plano isd academy high school · plano isd academy high school principal: ... and staar 2015-2016...

Plano ISD

Campus Improvement Plan: 2016-2017

School Based Improvement Committee

Plano ISD Academy High School

Principal: Lynn Ojeda

Mission Statement: To create a community of learners empowered to collaborate and compete in a rapidly changing world.

Approved by DBIC on November 14, 2016

High School Campus Improvement Plan 2016-2017 Plano ISD Academy High School

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Verification Page

Planning Timelines Analysis of Critical Actions, and STAAR 2015-2016 Gap Analyses: August 2016

Needs analysis, goal setting and strategic planning: July - September 2016

Campus teacher data analysis day: August - September , 2016

SBIC Plan due for DBIC review: October 12, 2016

Meeting Dates

Meeting 1: SBIC approves the improvement plan (by October 7, 2016): Thursday, October 13, 2016

Meeting 2: Progress monitoring and review of strategic plan (by February 1, 2017): Thursday, January 26, 2017

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 9, 2017): Thursday, May 25, 2017

2016-2017 Campus Status

Check all that apply

Title III English Language Learner Campus Non-Title I Campus ☐ Title I School-wide Campus

Title I Information

Title I Components

1 (CNA) Comprehensive Needs Assessment 6 (PI) Strategies to Increase Parental Involvement

2 (RS) Reform Strategies 7 (Tran) Transition (Elementary schools only)

3 (HQ) Instruction by State Certified Staff 8 (A) Teacher Decision-Making Regarding Assessments

4 (PD) High-Quality Professional Development 9 (M) Effective and Timely Assistance to Students

5 (R/R) Strategies to Attract State Certified Teachers 10 (Coord) Coordination and Integration

Program Funding

Staffing i.e. Teacher

Parental Engagement i.e. Parent programs, RAMP up for Kindergarten Program

Student and Campus Capacity Building

i.e. Tutoring, adult temp staff to support students during instruction, professional development, PLC, student enrichment opportunities


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SBIC Committee

Committee Member’s Name Role Year 1st

Participated on SBIC

Meeting 1 Attendance



Shanna Irwin-Coury Faculty Member 2016 x x x

Haley Bolton Faculty Member 2016 x x x

Kim Gunnels Faculty Member 2016 x x x

Tim Stone Faculty Member 2016 x x x

Brad Bailey Faculty Member 2013 x x x

Laura Wilk Faculty Member, Special Education 2015 x x x

Lynn Ojeda Principal 2014 x x x

Matt Frey District Professional 2016 x

Cathy Gaschen Campus Professional, Non-teaching 2014 x x x

Maria Hunter Support Staff Member 2016 x x x

Susan McMahan Parent-Selected by PTA 2015 x x x

Cagla Darveaux Parent-Selected by Principal 2016 x x x

Raj Menon Parent 2014 x

Celia Alvarez Parent 2016 x x x

David Maiorani Parent 2016 x x x

Committee member search still in progress Parent

Committee member search still in progress Parent

Mayra Olivas Community Member 2016 x x x

Patrick Michaud Community Member 2016 x x x

Rhonda Glasscock Business Representative 2016 x x

Cody Thomas Business Representative 2016 x x x

Will Greenman Student 2016 x x x

Alana Headly Student 2016 x x x

Darian Payma Student 2016 x x x

Rahul Menon Student 2014 x x x

Chancie White Student, AD Hoc 2016 x x x

Information regarding the SBIC Committee (BQB Local) may be accessed here: http://pol.tasb.org/Policy/Code/312?filter=BQB

http://pol.tasb.org/Policy/Code/312?filter=BQB


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District-Wide Goals 1. Increase the percentage of students meeting STAAR Satisfactory performance rates.

2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas.

3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group – Closing Performance Gaps.

4. Increase the percentage of students meeting STAAR Advanced performance rates.

5. Increase high school graduation rates and ensure students are on track to graduate.

6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness.

