t. w. browne middle school analysis · assessment data to develop teachers, make sound...

T. W. Browne Middle School Analysis

Problem 1: Teacher capacity needs improvement in designing and delivering student-centered lessons that are targeted to "All" student needs and aligned to state standards.

Goal: Improve teacher capacity to design and deliver student-centered lessons that are targeted to "All" student needs and aligned to state standards, ensuring that a minimum of 60% AA, Hispanic, ELL, Sped, and ED students meet standard on Index 1 as measured by STAAR - May, 2016.

Cause: All lesson plans do not reflect aligned and student-centered differentiation, to include weekly small group instruction content and grouping; less than 50% of teachers scored proficient on the TEI rubric; no growth in positive response (Level II and Final Level II) from all student groups- Index 4

How to address the problem: School leadership and staff will develop and implement a series of specific actions to design and deliver student-centered lessons that target "All" students.

Problem 2: There is a need to promote the continuous use of formative, interim, and summative assessment data to develop teachers, make sound instructional decisions, and differentiate instruction to meet the needs of each student.

Goal: Promote the continuous use of formative, interim, and summative assessment data to develop teachers, make sound instructional decisions, and differentiate instruction to meet the needs of each student so that by June 2016, 100% of core teachers will utilize All In Learning to collect and disaggregate student assessment data weekly at minimum; will use All in Learning for DOLs.

Cause: The scores of 56% in Reading (Combined), 45% in Writing, 43% in Science, and 27% in Social Studies are below the state standards for AA, Hispanic, ED, Sped, ELL..

How to address the problem: School leadership and staff will develop and implement a series of specific actions to increase data driven instruction among teachers.

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Problem 3: There is a need to foster a positive school culture with professional interactions and high standards for student ownership of learning, excellence in teaching, and a parent/school partnership focusing on student achievement.

Goal: Foster a positive school culture with professional interactions and high standards for student ownership of learning, excellence in teaching, and a parent/school partnership focusing on student achievement, to the end that TEI Rubric Indicator 2.5 (Student-Engagement) will show 75% of teachers as proficient by June 2016, and Index 1 will be met at 60% or better.

Cause: Only 73% of teachers responded favorably in the areas of positive school climate; only 63% of teachers believed that discipline and disruptive students were handled correctly.

How to address the problem: School leadership and staff will develop and implement a series of specific actions to foster a positive school culture and increase parent/school partnerships.

District Name:

Campus Name:

Definition /Purpose:

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Cause 10:

T. W. Browne

Dallas ISD

Needs Assessment Summary and Improvement Plan

After your data analysis yields a summary of findings that results in a set of problem statements, the next step is to engage in the needs assessment process to identify root causes. The 5 steps of the root causes assessment include:

Step 1: Clarify and prioritize problem statementsStep 2: Establish the purpose of assessing root causes and establish the teamStep 3: Gather dataStep 4: Review data analysisStep 5: Root cause analysis

The needs assessment process is intended to safeguard against planning or implementing strategies before the root cause of a problem is understood.

Teacher capacity needs improvement in designing and delivering student-centered lessons that are targeted to "All" student needs and aligned to state standards.

There is a need to foster a positive school culture with professional interactions and high standards for student ownership of learning, excellence in teaching, and a parent/school partnership focusing on student achievement.

There is a need to promote the continuous use of formative, interim, and summative assessment data to develop teachers, make sound instructional decisions, and differentiate instruction to meet the needs of each student.

is occurring because of Root Cause #3



Problem Statements (PS):

Problem statements are carried over from

Section VI of the Campus Data Analysis tab

ORSection VI of the

District Data Analysis Summary

tab.

Identified and Prioritized Root Causes:

It is important to prioritize your root causes so that your improvement plan is targeted and focused. Although a TEC §11 campus/district improvement plan is critical to overall success, the TEC §39 targeted improvement plan is intended to address the specific reasons for low performance in the state accountability, PBM, or RF system. To ensure a targeted improvement plan, identify what focus areas will have the greatest impact on the reason(s) for low performance in an index, system safeguard, or PBMAS indicator and ensure those are your prioritized root causes.

If the district or campus would like to identify more than 10 root causes, contact the support specialist assigned to the review.

*** Important Notice! Improvement Required (IR) districts/campuses must complete the following attestation statement to fulfill TEC §39.106 requirements.***

All lesson plans do not reflect aligned and student-centered differentiation, to include weekly small group instruction content and grouping; less than 50% of teachers scored proficient on the TEI rubric; no growth in positive response (Level II and Final Level II) from all student groups- Index 4

The scores of 56% in Reading (Combined), 45% in Writing, 43% in Science, and 27% in Social Studies are below the state standards for AA, Hispanic, ED, Sped, ELL.

Only 73% of teachers responded favorably in the areas of positive school climate; only 63% of teachers believed that discipline and disruptive students were handled correctly.

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Cause #6





By checking the box, I attest that an on-site needs assessment has been conducted according to TEC §39.106 (b) and recommendations were made by the intervention team when considered appropriate. In addition, these findings have been recorded and are available upon request.

Attestation Statement:

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Cause #10


District Name:

Campus Name: T. W. Browne

Dallas ISD


Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness

Q1 Goal:

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Did you meet this quarter's goal?

Provide the data or evidence that supports meeting or making progress toward this quarterly goal.

Are you on track to meet the annual goal?

What, if any, adjustments must be made in order to meet the annual goal?

Data Analysis Process (Specific) Interventions

Data Quality Annual Goals

Appropriate Strategy CSF/ESEA Turnaround

Identification of Root Cause Training

Quarterly Planning Process Other

Ongoing Monitoring and Interventions

End of Year Reporting


Provide the data that supports your 4th quarter status of this annual goal.

If you did meet your annual goal, to what do you attribute your success?

If you did not meet your annual goal, to what do you attribute your lack of success?

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Please provide additional information for the selection of Other or for any selected elements.

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Interventions by Quarter

Strategy:

Annual Goal: Teacher capacity needs improvement in designing and delivering student-centered lessons that are targeted to "All" student needs and aligned to state standards.

All lesson plans do not reflect aligned and student-centered differentiation, to include weekly small group instruction content and grouping; less than 50% of teachers scored proficient on the TEI rubric; no growth in positive response (Level II and Final Level II) from all student groups- Index 4

School leadership and staff will develop and implement a series of specific actions to design and deliver student-centered lessons that target "All" students.

Improve teacher capacity to design and deliver student-centered lessons that are targeted to "All" student needs and aligned to state standards, ensuring that a minimum of 60% AA, Hispanic, ELL, Sped, and ED students meet standard on Index 1 as measured by STAAR - May, 2016.

Problem Statement 1:

Index Number:

Critical Success Factors (CSFs)/

ESEA Turnaround Principles (TPs)/

Major Systems

Root Cause 1:

CSF 1 - Improve Academic Performance / ESEA TP: Strengthen the School's Instruction

CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers

CSF 6-School Climate/ESEA TP: Improve School Environment

CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement

CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar

CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership

CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction

How will addressing this root cause impact the index/indicator/CSF?

Academic performance is the foundational Critical Success Factor. By ensuring the Critical Success Factors of teacher quality, effective leadership, data driven instructional decisions, productive community and parent involvement, efficient use of learning time, and maintaining a positive school climate, campuses can increase performance for all students.Teacher quality focuses on the need to recruit and retain effective teachers while supporting and enhancing the knowledge and skills of current staff with job-embedded professional development. Over two decades of research has demonstrated a clear connection between teacher quality and increased student performance. The evidence shows that low-income students are more likely to benefit from instruction by a highly effective teacher than are their more advantaged peers (Nye, Konstantoupoulos, & Hedges, 2004). Students enrolled in successive classes taught by effective teachers show greater gains in student performance than student groups taught by less effective teachers (Sanders & Rivers, 1996). LEAs and campuses can have a direct impact student achievement through the effective implementation of a comprehensive teacher quality program.

Q1 (Aug, Sept, Oct)Districts and 1st Year IR campuses are required to provide,

at a minimum, the interventions accomplished for quarter 1 (Q1).Q3 (Feb, Mar) Q4 (April, May, June)Q2 (Nov, Dec, Jan)

Improve teacher capacity to design and deliver student-centered lessons that are targeted to student needs and aligned to state standards, ensuring that a minimum of 60% met standard on six weeks interim assessments.

Q4 InterventionsQ3 InterventionsQ2 InterventionsQ1 Interventions

Q3 Goal:

Improve teacher capacity to design and deliver student-centered lessons that are targeted to student needs and aligned to state standards, ensuring that a minimum of 60% met standard on Index 1 as measured by STAAR - May 2016.

Improve teacher capacity to design and deliver student-centered lessons that are targeted to student needs and aligned to state standards, ensuring that a minimum of 60% met standard on Index 1 as measured by 4th six weeks core content, interim, common assessments.

Staff will: Engage partnership with UTD Brain Health to provide campus-wide PD in brain research practices on critical thinking. RLA teachers will have one week intensive study and year long follow-up.

School Leadership will: Provide on-the job coaching and/or job emedded opportunities to increase teacher effectiveness in student-centered instruction based.

School Leadership will: Conduct content-specific professional development on state standards(TEKS) and research best practices on targeted instrcution, differentiation techniques and small group instruction.

Staff will: Utilize ongoing feedback from Leadership Team to design effective lessons that are intentional in planning for students needs, misconceptions, interventions and extensions.


School leadership will: Provide on-the job coaching and/or job embedded opportunities to increase teacher effectiveness in student-centered instruction based.


3)

Staff will: Engage partnership with UTD Brain Health to provide campus-wide PD in brain research practices on critical thinking. RLA teachers will have one week intensive study and year long follow-up.4)

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What data will be collected to monitor interventions in Q2?What data will be collected to monitor interventions in Q1?

Six weeks common assessment results for each core content

Student Survey Results

TEI 2.5 initial rubric statement regarding engaging students at all learning levels in rigorous work as measured by leadership team focus walks.

All lesson plans will reflect aligned and student-centered differentiation, to include weekly small group instruction content and grouping.

Q2 Goal:

Improve teacher capacity to design and deliver student-centered lessons that are targeted to student needs and aligned to state standards, ensuring that a minimum of 60% met standard on (core content classes) as measured by mid-term District ACPs.

Q4 Goal:

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Mid-term district ACP assessment results




4th six weeks common assessment results

School Leadership will: Conduct content-specific professional development on state standards(TEKS) and research best practices on targeted instruction, differentiation techniques and small group instruction.

School leadership will: Provide on-the job coaching and/or job embedded opportunities to increase teacher effectiveness in student-centered instruction based.


Staff will: Engage partnership with UTD Brain Health to provide campus-wide PD in brain research practices on critical thinking. RLA teachers will have one week intensive study and year long follow-up.


School leadership will: provide on-the job coaching and/or job embedded opportunities to increase teacher effectiveness in student-centered instruction based.


Staff will: Engage partnership with UTD Brain Health to provide campus-wide PD in brain research ptcatices on critical thinking. RLA teachers will have one week intensive study and year long follow-up.


What data was collected to monitor interventions in Q4?What data will be collected to monitor interventions in Q3?



STAAR results of Spring 2016, Index 4

End of Quarter Reporting

Q4 Report

Did you meet your annual goal?



Select

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Q1 Report Districts and 1st Year IR campuses are not required to complete the

quarter 1 (Q1) report. Q3 Report

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Q2 Report


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<Enter any additional information here>What, if any, adjustments must be made in order to meet the annual goal?




District Name:


Dallas ISD



Q1 Goal:

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SelectAre you on track to meet the annual goal?


SelectDid you meet your annual goal?

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<Enter any additional information here> <Enter any additional information here>

SelectDid you meet this quarter's goal?



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4) 4) 4)



quarter 1 (Q1) report. Q2 Report Q3 Report Q4 Report

Level II and Level III individual student results as measured by first six weeks common assessments

2)Level II and Level III individual student results as measured by District mid-term results in all reading, math, writing, social studies and science.

2)

Level II and Level III individual student results measured by 4th six weeks common assessment results

2) "All" category meeting standard Level II and Level III as measured by 6-8 STAAR Math in Spring 2016

Results of weekly mini-assessments using All in Learning to analyze data. 3)



"All" category meeting standard Level II and Level III measured by the 6-8 STAAR Social Studies in Spring 2016.

What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?

First six weeks interim common assesments in Reading, Math, Social Studies, and Science and writing.

1)District mid-term ACP results in Reading, Science, Social Studies, Math and Writing 1)

4th six weeks common assessment results in reading, math, science, social studies, and writing. 1)

"All" category meeting standard Level II and Level III measured by the 6-8 STAAR Science in Spring 2016.

Staff will: Utilize All In Learning to promote on the spot assessment data, disaggregation, and item analysis. 3)

Staff will: Utilize All In Learning to promote on the spot assessment data, disaggregation, and item analysis.

3)

Staff will: Utilize All In Learning to promote on the spot assessment data, disaggregation, and item analysis. 3)

Staff will: Utilize All In Learning to promote on the spot assessment data, disaggregation, and item analysis.

Utilize disaggregated assessments data and RAP plan to provide targeted after-school and Saturday school intervention, to include purchase of necessary resources and transportation. In the summer, incoming 6th graders will attend Reading/Math Camp, as targeted 8th graders will receive SSI for Reading/Math.

4)

Utilize disaggregated assessments data and RAP plan to provide targeted after-school and Saturday school intervention, to include purchase of necessary resources and transportation. In the summer, incoming 6th graders will attend Reading/Math Camp, as targeted 8th graders will receive SSI for Reading/Math. 4)


4)


School Leadership will: provide reteach of Driven by Data (Bambrick) to returning teachers, and in depth training to new teachers during orientation.

