log • Parent Conference forms • Principal Coffees

▲


• Evaluate effectiveness of attendance program.

TSC 8 PK-5 Teachers,

Principal, Asst.

Principal, Counselor,

Social Worker

• Attendance rate each six weeks and cumulative

▲


Action Plan Goal 2: Develop and implement programs for social and emotional learning Strategy 3: Evaluate, develop and implement PK-5 counseling and social assistance program that meets state guidelines


Owner: Cynthia Barnhart, Lara Martin NCLB Performance Goal 4: All students will be educated in learning environments that are safe, drug‐free, and conducive to learning.

Actions/Tasks

Students

Responsible

Person

Measures of Success


Resource Allocation

Source Amount


Q1 Q2 Q3 Q4

• Implement an age appropriate comprehensive social and emotional development guidance program that includes guidance, responsive services, individual plans, and system support.

TSC 10; TSC 7

PK-5 Counselor • Stakeholder Evaluation

Survey • Student contact logs • Schedule of guidance

classes

• Evaluate an age appropriate comprehensive social and emotional development guidance program that includes guidance, responsive services, individual plans, and system support.

TSC 8; TSC 10

PK-5 Principal Counselor

• Counselor Appraisal • Referrals


Action Plan Goal 2: Develop and implement programs for social and emotional learning Strategy 4: Create and implement programs and services to increase the graduation rate


Owner: Cynthia Barnhart NCLB Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. NCLB Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. NCLB Performance Goal 3: All students will be taught by highly qualified teachers. NCLB Performance Goal 5: All Students will graduate from high school.

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Communicate to parents and

students long-range college opportunities

• TSC 2

K-5 Counselors • Agenda of meeting • Contact Log

∆ ∆

• Ensure that all students are on track for the Recommended High School Program (college-preparatory courses)

• TSC 2

K-5 Principal Counselor Teachers

• CBA Data • DRA-II Data • TAKS/STAAR Data

▲ ∆ ∆ ∆

• Communicate to students and their families understand the benefits of higher education and the necessary steps to prepare academically and financially for

K-5 Principal Counselor Teachers

• Participation of students and parents

• Number of scheduled communication events

Agenda of meeting

∆ ∆ ∆ ∆


college. • TSC 2, 6

• Develop and implement programs designed to involve and engage students such as athletics

K-5 Counselor A.P.

Principal

• Increase student involvement

• Participation rate in athletics, clubs, band, etc.

▲ ∆ ∆ ∆


Action Plans

Objective: Engage our stakeholders and partners to build a shared vision of district success.

Perspective: Stakeholder Focus OWNER: Public Relations

Goals

Measure of Success

Targets Milestones 1 year 3-5 yr.

• Develop and implement a long term strategic communication plan

• Plan implemented • Increased stakeholder

satisfaction

• Create draft plan • Present plan to

public for feedback• School Board

adopts plan

• Implement plan

• Review and improve plan as necessary

• Develop and implement programs to involve and engage stakeholders

• Strategic programs developed

• Participation rates

• Identify programs • Implement

strategic communication plan

• Select measurement tool

• Poll stakeholders to gauge programs effectiveness

• Review and improve programs as necessary

• • • • •


Action Plan Goal: Develop and implement a long-term strategic communication plan. Strategy: Create a plan based on meeting stakeholder needs.

Perspective: Stakeholder Focus

Owner: Cynthia Barnhart

Actions/Tasks

Students

Responsible

Person

Measures of Success


Resource Allocation Source Amount


Q1 Q2 Q3 Q4 • Develop matrix of key

stakeholders, messages and media

Campus Secretary

• Matrix is created

• Transfer stakeholder communications to district calendar for execution

Campus Web

Master

• Critical dates added to calendar

• Planning and execution dates are scheduled

• Create and implement quarterly stakeholder communications

Teachers and

Campus Principal

• Scorecard of on time deliveries

• Evaluate stakeholder satisfaction with communications

Campus Principal

or Assistant

• Stakeholder Survey Results

• •

Student Code: Responsible Person Code AS=All Students AR=At Risk


Action Plan Goal: Develop and implement programs to involve and engage stakeholders Strategy: Develop plan for campus-wide programs.