7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (60% meet the Level II Satisfactory

Standard on STAAR/EOC).

District-Wide Goals Title I Components Applicable Student

Groups

Health, Fitness and Attendance: The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students.

10 (Coordination and Integration) All

Violence Prevention and Bullying 10 (Coordination and Integration) All

Parental Involvement: The campus will provide a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

1 (Comprehensive Needs Assessment)

6 (Strategies to Increase Parental Involvement)

10 (Coordination and Integration)

All

Highly Qualified Staff: The rate of state certified teachers and highly qualified paraprofessionals will meet the 100% target measure.


3 (Instruction by State Certified Staff)

4 (High-Quality Professional Development)

5 (Strategies to Attract State Certified Teachers)

10 (Coordination and Integration)

All

Transition of Pre-KN Students: The transition from early childhood to elementary school is supported by the campus and district. (Title I Campuses only)


7 (Transition) 10 (Coordination and Integration)

Title I only


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Improvement Plan Critical Actions The areas for school-wide and/or targeted core-subject Critical Actions were identified using the following sources:

Comprehensive Needs Assessment;

Plano Professional Practice Analysis (P3A School Wide and Classroom Level);

STAAR/EOC Gap Analysis;

State of Texas Accountability Reports (specifically addressing any student groups that did not meet State and Federal Accountability Safeguards)

School Wide and/or Targeted Grade Level Critical Actions

1. Evaluate and improve the implementation, facilitation, and revision of PAHS curriculum.

2. Provide targeted instructional and social/emotional support through campus-wide restorative practices.

3.

4.

5.


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Critical Action 1

Critical Action: Evaluate and improve the implementation, facilitation, and revision of PAHS curriculum.

Project Lead: Cathy Gaschen

Staff: Facilitators and administrators

Materials and Resources: Marzano Schools, Curriculum Coordinators, Professional Reading, Instructional Specialist, trainings, master schedule

Targeted Area:

☐ School-wide ☐ Reading ☐ Writing ☐ ELA ☐ Mathematics ☐ Science ☐ Social Studies ☐ Other:

Strategies for Accomplishing Critical Action 1:

Action Step Implementation

Timeline per Action Step

Implementation Evidence

per Action Step

Formative & Summative Notes per Action Step

Provide staff development on Standards Based Learning, Assessment and Grading – Phil Warrick and Formative Assessments Standards Based Grading professional reading book

September 2016 Rubrics, project documents, calendar

Training provided on standards based learning and assessment with Phil Warrick for full day. Training provided on proficiency scales with Phil Warrick for full day.

Develop assessment maps for all projects to find connections and reduce overall number of assessments.

August 2016, staff meetings once per month

Staff meeting agendas, completed assessment maps

Maps include final products, learning outcomes, checkpoints/formative assessments, and instructional strategies.

Support horizontal and vertical teams with time for implementation of professional learning through pull-out days

September and October Sub code requests, calendar, project documents

Vertical team days focused on vertical themes for developing assessment maps and standards based proficiency scales. Horizontal team days focused on authenticity, relevance, learning outcomes, driving questions and learner voice/choice

Partner with our curriculum coordinators to unpack TEKS and identify super standards within content vertical teams.

Twice per semester Meeting notes Notes, emails, Google docs

Develop more authentic connectivity between Algebra I and Physics.

September and October Meeting Notes, calendar Observed meeting in progress in the library, goals meeting with principal and Mr. Hardy on Alg. 1 connections in Sept. 30th


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per Action Step


Partner with our curriculum coordinators to review assessments by project.