1)

School Leadership will: continue to provide training and support to all teachers with regards to collecting data, reading the data, and understanding how to use the data to improve instruction and increase student achievement.

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Facilitate six weeks Common Assessments/weekly mini-assessments to measure student mastery in Reading, Science, Social Studies, and Mathematics through teachers. (Campus Instructional Coaches, Lead Teachers ongoing)

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Q4 (April, May, June)

Promote the continuous use of formative, interim, and summative assessment data to develop teachers, make sound instructional decisions, and differentiate instruction to meet the needs of each student so that by Oct. 2014, 70% of core teachers will utilize All In Learning to collect and disaggregate student assessment data weekly at minimum; will use AiL for DOLs.

Q2 Goal:

Promote the continuous use of formative, interim, and summative assessment data to develop teachers, make sound instructional decisions, and differentiate instruction to meet the needs of each student so that by Jan., 2016, 80% of core teachers will utilize All In Learning to collect and disaggregate student assessment data weekly at minimum; will use AiL for DOLs.

Q3 Goal:

Promote the continuous use of formative, interim, and summative assessment data to develop teachers, make sound instructional decisions, and differentiate instruction to meet the needs of each student so that by March, 2016, 100% of core teachers will utilize All In Learning to collect and disaggregate student assessment data weekly at minimum; will use AiL for DOLs.

Q4 Goal:

Promote the continuous use of formative, interim, and summative assessment data to develop teachers, make sound instructional decisions, and differentiate instruction to meet the needs of each student so that by June 2016, 100% of core teachers will utilize All In Learning to collect and disaggregate student assessment data weekly at minimum; will use AiL for DOLs.

Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions









at a minimum, the interventions accomplished for quarter 1 (Q1).Q2 (Nov, Dec, Jan) Q3 (Feb, Mar)

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Provide information as to how the identified elements and their impact on your success, or lack of success, will inform/influence your planning for the 2016-2017 school year.

Problem Statement 2:There is a need to promote the continuous use of formative, interim, and summative assessment data to develop teachers, make sound instructional decisions, and differentiate instruction to meet the needs of each student.

Annual Goal:

Promote the continuous use of formative, interim, and summative assessment data to develop teachers, make sound instructional decisions, and differentiate instruction to meet the needs of each student so that by June 2016, 100% of core teachers will utilize All In Learning to collect and disaggregate student assessment data weekly at minimum; will use All in Learning for DOLs.

Root Cause 2:The scores of 56% in Reading (Combined), 45% in Writing, 43% in Science, and 27% in Social Studies are below the state standards for AA, Hispanic, ED, Sped, ELL.

Strategy:

School leadership and staff will develop and implement a series of specific actions to increase data driven instuction among teachers.

Index Number:



Major Systems



The use of quality data to drive instructional decisions can lead to improved student performance (Wayman, 2005); (Wayman, Cho, & Johnston, 2007); (Wohlstetter, Datnow, & Park, 2008). This CSF emphasizes effective uses of multiple sources of disaggregated data. However, it is not necessarily the amount of data utilized, but rather how the information is used (Hamilton, et al., 2009). For example, academic achievement can improve when teachers create regular opportunities to share data with individual students (Black & Williams, 2005). Therefore, it is not only the use of data to drive instructional decision-making that is significant, but also the ongoing communication of data with others that provides the greatest opportunity for data to have a positive impact on student learning outcomes.

District Name:


Dallas ISD









Q1 Goal:

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Discipline Data3)

Discipline Data3)

Discipline Data3)

Discipline Data

Spot observations using TEI rubric4)



Spot observations using TEI rubric

Results of parent survey conducted by district central staff in Spring 2015 1)

Results of parent survey conducted by district central staff in Fall 2015 1)

Results of parent survey conducted by district central staff in Spring 2016 1)

Results of parent survey conducted by district central staff in Spring 2016

Results of District Campus Climate Survey conducted in Fall 2015 2)

Results of District Campus Climate Survey conducted in Fall 2015 2)

Results of District Campus Climate Survey conducted in Spring, 2016 2)

Results of District Campus Climate Survey conducted in Spring, 2016

Staff will: Ensure weekly home/school communication regarding student academic progress and social/emotional progress to parents/guardian.

4)

Staff will: Ensure weekly home/school communication regarding student academic progress and social/emotional progress to parents/guardian. 4)

Staff will: Ensure weekly home/school communication regarding student academic progress and social/emotional progress to parents/guardian. 4)

Staff will: Ensure weekly home/school communication regarding student academic progress and social/emotional progress to parents/guardian.


School Leadership will: Provide PD to staff on culturally responsive pedagogy, and monitor for effective implementation with coaching/feedback.

2)

School Leadership will: Provide PD to staff on culturally responsive pedagogy, and monitor for effective implementation with coaching/feedback. 2)

School Leadership will: Provide PD to staff on culturally responsive pedagogy, and monitor for effective implementation with coaching/feedback. 2)

School Leadership will: Provide PD to staff on culturally responsive pedagogy, and monitor for effective implementation with coaching/feedback.

Staff will: Implement best practices in classroom management using Foundations. 3)



Staff will: Implement best practices in classroom management using Foundations.


School Leadership will: Develop, implement and monitor a system of positive behavior supports (Foundations). 1)

School Leadership will: Develop, implement and monitor a system of positive behavior supports (Foundations).

1)

School Leadership will: Develop, implement and monitor a system of positive behavior supports (Foundations). 1)

School Leadership will: Develop, implement and monitor a system of positive behavior supports (Foundations).



at a minimum, the interventions accomplished for quarter 1 (Q1).Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)

Foster a positive school culture with professional interactions and high standards for student ownership of learning, excellence in teaching, and a parent/school partnership focusing on student achievement, to the end that TEI Rubric Indicator 2.5 (Student-Engagement) will show 70% of teachers as proficient byOct. 2016.

Q2 Goal:

Foster a positive school culture with professional interactions and high standards for student ownership of learning, excellence in teaching, and a parent/school partnership focusing on student achievement, to the end that TEI Rubric Indicator 2.5 (Student-Engagement) will show 80% of teachers as proficient by Jan., 2016. Q3 Goal:

Foster a positive school culture with professional interactions and high standards for student ownership of learning, excellence in teaching, and a parent/school partnership focusing on student achievement, to the end that TEI Rubric Indicator 2.5 (Student-Engagement) will show 90% of teachers as proficient by March, 2016.

Q4 Goal:

Foster a positive school culture with professional interactions and high standards for student ownership of learning, excellence in teaching, and a parent/school partnership focusing on student achievement, to the end that TEI Rubric Indicator 2.5 (Student-Engagement) will show 95% of teachers as proficient by June 2016, and Index 1 will be met at 60% or better.

Root Cause 3:Only 73% of teachers responded favorably in the areas of positive school climate; only 63% of teachers believed that discipline and disruptive students were handled correctly.

Strategy:

School leadership and staff will develop and implement a series of specific actions to foster a positive school culture and increase parent/school partnerships.

Index Number:



Major Systems



The connection between school climate and student achievement has been well established in research. Focusing on the development of a campus’ climate as a learning environment is fundamental to improved teacher morale and student achievement (Nomura, 1999). Formally assessing and addressing school climate is essential to any schools’ effort toward successful reform, achievement, and making a difference for underprivileged student groups (California P-16 Council, 2008). Indicators of a positive school climate and welcoming learning environment are increased attendance and reduced discipline referrals. Increased attendance in extracurricular activities is another sign that students feel supported by an affirming school climate. (Scales & Leffert, 1999)









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Problem Statement 3: There is a need to foster a positive school culture with professional interactions and high standards for student ownership of learning, excellence in teaching, and a parent/school partnership focusing on student achievement.

Annual Goal:

Foster a positive school culture with professional interactions and high standards for student ownership of learning, excellence in teaching, and a parent/school partnership focusing on student achievement, to the end that TEI Rubric Indicator 2.5 (Student-Engagement) will show 75% of teachers as proficient by June 2016, and Index 1 will be met at 60% or better.

District Name:


Dallas ISD









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Problem Statement 4: Annual Goal:

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Carpenter Elementary School Analysis

Problem 1: 38% of African American student met or exceeded performance standards on the 2015 STAAR reading assessment.

Goal: 50% of African American students will meet or exceed performance standards on the 2016 STAAR reading assessment.

Cause: The lack of differentiated small group reading instruction that supports students in developing reading proficiency (vocabulary, fluency and comprehension).

How to address the problem: Teachers will implement with fidelity daily phonics lessons, small group reading instruction and teach comprehension through text based evidence.

Problem 2: 48% of African American students met or exceeded performance standards on the 2015 STAAR science assessment.

Goal: 60% of African American students will meet or exceed performance standards on the 2015 STAAR science assessment.

Cause: The inconsistent emphasis on instructional practices for teaching science in grades K-5.

How to address the problem: Teachers will plan and implement lessons with instructional tasks aligned to the verb in the standard, provide students with hands-on activities at least 2 times per week, create and implement daily dual coded (process and content) demonstrations of learning questions.

Problem 3: 50% of students met or exceeded performance standards on the 2015 STAAR writing assessment.

Goal: 60% or more of 4th grade students will meet or exceed performance standards on the 2015 STAAR writing assessment.

Cause: The inconsistent emphasis on instructional practices for teaching writing in grades K-5.

How to address the problem: Implement the Norman Jackson writing model for expository composition and Empowering Writers for revising and editing.

District Name:

Campus Name:


PS 1: Root

Cause 1:

PS 2: Root

Cause 2:

PS 3: Root

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PS 4:Root

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Cause 10:

John W. Carpenter Elementary School

Dallas ISD





38% of African American students met or exceeded performance standards on the 2015 STAAR Reading assessment.

50% of students met or exceeded performance standards on the 2015 STAAR Writing assessment.

48% of African American students met or exceeded performance standards on the 2015 STAAR Science assessment.







ORSection VI of the


tab.





The lack of differentiated small group reading instruction that supports students in developing reading proficiency (vocabulary, fluency and comprehension).

The inconsistent emphasis on instructional practices for teaching science in grades K-5.

The inconsistent emphasis on instructional practices for teaching writing in grades K-5.

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Cause #6







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Cause #10


District Name:

Campus Name: John W. Carpenter Elementary School

Dallas ISD



Q1 Goal:

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Problem Statement 2: 48% of African American students met or exceeded performance standards on the 2015 STAAR Science assessment. Annual Goal:

60% of African American students will meet or exceed peformance standards on the 2015 STAAR science assessment.




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Strategy:

Annual Goal:38% of African American students met or exceeded performance standards on the 2015 STAAR Reading assessment.

The lack of differentiated small group reading instruction that supports students in developing reading proficiency (vocabulary, fluency and comprehension).

Teachers will implement with fidelity daily scripted phonics lessons, small group reading instruction and teach comprehension through text based evidence.

50% of African American students will meet or exceed performance standards on the 2016 STAAR reading assessment.


Index Number:



Major Systems

Root Cause 1:









The differentiated small group reading will improve student fluency, comprehension, mastery of grade level TEKS and positively impact all accountability indices. Addressing this root cause will support the development of student reading proficiency thus, improving the performance of African Americans students in grades 3-5.



100% of reading teachers will implement literacy routines and phonics lessons as evidenced by classroom observations.


Q3 Goal:

100% of African American students in K-2 will show an increase of at least 4 reading levels on the EOY DRA and at least 50% of African American students will meet or exceed the STAAR growth measure

100% of reading teachers will utilize higher order questions to support the development of text dependent comprehension as evidenced by student artifacts and walk-through data.

Administer the BOY Developmental Reading Assessment (DRA) and group students by level

Redesign the reading language arts instruction block to include: literacy routines, phonics, DEAR, writing and the daily content lesson

Provide professional development on literacy routines and phonics lessons

Provide resources for literacy routines and phonics lessons

Provide ongoing professional development on the campus guided reading, literacy management protocol accompanied with expectations and utlize the PLC and instructional planning time to discuss and plan interventions

Develop a walk-through and feedback schedule to ensure every reading teacher receives 2 walk-throughs and 1 feedback per week

Thirty or more (3rd and 4th grade) African American students will receive an additional 3 hours per week of guided reading tutoring during the school day from our community partner Beacon Hill Prepratory Institute

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Administer the MOY Developmental Reading Assessment (DRA) and regroup students as necessary4)

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BOY DRA data and leveled student groups

Lesson plans

Walk-through observation data

Professional development agendas and sign in sheets

Q2 Goal:

100% of reading teachers will implement Guided Reading and will obtain a partially proficient rating or higher for indicator 2.5 on the spot observation tool. Q4 Goal:

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Levelved reading groups with running records

MOY Developmental Reading Assessment (DRA) results



Lesson plans and student artifacts

Student DOL data

Provide professional development on text dependent questioning and provide levelved questions stems

Teachers will utilize text dependent questions and strategies daily.

Teachers will use text dependent questions as a DO NOW activity and post 3 questions for students to answer throughout the lesson.

Daily DOL's will require text evidence to support answers.

Build schedule and timeline to administer the Developmental Reading Assessment (DRA)

Refine literacy stations to ensure student engagement during DRA testing

Compare K-4 BOY and EOY DRA results and 5th grade STARR progress measures for African American

Schedule and conduct reflective conferences for program refinement and modifcation

DRA schedule and timeline


Literacy management chart and system

K-4 BOY and EOY DRA results and 5th grade growth data for African American students

2016 - 2017 Carpenter Reading Plan


Q4 Report




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District Name:


Dallas ISD



Q1 Goal:

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Root Cause 3: The inconsistent emphasis on instructional practices for teaching writing in grades K-5. Strategy:

Implement the Norman Jackson writing model for expository composition and Empowering Writers for revising and editing in grades K-5.

