school action plan: template overview

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 convenience Title I – This asks campuses to justify Title I Expenditures by Action Step FUND – Funding Sources OBJ – Object code AMOUNT – Amount of funds needed for action Status – 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

FIELD SELECT YOUR CAMPUS FROM THE DROP DOWN MENU

Achievement Targets

STAAR Reading School 2012 School 2013 District Difference 2014 Goal

3rd Grade 71.4 82.4 68.6 11.0 85.0

4th Grade 66.7 65.0 61.7 -1.7 70.0

5th Grade 70.3 86.5 82.9 16.2 88.0

STAAR Writing School 2012 School 2013 Difference 2014 Goal

4th Grade 66.7 55.0 63.2 -11.7 70.0

STAAR Math School 2012 School 2013 Difference 2014 Goal

3rd Grade 53.5 66.2 57.3 12.7 70.0

4th Grade 52.8 45.2 57.3 -7.6 70.0

5th Grade 70.3 86.0 81.4 15.7 88.0

STAAR Science School 2012 School 2013 Difference 2014 Goal

5th Grade 71.2 63.5 62.9 -7.7 70.0

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

2013-14 School Action Plan

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

Tom W Field Elementary School [144]Division 1

JEFFERSON T FP

Needs Related to Student Achievement Data:

Our STAAR scores improved overall in grades 3 and 5. In grades 4 we experienced a significant decline in both writing and mathematics and a slight

decline in reading. In three of our 4th grade sections all three teachers took extended leaves during the school year that exceeded 50 instructional

days.

Our 5th grade reading and mathematics showed the most growth among any other grade level and subjects (more than 15 points). Both teachers

were new to Dallas ISD and both will be returning to Field.

Our 3rd grade classes showed significant growth as well increasing at least 11 or more points in both reading and math. Three of the four teachers

were new to Dallas ISD and will be returning to Field.

Our kinder and 2nd grade students fell significant below the district in all reading areas of ITBS. Our first grade showed significant progress in all

reading areas of the ITBS, exceeding the district between 5 to 10 points in all areas.

Our kinder-2nd grade students fell significantly below the districts percentage in math. In most grade levels by 20 to 30 points.

Tom Field exceeded the district passing rate in grades 3, 4, and 5 mathematics during the Spring ACP assessment. All grade levels were above the 70%

passing standard.

Tom Field exceeded the district passing rate in grades 3, 4, and 5 reading during the Spring ACP assessment. All grade levels were above the 70%

passing standard.

Needs Related to Improving the Quality of Instruction:

As like many schools, the staff at Tom Field struggled in understanding and perfecting the four components of the Spot Observation. There was a

significant amount of resistance the 1st semester. Through campus book studies, professional development and feedback there was improvement

during the 2nd semester. There continues to be areas it address. I would like to our teachers improve in Purposeful Instruction and Student

Engagement.

According to our Spring 2013 spot observation data improvement is needed in all four areas.

Lesson Objective Average: 1.6

Demonstration of Learning Average: 1.5

Purposeful Instruction Average: 1.44

Engagement Average: 1.17

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

According to Tom Field's Climate Survey and data received during my Systems EOY Conference, the following are areas to address during the 2013-

2014 school year:

In the area of philosophy the goal is to create a campus culture that moves beyond compliance and to buy-in as part of the Action Plan. Last year it

appeared that many of the staff members completed tasks because they were required and not because they saw individual actions as part of a larger

process, or the impact they could have.

According to our Spot Observation data, our teachers needed support in this area. This year we will provide ongoing training and support for teachers

related to engaging students.

In the area of capacity, according to our Spring Climate Survey we improved drastically. I will continue to include the campus leadership team.

Develop leadership capacity with the staff through systems and other means to ensure teachers understand leadership and act accordingly.

Ensure teachers understand and use data driven instruction to guide and inform planning as well as practice.

Collaborate with teachers when planning PDs on culture and use them to facilitate PD sessions.

Goals Developed from Needs Assessment:

Strengthen curriculum alignment.

Increase academic achievement by improving the quality of instruction through feedback and professional development.

Create and sustain a positive and compassionate "common culture" throughout the campus that leads toward accomplishing our vision. and mission

and reinforcing the Core Beliefs.

Tom W Field Elementary School [144] 2013-14 School Action Plan Division 1JEFFERSON T FP

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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?)