Twice per semester Vertical meeting notes, assessment examples

Not completed yet. Meeting with Dr. Thibodaux on Aug 1, 2017

Utilize staff meetings for continued implementation of professional learning: assessment map development, critical friends process, project outcomes and deliverables

Staff meetings occur twice monthly

Posters generated, project documents that reflect the work

Meeting agendas, presentations by staff, shared documents and learning in Google Drive

Develop a master schedule that gives vertical teams time during lunch to meet and work together on vertical team goals and that gives horizontal teams extended planning time by Friday Titan Time sessions

August - September Meeting notes, calendar Schedule supports PLP for each vertical team once weekly, restorative coaching, and scheduled tutorials

Meet monthly with the Executive Director of Secondary Campuses to discuss progress and needs.

Monthly First Monday of the month

Calendar, meeting notes Direct communication and follow-up, meeting agenda and notes in Drive

Provide TTESS training and align student learning outcomes and professional learning goals to curriculum, instruction, and assessment.

August 2016 Professional learning documents, August PD calendar/agenda

Professional development session provided by Cathy Gaschen, review of teacher professional goals and learning outcomes. Leadership Team meeting notes on learning walks and #ObserveMe, feedback Staff meeting to share out goals for 2017-2018 on visible learning

Partner with Canvas to identify areas for revision and partnership for desired standards based reporting outcomes

Monthly, in person and phone conferencing

Meeting notes, emails, improvements in Canvas

Working with Marzano and Phil Warrick on standards based learning and grading made connection with Empower Learning grade book and learning management tool. Review by Dr. Wussow and Dr. Thibodaux on 5/31/17

Collaborate with UNT to offer dual enrollment courses that authentically tie to our projects.

Weekly updates on partnership needs

Professor presence on campus, collaboration examples

Partnership with UNT is successful. UNT staff hold office hours on campus and conference with learners. Student enrollment date on campus 10/3/16

Cultivate a professional learning library for staff to support our goals

September 2016 Books purchased list Books ordered, reference and resources for professional learning and implementation of campus goals and TTESS goals, multiple texts from Marzano.


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per Action Step


Utilize process journals in 1st and 2nd years in order to capture iteration of learning though documentation of thinking, planning, rough drafts, sketches, challenges and more.

By project, 5 per year in 1st and 2nd year teams

Journals purchased, learner work samples

Sketch books are issued to each learner in September, walk thrus, observations, learner interviews, corporate and school district tours, team mediations, project management and iterations of engineering design

Facilitators will begin work on proficiency scales Monthly vertical team meetings

Proficiency scales in development, meeting notes

Content area vertical team determined vertical themes and began work on proficiency scales and rubrics. Meeting notes, posters, pictures, observation, documents

A common grade reporting numeric scale for all content areas will be utilized in the interim toward standards based reporting

September 2016 Email communication, documentation in Canvas

Staff professional learning on 8/11/16, emails communication with district administrators regarding board policy updates, new report card template developed and implemented for Oct. 2016.

1st Year facilitators will implement new board policy for A+, A, B+, B, C, F

October, 1st grade reporting period

Canvas reports, grade report cards

Grade progress reports and semester grade reports, parent meeting on 9/26/16

The administrative team will restructure assigned duties to more intentionally support grade level teams in teaching and learning.

September 2016 Duty schedule, tutorial schedule

Asst. principal attends vertical team meetings and leads curriculum and instruction work in all pull out days, serves as liaison with curriculum coordinator and facilitators, seeks professional learning for teachers and self

Horizontal teams will transition curriculum documents to a standard framework housed in a district curriculum repository guided by curriculum coordinator feedback.

Monthly at staff meetings District Repository, curriculum documents

All grade level teams have curriculum documents in one shared repository following the same structure. Curr. Coordinators will access for the 2017-2018 school year.

Principal will support intentional professional learning to support depth in projects (conferences: Texas ASCD, Watson Conference, Jim Knight Learning Conference

October, November 2016 Certificates of attendance, registrations purchased

Kim Gunnels and Cathy Gaschen to Jim Knight 11/3/16 Lynn Ojeda to Texas ASCD 10/31/16 Haley Bolton and Stephanie Burnham to Watson 11/8/16


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Critical Action 2

Critical Action: Provide targeted instructional and social/emotional support through campus-wide restorative practices.