Index Number:

CSF 1 - Improve Academic Performance / ESEA TP: Strengthen the School's Instruction The implementation of a writing model along with reserach based revising and editing strategies will ensure consistent instructional practices for teaching writing in grades K-5. Addressing this root cause will provide



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Problem Statement 3: 50% of students met or exceeded performance standards on the 2015 STAAR Writing assessment. Annual Goal:

60% or more of 4th grade students will meet or exceed performance standards on the 2015 STAAR writing assessment.




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Teacher samples of exemplar lessons2)

Number of mentors and project completions2)

Weekly DOL one-pager2)

Student interactive notebooks as a artifact

Observation and feedback based on classroom observations. 3)

ACP disaagregated data by ethnicity 3)

Mentor log with notes on focused areas3)

2016-2017 Science Plan


Student interactive notebooks as artifacts1)

Shared activites and outcomes1)

Professional development 3, 2, 1 outcome1)

Student DOL data

Develop and implement a science observation schedule and provide feedback to teachers 3)

Utlize mentors to support African American students in the completion of the science fair project.

3)

Utilize mentors to support African American students on areas of need as identified by the December ACP and February 9-week assessment 3)

Schedule and conduct reflective conferences for program refinement and modifcation

4)

Administer district science ACP and disaagregate perfomance data with an emphasis on African American student performance. 4) 4)

Teacher will provide small group instruction to support African American students on identified needs

Provide professional development on instructional alignment and interactive notebooks

1)Monthly Science PLC for research and sharing of hands on activites and experiments. 1)

Provide professional development on dual coded questions using the released science STAAR assessment

1)Teacher will assist students in tracking daily DOL performance

Provide a model lesson plan as an exemplar of lesson cycle in a science classroom. 2)

Coordinate multi-campus science professional learning community (PLC) to share instructional activities and best practices

2)Teachers will identify and/or modify questions to ensure they assess process and content skills. 2)

Utilize interactive notebooks as a tool to support tracking progress


100% of teachers will align the verb in the standard to the independent practice tasks as evidenced by lesson plans and walk-through observations.

Q2 Goal:

100% of science teachers will implement a hands-on activity or experiment a minimum of two times per week as evidenced by student recording sheets in their interactive notebook

Q3 Goal:

100% of science teachers will implement dual coded DOL questions as evidenced by classroom observations. Q4 Goal:

The 5th grade science teacher will implement daily hands on stations with acompained STAAR formatted DOL's with African American students peforming at 60% or higher.











Root Cause 2: The inconsistent emphasis on instructional practices for teaching science in grades K-5. Strategy:

Teachers will plan and implement lessons with instructional tasks aligned to the verb in the standard, provide students with hands-on activities at least 2 times per week, create and implement daily dual coded (process and content) demonstrations of learning questions.

Index Number:



Major Systems



The implementation of aligned hands on instructional tasks and the use of dual coded questions will incorporate research based instructional strategies to meet the learning needs of African American students. The hands on tasks will allow students to experience science concepts and the dual coded questions will require them to apply process skills and content knowledge to answer questions. Addressing this root cause will provide consistent science instruction in grades K-5 thus, improving the performance of African Americans students in all four accountablitiy indices.

District Name:


Dallas ISD


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3)Student interactive notebooks as artifacts

3)Student progress data sheet

3)Grade level writing focus areas for 2016-2017

4) 4) 4)

BOY student assessment data and profile1)

Campus professional development from 4th grade teachers on Empowering Writers revising and editing 1)

4th grade STAAR writing academy schedule and student groups 1)

Writing assessment schedule and timeline

Student writing groups2)

Classroom observation data2)

Classroom observation data2)

Blue student portfolio with artifacts and profile sheet

4)Teachers will incorporate the use of interactive notebooks focusing on revising and editing procedures and student daily assignments

4) 4)


Teachers will create writing groups based on data.

2)

Develop a walk-through and feedback schedule to ensure every reading/language arts teacher receives 2 walk-throughs and 1 feedback per week. 2)

4th grade teachers will utilize 2015 student compositions and STAAR rubric to identity levels of writing as well as determine strategies to improve using the language of the rubric

2)

Distribute student portfolio expectaions and provide student profile sheets

3)

Teachers will utilize expository mentor texts to show structural components and guide expository writing.

3)

Teachers will assist students with charting progress data in relation to expository composition, revising and editing. 3)

Teacher grade level transition meetings to discuss portfolio data and implementations for writing instruction for 2016-2017


Administer the BOY writing assesment to group students for small group writing conferences

1)4th grade reading/language teachers attend Empowering Writers Workshop and develop a trainer of trainers model for the campus.

1)4th grade students will participate in a weekly STAAR writing academy 1)

Build schedule and timeline to administer the EOY writing assessment.




100% of students will take a writing composition assessement to determine small group placement. Q2 Goal:

100% of reading/language arts teachers will implement daily mini-lessons on grammar, conventions, use expository mentor texts and will obtain a partially proficient rating for indicator 2.3 on the spot observation tool.

Q3 Goal:

4th Grade language arts teachers will use Empowering Writers editing and revising passages/questions in class at least 3x per week and K-3 teachers will use the strategies at least 1x per week.

Q4 Goal:

100% of K-5 of reading/language arts teachers will administer an EOY writing assessment and finalize student portfolios.



Major Systems


consistent writing instruction in grades K-5 thus, improving student achievement in indices 1, 3 and 4. CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction






David W. Carter High School Analysis

Problem 1: Increase Student Progress - Only 28% of all students met or exceeded progress measure.

Goal: Improve student progress by increasing student academic achievement in English and Math from 28% to 38%.

Cause: Student progress/growth was not continuously monitored.

How to address the problem: Campus administrators will regularly monitor and observe classrooms, providing instructional feedback to adjust and improve instruction.

Problem 2: Analyze Data - Teachers collect data without analyzing and using the data for individual student’s progress monitoring, drive instruction and plan intervention.

Goal: By the end of the school year, 100% of core content teachers will be trained and able to implement Data Driven Instruction protocol (DDI).

Cause: Teachers collected assessment data, however, they do not fully implement data driven instruction.

How to address the problem: Implement an ongoing system for collecting and analyzing data aligned with student expectations, utilizing guiding questions.

Problem 3: High Quality Professional Development - Professional development did not provide enough opportunities to improve teacher capacity to address progress monitoring and individual student profiling.

Goal: By the end of May 2016, Index 2 will improve from 14 to the targeted score of 15. Final level II will increase by at least 5%

Cause: Teachers' professional development opportunities did not include embedded best practice strategies that are likely to influence effective teaching and improve student progress.

How to address the problem: Administrators, Academic facilitators, and campus instructional coaches will provide embedded best practice instructional planning delivery strategies and effective curriculum alignment during PLC.

District Name:

Campus Name:


PS 1: Root

Cause 1:

PS 2: Root

Cause 2:

PS 3: Root

Cause 3:

PS 4:Root

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PS 7: Root

Cause 7:

PS 8:Root

Cause 8:

PS 9:Root

Cause 9:

PS 10:Root

Cause 10:



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Cause #10


David W. Carter High School

Dallas ISD





Increase Student Progress - Only 28% of all students met or exceeded progress measure.

High Quality Professional Development - Professional development did not provide enough opportunities to improve teacher capacity to address progress monitoring and individual student profiling.

Analyze Data - Teachers collect data without analyzing and using the data for individual students progress monitoring, drive instruction and plan intervention.







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Student progress/growth was not continuously monitored.

Teachers collected assessment data, however, they do not fully implement data driven instruction.

Teachers' professional development opportunities did not include embedded best practice strategies that are likely to influence effective teaching and improve student progress.

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Cause #6





District Name:

Campus Name: David W. Carter High School

Dallas ISD



Q1 Goal:

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3)

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DOL tracker, Students Profile Charts, Tiered Assessment Charts, Progress Reports.

Spot Observations Tracker

Administered Common Assessments every three weeks to monitor student progress for all student groups with emphasis on ELL and Special Ed tiDevelop multiple types of formative assessments to measure student learning at an appropriate level of rigor.

Implement best practices from Marzano research-based strategies and effective reading and writing instruction to improve academic achievement and the EOC i tTier students based on EOC performance and monitor progress by six weeks common assessments.

Administered Common Assessments every three weeks to monitor student progress for all student groups with

h i ELL d S i l Ed tiDevelop multiple types of formative assessments to measure student learning at an appropriate level of rigor.

Implement best practices from Marzano research-based strategies and effective reading and writing instruction to i d i hi t d thTier students based on EOC performance and monitor progress by six weeks common assessments.

SchoolNet Data analysis of common assessments.








Q2 Goal:

Increase common assessment performance for each student by 5% from theprevious six weeks common assessment results (all contents). Q4 Goal:

1)

3)

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Increase common assessment performance for each student by 5% from the first six weeks common assessment results (all contents).


Q3 Goal:

Increase Final Level II performance results by 15% and increase student progress from 28% to 38%.

Increase mid term common assessment EOC performance for each student by 5% from the previous six weeks common assessment results.

Tier students based on EOC performance and monitor progress by six weeks common assessments.

Develop multiple types of formative assessments to measure student learning at an appropriate level of rigor.

Administered Common Assessments every three weeks to monitor student progress for all student groups with emphasis on ELL

d S i l Ed ti

Implement best practices from Marzano research-based strategies and effective reading and writing instruction to improve

d i hi t d th EOC

Administered Common Assessments every three weeks to monitor student progress for all student groups with emphasis on ELL and Special Education.

Develop multiple types of formative assessments to measure student learning at an appropriate level of rigor.

Implement best practices from Marzano research-based strategies and effective reading and writing instruction to improve academic achievement and the EOC passing

t

3)

Tier students based on EOC performance and monitor progress by six weeks common assessments.4)

3)

4)

1)

2)


Strategy:

Annual Goal:Increase Student Progress - Only 28% of all students met or exceeded progress measure.

Student progress/growth was not continuously monitored.

Campus administrators will regularly monitor and observe classrooms through spot observations, learning walks, common assessment six weeks tiered data analysis during PLC, providing instructional feedback to adjust and improve instruction.

Improve student progress by increasing student academic achievement in English and Math from 28% to 38%.


Index Number:



Major Systems

Root Cause 1:









Building teacher capacity and monitoring student progress toward mastery will improve performance.

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Problem Statement 2:Analyze Data - Teachers collect data without analyzing and using the data for individual students progress monitoring, drive instruction and plan intervention.

Annual Goal:

By the end of the school year, 100% of core content teachers will be trained and able to implement Datat Driven Instruction protocol (DDI).

Root Cause 2: Teachers collected assessment data, however, they do not fully implement data driven instruction. Strategy:

Implement an ongoing system for collecting and analyzing data aligned with student expectations, utilizing guiding questions.

Index Number:

CSF 1 - Improve Academic Performance / ESEA TP: Strengthen the School's Instruction Building teacher capacity and monitoring teacher progress to analyze and interprete data will enable teachers to transfer knowledge of data to effective instructional practices.




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District Name:


Dallas ISD


Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)














Major Systems



100% of core content teachers will utilize the DDI protocol to intergrate progress monitoring of student performance. Q2 Goal:

Core content teachers will continue to utilize the DDI protocol to intergrate progress monitoring of student performance. Q3 Goal:

Core content teachers will continue to utilize the DDI protocol to intergrate progress monitoring of student performance. Q4 Goal:

Core content teachers will continue to utilize the DDI protocol to intergrate progress monitoring of student performance.











Teachers will use data to determine and share appropriate instructional strategies and interventions during PLC meetings led by administrators.

3)


3)


3)


Utilize individual student profile sheets to monitor six weeks progress so students will know their progress toward mastery. 4)

Utilize individual student profile sheets to monitor six weeks progress so students will know their progress toward mastery. Focus will be AA, ED, Hispanic, ELL and Sped reading performance to address safeguards)

4)

Utilize individual student profile sheets to monitor six weeks progress so students will know their progress toward mastery. 4)

Utilize individual student profile sheets to monitor six weeks progress so students will know their progress toward mastery.

Disaggregate data to analyze student academic performance, set planned targets, and monitor progress. 1)

Disaggregate data to analyze student academic performance, set planned targets, and monitor progress.

1)

Review common assessment data to analyze student academic performance, set planned targets, and monitor progress. 1)

Analyze spring EOC results, set planned targets, and plan professional development for the 2016-2017 school year.gress.

Identify student deficiencies and act on data through reteaching and adjusting lesson design and learning goals until students reach proficiency.

2)

Disaggregate December EOC retest results to analyze student academic performance, set planned targets, and monitor progress. 2)

Identify student deficiencies and act on data through reteaching and adjusting lesson design and learning goals until students reach proficiency. 2)

Identify student deficiencies and act on data through reteaching and adjusting lesson design and learning goals until students reach proficiency.

Student Performance Data2)



Student Performance Data

Framing the lesson quadrant posted in class. 3)

Framing the lesson quadrant posted in class.3)

Framing the lesson quadrant posted in class.3)

Framing the lesson quadrant posted in class.


Spot Observation Trackers1)



Spot Observation Trackers




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Problem Statement 3:High Quality Professional Development - Professional development did not provide enough opportunities to improve teacher capacity to address progress monitoring and individual student profiling.