A1Prior to the beginning of each six weeks principal will provide teachers with time to develop an

instructional calendar to emphasize specific areas of need. Beginning September 9, 2013.1,3,4 Grade-level transitions 199/211 9/9/13

B1During weekly PLC's administrators will provide training on bookends, aligning, instruction, LOs, DOLs

and backwards planning. Beginning August 19, 2013.1,2,3,4 HQ PD 199/211 8/19/13

C1

Principal will provide professional development and opportunities to attend campus professional

development and local/national conferences that focus on curriculum alignment, lesson adjustment

and instruction. (Local and national conferences and summits will be paid through with Title-1 Funds.

1,3,4 HQ PD 211 8/19/13

D1

Principal, Instructional Coach, and Leadership Team will provide ongoing training beginning August 19,

2013,on the district's Lesson Plan Rubric and aligning the curriculum.(Instructional coach and

leadership team will be paid through Title-1 funds for time beyond working hours at $20.00/hr.

beginning August 5, 2013 and on-going)

1,2,3,4 HQ PD 211 8/5/13

E1

Principal and Instructional Coach will provide an opportunity for teachers to plan, discuss, profile

progress and align future instruction. (We will use Title-1 funds to hire 1 instructional coach. August

19, 2013 and on-going).

1,3 Grade-level transitions 199/211 8/19/13

By the end of January 2014, 70% of teachers will write lesson plans at a Proficient level as assessed by the district's Lesson Plan Rubric. ( Goal for May 85%)

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

Strengthen curriculum alignment through planning and professional devleopment.

INDICATORS OF SUCCESS

(Measurable results that describe success.)All teachers will produce aligned "lesson objectives" and "demonstrations of learning" by evidence of effective instructional delivery and receive a 1.75 or higher on LO/DOL indicators as measured by Tom Field administrators using

the Dallas ISD Spot Observation Form (Goal for January 2014 is 1.5) (Goal for May 2014 is 1.75). ( Spring 2013 was LO/DOL average was 1.5)

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F1

Principal will purchase technology resources to assist in assessing alignment, disaggregating data and

mastery of TEKS. (We will utilize Title-1 funds to purchase EduPhoria and Measuring-Up Live). August

2, 2013-June 7, 2014.

1,2,3,4 Assessment Dec-Mak 199/211 8/2/13

G1Principal/Instructional Coach will allow time and participate in analyzing the data from common

assessments and provide feedback on future planning and interventions.

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

A2Prior to the beginning of each six weeks teachers will create an instructional calendar outlining the

readiness and supporting standards to be taught the next six weeks. Beginning August 26, 20131,3,4 Grade-level transitions 199/211 8/19/13

B2

All teachers will attend and engage in weekly professional development to acquire knowledge that will

assist in unpacking the standards, TEK bundling, lesson alignment, LOs, DOLs, backwards planning data

collection, lesson adjustment and implement learned skills. Beginning August 26, 2013

1,2,3,4 HQ PD 199/211 8/19/13

C2Teachers will attend and engage in professional development to acquire knowledge that will align

curriculum and implement learned skills. Beginning August 19, 20131,3,4 Grade-level transitions 211 8/19/13

D2Teachers will submit weekly lesson plans each Monday that show alignment, support standards tied

together with a purposeful instruction. Beginning August 26, 20131,2,3,4 Reform strategies 211 8/19/13

E2

Teachers will utilize the instructional calendar, profile, and document students’ mastery of specific

skills every three weeks in PLC. As evidence teachers lessons plans will show lesson adjustment based

on feedback. Beginning August 26, 2013

1,3 Instr by HQ tchrs 199/211 8/19/13

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F2

Teachers will actively participate in collaborative meetings to analyze assessment data, share

instructional tools and best practices, ensure curriculum alignment, and build leadership capacity.

Beginning August 26, 2013

1,2,3,4 Assessment Dec-Mak 199/211 8/19/13

G2

Teachers will administer Common Assessments every six weeks school-wide and other progress

monitoring tools and analyze data to implement quality instructional strategies (DOLs, Multiple

Response Strategies), plan RTI, and monitor academic progress of students. Beginning August 26, 2013

1, 3,4 Assessment Dec-Mak 199/211 8/19/13


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A1

Principal and instructional Coach will provide professional development sessions that focus on student

engagement, differentiated instruction and purposeful instruction. (We will utilize Ttile-1 funds to pay

Louis Mangione for professional development session September 7, 2013. Teachers will also be

compensated using Title-1 funds to attend this training.)