Project Lead: Lynn Ojeda

Staff: Restorative Team, facilitators and administrators

Materials and Resources: Diane Evans, Karen Shepherd, Teresa Biggs, Craig McKinney, conferences, master schedule

Targeted Area:

☐ School-wide ☐ Reading ☐ Writing ☐ ELA ☐ Mathematics ☐ Science ☐ Social Studies ☐ Other:

Strategies for Accomplishing Critical Action 2:




per Action Step


Provide Professional development to the staff on restorative discipline and restorative practices

August 2016, monthly at staff meetings

Restorative practices observed in use and included in interventions and RTI

Agenda and presentations, experiences in restorative practices

Utilize restorative circles with learners in grade levels and in satellite

Weekly during satellite, by facilitator discretion during the projects

Observed in use, weekly prompts shared with facilitators

Teachers sometimes struggle with circles. For all staff it is not universally authentic and reliable. Learners ask for circles with teachers who are invested. Restorative team provides circle topic recommendations

Utilize restorative circles in staff meetings Monthly Begin or end each meeting with a circle

Restorative circles with PLCs, with horizontal teams, with vertical teams, with whole staff to share learning, reflections, worries, growth, celebrations Meeting agendas in Drive

Attend Momentous Institute Changing the Odds Conference on Social/Emotional learning and well-being and share learning with our staff

October 2016 Titan Talks provided to learners on topics, Optional seminars provided, record of training received

Oct 6-7 with Lynn Ojeda, Robin Wiley, presentation file in Drive

Attend restorative discipline conference and share learning with our staff

October 2016 Laura Wilk and Robin Riley attend, staff meeting agenda, course completion certificate

Robin Wiley and Laura Wilk attend restorative conference

Implement a restorative coaching room during lunch with trained staff members to coach and support learners

September 2016, daily during lunch

LS 8 staff with facilitators on the Restorative team, referral process in place, learner feedback

Restorative team develops protocols and practices, communicates to staff, parent communication, learner feedback, trouble-shooting with repeat offenders


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per Action Step


Provide staff development on work/life balance, stress reduction techniques, meditation, and the restorative value of art journaling

August 2016 EdCamp Schedule Robin Wiley – Work Life Balance Amy Semifero – Art Journaling Laura Wilk – Fitness Linda Aponte – Shut Your Monkey

Install Take 10 Zen Den for staff and for targeted learner support through CMIT

September 2016 Space conversion, meetings in the space

Used by some of the staff, those who use it regularly appreciate a quiet space to decompress or hold meetings away from the business of the campus

Provide staff development on brain breaks and utilize brain breaks with learners, specifically 2nd years.

August November Weekly in 2nd year projects

Laura Wilk, Craig McKinney, Karen Shepherd Professional learning

Used with reliability with facilitators who have identified this strategy as a goal for implementation, LOTE, 2nd year team has intentional training and use with Laura Wilk’s leadership

Utilize heart monitors and activity trackers in PE so that learners may see growth and progress toward fitness

Weekly for 2nd year learners beginning in November

Laura Wilk, Bryan McCord, fitness trackers

Cost and learner commitment were factors. Instead, we focused on learners setting fitness goals and monitoring their progress with check ins.

Implement after school fitness opportunities for staff members Twice weekly planned activities

Laura Wilk, Shelli Brown Laura Wilk led after school staff members in fitness activities weekly throughout the school year.