Perspective: Stakeholder Focus


Actions/Tasks

Students

Responsible

Person

Measures of Success


Resource Allocation Source Amount


Q1 Q2 Q3 Q4 • Collect information from

stakeholder groups regarding program needs

Campus Counselor

• Needs assessment

• Secure and build two outside community partnerships during first year

Campus Principal

• Partnerships formed and implemented

• Develop plan for implementing a long-term stakeholder involvement plan of programs

Campus Counselor

• Stakeholder plan for programs and services for engagement

• Measure engagement and involvement through participation rates and satisfaction

Persons in charge of particular program

implementation

• Participation rates • Satisfaction rates

• •



Action Plans

Objective: Align resources to support the vision of the district. Perspective: Financial Focus OWNER: José D. Elizondo Jr.

Goals

Measure of Success


• Develop and implement a long-term financial plan.

• Plan implemented • Balanced budget • Unqualified audit opinion • Superior achievement

rating on F.I.R.S.T

• Fund balance Board policy

• Develop annual budget

• Financial audit completed

• Official rating notice from T.E.A.

• Policy Adopted

• Budget adopted

• Board approval of audit report

• F.I.R.S.T. public hearing

• Policy review and revisions adopted

• Develop and implement a long-term technology plan.

• Plan implemented

• Stakeholder meetings

• Plan adopted by Board

• Plan adopted by Board

• Review plan and make necessary adjustments

• Develop and implement a long-term, strategic human resource plan

• Plan implemented • Compensation plan adopted by Board

• Plan adoption by Board

• Plan review and revisions adopted


• Develop and implement a long-term facility plan

• Plan implemented • Stakeholder meetings

• Successful bond election

• Bond election approved by Board

• Review plan and make necessary adjustments


Action Plan Goal 1: Develop and implement a long-term financial plan Strategy 1: Review current revenues and forecast future revenues

Perspective: Financial Focus


Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Review current Comp. Ed.

Budget allocations to establish first year budget

K-5 Principal • Budget Submitted $

▲

• Develop technology plan to forecast future and long-term needs

K-5 Technology Committee

• Plan Developed

• Develop a replacement plan for furniture and equipment

K-5 Principal • Plan Developed

• Monitor current budget expenditures and adjust based on needs

K-5 Principal’s Secretary

• Adjustments identified & forms submitted for adjustments

• •


Action Plan Goal 2: Develop and implement a long-range facility plan Strategy 1: Assess current facilities

Perspective: Financial


Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Identify and keep an on-going list

of campus facility maintenance needs

K-5 Principal • List • Maintenance Requests

• Secure business partnerships to support school needs

K-5 Principal • List of partners and contributions

• •

• •

• •



Action Plan Goal 2: Develop and implement a long-range facility plan Strategy 2: Assess need for additional facilities



Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Monitor student enrollment and

match to building capacity in order to determine need for additional classroom space

K-5 Principal • School enrollment data

• •

• •

• •

• •



Action Plan Goal 3: Develop & Implement Three Year Technology Plan Strategy 1: Assess needs and current state of technology in the District


Owner: Cynthia Barnhart/ Media Specialist

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Create inventory of new

technology hardware and software for Converse Elementary

K-5 Technology Committee

Campus Media

Specialist

• Inventories of campus equipment

• Meet with campus technology committee to gather input on future technology needs

K-5 Principal and tech.

committee, Campus Media

Specialist

• Agenda • Meeting Sign-In Sheet • List of identified needs

• •

• •


Action Plan Goal 3: Develop & Implement Three Year Technology Plan Strategy 2: Create & Implement Three Year Plan



Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Analyze campus technology

inventories and meeting input to develop plan strategies

Technology Committee,

Media Specialist

• Minutes from the meeting discussion regarding strategies to be used in creation of plan

• Create draft plan based on campus needs

Technology Committee,

Media Specialist

• Creation of draft plan

• Gather input on draft plan Technology Committee,

Media Specialist

• Meeting notes/input from Campus faculty and Principal

• Write final plan Technology Committee,

Media Specialist

• Creation of final document approved by district

• •

• •


Action Plans

Objective: Ensure effective leadership through implementation of a sustainable leadership system.

Perspective: Leadership OWNER: Dr. Mackey

Goals

Measure of Success


• Establish a leadership development program

• Mobility rate • Graduates of programs • Retention rate • # promotions from within

• 90% retention • 90% graduate rate • >75% promotions

from within

• 10% • Baseline • 5 promotions

w/n

•

• Develop and implement a succession plan

• District plan • Plan by July 20th • Draft succession plan

• Leadership development plans

• Develop student leadership program • Student leadership development program

• % of student leaders

• Student leadership program

• Baseline measure of current student leaders

• 15% of students

• • • • •


Action Plan Goal: Establish a leadership development program Strategy: Create leadership model and development plans

Perspective: Leadership

Owner: Dr. Mackey

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Develop continuous feedback

loop and eval. process for staff in leadership positions

HR Director • Annual leadership evaluations

▲ ▲ ▲ ▲

• Create career path models for employees

HR Director Cabinet Members

• District Career Path Models for instructional leadership and operational leadership

▲ ▲ ▲ ▲

• Create a leadership identification process

HR Director • Published approach for identifying potential leaders

▲ ▲ ▲ ▲

• Establish and communicate characteristics of a Judson leaders

Cabinet • Poster of leadership characteristics

▲ ▲ ▲ ▲

• Continually develop staff in leadership positions

HR Director • Professional development plan for potential and current leaders

▲ ▲ ▲ ▲

• Design and implement leadership mentoring program

N. Mansfield

• # of leaders being mentored

▲ ▲ ▲ ▲


Student Code: Responsible Person Code AS=All Students

Action Plan Goal: Develop and implement a succession plan Strategy: Develop and implement a senior level succession plan


Owner: Dr. Mackey

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 Identify the characteristics of a Judson ISD leader Develop cross-training of all current leaders in these characteristics

• Published and communicated “Characteristics of JISD leader”

• Targeted training of senior leaders

▲

Benchmark 3 organizations that have a successful leadership succession plan

• Recommended best practices

▲

Design a best practice succession planning template or model Identify core skills by leadership position Identify long/short term employees who exhibit core skills, knowledge, and leadership characteristics

• Developed template • Implement template at top

3 levels of leadership • Complete draft succession

plan

▲ ▲ ▲ ▲


Develop a process for how to present and promote a leadership candidate to the board

• Draft procedure/process for leadership promotion

▲ ▲ ▲

Use succession plan to continually develop future leaders Evaluate process and CI

• Align professional development to succession candidates

• % of promotions annually

▲ ▲ ▲ ▲


Action Plan Goal: Develop student leadership program Strategy: Develop and implement a student leadership program


Owner: Dr. Mackey

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 Gather baseline assessment of current leadership programs Evaluate current programs and services for alignment

Asst. Superinten

dents

• Baseline lists of programs and services

• Evaluation of programs • # of students involved

▲ ▲

Develop leadership standards for each level (elementary, middle, and high school) Develop new leadership program to fill gaps at each level

Asst. Sups Dr. Mackey

Asst. Sups

• Published standards

• Published and communicated programs

▲ ▲ ▲

Create and implement a Senior level superintendent’s advisory council

Dr. Mackey • Identified council • # of meetings per year

▲ ▲ ▲

Recognize and market student leaders

Asst. Sups. • # of recognitions per quarter

▲ ▲ ▲ ▲

Identify and dedicate funds or partnerships for student leadership programs

Asst. Sups • Dedicated funds ▲ ▲ ▲


Action Plans

Objective: Recruit, hire, develop and retain an effective workforce that reflects the cultural diversity of our students.