1, 2, 5 HQ PD 211 PD 9/7/13

B1

Provide opportunities for teachers to engage in book/article discussions that support student

engagement and purposeful instruction with a follow-up observation to see implementation. (Title -1

funds will be used to purchase "Teach Like a Pirate", "Habits of Mind in Elementary School", "Total

Participation Techniques" ) Beginning September 2013

1, 2, 5 HQ PD 211 8/19/13

C1Provide teachers with the minimum spot observation and provide feedback via face to- face and follow

up using PD 360. (Title -1 funds will be used to purchase PD 360) Beginning August 26, 20131,2, 3, 4, 5 Reform strategies 211 8/19/13

D1Conduct a minimum of six classroom observations on teachers each semester and provide face to face

feedback 50% of the time after each observation. Beginning August 26, 20131,2, 3, 4, 5 Reform strategies 199/211 8/26/13

E1

Use school data to review/reinforce/monitor Response to Intervention. (We will utilize Title-1 funds to

compensate teachers and instructional coach for after-school tutoring and Saturday School). Beginning

Fall, 2013

5 Coordination of Svcs 211 8/19/13

Using the Fall and Spring Climate Survey as evidence, survey will indicate that 75% of teachers believe the professional development sessions helps improve their instruction. (Spring 2013 semester score was 68% ).

Using Fall and Spring campus-based survey as evidence, survey will indicate 75% of teachers believe professional book studies and article discussions have assisted them in improving their instruction in the areas of student

engagement and purposeful instruction.




(Measurable results that describe success.)By the end of January 2014, the average rating for purposeful instruction and engagement will be a 1.5 or higher as measured by Tom Field administrators using the Dallas ISD Spot Observation Form. (Spring 2013 semester rating

was PI-1.44 and Eng 1.17). By the end of May 2014, the average rating for purposeful instruction and engagement will be a 1.75 or higher as measured by Tom Field administrators using the Dallas ISD Spot Observation Form.

(Spring 2013 semester rating was PI-1.44 and Eng 1.17).

Using the Fall and Spring Climate Survey as evidence, survey will indicate that 85% of teachers believe the feedback they receive from spot observations helps improve their instruction. (Spring 2013 semester score was 84% ).

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F1Principal and Instructional Coach will use the spot observation data every three weeks to identify

trends across campus and plan for future professional development. Beginning September 16, 20131,2, 3, 4, 5 Reform strategies 199/211 8/26/13

G1

Principal will purchase technology resources in support of achieving academic growth in reading, math

and science. This purchase will include software and web-based programs such as Brain Child, Study

Island as well as COWs, clickers and Smart Board Centers. (Title-1 funds will be utilized to purchase

Brain Child, Study Island and Smart Board Centers) Beginning August 2013

5 Instr by HQ tchrs 211 8/26/13


A2

Teachers will participate in professional development sessions that support district and campus

academic initiatives. Teachers will implement learned student engagement and differentiated

strategies. Beginning August 26, 2013

1, 2, 5 Instr by HQ tchrs 211 8/26/13

B2

Teachers will read, study, present, and share "best practices" from professional books and articles with

colleagues. Teachers will also use the learned information to implement new strategies in an effort to

improve instruction. Teachers will implement learned material. Beginning September 2013

1, 2, 5 Instr by HQ tchrs 211 8/26/13

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C2

Teachers will use principal identified videos from Professional Development 360 as a window in to

areas of instructional improvement. Teachers will implement learned material. Beginning August 26,

2013

1,2, 3, 4, 5 Assessment Dec-Mak 211 8/26/13

D2

Teachers will attend, listen and participate in spot observation feedback sessions with the intention to

improve lesson delivery and student engagement. Teachers will implement learned material. Beginning

August 26, 2013

1,2, 3, 4, 5 Coordination of Svcs 199/211 8/26/13

E2

Teachers will use Common Assessment, ACP, Reasoning Mind, I-Station data to provide after-school

and Saturday tutoring to provide instructional interventions for struggling students. Beginning Fall,

2013

5Timely Add'l

Assistance211 8/26/13

F2Teachers will attend and participate in campus-wide professional development which address campus

needs. Teachers will implement learned material. September 16, 20131,2,3,4,5 Reform strategies 199/211 8/26/13

G2

Teachers will Integrate technology resources in support of achieving academic growth in reading,

math and science. ( Brain Child, Study Island, smartboards, COWs, clickers, etc. to positively impact

instruction). Beginning August 26, 2013

5 Instr by HQ tchrs 211 8/26/13


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A1Establish a campus committee to meet monthly to monitor, discuss campus culture, climate and

student discipline data. Beginning August 21, 20131,2 Reform strategies 199 8/19/13