Annual Goal:

By the end of May 2016, Index 2 will improve from 14 to the targeted score of 15. Final level II will increase by at least 5%.




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Root Cause 3:Teachers' professional development opportunities did not include embedded best practice strategies that are likely to influence effective teaching and improve student progress.

Strategy:

Administrators, Academic facilatators, and campus instructional coaches will provide embedded best practice instructional planning delivery strategies and effective curriculum alignment during PLC.

Index Number:





Building teacher capacity to monitoring student progress toward mastery of student expections will improve student performance.




District Name:


Dallas ISD


Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)















All teachers will attend monthly training in order to build capacity to profile and monitor student progress. Q2 Goal:

100% of core teachers will attend monthly training in order to build capacity and provide rigorous instructional strategies. Q3 Goal:

100% of core teachers will attend monthly training in order to build capacity and provide rigorous instructional strategies. Q4 Goal:

100% of core teachers will attend monthly training in order to build capacity and provide rigorous instructional strategies.

Major Systems CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement



Individual student profiles were developed based on Spring 2015 results. 2)

Individual student profiles/ grades will be monitored by administrators to determine student progress at the end of each six weeks.

2)Individual student profiles/ grades will be monitored by administrators to determine student progress at the end of each six weeks.

2)Individual student profiles/ grades will be monitored by administrators to determine student progress at the end of each six

kAll teachers will tier students based on common assessments and provide small group interventions.

3)Teachers will assist students with updating their individual profiles after each six weeks assessment. 3)

Teachers will assist students with updating their individual profiles after each six weeks assessment. 3)

Teachers will assist students with updating their individual profiles after each six weeks assessment.


Academic facilitators and campus coaches will present a workshop on monitoring student progress for all teachers in October. 1)

Teachers will implement the backwards planning lessons and assessments completed during weekly PLCs.

1)

Teachers will implement the backwards planning lessons and assessments completed during weekly PLCs. 1)

Teachers will implement the backwards planning lessons and assessments completed during weekly PLCs.

Demonstration of Learning Trackers1)



Demonstration of Learning Trackers

Common assessment student performance data 2)

Common assessment student performance data2)

Common assessment student performance data2)

Common assessment student performance data

Academic facilitators and campus coaches will provide training on backwards lesson planning on September 30, 2015. 4)

Administrators will provide feedback from spot observations to address implementation of alignment, backwards planning, and instructional delivery based on training.

4)


4)









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Spot Observations Tracker3)




Updated student profiles4)

December EOC retest results4)

Mock EOC practice assessment4)

Spring 2016 EOC results


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Umphrey Lee Elementary School Analysis

Problem 1: 45% of students met standard in reading and 27% met standard in writing

Goal: By the end of the 2015-16 school year, 65% of students meet Level II standard in reading as measured by the STAAR.

Cause: Teachers communicate low expectations to students.

How to address the problem: Implement a rigorous curriculum for all students

Problem 2: 38% of current 4th graders and 23% of current 5th graders met standard in math

Goal: By the end of the 2015-16 school year, 65% of students meet Level II standard in math as measured by the STAAR.

Cause: Teachers lack pedagogical skills to implement an aligned curriculum

How to address the problem:

Implement an aligned curriculum in math

Problem 3: 38% of students met standard in science.

Goal: By the end of the 2015-16 school year, 65% of students meet Level II standard in science as measured by the STAAR.

Cause: Students have limited content knowledge and hands-on opportunities

How to address the problem:

Implement an instructional routine in science

District Name:

Campus Name:


PS 1: Root

Cause 1:

PS 2: Root

Cause 2:

PS 3: Root

Cause 3:

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Cause 10:



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Cause #10


Umphrey Lee Elementary School

Dallas ISD





45% of students met standard in reading and 27% met standard in writing

38% of students met standard in science.

38% of current 4th graders and 23% of current 5th graders met standard in math







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Teachers communicate low expectations to students

Teachers lack pedagogical skills to implement an aligned curriculum

Students have limited content knowledge and hands-on opportunities

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Cause #6





District Name:

Campus Name: Umphrey Lee Elementary School

Dallas ISD



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Achieve 3000 Data

Fluency Data

Formative Assessment Data

Promote advanced performance

Track comprehension using Achieve 3000 and provide supports through FastForward

Conduct fluency probes every six weeks. Use data to adjust instruction. Include rate and accuracy activites in classroom activities. Focus on prosody in instruction and assessment.

Teach metacognitive strategies to enhance comprehension. Teach strategies to make inferences, summarize, and draw conclusions.

Analyze STAAR Data

Conduct a JumpStart program to prepare for the next grade level.

Plan summer professional development based on campus needs in reading and writing.

Administer spring ACP exams.

STAAR Data


Reading Logs/ JumpStart Data

PD Schedule

ACP Data


ACE Interim Assessment Data

Coaching Protocols

Classroom Observation Data

Spot Observation Data

Q2 Goal:

45% of students meet standard on ACE assessments in reading

Q4 Goal:

1)

3)

2)

1)

4)

3)

2)

1)

4)

2)

4)

3)

2)

1)

4)

3)

2)

1)


Lesson Plans/Classroom Observation Data


Benchmark Data

Lesson Plans





Q3 Goal:



Administer ACE assessments every six weeks. Analyze data in a data meeting addressing misconceptions, teaching opportunities, interventions, and tiered supports in reading.

Provide tiered staff development and support for teachers to increase the quality of daily instruction (PD: Kilgo Training, CAST, NCTM, Ron Clark Academy, Fall Workshops with Gretchen Bernabei, Writing Academy, etc.)

Conduct spot observations, face-to-face feedback and video reflection sessions weekly to provide effective coaching for teachers.

Instructional coaches model strategies such as anchor charts, curriculum maps, manipulatives and graphic organizers to assist teachers in providing rigorous instruction, increased student engagement and demonstrate effective questioning for higher-level thinking skills.

Administer formative assessments, including a DOL aligned with objectives. Monitor learing through DOL tracker and use results to plan instruction.

Deconstruct STAAR exams and integrate question stems and language into routine instruction and assessment. Add a thought step to questions to increase rigor.

Build stamina through sustained reading with follow up checks for understanding (retellings, summaries, etc,) Provide explicit instruction through flexible grouping based on student needs. 3)

Administer a district STAAR aligned benchmark in reading

4)

3)

4)

1)

2)


Strategy:

Annual Goal:45% of students met standard in reading and 27% met standard in writing

Teachers communicate low expectations to students

Implement a rigorous curriculum for all students

By the end of the 2015-16 school year, 65% of students meet Level II standard in reading as measured by the STAAR.


Index Number:



Major Systems

Root Cause 1:









Implementing a rigorous curriculum for all students communicates high expectations and prepares students for the rigor of STAAR.

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District Name:


Dallas ISD



Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)











Problem Statement 2: 38% of current 4th graders and 23% of current 5th graders met standard in math Annual Goal:

By the end of the 2015-16 school year, 65% of students meet Level II standard in math as measured by the STAAR.

Root Cause 2: Teachers lack pedagogical skills to implement an aligned curriculum Strategy:

Implement an aligned curriculum in math

Index Number:



Major Systems




35% of students meet standard on ACE assessments in math

Q2 Goal:


Q3 Goal:


Q4 Goal:












Provide supports with additional interventions and tiered instruction; including but not limited to, extended day, Saturday school, after school tutorials, (I.E. after school academic clubs: Computer Club, Art Club, Homework Help Station etc.).

3)

Build short term memory skills for multi-step problems.

3)

Promote advanced performance in math through targeted interventions using flexible grouping.

3)

Administer spring ACP exams.

Administer ACE assessments every six weeks. Analyze data in a data meeting addressing misconceptions, teaching opportunities, interventions, and tiered supports in math.

4)

Administer a district STAAR aligned benchmark in math

4)

Teach problem solving and critical thinking using high-yield strategies.

4)

Create systems for data usage, including data collection through All in Learning for all content areas. Data trackers and binders will be used to organize data including DOL's, ISIP and common assessments.

1)

Provide additional student learning opportunities using instructional programs (I.E. Reasoning Minds, Think-Through-Math, etc.)

1)

Provide customized supports to students using a math interventionist

1)

Analyze STAAR Data

Analyze district and state assessment data to develop a comprehensive Data Driven Instructional Plan to include interventions for at-risk students and an instructional calendar for low readiness, support and process standards in all content areas.

2)

Teach process skills with an emphasis on summarization, drawing conclusions, and making inferences.

2)

Unpack standards and review instructional calendar to ensure all TEKS are covered before testing. Provide additional supports through the Instructonal coach. 2)

Conduct a JumpStart program in math to prepare for the next grade level.

Instructional Calendar2)

Lesson Plans/Classroom Observation Data2)

Progress Monitoring Data2)

JumpStart Data

Extended Day Data3)

Formative Assessment Data3)

Student Profiles3)

ACP Data




Tutorial Data1)

STAAR Data




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ACE Interim Assessment Data4)

Benchmark Data4)

Lesson Plans4)






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District Name:


Dallas ISD



Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)












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Problem Statement 3: 38% of students met standard in science. Annual Goal:

By the end of the 2015-16 school year, 65% of students meet Level II standard in science as measured by the STAAR.





Q2 Goal:


Q3 Goal:


Q4 Goal:


Root Cause 3: Students have limited content knowledge and hands-on opportunities Strategy:

Implement an instructional routine in science

Index Number:



Major Systems



Lab activities using hands-on activities establish multiple pathways to the brain and thus enhance connections of science content. This improves performance on STAAR assessments.







Integrate the six language arts into content instruction. Select strategies that require students to read, write, listen, and speak. 2)

Conduct labs and hands-on experiments frequently to ensure students develop concepts and enhance content understanding using multiple pathways to the brain. Extend instructional activities to STAAR formats to ensure students are able to transfer skills.

2)

Increase academic discourse in science through collaborative strategies. instruction. Maintain student science journals. 2)

Conduct a summer science challenge for students and families

Use STAAR aligned questions. Conduct a Do Now every morning with a STAAR aligned question assessing the previous day's objective.

3)

Teach process skills in science with a focus on summarization and making inferences. Include a STAAR formatted question in Do Now and DOL activities.

3)

Provide customized tutorials for targeted students to promote advanced performance in science. Conference with parents to support students in meeting rigorous goals.

3)

Plan professional development based on campus needs in science


Implement an instructional schedule with 60% classroom and 40% lab investigations.

1)

Deconstruct STAAR released items in science and integrate question stems and language into routine instuction and assessment 1)

Provide explicit instruction in technical vocabulary and in making inferences to build process skills required to answer STAAR questions in science 1)

Analyze STAAR Data

Lesson Plans1)

Classroom Observation Data1)

Authentic Artifacts1)

STAAR Data

Classroom Observation Data2)



Authentic Artifacts

Administer ACE assessments every six weeks. Analyze data in a data meeting addressing misconceptions, teaching opportunities, interventions, and tiered supports in science.

4)

Administer ACP district benchmark assessments in math. Use results to plan instruction.

4)

Administer a campus common assessment using a STAAR released test. Use results to adjust instruction and interventions. 4)








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Tutorial Data3)

PD Schedule

ACE Interim Assessment Data4)

Benchmark Data4)

Common Assessment Data4)






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Barbara Manns Education Center School Analysis

Problem 1: Barbara Manns Education Center maintained an ADA 12% points below the state expected attendance rate.

Goal: Index 1 scores will increase from 28% to at least 35% during the 2015-16 school year for AA, Hispanic, and ED students.

Cause: Staff lacks understanding of content specific TEKS and therefore does not provide appropriate instructional planning, delivery and support using data to promote achievement.

How to address the problem: Implement content specific training in utilizing data to influence planning, delivery and support for student academic achievement.

Problem 2: Barbara Manns Education Center maintained an ADA 12% points below the state expected attendance rate..

Goal: ADA will increase to at least 88% during the 2015-16 school year.

Cause: Minimal student motivation due to historically experiencing failure, negative interactions and disappointment at previous schools.

How to address the problem: Systematic implementation of structures and procedures to improve student attendance..

Problem 3: Barbara Manns Education Center has a teacher turnover that exceeds 50% for the past two years.

Goal: Reduce teacher turnover rate by 25% by providing a culture of feedback and support during the 2015-16 school year.

Cause: Teachers lack the skill set to work with entire campus of "at risk" AA and Hispanic15-17 year olds in middle school setting.

How to address the problem: Provide training and feedback that supports improved instruction for "at risk" students.

District Name:

Campus Name:


PS 1: Root

Cause 1:

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Cause 2:

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PS 7: Root

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Cause 10:



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Cause #10


Barbara Manns Education Center

Dallas ISD





Barbara Manns Education Center scores in Index 1 were 7% points below state set standards.

Barbara Manns Education Center has a teacher turnover that exceeds 50% for the past two years.

Barbara Manns Education Center maintained an ADA 12% points below the state expected attendance rate.







ORSection VI of the


tab.





Staff lacks understanding of content specific TEKS and therefore does not provide appropriate instructional planning, delivery and support using data to promote achievement.

Minimal student motivation due to historically experiencing failure, negative interactions and disappointment at previous schools.

Teachers lack the skill set to work with entire campus of "at risk" AA and Hispanic15-17 year olds in middle school setting.

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Cause #6





District Name:

Campus Name: Barbara Manns Education Center

Dallas ISD



Q1 Goal:

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Q4 Report




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Teacher developed SLOs

Data collected from 4th six weeks common assessments

Leadership will provide feedback and campus structure to support student academic achievement.