Implement scheduled tutorials by invitation during lunch. September 2016, daily during lunch

Cathy Gaschen Schedule supports PLP for each vertical team once weekly, restorative coaching, and scheduled tutorials

Provide a master schedule that ensures dedicated time for Satellite, multi-grade intentional supportive weekly time together

September, weekly on Mondays

Prompts provided, observation, learner feedback

Schedule supports PLP for each vertical team once weekly, restorative coaching, and scheduled tutorials

Expect knee-to-knee individual learner/facilitator conferences that include self-reflection and learning progress

2 times per project per facilitator

Facilitator feedback, learner growth in proficiency

LOTE uses this strategy with fidelity, other content areas are growing in this area thru our work with standards based learning and grade reporting


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per Action Step


Utilize Kagan strategies to support individual learners in group/team settings

Per project per facilitator TTESS goals

Facilitator lesson plans Lesson plans, observations, learner feedback, facilitator feedback, training other staff members

Explore Region 10 provision of restorative practices professional development on our campus for all staff.

Fall 2016 Region 10 Course Catalogue

Tina Cone and Linda Aponte did access the district’s provided restorative practices training on Feb 22-23/2017

Offer Heart of a Scholar AP training to all staff in the spring January 2016 Craig McKinney, Teresa Biggs

Carry over for 2017-2018

Secure resources for learners and families in need Needs assessed weekly PTSA Board, Student and Family Services Dept.

Homeless learners received monetary support from PTSA members

Administrators, counselors, and academic specialist hold standing CMIT weekly campus meetings to address learners of concern and maintain student management master tracker

Tuesdays at 10:00 am Calendar and agenda notes, student management master doc.

Agendas, meeting notes, learner interviews, calendar calibration, learner management tracker of intervention and parent communication


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Violence Prevention and Bullying

Critical Action: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal

aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283)

Strategies for Accomplishing Violence Prevention and Bullying Critical Action:

Applicable Group

Action Step Project Lead Staff/Resources Formative & Summative Notes

(Evidence of Implementation and Impact)

Staff PREVENTION:

Identify high risk areas. (Required) Principal/Admin Intern/Asst. Principal

Staff feedback/ survey

Identified times and zones for admin and counselor walks in non-supervised areas, restroom converted to staff only in low visibility/supervision zone

Monitor high risk areas. (Required) Principal Designee Staff assignments/ schedule

Duty schedule

Follow Campus Rules/Expectations. (Required) Principal Code of Conduct, District Handbook Campus Handbook

Learner Handbook, Safety and Security Notebook, restorative

coaching, parent conferences

Staff EDUCATION:

Participate in annual staff training on bullying/sexual harassment. (Required)

Principal or designee

Handouts/PowerPoint Aug. Professional Development 2016

Review referral process. (Required)


Campus referral plan Aug. Professional Development 2016

Staff INTERVENTION:

Establish recommended intervention strategies for classroom/campus. (Required)

Principal or designee (campus discipline staff)

Discipline Management Plan

Implemented restorative practices to discipline management

plan. RTI procedures in place for staff to support learners and

document interventions

Implement campus referral plan. (Required) Principal or designee

Campus Referral Plan

Implemented restorative practices to discipline management

plan. RTI procedures in place for staff to support learners and

document interventions

Utilize Discipline Management strategies. (Required)


Discipline Management Plan

Provided coaching on trust and building relationships,

restorative circles, learner presentations on stress management

and T3 reporting of anonymous discipline/safety concerns


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Strategies for Accomplishing Violence Prevention and Bullying Critical Action:

Applicable Group

Action Step Project Lead Staff/Resources Formative & Summative Notes


All Students

PREVENTION:

Clearly state student expectations/campus rules/citizenship. (Required)


Code of Conduct/ Student-Parent Handbook

Grade level meetings for expectations presentation in

September for all 4 grade levels, Learner Handbook uploaded in

Parent Portal to secure review and signature prior to school

starting

Monitor high risk areas. (Required) All staff Schedule (if necessary)

Responsive to learner, parent, and staff feedback,

administrators and counselors support supervision in areas of

concern

All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan

Grade level meetings for expectations presentation in

September for all 4 grade levels, Learner Handbook uploaded in

Parent Portal to secure review and signature prior to school

starting

All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers

Learner Handbook, Facilitator training

Focus on restorative practices and intervening early with parent

communication and learner support

Employ discipline interventions: (Required) Designated staff

Facilitator level steps, Team steps, admin team referral

Students receive training on reporting concerns to a trusted

adult or using T3 anonymous reporting

Use other intervention strategies as necessary/appropriate. (Required)