Perspective: Human Resources OWNER:Nancy Mansfield

Goals

Measure of Success


• Develop and implement an effective and efficient recruiting and selection process

• Reduce cycle time • Close the loop with

applicants • # of qualified candidates per

position

• • •

• Develop and implement a district professional development plan

• Documented plan • Prof. Dev. Hrs/person/yr

• • •

• Build an effective retention program (bonus’, salaries, benefits, rewards and recognitions)

• Retention Rate • Above the state average

• •

• • • • •


Action Plan Goal: Develop and implement an effective and efficient recruiting and selection process Strategy 1: Implement Position Control System

Perspective: Human Resources


Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Reconcile staffing needs with

annual projections Campus

Principal • Campus staffing Master

Schedule • Annual teacher interest

inventory

•

• •

• •


Goal: Develop and implement an effective and efficient recruiting and selection process Strategy 2:Identify and fill all open positions



Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Communicate open positions to

district Human Resources Dept. Campus

Principal • Submitted Resignations

• Using established hiring matrix criteria, interview and fill open positions as needed

Campus Principal

• Submitted recommendations for hire, completed interview questions

• Develop interviewing protocol

Campus Principal

• Process is consistent and providing qualified candidates

• Communicate hiring process to interview team

•

Campus Principal

• Process being followed

• Train staff for screening and interviewing

Campus Principal

• Staff is consistent with screening and interviewing candidates


Goal: Develop and implement an effective and efficient recruiting and selection process Strategy 3: Ensure all job descriptions are accurate



Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Ensure that all prospective job

candidates can full fill job description requirements through the interview process.

Principal • Positions filled based on job description requirements

• •

• •

• •


Goal: Develop and implement a district professional development plan Strategy 1: Offer variety of training & growth opportunities



Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Use school data to determine

training needs K-5 Principal • Training opportunities

posted • Sign-In Sheets

• Provide training for staff to support district imitative

K-5 Principal • Training opportunities posted

• Sign-In Sheets

• Survey teachers to determine training needs

K-5 Principal • Completed surveys

• •

• •


Goal: Develop and implement a district professional development plan Strategy 2: Develop & implement coaching program for high potential staff


Owner: Executive Director Human Resources/Superintendent

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Implement district coaching

program K-5 Principal • Evaluation of program at

year’s end ∆

• •

• •

•

•

•


Goal: Build an effective retention program (incentives, salaries, benefits, rewards, and recognition) Strategy 1: Use TASB survey data as benchmark



Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Create an incentive program that

recognizes and rewards faculty members

Principal • List of staff members receiving recognition

∆ ∆ ∆ ∆

• •

• •

• •

• •


Goal: Build an effective retention program (incentives, salaries, benefits, rewards, and recognition) Strategy 2: Ensure total compensation package is competitive



Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Obtain benchmark data on

benefits ED of HR • Survey data available X

• Compare existing benefits to benchmarked data; identify gaps

ED of HR • Comparison report prepared

X

• Compare combined benefit and salary package to benchmarks; identify gaps and off sets

ED of HR • Comparison report prepared

X

• Identify costs associated with changes indicated

ED of HR • Costs are quantified X

• Recommend changes to existing benefits package

ED of HR • Proposal made to cabinet X


Goal: Build an effective retention program (incentives, salaries, benefits, rewards, and recognition) Strategy 3: Enable staff to succeed at JISD



Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Provide excellent orientation ED of HR • Turnover rate at the end

of first year X

• Provide developmental resources ED of HR • Use of and demand for courses & workshops offered