B1

Provide weekly communication via newsletters to staff members, parents, and community partners

via newsletters, communication folders, school agendas, or School Messenger. Beginning August 26,

2013

5 Parent involvement 199 8/26/13

C1

Provide professional development via book studies, articles, workshops and videos that assist staff

members in creating an environment that creates and supports class culture conducive for learning by

minimizing disruptive behavior. (Title -1 funds will be used to purchase PD 360) Beginning August 2013

1,2,3,4 HQ PD 211 8/19/13

D1Utilize weekly, activities that support the Core Beliefs for each PD/campus meeting. Beginning August

19, 20131,2,4 Needs assessment 199 8/19/13

E1Facilitate the development of a shared vision and set of goals for the 2013-2014 school year and

expect staff to model desired outcome. Beginning August 21, 20131,2,3,4 Reform strategies 199 8/19/13

F1Use Survey Monkey at the end of each semester to measure staff's knowledge of the direction of the

Campus , District and their role in implementing the key actions. November 20131,2,3,4 Reform strategies 199 12/20/13

G1Create rubric for criteria for monthly recognition of staff members and students. Beginning September,

20134 Needs assessment 199/211 8/19/13

H1 Principal will recruit and retain highly effective teachers as vacancies arise. August 2013-May 2014 4 Attracting HQ staff

Using the campus-based Fall and Spring Survey as evidence, our Campus Percent Positive on Culture and Environment will maintain a 70% both Fall and Spring semesters.


Create and sustain a positive and compassionate "common culture" throughout the campus that leads toward accomplishing our vision, mission and reinforcing the Core Beliefs.


(Measurable results that describe success.)

Using the Fall and Spring Climate Survey as evidence, 85% of staff members will understand the direction of the Campus , District and know their role in implementing the key actions.

Using meeting agendas and sign-in sheets as evidence, 95% of all faculty meeting and professional development will show connection to the campus vision, mission and goals or Campus Action Plan.

Using the campus-based Fall and Spring Survey as evidence, 70% of our staff members will believe their colleagues support and enforce campus' discipline initiatives.

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Using the campus-based Fall and Spring Survey as evidence, our Campus Percent Positive on Culture and Environment will maintain a 70% both Fall and Spring semesters.


Create and sustain a positive and compassionate "common culture" throughout the campus that leads toward accomplishing our vision, mission and reinforcing the Core Beliefs.



Using the Fall and Spring Climate Survey as evidence, 85% of staff members will understand the direction of the Campus , District and know their role in implementing the key actions.

Using meeting agendas and sign-in sheets as evidence, 95% of all faculty meeting and professional development will show connection to the campus vision, mission and goals or Campus Action Plan.

Using the campus-based Fall and Spring Survey as evidence, 70% of our staff members will believe their colleagues support and enforce campus' discipline initiatives.


A2

Committee members will participate and communicate ideas with colleagues on improving the

campus' culture and climate. During this meeting staff members will also review current discipline

data and provide ideas or suggestions. Teachers will implement learned material. Beginning August

21, 2013

1,2 Reform strategies 199 8/19/13

B2Staff members will utilize various communication tools to communicate with parents. Beginning

August 19, 20135 Parent involvement 199 8/26/13

C2

Staff members will participate in professional development sessions that address classroom

management and support campus discipline initiatives by reviewing, modeling and enforcing

expectations. Teachers will implement learned material. Beginning August 19, 2013

1,2,3,4 Reform strategies 211 8/19/13

D2Staff members will participate in activities that support the Core Beliefs for each campus meeting.

Teachers will implement learned material. Beginning August 19, 20131,2,4 Reform strategies 199 8/19/13

E2Staff members will participate in developing the campus' vision and goals for the 2013-2014 school

year. Teachers will implement learned material. Beginning August 19, 20131,2,3,4 Reform strategies 199 8/19/13

F2 Staff members will participate in the campus survey to measure campus' progress. November 2013 1,2,3,4 Reform strategies 199 8/19/13

G2Staff members will use the campus rubric to nominate the staff member and student of the month.

September 20134 Needs assessment 199/211 9/27/13

H2Staff members will participate in the interviewing panel of candidates as vacancies arise. August 2013-

May 20144 Attracting HQ staff


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Tom W Field Elementary School [144] 2013-14 School Action Plan

Division 1

JEFFERSON T FP

KEY ACTION PROGRESS REPORT

KEY ACTION 1

Strengthen curriculum alignment through planning and professional

devleopment.