Administrative staff or counselors

CMIT meetings, behavioral plans, RTI

Goal is to restore the learner to the learning space ready to

learn. Coaching is key. Using scaling and goal-setting as part of

the process

Conference with parents/students. (Required)

Teachers or other staff

Parent Teacher conference day, grade level teams

As needed by horizontal teams, administrators, counselors, and

Sped./504 Team Leader


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Parent Involvement

Critical Action: The campus will provide a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

Strategies for Accomplishing Parent Involvement Critical Action:

Action Step Staff/Resources Implementation

Timeline and Evidence per Action Step

Formative & Summative Notes (Evidence of Implementation and Impact)

Require all parents to register students via Parent Portal in order to have access to eNews, grades, attendance, and electronic information.

Counseling, Admin, and front office team

Back to School and Open House – access to lab with volunteers to help

All parents are registered in Parent Portal

Identify parents without computer/internet access to offer hard copies of school information.

Registrar Campus reports, Hot Spots for internet access for learners in need

Parents without personal computer access may access information thru the learner’s school provided technology

Upgrade and maintain the campus website for easy access and increased communication with the community.

Gurpreet Brar As the need arises Made changes in some of the content organization based on parent feedback

Communicate information through eNews. Principal, Smore, Weekly eNews and social media updates

Increased traffic on social media with parent, learner, and staff and community member feedback,

Utilize social media to keep parents and community informed. Principal, Smore, Facebook, Twitter

Weekly eNews shared via social media with more frequent shares of learner activities and information

Grade level teams have # for each grade, utilize instagram, Canvas, email, social media streamed on school web page

PTA representative meets with the principal on a monthly basis to gain insight to student/parent needs.

Principal and Susan McMahan

Monthly before each board meeting

Review needs, agenda items, staff and student requests, calendar, volunteer needs, parent communication needs

Partner with PTA to offer parental programs on a variety of topics (academic, social, etc…).

PTSA Prom, Stay Day Principal’s Coffee 9/20/17 Love and Logic on 4/25/17


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State Certified Teachers and Highly Qualified Paraprofessionals

Critical Action: The proficiency rate for STATE CERTIFIED teachers and HIGHLY QUALIFIED paraprofessional staff will meet the 100% target measure.

Project Lead: Plano ISD HR Employee Recruitment & Retention Department

Staff, Title I Staff: HR Employee Recruitment & Retention Dept., HR Certification Officers, Curriculum Department, Campus Administrators

Materials and Resources: Operating Fund, HR Budget, Campus/Curriculum Budget

Strategies for Accomplishing State Certified Teachers and Highly Qualified Paraprofessionals Critical Action:

Action Step Implementation Timeline

per Action Step Formative & Summative Notes


Recruiting trips by Human Resources Dept./Campus Administrators are used to identify state certified candidates interested in teaching in Plano ISD.

August 2016 to May

2017

To attract and retain state certified applicants for bilingual students,

Plano ISD offers a salary stipend.

Monthly Bilingual

Stipends, July 2016 to

June 2017

To attract state certified applicants, Plano ISD offers pre-service teachers at local universities the opportunity to student teach at Plano ISD campuses.

August 2016 to May

2017 Hosted student teacher in Art

Local on-going high quality professional development based on

campus/district need is provided to all teachers in all core subject

areas by the Professional Learning Department, Curriculum

Department, and Campus Administrators.

July 2016 to June 2017

The Plano ISD Certification Office follows district hiring procedures to

ensure that teaching staff and paraprofessionals are not hired if they

do not meet state certified or highly qualified standards.

July 2016 to June 2017

plano isd academy high school · plano isd academy high school principal: ... and staar 2015-2016...

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