X

• Recognize and share success stories

ED of HR • Newsletters and celebrations

X

• Provide good EAP ED of HR • Usage of program X

• Conduct exit interviews to determine why people leave JISD

ED of HR • Opportunities for improvement are identified and acted upon

X

• Administration holds open door for all constructive conversations

ED of HR • Staff growth and turnover rates

X


Goal: Build an effective retention program (incentives, salaries, benefits, rewards, and recognition) Strategy 4: Develop a value-aligned organization



Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Address all inappropriate

behavior immediately and appropriately

ED of HR • Consistent, immediate actions to correct behavior &/or situation

X X X

• Hold fast to State and Federal certification requirements

ED of HR • All requirements met, all the time

X X X

• Address malcontents with options to change or leave

ED of HR • Increase in voluntary terminations and decrease in number of malcontents

X X X

• Address staff that does not meet performance expectations with options

ED of HR • Overall improved performance ratings

X X X


Action Plans

Objective: Continually evaluate and improve district processes and procedures to maximize efficiency and effectiveness

Perspective: Process OWNER: Steve Young

Goals

Measure of Success


• Identify and document core operational procedures and processes

• Documented processes in all departments and campuses (2-4 in all areas)

• In 5 years, 100% of all core processes are documented

• 20% documented

• 100% documented

• Review and improve documented processes and procedures for effectiveness and timeliness

• Summary review of each core process/procedure in campus/department procedure binder

• Review all processes every 3 years

• Achieve 5% improvement in all core processes

• 30% of processes reviewed

• Baseline year for measuring

• 100% of processed reviewed

• 5% reduction in costs, cycle time, quality, etc.


Action Plan Goal: Identify and document core operational procedures and processes Strategy: Create process document templates/standards

Perspective: Process

Owner: Steve Young

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Create standards documents for

process documentation and template for process maps

CTO • Document templates produced

▲

• Create binder format for process/procedure documentation

CTO • Sample Binder

▲

• Train staff on documenting processes and procedures

Professional Developme

nt Staff

• All principals and directors will attend trainings in person or online

▲

• Research and possibly develop online system for housing all Judson ISD processes

CTO, Network Services Director

• Decision on whether to buy or develop system

▲ ▲ ▲


Action Plan Goal: Identify and document core operational procedures and processes Strategy: Document campus and department process/procedures by creating process/procedures binder

Perspective: Process

Owner: Steve Young

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Campuses and departments create

core process list and order based on priority.

Campus principals and Dept. Directors

• Prioritized process/procedure lists created for each campus/department

▲

• Document at least 20% of core processes/procedures per year


• Campus / Department process/procedure binder will have processes/procedures in it

▲ ▲ ▲ ▲

• Create campus/department Process/Procedure Binder


• Binder available at each campus/department for inspection

▲

• Review binder with staff annually Campus principals and Dept. Directors

• In-service documentation/sign-in sheets

▲


Action Plan Goal: Review documented processes and procedures for effectiveness and timeliness Strategy: Procedure and process review/streamlining

Perspective: Process and Procedures

Owner: Steve Young

Actions/Tasks

Students

Responsible

Person

Measures of Success




Q1 Q2 Q3 Q4 • Create review template for

procedures and processes CTO • Document produced ▲

• Review 1/3 of documented campus / department procedures and processes annually


• Procedure/process review forms complete and filed in Process/Procedure Binder

▲

• Rewrite procedures and processes as needed after review to update, improve and make more efficient


• Updated procedure/process documentation

▲

• Principals and departments form teams to peer evaluate processes and procedures

Cabinet forms

teams & assigns team

leaders

• Peer review process created and implemented

2012

• Measure and improve core processes

Dept. leaders and principals

• Measure processes for effectiveness, efficiency, and satisfaction

2011-12

Documents

Scorecard Campus Vision Areas of Improvement fileScorecard Campus Vision ... After analyzing and disaggregating the spring 2011 TAKS test data in the ... at or beyond grade level in