Staff will develop objective specific academic plans using DDI protocol to support rigorous student academic achievement for at risk students. (Domain 1)

Staff will gain content specific knowledge to facilitate student academic achievement through professional development and Lead4ward training.

Establish instructional practices utilizing well developed LO's and DOL's to engage students in higher order thinking skills. (Domain 2)





Data collected from 3 week interim assessments.



2016 STAAR/EOC results yields or surpasses campus goals.


Data collected from six weeks common assessments in science, math, reading, and social studies.


Data collected from 3 week interim assessments .

Q2 Goal:

BMEC will increase student academic achievement in Reading Grade 8 from 29% to at least 35%; Math 8 to at least 35%; Science 8 from 19% to at least 30%; Social Studies from 18% to at least 30%; English I from 50% to at least 55%; and Algebra I from 27% to at least 35% as measured by analysis of data from District mid-term ACPS in core content classes. Q4 Goal:

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District mid-term ACP results




BMEC will increase student academic achievement in Reading Grade 8 from 29% to at least 35%; Math 8 to at least 35%; Science 8 from 19% to at least 30%; Social Studies from 18% to at least 30%; English I from 50% to at least 55%; and Algebra I from 27% to at least 35% as measured by analysis of data from campus interim and common assessments (using All in Learning), student learning objectives, spot observations.


Q3 Goal:

BMEC will increase student academic achievement in Reading Grade 8 from 29% to at least 35%; Math 8 to at least 35%; Science 8 from 19% to at least 30%; Social Studies from 18% to at least 30%; English I from 50% to at least 55%; and Algebra I from 27% to at least 35% as measured by analysis of data from campus interim and common assessments, student learning objectives, spot observations and STAAR/EOC scores.

BMEC will increase student academic achievement in Reading Grade 8 from 29% to at least 35%; Math 8 to at least 35%; Science 8 from 19% to at least 30%; Social Studies from 18% to at least 30%; English I from 50% to at least 55%; and Algebra I from 27% to at least 35% as measured by analysis of data from campus interim and common assessments, student learning objectives, spot observations.







Staff will gain content specific knowledge to facilitate student academic achievement through professional development and Lead4ward training. 3)

Establish instructional practices utilizing well developed LO's and DOL's to engage students in higher order thinking skills. (Domain 2) 4)

3)

4)

1)

2)


Strategy:

Annual Goal:Barbara Manns Education Center scores in Index 1 were 7% points below state set standards.

Staff lacks understanding of content specific TEKS and therefore does not provide appropriate instructional planning, delivery and support using data to promote achievement.

Implement content specific training in utilizing data to influence planning, delivery and support for student academic achievement.

Index 1 scores will increase from 28% to at least 35% during the 2015-16 school year for AA, Hispanic,and ED students.


Index Number:



Major Systems

Root Cause 1:









Knowledge of content specific TEKS will promote deeper planning, percise delivery, well structured supports and increase overall student academic achievement on Index1, 2, 3 and 4. Academic performance is the foundational Critical Success Factor. By ensuring the Critical Success Factors of teacher quality, effective leadership, data driven instructional decisions, productive community and parent involvement, efficient use of learning time, and maintaining a positive school climate, campuses can increase performance for all students.The use of quality data to drive instructional decisions can lead to improved student performance (Wayman, 2005); (Wayman, Cho, & Johnston, 2007); (Wohlstetter, Datnow, & Park, 2008). This CSF emphasizes effective uses of multiple sources of disaggregated data. However, it is not necessarily the amount of data utilized, but rather how the information is used (Hamilton, et al., 2009). For example, academic achievement can improve when teachers create regular opportunities to share data with individual students (Black & Williams, 2005). Therefore, it is not only the use of data to drive instructional decision-making that is significant, but also the ongoing communication of data with others that provides the greatest opportunity for data to have a positive impact on student learning outcomes.






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District Name:


Dallas ISD



Q1 Goal:

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Problem Statement 2: Barbara Manns Education Center maintained an ADA 12% points below the state expected attendance rate. Annual Goal:

ADA will increase to at least 88% during the 2015-16 school year.

Root Cause 2:Minimal student motivation due to historically experiencing failure, negative interactions and disappointment at previous schools.

Strategy:

Systematic implementation of structures and procedures to improve student attendance.

Index Number:



Major Systems



Improved student attendance will have positive implications on student performance (Index 1), close student achievement gaps (Index 3) and promote parent/school communications. The connection between school climate and student achievement has been well established in research. Focusing on the development of a campus’ climate as a learning environment is fundamental to improved teacher morale and student achievement (Nomura, 1999). Formally assessing and addressing school climate is essential to any schools’ effort toward successful reform, achievement, and making a difference for underprivileged student groups (California P-16 Council, 2008). Indicators of a positive school climate and welcoming learning environment are increased attendance and reduced discipline referrals. Increased attendance in extracurricular activities is another sign that students feel supported by an affirming school climate. (Scales & Leffert, 1999) Family and community engagement calls for increased opportunities for input from parents and the community, as well as the necessity for effective communication and access to community services. Parent, family and community involvement has a direct correlation with academic achievement and school improvement. When school staff, parents, families, and surrounding communities work together to support academic achievement, students tend to earn higher grades, attend school longer and more regularly, and eventually enroll in programs of higher education (Barton,


ADA for AA and Hispanic students will increase to at least 88% during the 2015-16 school year. Q2 Goal:

ADA for AA and Hispanic students will increase to at least 88% during the 2015-16 school year.

Q3 Goal:


Q4 Goal:












Staff will make parent contact after 3rd student absense and record on parent contact log. (Domain 4)

3)Staff will make parent contact after 3rd student absense and record on parent contact log. (Domain 4) 3)

Staff will make parent contact after 3rd student absense and record on parent contact log. (Domain 4)

3)Staff will make parent contact after 3rd student absense and record on parent contact log. (Domain 4)

Staff will build relationships with students to foster welcoming environment. (Domain 3) 4)



Staff will build relationships with students to foster welcoming environment. (Domain 3)

Leadership will develop and implement campus procedures to insure accurate daily attendance

1)Leadership will develop and implement campus procedures to insure accurate daily attendance 1)

Leadership will develop and implement campus procedures to insure accurate daily attendance 1)

Leadership will develop and implement campus procedures to insure accurate daily attendance

Leadership will develop procedures to facilitate home visits by attendance committee including community liaison and social worker.

2)

Leadership will develop procedures to facilitate home visits by attendance committee including community liaison and social worker. 2)

Leadership will develop procedures to facilitate home visits by attendance committee including community liaison and social worker. 2)

Leadership will develop procedures to facilitate home visits by attendance committee including community liaison and social worker.

Attendance Committee meeting minutes.2)



Attendance Committee meeting minutes.

Home visit reports conducted by community liaison and social worker. 3)



Home visit reports conducted by community liaison and social worker.


Daily accurate submission of attendance.1)



Daily accurate submission of attendance.




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Parent contact log outlining details of contact, next step and outcomes. 4)



Parent contact log outlining details of contact, next step and outcomes.






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District Name:


Dallas ISD



Q1 Goal:

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Problem Statement 3: Barbara Manns Education Center has a teacher turnover that exceeds 50% for the past two years. Annual Goal:

Reduce teacher turnover rate by 25% by providing a culture of feedback and support during the 2015-16 school year.




Reduce teacher turnover rate by 25% by providing a culture of feedback and support during the 2015-16 school year. Q2 Goal:



Reduce teacher turnover rate by 25% by providing a culture of feedback and support during the 2015-16 school year.

Root Cause 3:Teachers lack the skill set to work with entire campus of "at risk" AA and Hispanic15-17 year olds in middle school setting.

Strategy:

Provide training and feedback that supports improved instruction for "at risk" students.

Index Number:



Major Systems



The connection between school climate and student achievement has been well established in research. Focusing on the development of a campus’ climate as a learning environment is fundamental to improved teacher morale and student achievement (Nomura, 1999). Formally assessing and addressing school climate is essential to any schools’ effort toward successful reform, achievement, and making a difference for underprivileged student groups (California P-16 Council, 2008). Indicators of a positive school climate and welcoming learning environment are increased attendance and reduced discipline referrals. Increased attendance in extracurricular activities is another sign that students feel supported by an affirming school climate. (Scales & Leffert, 1999) Teacher quality focuses on the need to recruit and retain effective teachers while supporting and enhancing the knowledge and skills of current staff with job-embedded professional development. Over two decades of research has demonstrated a clear connection between teacher quality and increased student performance. The evidence shows that low-income students are more likely to benefit from instruction by a highly effective teacher than are their more advantaged peers (Nye, Konstantoupoulos, & Hedges, 2004). Students enrolled in successive classes taught by effective teachers show greater gains in student performance than student groups taught by less effective teachers (Sanders & Rivers, 1996). LEAs and campuses can have a direct impact student achievement through the effective implementation of a comprehensive teacher quality program.







Fall 2015 District Teacher Campus Climate survey results 2)

Fall 2015 District Teacher Campus Climate survey results2)

Fall 2015 District Teacher Campus Climate survey results 2)

Spring 2016 District Teacher Campus Climate survey results

Professional development sessions and teacher evaluations of provided campus based and off site to improve student academic achievement.

3)


3)


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Spot observation feedback that supports improved instruction. 1)



Spot observation feedback that supports improved instruction.

1) 1) 1)

2) 2) 2)

Teacher feedback of professional development sessions and evaluations provided to increase leadership density of campus leadership and teachers in PLCs. 4)

Teacher feedback of professional development sessions and evaluations provided to increase leadership density of campus leadership and teachers in PLCs.

4)

Teacher feedback of professional development sessions and evaluations provided to increase leadership density of campus leadership and teachers in PLCs. 4)

Teacher feedback of professional development sessions and evaluations provided to increase leadership density of campus leadership and teachers in PLCs.








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McNair Elementary School Analysis

Problem 1: African American and Econ Disadv student groups scored 44%, and Hispanic student group scored 53% on STAAR reading

Goal: African American, Econ Disadv, and Hispanic student groups will have a passing rate of at least 62% on STAAR reading

Cause: Teachers lacked effective instructional strategies to teach reading.

How to address the problem: Teachers will collaboratively participate in a series of PD sessions that address essential reading components and instructional strategies on a monthly basis. Follow up, feedback, and coaching will be conducted weekly to monitor implementation.

Problem 2: African American student group scored 45% and Econ Disadv student group scored 48% on STAAR writing

Goal: African American and Econ Disadv student groups will have a passing rate of at least 62% on STAAR writing

Cause: Teachers lacked sufficient knowledge of the Balanced Literacy Model that directly resulted in writing being taught haphazardly and ineffectively.

How to address the problem: Teachers will collaboratively participate in a series of PD sessions that address essential writing components and instructional strategies on a monthly basis. Follow up, feedback, and coaching will be conducted weekly to monitor implementation.

Problem 3: African American student group scored 25% and Econ Disadv student group scored 26% on STAAR science

Goal: African American and Econ Disadv student groups will have a passing rate of at least 62% on STAAR science

Cause: Science process and content skills were taught in isolation.

How to address the problem: Teachers will collaboratively participate in a series of PD sessions that address essential science concepts and instructional strategies on a monthly basis.

District Name:

Campus Name:


PS 1: Root

Cause 1:

PS 2: Root

Cause 2:

PS 3: Root

Cause 3:

PS 4:Root

Cause 4:

PS 5: Root

Cause 5:

PS 6: Root

Cause 6:

PS 7: Root

Cause 7:

PS 8:Root

Cause 8:

PS 9:Root

Cause 9:

PS 10:Root

Cause 10:

Ronald E. McNair Elementary

Dallas ISD





African American and Econ Disadv student groups scored 44%, and Hispanic student group scored 53% on STAAR reading

African American student group scored 25% and Econ Disadv student group scored 26% on STAAR science

African American student group scored 45% and Econ Disadv student group scored 48% on STAAR writing







ORSection VI of the


tab.

The "ALL" students group scored 34% on STAAR math





Teachers lacked effective instructional strategies to teach reading.

Teachers lacked sufficient knowledge of the Balanced Literacy Model that directly resulted in writing being taught haphazardly and ineffectively.

Science process and content skills were taught in isolation.

Teachers lacked sufficient knowledge of the new Math standards which impeded instructional alignment and the delivery of effective Math instructional strategies.

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Cause #6







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Cause #10


District Name:

Campus Name: Ronald E. McNair Elementary

Dallas ISD



Q1 Goal:

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Problem Statement 2: African American student group scored 45% and Econ Disadv student group scored 48% on STAAR writing Annual Goal:

African American and Econ Disadv student groups will have a passing rate of at least 62% on STAAR writing

Root Cause 2:Teachers lacked sufficient knowledge of the Balanced Literacy Model that directly resulted in writing being taught haphazardly and ineffectively.

Strategy:

Teachers will collaboratively participate in a series of PD sessions that address essential writing components and instructional strategies on a monthly basis. Follow up, feedback, and coaching will be conducted weekly to monitor implementation.

Index Number:

CSF 1 - Improve Academic Performance / ESEA TP: Strengthen the School's Instruction If teachers are able to effectively utilize the instructional strategies, students' Writing performance will increase.




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Strategy:

Annual Goal:African American and Econ Disadv student groups scored 44%, and Hispanic student group scored 53% on STAAR reading

Teachers lacked effective instructional strategies to teach reading.

Teachers will collaboratively participate in a series of PD sessions that address essential reading components and instructional strategies on a monthly basis. Follow up, feedback, and coaching will be conducted weekly to monitor implementation.