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

Prior to the beginning of each six weeks principal will provide teachers with time to

develop an instructional calendar to emphasize specific areas of need. Beginning

September 9, 2013.

9/9/13

Prior to the beginning of each six weeks teachers will create an instructional

calendar outlining the readiness and supporting standards to be taught the next

six weeks. Beginning August 26, 2013

8/19/13

During weekly PLC's administrators will provide training on bookends, aligning,

instruction, LOs, DOLs and backwards planning. Beginning August 19, 2013.8/19/13

All teachers will attend and engage in weekly professional development to

acquire knowledge that will assist in unpacking the standards, TEK bundling,

lesson alignment, LOs, DOLs, backwards planning data collection, lesson

adjustment and implement learned skills. Beginning August 26, 2013

8/19/13

Principal will provide professional development and opportunities to attend campus

professional development and local/national conferences that focus on curriculum

alignment, lesson adjustment and instruction. (Local and national conferences and

summits will be paid through with Title-1 Funds.

8/19/13

Teachers will attend and engage in professional development to acquire

knowledge that will align curriculum and implement learned skills. Beginning

August 19, 2013

8/19/13

Principal, Instructional Coach, and Leadership Team will provide ongoing training

beginning August 19, 2013,on the district's Lesson Plan Rubric and aligning the

curriculum.(Instructional coach and leadership team will be paid through Title-1 funds

for time beyond working hours at $20.00/hr. beginning August 5, 2013 and on-going)

8/5/13

Teachers will submit weekly lesson plans each Monday that show alignment,

support standards tied together with a purposeful instruction. Beginning August

26, 2013

8/19/13

Principal and Instructional Coach will provide an opportunity for teachers to plan,

discuss, profile progress and align future instruction. (We will use Title-1 funds to hire

1 instructional coach. August 19, 2013 and on-going).

8/19/13

Teachers will utilize the instructional calendar, profile, and document students’

mastery of specific skills every three weeks in PLC. As evidence teachers

lessons plans will show lesson adjustment based on feedback. Beginning August

26, 2013

8/19/13

Principal will purchase technology resources to assist in assessing alignment,

disaggregating data and mastery of TEKS. (We will utilize Title-1 funds to purchase

EduPhoria and Measuring-Up Live). August 2, 2013-June 7, 2014.

8/2/13

Teachers will actively participate in collaborative meetings to analyze

assessment data, share instructional tools and best practices, ensure curriculum

alignment, and build leadership capacity. Beginning August 26, 2013

8/19/13

SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS

Teachers will administer Common Assessments every six weeks school-wide

and other progress monitoring tools and analyze data to implement quality

instructional strategies (DOLs, Multiple Response Strategies), plan RTI, and

monitor academic progress of students. Beginning August 26, 2013

8/19/13

KEY ACTION 2

Increase academic achievement by improving the quality of

instruction through feedback and professional development.


Principal and instructional Coach will provide professional development sessions that

focus on student engagement, differentiated instruction and purposeful instruction.

(We will utilize Ttile-1 funds to pay Louis Mangione for professional development

session September 7, 2013. Teachers will also be compensated using Title-1 funds to

attend this training.)

9/7/13

Teachers will participate in professional development sessions that support

district and campus academic initiatives. Teachers will implement learned

student engagement and differentiated strategies. Beginning August 26, 2013

8/26/13

Provide opportunities for teachers to engage in book/article discussions that support

student engagement and purposeful instruction with a follow-up observation to see

implementation. (Title -1 funds will be used to purchase "Teach Like a Pirate", "Habits

of Mind in Elementary School", "Total Participation Techniques" ) Beginning

September 2013

8/19/13

Teachers will read, study, present, and share "best practices" from professional

books and articles with colleagues. Teachers will also use the learned

information to implement new strategies in an effort to improve instruction.

Teachers will implement learned material. Beginning September 2013

8/26/13

Provide teachers with the minimum spot observation and provide feedback via face

to- face and follow up using PD 360. (Title -1 funds will be used to purchase PD 360)


8/19/13

Teachers will use principal identified videos from Professional Development 360

as a window in to areas of instructional improvement. Teachers will implement

learned material. Beginning August 26, 2013

8/26/13

Conduct a minimum of six classroom observations on teachers each semester and

provide face to face feedback 50% of the time after each observation. Beginning

August 26, 2013

8/26/13

Teachers will attend, listen and participate in spot observation feedback

sessions with the intention to improve lesson delivery and student engagement.