African American, Econ Disadv, and Hispanic student groups will have a passing rate of at least 62% on STAAR reading


Index Number:



Major Systems

Root Cause 1:









If teachers are able to effectively utilize the instructional strategies, students' Reading performance will increase.



75% of all ELAR lessons will show evidence of a balanced literacy model


Q3 Goal:

At least 60% of students will read fluently, and effectively analyze and comprehend text across all genres.

At least 70% of all students will increase their fluency rate by at least 20 words per minute and 50% of all 3-5 students will show evidence of text analysis through annotation of weekly passages.

Reading Fundamentals Skills - Weekly Rotation

Daily Small Guided Reading Groups

Weekly observation and feedback

Small Group tutoring - twice weekly and nightly reading assignments

Reading Diagnostic Assessment BOY and ISIP/Reading Eggs data


Small Group tutoring - twice weekly and nightly reading assignments 3)

Reading Fundamentals Skills - Weekly Rotation4)

3)

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DOL data and anecdotal notes

Tutoring artifacts and fluency checks

Lesson plan designation and informal/formal observations

Feedback form

Q2 Goal:

At least 50% of all students will increase their fluency rate by at least 15 words per minute and 50% of all 3-5 students will show evidence of text analysis through annotation of weekly passages.

Q4 Goal:

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ISIP and Reading Eggs Data

Common and Interim Assessments, Mock STAAR, and DOL data







Reading Diagnostic Assessment MOY and ISIP/Reading Eggs data


Small Group tutoring - twice weekly and nightly reading assignments

Reading Fundamentals Skills - Weekly Rotation

Reading Diagnostic Assessment EOY and ISIP/Reading Eggs data




Tutoring artifacts and fluency chekcs



Q4 Report




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Q2 Report


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District Name:


Dallas ISD


Q1 Goal:

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Root Cause 3: Science process and content skills were taught in isolation. Strategy:

Teachers will collaboratively participate in a series of PD sessions that address essential science concepts and instructional strategies on a monthly basis. Follow up, feedback, and coaching will be conducted weekly to monitor implementation.

Index Number:



Major Systems



If teachers are able to effectively utilize and deliver the instructional strategies, which includes bundling the content and process skills, then students' science performance will increase.









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Problem Statement 3: African American student group scored 25% and Econ Disadv student group scored 26% on STAAR science Annual Goal:

African American and Econ Disadv student groups will have a passing rate of at least 62% on STAAR science




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Sign-in sheets, and student work reflecting strategies 4)

Sign-in sheets, and student work reflecting strategies4)


Sign-in sheets, and student work reflecting strategies




Edited and revised essays2)



Edited and revised essays

Tutoring artifacts and fluency checks3)

Tutoring artifacts and fluency checks3)

Tutoring artifacts and flucency chekcs3)

Tutoring artifacts and flucency chekcs


Feedback form1)

Feedback form1)

Feedback form1)

Feedback form

Small group tutoring - twice weekly and weekly writing assignments 3)



Small group tutoring - twice weekly and weekly writing assignments

Monthly writing strategy PD session4)



Monthly writing strategy PD session

Weekly observation and feedback1)



Weekly observation and feedback

Small Group Edit and Revision Conferences2)



Small Group Edit and Revision Conferences


75% of all ELAR lessons will show evidence of a balanced literacy model that includes and effective daily writing module that consistently implements the campus writing plan

Q2 Goal:

At least 50% of all 4th grade students will score a 2 or higher on 3 out of 4 expository essays per month and 60% on convention exercise on weekly passages. Q3 Goal:

At least 70% of all 4th grade students will score a 2 or higher on 3 out of 4 expository essays per month and 70% on convention exercise on weekly passages.

Q4 Goal:

At least 70% of 4th grade students will generate a cohesive expository essay with limited grammatical and conventional errors.













Major Systems


District Name:


Dallas ISD


Q1 Goal:

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Q1 Goal:

Problem Statement 4: The "ALL" students group scored 34% on STAAR math Annual Goal:

The "ALL" students group will have an overall passing rate of at least 62% on STAAR math

Root Cause 4:Teachers lacked sufficient knowledge of the new Math standards which impeded instructional alignment and the delivery of effective Math instructional strategies.

Strategy:

Teachers will engage in a series of PD sessions that include demonstration lessons, with an objective of unpacking the new Math standards and methodical problem solving strategies. Teachers will implement the strategies presented, and followup, feedback, and coaching sessions will be conducted weekly.




100% of Math teachers will participate in PD sessions to understand how to effectively unpack new math standards and effectively deliver quality lessons.

Q2 Goal:

50% of Math teachers will demonstrate successful implementation of all components of the student expectation including both content and process skills simultaneously.

Q3 Goal:

70% of all math teachers will demonstrate successful implementation of all components of the student expectation in problem solving situations with both content and process skills

Q4 Goal:

By the end of the 5th 6 weeks, 60% of students will successfully comprehend and complete multi-step word problems on the Interim Assessment with 70% accuracy.

Index Number:



Major Systems



If teachers are able to effectively utilize and deliver the instructional strategies, which includes bundling the content and process skills, then the students performance in Math will increase.








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Spot Observation and feedback forms3)

Revised lesson plans that include content and process skills 3)


Spot Observation and feedback forms

Lab Reports and Science demonstration summaries 4)

Lab Reports and Science demonstration summaries4)

Lab Reports and Science demonstration summaries4)

Lab Reports and Science demonstration summaries


Peer Observation summary and implementation schedule1)

Peer Observation summary and implementation schedule 1)





Revised lesson plans that include content and process skills

Lab Assignments and/or Science demonstrations will be conducted twice a week and recorded in their journals

4)Lab Assignments and/or Science demonstrations will be conducted thrice a week and recorded in their journals 4)

Lab Assignments and/or Science demonstrations will be conducted four times a week and recorded in their journals

4)Students will develop their own experiments or demonstrations based on Science instruction


Weekly lesson planning session using STEMSCOPES 2)

Weekly lesson planning session using STEMSCOPES2)

Weekly lesson planning session using STEMSCOPES 2)

Weekly lesson planning session using STEMSCOPES

Weekly observation and feedback to monitor implementation 3)



Weekly observation and feedback to monitor implementation


Monthly Science PD session including the introduction of STEMSCOPES 1)



Monthly Science PD session including the introduction of STEMSCOPES




100% of all Science teachers will participate in PD sessions to understand how to effectively develop and execute Science lessons that have the content and process skills bundled.

Q2 Goal:

50% of all Science lessons, activities, and assigned work will include content and process embedded skills.

Q3 Goal:

70% of all Science lessons, activities, and assigned work will include content and process embedded skills. Q4 Goal:

At least 90% of all Science lessons will be developed and delivered with content and process skills embedded so that students can articulate and demonstrate Science concepts with 80% accuracy on the 5th six weeks interim assessment

District Name:


Dallas ISD


1)

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Q1 Goal:

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2)

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1) 1) 1)







Major Systems



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<Enter text>


<Enter text>

Index Number:


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Spot Observation and feedback forms

Feedback forms4)

Feedback forms4)

Feedback forms4)

Feedback forms





Revised lesson plans that include unpacked standards and content and process skills 2)



Revised lesson plans that include unpacked standards and content and process skills




Weekly observation and feedback to monitor implementation


Demonstration Lessons by instructional coaches and lead teachers that include bundling content and process skills

2)Demonstration Lessons by instructional coaches and lead teachers that include bundling content and process skills 2)

Demonstration Lessons by instructional coaches and lead teachers that include bundling content and process skills

2)Demonstration Lessons by instructional coaches and lead teachers that include bundling content and process skills

Weekly lesson planning session using the TEKS Resource System and STEMSCOPES

3)Weekly lesson planning session using the TEKS Resource System and STEMSCOPES 3)

Weekly lesson planning session using the TEKS Resource System and STEMSCOPES 3)

Weekly lesson planning session using the TEKS Resource System and STEMSCOPES


Monthly PD sessions that address unpacking math standards, curriculum alignment, problem solving strategies

1)Monthly PD sessions that address unpacking math standards, curriculum alignment, problem solving strategies



Maria Moreno Elementary School Analysis

Problem 1: In 2014-15, 55% of All Students in grades 3-5 Met Satisfactory Standard on STAAR Reading.

Goal: 7 0% of all students will Met Satisfactory Standard on STAAR Reading.

Cause: There is a lack of implementation of a coherent curriculum and effective instructional strategies in literacy classrooms campus wide

How to address the problem: Implement a balanced literacy program that focuses on small group instruction.

Problem 2: 38% of All Students Met Satisfactory Standard on STAAR Science.

Goal: 70% of All Students in grades 3-5 will meet Satisfactory standard on STAAR Science.

Cause: Teachers lack the content knowledge and instructional strategies necessary for students to meet standard.

How to address the problem: Align Science instruction and implement the 5E model

Problem 3: 53% of All Students Met Satisfactory Standard on STAAR Writing.

Goal: 70% of All Students in grades 3-5 will meet Satisfactory standard on STAAR Writing.

Cause: Students lack foundational writing skills necessary for building high quality writing to meet state standards.

How to address the problem: Develop and implement a campus wide writing plan.

District Name:

Campus Name:


PS 1: Root

Cause 1:

PS 2: Root

Cause 2:

PS 3: Root

Cause 3:

PS 4:Root

Cause 4:

PS 5: Root

Cause 5:

PS 6: Root

Cause 6:

PS 7: Root

Cause 7:

PS 8:Root

Cause 8:

PS 9:Root

Cause 9:

PS 10:Root

Cause 10:



<Enter text>

<Enter text>

<Enter text>


Cause #10


Maria Moreno

Dallas ISD





In 2014-15, 55% of All Students in grades 3-5 Met Satisfactory Standard on STAAR Reading.

53% of All Students Met Satisfactory Standard on STAAR Writing.

38% of All Students Met Satisfactory Standard on STAAR Science.







ORSection VI of the


tab.





There is a lack of implementation of a coherent curriculum and effective instructional strategies in literacy classrooms campus wide.

Teachers lack the content knowledge and instructional strategies necessary for students to meet standard.

Students lack foundational writing skills necessary for building high quality writing to meet state standards.

<Enter text>

<Enter text>


Cause #6





District Name:

Campus Name: Maria Moreno

Dallas ISD



Q1 Goal:

1)

2)

3)

4)

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2)

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4)












Q4 Report




Select

<Enter text>

Select

<Enter text>

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Q2 Report


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Coaching notes, walk throughs, PLC Minutes and Sign-in sheets, artifacts and lesson plans

Data Spreadsheet from formative assessments, tiering spreadsheet, PLC Minutes and Sign-in sheets

walk-throughs, teacher perception survey data, professional development agenda, Sign-in sheets, student assessment data

Teachers incorporate daily formative assessments, and protocols/routines during instructional period and at the end of class. Teachers will monitor work product from learning stations to evaluate progress. Students will chart their personal progress as they progress through the learning stations and engage in accountable talk.

Campus Coach will provide on-going support for teachers developing engaging rigorous lessons and on creating quality work/tasks for stations tied to learning objectives. and small group instruction

Campus coach will assist with the development, implementation, and profiling of 6 weeks common assessments. Coaches will lead data analysis of assessments, and support teachers in instructional adjustments based on SEs analysis.

Administrators will monitor and provide timely feedback on balanced literacy implementation, and schedule tiered support ELA teachers.

Teachers incorporate daily formative assessments, and protocols/routines during instructional period and at the end of class. Teachers and students will continue to monitor work product from learning stations to evaluate progress.

Campus Coach will continue to provide on-going support for teachers developing engaging rigorous lessons and on creating quality work/tasks for stations tied to learning objectives. and small group instruction.

Campus coach will continue to support the development, implementation, and profiling of 6 weeks common assessments. Coaches will lead data analysis of assessments, and support teachers in instructional adjustments based on SEs analysis.

Administrators will continue to monitor and provide timely feedback on balanced literacy implementation, and schedule tiered support for ELAR teachers.

Tiering Spreadsheet, Data Spreadsheet from formative assessments, student artifacts, lesson plans


Coaching notes, walk throughs, PLC Minutes and Sign-in sheets, artifacts and lesson plans

Data Spreadsheet from formative assessments, tiering spreadsheet, PLC Minutes and Sign-in sheets

walk-throughs, teacher perception survey data, professional development agenda, Sign-in sheets, student assessment data


Walk throughs, lesson plans

PLC Minutes and Sign-In Sheets, lesson plans, and Tiering Sheet

DRA Spreadsheets and ISIP Data Sheets, PLC Minutes/Sign-In Sheets, Teacher Tiering documents.

Professional Development Agenda, Sign-in Sheets, training artifacts, and teacher perception surveys

Q2 Goal:

By the end of quarter 2, 100% of ELAR teachers will receive support with instructional strategies, lesson planning, and observational feedback during guided reading.

Q4 Goal:

1)

3)

2)

1)

4)

3)

2)

1)

4)

2)

4)

3)

2)

1)

4)

3)

2)

1)

Professional Development agendas, Sign-in sheets, training artifacts, lesson plans, and teacher perception surveys

DRA Spreadsheets and ISIP Data Sheets, PLC Minutes,Sign-in Sheets, Teacher Tiering documents, walk throughs

PLC minutes and sign-in sheets, lesson plans for small groups, Coaching Log, Coaching Feedback Sheet, teacher perception survey data

PLC minutes and sign-in sheets, lesson plans for small groups, Coaching Log, Coaching Feedback Sheet, teacher perception survey data, walk throughs

Tiering Spreadsheet, Data Spreadsheet from formative assessments, student artifacts and self profiling sheets, and lesson plans,



By the end of quarter 1. 100% of ELA B47teachers are trained in balanced literacy instruction and how to deliver small group tiered instruction.


Q3 Goal:

By the end of quarter 4, 70% of students will achieve tier 2 or above.

50% of students have moved one tier based on ISIP data.

By the end of the quarter 1, 100% of ELA teachers will have tiered students and begun small group instruction.

By the end of September all K-2 students will be assessed on DRA and tiered for instruction. Fourth and fifth grade students will have been tiered through Istation levels

ALL ELAR teachers will receive balanced literacy training through Region X in October. All ELAR teachers will participate in campus based balanced literacy training provided by District content specialists in September.

By the end of September, the Campus Coach will train teachers in how to group/tier and plan interventions based on data during PLCs. (DRA/ISIP BOY) By the end of quarter 1 all ELAR teachers will have participated in PD in delivering leveled readers and small group instruction through Region X.

Leadership team will provide follow-up professional development on balanced literacy strategies. Teachers incorporate key literacy strategies into lesson plans and classroom instruction.

Leadership Team will monitor classroom instruction for evidence of targeted reading strategies and small group instruction. Campus Coach will provide demonstration lessons based on observational feedback and identified needs.

Teachers will incorporate formative weekly assessments, three week common assessments, and monthly ISIP and DRA assessment for tier 2/3 students.

3)

Campus Coach will provide on-going development on creating quality work for stations tied to learning objectives and small group instruction.4)

3)

4)

1)

2)


Strategy:

Annual Goal:In 2014-15, 55% of All Students in grades 3-5 Met Satisfactory Standard on STAAR Reading.

There is a lack of implementation of a coherent curriculum and effective instructional strategies in literacy classrooms campus wide.

Implement a balanced literacy program that focuses on small group instruction.

70% of all students will Met Satisfactory Standard on STAAR Reading.


Index Number:



Major Systems

Root Cause 1:









The first part of the plan will focus on professional development of teachers which will effect teacher quality and will bring about a change in climate as it pertains to teachers by establishing clear expectations, routines, and protocols. Instructional best practices will be addressed. The outcome will affect student performance by providing targeted instruction that will increase student achievement. On-going teacher support will be based on data collected from frequent student assessments and classroom observations. Parent workshops will be provided to help parents support their students as well as communicate expectations of state standards.






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Align Science instruction and implement the 5E model

District Name:


Dallas ISD



Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)











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Problem Statement 2: 38% of All Students Met Satisfactory Standard on STAAR Science. Annual Goal:

70% of All Students in grades 3-5 will meet Satisfactory standard on STAAR Science.

Root Cause 2: Teachers lack the content knowledge and instructional strategies necessary for students to meet standard. Strategy:

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Index Number:



Major Systems



The plan will focus on instructional best practices in the Science classroom. Teachers will receive professional development on the 5E model and implement weekly science labs. The outcome will affect student performance by providing aligned instruction that will increase student achievement. On-going teacher support will be based on data collected from frequent student assessments and classroom observations. Family engagement activities for Science and Math will be conducted to increase parental and community involvement to improve over all student performance and campus climate.


By the end of quarter 1. 100% of science teachers are trained in the 5E model and how to implement science labs in grades third through fifth, and inquiry based science activities in grades Kindergarten through second

Q2 Goal:

By the end of quarter 2, 100% of Science teachers will receive support with instructional strategies, lesson planning, and observational feedback during Science lessons and labs.

Q3 Goal:

70% of students will have passed the Science ACP assessment.

Q4 Goal:

70% of students will have passed the Science STAAR.











By the end of quarter 1, Teachers will be trained and will implement interactive notebooking. Students will be journaling using the academic vocabulary to summarize, describe, or report lab and class activities.

3)

Campus Coach will provide demonstration lessons based on observational feedback and identified needs according to data analysis from common assessments.

3)

Campus will utilize All In Learning, journaling or common assessments during daily science instruction as a formative assessment tool and track student progress on Student Expectations 3)

Campus will utilize All In Learning, journaling or common assessments during daily science instruction as a formative assessment tool and track student progress on Student Expectations.

By the end of September all 5th grade students will be assessed using a beginning-of-year Science Assessment to determine growth targets for the remainder of the year.

4)

Campus Coach will provide demonstration lessons based on observational feedback and identified needs according to data analysis from common assessments. 4)

STEMScope activities and SRA Science Lab will be utilized to promote student comprehension and vocabulary development in Science. 4)

STEMScope activities and SRA Science Lab will be utilized to promote student comprehension and vocabulary development in Science.

By the of quarter 1, the Campus Coach will train teachers in how to plan science instruction using the 5E Model.

1)

Science Coach will provide instructional support for teachers incorporating the 5E model and interactive word walls into their instruction weekly, through backwards planning (assessment development, instructional planning, activity and lab development lesson, common assessment data).

1)

Teachers will provide extended day/week learning for identified students through the use of SRA Science Lab, Fusion, leveled text.

1)

Teachers will provide extended day/week learning for identified students through the use of SRA

District Content Specialists will deliver professional development sessions on vertical alignment of science instruction and implementing labs to support the learning objectives by the end of October.

2)

Campus Coach will provide on-going support on the planning and management of inquiry based lessons and science labs through PLCs and walk throughs. 2)

Students are effectively journaling using the academic vocabulary to summarize, describe, or report lab and class activities. 2)

Students are effectively journaling using the academic vocabulary to summarize, describe, or report lab and class activities.

PD Agendas, Sign-In sheets, Artifacts2)

Coaching logs, coaching feedback forms, lesson plans, PLC Agendas, Sign-In sheets, Artifacts 2)

Student Journals, walk throughs2)

Student Journals, walk throughs, Student Assessment Data

Lesson Plans, Walk Throughs, Feedback Data 3)

Student Assessment Data, Coaching logs, coaching feedback forms, lesson plans, PLC Agendas, Sign-In sheets, Artifacts

3) Student Assessment Data, PLC Minutes and Sign-in sheets 3)

Student Assessment Data, PLC Minutes and Sign-in sheets



Coaching logs, coaching feedback forms, lesson plans, PLC Agendas, Sign-In sheets, Artifacts 1)

Tutoring rosters, sign-in sheets, Lesson plans, walk throughs, observations 1)

Tutoring rosters, sign-in sheets, Lesson Plans, walk throughs, observations, feedback




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Lesson Plans, Assessment Data4)

Lesson plans, walk throughs, feedback4)

Student Assessment Data, Lesson Plans, walk throughs, Student Perception Data 4)

Student Assessment Data, Student Perception Data






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District Name:


Dallas ISD



Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)












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Problem Statement 3: 53% of All Students Met Satisfactory Standard on STAAR Writing. Annual Goal:

70% of All Students in grades 3-5 will meet Satisfactory standard on STAAR Writing.




By the end of quarter 1, the Campus Leadership Team will lead staff in the development of an articulated Campus Writing Plan and benchmarks.

Q2 Goal:

100% of staff will be trained on the Campus Writing Plan and rubrics for assessing student writing example

Q3 Goal:

60% of K-2 writers to be proficient based on campus writing rubric, and 3-5 writers to be proficient based on the STAAR Writing Rubric. Q4 Goal:

70% of K-2 writers to be proficient based on campus writing rubric, and 3-5 writers to be proficient based on the STAAR Writing Rubric.

Root Cause 3: Students lack foundational writing skills necessary for building high quality writing to meet state standards. Strategy:

Develop and implement a campus wide writing plan.

Index Number:



Major Systems



The first part of the plan will focus the development of a clearly articulated writling plan developed by campus leadership and in conjunction with this campus' feeder pattern. Other professional development will include the attributes of the STAAR Writing rubric in addition to targeted training for the 4th grade writing teacher. Campus coaches and administrators will monitor implementation and lead data analysis. The focus will effect teacher quality and will bring about a change in climate as it pertains to teachers by establishing clear expectations, routines, and protocols. On-going assessments will drive instructional adjustments and PLCs. Writing camps will extend learning time, while workshops for parents will increase parental support for student progress.







Work with feederpattern Academic Facilitator to develop a campus Writing Plan

2)

Teachers will have begun implementation of the Campus Writing Plan and journaling across content areas by the beginning of November. Campus coaches will provide on-going support and feedback.

2)

Teachers will administer six weeks writing assessments in order to analyze writing proficiency and measure growth. Campus will hold a series of campus wide writing activities

2)

Fourth grade students will participate in extended learning time prior to the administration of the fourth grade writing STAAR.

Professional Development for the Campus Writing Plan and writing rubrics will be delivered to the staff by Campus Coaches

3)

District staff will provide training to staff on grade appropriate proficiency measures of an effective rubric

3)

Campus will provide on-going professional development and support during the third quarter to focus on editing, revision, and student conferencing.

3)

Campus coaches will provide on-going support for data driven instruction and addressing students needs.


Utilize the balanced literacy writing component as the framework to delivery aligned campus writing instruction. 1)

At the end of the 2nd and 3rd grading period, campus writing samples will be administered and collected. Writing samples will be scored and analyzed during the PLCs and instruction adjusted accordingly.

1)

At the end of the 4th and 5th grading period, campus writing samples will be administered and collected. Writing samples will be scored and analyzed during the PLCs and instruction adjusted accordingly.

1)

By the end of quarter 4, 4th grade students will be evaluating their own authentic writing pieces for based on the rubric.

Student writing samples, lesson plans, PLC agendas and sign-in sheets 1)

Student writing samples, scored analysis sheets1)

Student writing samples; data analysis sheets1)

Student writing samples; rubric

Campus Writing Plan2)

Copy of Campus Writing Plan; student work; feedback documentation; PLC agendas and sign-in sheets 2)

Student writing samples; data analysis sheets2)

Extended Learning Time plans, sign-in sheets, student writing samples

Additional support for fourth grade writing will be accessed through Region X, District resources, and provide consultants. Fourth grade will administer BOY assessment and analyze data to evaluate student writing by the end of quarter 1.

4)

3rd - 5th grade students will receive explicit instruction in STAAR Writing rubrics and genres.

4)

Teachers and Coaches will implement Writing Camp with 4th grade students focused on the different elements of writing and creating a narrative or expository piece of writing. 4)








Select


PD Agendas, sign-in sheets, artifacts3)

PD Agendas, sign-in sheets, artifacts3)

PD Agendas, sign-in sheets, artifacts

PD Agendas, Sign-In sheets, Workshop Certificates of Attendance, Artifacts 4)

Student writing samples, scored analysis sheets4)

Student writing sames4)






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Boude Storey Middle School

Problem 1: Data indicates that students in Grades 6-8 had a passing rate of 53% in Reading on STAAR.

Goal: Students in Grades 6-8 will have a passing rate of 65% in Reading on STAAR.

Cause: Reading instruction was not rigorous or aligned and did not incorporate higher order thinking skills.

How to address the problem: Increase the level of academic rigor and lessons incorporating high order thinking skills.

Problem 2: Data indicates that students in Grade 7 had a passing rate of 47% in Writing on STAAR.

Goal: Students in Grade 7 will have a passing rate of 65% in Writing on STAAR.

Cause: Teachers lacked high quality instruction utilizing effective strategies within the writing process across all grade levels.

How to address the problem: Implement professional development for a campus-wide Writing Plan including a protocol for student conferences.

Problem 3: Data indicates that students in Grade 8 had a passing rate of 50% in Science on STAAR.

Goal: Students in Grade 8 will have a passing rate of 65% in Science on STAAR.

Cause: Science lessons lacked the use of differentiation instructional strategies.

How to address the problem: Implement professional development for a campus-wide Writing Plan including a protocol for student conferences.

Problem 4: Data indicates that students in Grade 8 had a passing rate of 42% in Social Studies on STAAR.

Goal: Students in Grade 8 will have a passing rate of 65% in Social Studies on STAAR.

Cause: Teachers lacked a deep understanding of Social Studies content knowledge and skills to plan and implement rigorous lessons aligned with the district curriculum and state assessment.

How to address the problem: Eighth grade Social Studies teachers will provide comprehensive purposeful instruction by aligning TEKS, demonstration of learning, lesson objectives, and multiple response and student engagement strategies.

District Name:

Campus Name:


PS 1: Root

Cause 1:

PS 2: Root

Cause 2:

PS 3: Root

Cause 3:

PS 4:Root

Cause 4:

PS 5: Root

Cause 5:

PS 6: Root

Cause 6:

PS 7: Root

Cause 7:

PS 8:Root

Cause 8:

PS 9:Root

Cause 9:

PS 10:Root

Cause 10:



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Cause #10


Boude Storey Middle School

Dallas ISD





Data indicates that students in Grades 6-8 had a passing rate of 53% in Reading on STAAR.

Data indicates that students in Grade 8 had a passing rate of 50% in Science on STAAR.

Data indicates that students in Grade 7 had a passing rate of 47% in Writing on STAAR.







ORSection VI of the


tab.

Data indicates that students in Grade 8 had a passing rate of 42% in Social Studies on STAAR.





Reading instruction was not rigorous or aligned and did not incorporate higher order thinking skills.

Teachers lacked delivery of high quality instruction utilizing effective strategies within the writing process across all grade levels.

Science lessons lacked the use of differentiation instructional strategies.

Teachers lacked a deep understanding of Social Studies content knowledge and skills to plan and implement rigorous lessons aligned with the district curriculum and state assessment.