Teachers will implement learned material. Beginning August 26, 2013

8/26/13

Use school data to review/reinforce/monitor Response to Intervention. (We will

utilize Title-1 funds to compensate teachers and instructional coach for after-school

tutoring and Saturday School). Beginning Fall, 2013

8/19/13

Teachers will use Common Assessment, ACP, Reasoning Mind, I-Station data to

provide after-school and Saturday tutoring to provide instructional

interventions for struggling students. Beginning Fall, 2013

8/26/13

Principal and Instructional Coach will use the spot observation data every three weeks

to identify trends across campus and plan for future professional development.

Beginning September 16, 2013

8/26/13

Teachers will attend and participate in campus-wide professional development

which address campus needs. Teachers will implement learned material.

September 16, 2013

8/26/13

Principal will purchase technology resources in support of achieving academic growth

in reading, math and science. This purchase will include software and web-based

programs such as Brain Child, Study Island as well as COWs, clickers and Smart Board

Centers. (Title-1 funds will be utilized to purchase Brain Child, Study Island and Smart

Board Centers) Beginning August 2013

8/26/13

Teachers will Integrate technology resources in support of achieving academic

growth in reading, math and science. ( Brain Child, Study Island, smartboards,

COWs, clickers, etc. to positively impact instruction). Beginning August 26, 2013

8/26/13


KEY ACTION 3

Create and sustain a positive and compassionate "common culture"

throughout the campus that leads toward accomplishing our vision,

mission and reinforcing the Core Beliefs.


Establish a campus committee to meet monthly to monitor, discuss campus culture,

climate and student discipline data. Beginning August 21, 20138/19/13

Committee members will participate and communicate ideas with colleagues

on improving the campus' culture and climate. During this meeting staff

members will also review current discipline data and provide ideas or

suggestions. Teachers will implement learned material. Beginning August 21,

2013

8/19/13

Provide weekly communication via newsletters to staff members, parents, and

community partners via newsletters, communication folders, school agendas, or

School Messenger. Beginning August 26, 2013

8/26/13Staff members will utilize various communication tools to communicate with

parents. Beginning August 19, 20138/26/13

Provide professional development via book studies, articles, workshops and videos

that assist staff members in creating an environment that creates and supports class

culture conducive for learning by minimizing disruptive behavior. (Title -1 funds will

be used to purchase PD 360) Beginning August 2013

8/19/13

Staff members will participate in professional development sessions that

address classroom management and support campus discipline initiatives by

reviewing, modeling and enforcing expectations. Teachers will implement

learned material. Beginning August 19, 2013

8/19/13

Utilize weekly, activities that support the Core Beliefs for each PD/campus meeting.

Beginning August 19, 20138/19/13

Staff members will participate in activities that support the Core Beliefs for each

campus meeting. Teachers will implement learned material. Beginning August

19, 2013

8/19/13

Facilitate the development of a shared vision and set of goals for the 2013-2014

school year and expect staff to model desired outcome. Beginning August 21, 20138/19/13

Staff members will participate in developing the campus' vision and goals for

the 2013-2014 school year. Teachers will implement learned material.


8/19/13

Use Survey Monkey at the end of each semester to measure staff's knowledge of the

direction of the Campus , District and their role in implementing the key actions.

November 2013

12/20/13Staff members will participate in the campus survey to measure campus'

progress. November 20138/19/13

Create rubric for criteria for monthly recognition of staff members and students.

Beginning September, 20138/19/13

Staff members will use the campus rubric to nominate the staff member and

student of the month. September 20139/27/13

Principal will recruit and retain highly effective teachers as vacancies arise. August

2013-May 2014

Staff members will participate in the interviewing panel of candidates as

vacancies arise. August 2013-May 2014


KEY ACTION 4

0



KEY ACTION 5

0




STATUS

STAFF ACTIONS

Tom W Field Elementary School [144] 2013-14 School Action Plan

Division 1

JEFFERSON T 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 3

2 Reform strategies 12

3 Instr by HQ tchrs 5

4 HQ PD 5

5 Attracting HQ staff 2

6 Parent involvement 2

7 Grade-level transitions 2

8 Asssessment Dec-Mak 0 Must have at least one action step that supports Asssessment Dec-Mak.

9 Timely Add'l Assistance 1

10 Coordination of Svcs 2

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

TITLE I OR SCE FUNDED STAFF

JOB CODE EMPLOYEE ID EMPLOYEE FUND FTE

school action plan: template overview

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