<Enter text>


Cause #6





District Name:

Campus Name: Boude Storey Middle School

Dallas ISD



Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)












Q4 Report




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Q2 Report


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Spot Observations/Feedback

Lesson Plans/RtI

Tutoring Logs

Teachers will track and profile student mastery of objectives.

Instructional Leadership Team will lead small group and one-on-one assessment analysis meetings twice a month.

Teachers will provide small group interventions to increase student mastery of objectives.

Targeted tutorials will be provided for students.

Instructional Leadership Team will assess the effectiveness of 2015-2016 strategies/interventions.

Teachers will conference with parents of 8th grade students participating in SSI sessions.

Instructional Leadership Team will identify students for targeted interventions based on STAAR results.

Instructional Planning for 2016-2017

Istation Data


STAAR & TELPAS Data

Parent Conference Log

Instructional Plans for 2016-2017


Interim Assessments

Instructional Calendar

Professional Development Agendas

Professional Development Calendar

Q2 Goal:

70% of teachers will demonstrate proficiency in providing rigorous instruction.

Q4 Goal:

1)

3)

2)

1)

4)

3)

2)

1)

4)

2)

4)

3)

2)

1)

4)

3)

2)

1)

Spot Observation Data

Feedback Conference Data

Lesson Plans

Interim/Common Assessment Data

Student Profiles



100% of teachers will receive professional development related to academic rigor, data analysis, and unpacking the standards.


Q3 Goal:

Campus leadership will review multiple sources of data to determine the effectiveness of interventions.

65% of students will achieve proficiency on reading assessments.

Administrators will provide professional development series guided by the Highly Engaged Classroom.

Instructional Leadership Team will develop an Instructional Calendar and interim assessments using 2 Book-End Framework.

School Leadership will provide professional development that supports alignment in Good First Instruction to impact reading instruction.

Teachers will receive DDI professional development to make connections between the Spot Observatiion indicators and best practices for academic instruction.

Administrators will conduct Spot Observations to monitor implementation of rigorous instruction utilizing effective reading strategies provided during professional development sessions.

Teachers will include differentiated strategies (ELPS, SIOP) during instruction to impact mastery of objectives on interim/common assessments.

Administrators will conduct face-to-face conferences with teachers and follow-up on recommended actions on a consistent basis. 3)

Administrators will review lesson plans each week to ensure incorporation of academic rigor & HOTS. Feedback conferences will also be conducted.

4)

3)

4)

1)

2)


Strategy:

Annual Goal:Data indicates that students in Grades 6-8 had a passing rate of 53% in Reading on STAAR.

Reading instruction was not rigorous or aligned and did not incorporate higher order thinking skills.

Increase the level of academic rigor and lessons incorporating high order thinking skills.

Students in Grades 6-8 will have a passing rate of 65% in Reading on STAAR.


Index Number:



Major Systems

Root Cause 1:









Addressing the root cause impacts all indexes to ensure an increase in student achievement through improved instructional practices and expectations.

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Problem Statement 2: Data indicates that students in Grade 7 had a passing rate of 47% in Writing on STAAR. Annual Goal:

Students in Grade 7 will have a passing rate of 65% in Writing on STAAR.

Root Cause 2:Teachers lacked delivery of high quality instruction utilizing effective strategies within the writing process across all grade levels.

Strategy:

Implement professional development for a campus-wide Writing Plan including a protocol for student conferences.




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District Name:


Dallas ISD



Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)












Index Number:



Major Systems





100% of teachers will receive professional development to implement writing strategies in all content areas. Q2 Goal:

100 of 7th grade students will participate in a minimum of three writing conferences with ELA teachers & complete a minimum of three writing samples by the end of the first semester.

Q3 Goal:

70% of students will demonstrate proficiency on writing assessments/essays and complete a minimum of six writing samples by the end of March. Q4 Goal:












Grade 7 ELA teachers & ELA Coach will review/monitor writing folders and provide targeted feedback with students.

3)Administrators will conduct walk-throughs to observe the writing process in all content areas. Feedback will be provided.

3)Grade 7 students will participate in a Writing Camp during the second semester. 3)

Formative Assessments

Administrators will conduct classroom walk-throughs and provide targeted feedback to teachers.

4)Teachers will include revising & editing strategies weekly in lesson plans 4)

Revising & editing strategies will be embedded in reading & writing instruction. 4)


Teachers will receive professional development on small classroom/differentiation to write across all curriculum areas.

1)

Grade 7 ELA teachers & ELA Coach will conduct a minimum of two writing conference with students.

1)

Grade 7 ELA teachers & ELA Coach will conduct a minimum of two writing conferences with students.

1)

Instructional Leadership Team will assess the effectiveness of 2015-2016 writing strategies/interventions.

Teachers will receive professional development to impact delivery of quality instruction in the writing process.

2)

Grade 7 students will participate in a Writing Camp to strengthen writing skills during the first semester. 2)

Administrators will conduct Spot Observations to observe the writing process in all content areas. Feedback will be provided.

2)

Instructional Leadership Team will analyze STAAR data.

Professional Development Agendas2)

Spot Observation Data2)

Writing Camp2)

STAAR Data

Writing Folders3)

Writing Camp Schedule3)

Lesson Plans3)




Writing Conference Feedback1)


Student Essays




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Lesson Plans4)

Lesson Plans4)

Student Conference Schedule/Feedback4)

Professional Development Plan 2016-2017






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Problem Statement 3: Data indicates that students in Grade 8 had a passing rate of 50% in Science on STAAR. Annual Goal:

Students in Grade 8 will have a passing rate of 65% in Science on STAAR.




Select




Root Cause 3: Science lessons lacked the use of differentiation instructional strategies. Strategy:

Eighth grade science teachers will be provided professional development to foster an environment that supports project-based learning to streamline instruction.

Index Number:









District Name:


Dallas ISD


Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)















100% of teachers will be provided professional development on differentiation and scaffolding strategies to address all learning styles.

Q2 Goal:

100% of science teachers will be provided professional development focused on inquiry based learning to facilitate independent thinking. Q3 Goal:

100% of science teachers are differentiaing instruction and utilizing inquiry based learning to improve science assessment scores. Q4 Goal:

100% of 8th grade students will participate in Science Blitz with 65% of students mastering science objectives.




Content Specialists will create protocols for modeling strategies by content. 2)

A common planning time will be provided for teachers to plan high quality lessons with support from Science Curriculum Specialists & Region 10.

2)Administrators will conduct Spot Observations to observe the implementation of the inquirty based model. Feedback will be provided.

2)Leadership Team will review data to determine the effectiveness of 2015-2016 interventions.

Science Curriculum Specialists will provide support to science teachers with lesson planning, resources & common

t

3)Teachers will develop and implement action plans for whole-class instruction, small groups, tutorials & interventions following interim assessments.

3)Administrators will conduct data dialogue meetings following each assessment. Teachers will conduct parent conferences.

3)Students will participate in Science Blitz.


Administrators will provide campus-wide training on differentiation and scaffolding by content.

1)Administrators will observe instruction to ensure professional development strategies are implemented. Feedback will be provided.

1)Teachers will utilize small group instruction utilizing inquiry based learning model. 1)

Science Dept. will create lessons for Science Blitz.

Professional Development Sessions/Agenda1)


Spot Observation/Feedback1)

Scienc Blitz Schedule

Lesson Plans2)

Action Plans/Tutoring Logs2)

Common Assessment/Interim Assessment Data2)

Science Blitz Lesson Plans

Formative Assessments will be conducted in classrooms daily. 4)

Administrators will monitor teacher action plans and implementation of reteaching/retesting. 4)

Tutorials will be provided for targeted students. 4)









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Interim/Common Assessment Data3)

Lesson Plans3)

STAAR Data

Common Assessment Data4)

Lesson Plans4)

Tutoring Logs/Parent Conference Logs4)

Instructional Plans


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Index Number:



Major Systems










Problem Statement 4: Data indicates that students in Grade 8 had a passing rate of 42% in Social Studies on STAAR. Annual Goal:

Students in Grade 8 will have a passing rate of 65% in Social Studies on STAAR.

Root Cause 4:Teachers lacked a deep understanding of Social Studies content knowledge and skills to plan and implement rigorous lessons aligned with the district curriculum and state assessment.

Strategy:

Eight grade social studies teachers will provide comprehensive purposeful instruction by aligning TEKS, demonstration of learning, lesson objectives, utilizing multiple response and student engagement strategies.

District Name:


Dallas ISD


Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)












Q1 Goal:

100% of the teachers will receive professional development to assess the curriculum alignment with TEKS. Q2 Goal:

85% of teachers will demonstrate mastery of instructional strategies by planning lessons at high levels of cognition.

Q3 Goal:

70% of students will demonstrate proficiency on social studies assessments.

Q4 Goal:


Leadership Team will create a protocol for studying and uupacking the TEKS which includes an analysis of released test items

2)

Walk-throughs will be conducted to capture exemplary practices and to support feedback conversations for improved teaching and learning.

2)

Administrators will conduct face-to-face conferences with teachers and follow-up on recommended actions on a consistent basis.

2)

Instructional Leadership Team will analyze STAAR data

Administrators will facilitate the development of Instructional Calendars & interim assessments using 2 Book-End Framework. 3)

Teachers will include differentiated strategies (ELPS, SIOP) during instruction to impact mastery of objectives on interim/common assessments. 3)

District Social Studies Staff will continue to provide support to build teacher content skills and rigorous content. 3)

Student Surveys will be provided to inform teachers of instructional needs/gaps.


Administrators will provide professional development acquired in Leadership Training - "Creating & Promoting a Culture of Greatness."

1)

Social Studies Specialists/Dept. Chairman will conduct model lessons and provide instructional strategies with rigorous content.

1)

Teachers will provide small group interventions to increase student mastery of objectives. 1)

Instructional Leadership Team will assess the effectiveness of 2015-2016 strategies/interventions.

Professional Development Agenda1)


Lesson Plans1)

STAAR Data

Instructional Calendar2)

Lesson Plans2)

Data Meeting/PLC Agenda2)

Student Survey Data

Administrators will provide professional development on ELPS & differentiated instruction to support special populations.

4)

Administrators will review lesson plans each week to ensure incorporation of academic rigor & HOTS. Feedback conferences will also be conducted.

4)

Administrators will conduct data meetings/PLC to assess students' level of mastery of taught objectives.

4)





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Interim Assessments3)

Common Assessments3)

Spot Observations/Feedback3)



Feedback Conference Data4)

Student Profiles4)

Professional Development Plan 2016-2017


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Major Systems



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Index Number:






Mark Twain Leadership Vanguard 724 Green Cove Lane Dallas, Texas 75232

Mark Twain Leadership Vanguard School Analysis

Problem 1: 80% of all students did not meet the state standards in Science.

Goal: 80% of the students will show an increase of 100% (46% passing rate) in the STAAR Assessment.

Cause: Teachers lacked the knowledge base as well as the implementation of science content.

How to address the problem: Teachers will use investigative, hands-on 5E model for science instruction.

Problem 1: 94% of African American students did not meet Advance Level 3 on all content areas.

Goal: The school will meet or exceed the state target score for Index 3 for the 2015-16 school year.

Cause: Staff taught at a low level of rigor due to inconsistent monitoring and implementation of higher order thinking strategies.

How to address the problem: The staff will implement Higher Order Thinking strategies and will be consistently monitored and receive written feedback.

District Name:

Campus Name:


PS 1: Root

Cause 1:

PS 2: Root

Cause 2:

PS 3: Root

Cause 3:

PS 4:Root

Cause 4:

PS 5: Root

Cause 5:

PS 6: Root

Cause 6:

PS 7: Root

Cause 7:

PS 8:Root

Cause 8:

PS 9:Root

Cause 9:

PS 10:Root

Cause 10:



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Cause #10


Mark Twain Leadership Vanguard

Dallas ISD





80% of all students did not meet the state standards in Science.

94% of African American students did not meet Advance Level 3 on all content areas.







ORSection VI of the


tab.





Teachers lacked the knowledge base as well as the implementation of science content.

Staff taught at a low level of rigor due to inconsistent monitoring and implementation higher order thinking strategies.

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Cause #6





District Name:

Campus Name: Mark Twain Leadership Vanguard

Dallas ISD



Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)









Quarterly Planning Process her



Q4 Report




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Q2 Report


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Science Lab sign in sheets

Science walkthrough forms

SPOT data from formal observations

Use of science lab at least 1 time per week

Use of science walkthrough forms- principal and CIC monitors science instruction and best practices and provides instructional feedback to teachers

Use of science lab at least 1 time per week


Use of daily DOL to monitor mastery of identified standards

Demonstrations of Learning (DOL) reports to show level of mastery on standards by teacher, grade level, etc.





Sample of lesson plans in the area of science

Professional development agendas/sign in sheet for Stem Scopes

Q2 Goal:

The students in grades 3-5 will show at least a 10% gain in passing rate on Winter ACP scores in the area of Science. (based off the Winter 2014 scores) Q4 Goal:

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SPOT data from formal observations




100% of science teachers will implement the use of Stem Scopes in their weekly instruction by October 15, 2015 as evident in their lesson plans and seen during observations.


Q3 Goal:

The students in grades 3-5 will show at least a 10% gain in passing rate on Spring ACP scores in the area of science. ( based off the spring 2015 scores)

The students in grades 3-5 will show an increase of 20% passing rate on science common assessments from the first semester.

Use of science labs

Use of interactive notebooks Use of science lab at least 1 time per week.


3)

4)

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Strategy:

Annual Goal:80% of all students did not meet the state standards in Science.

Teachers lacked the knowledge base as well as the implementation of science content.

Teachers will use investigative, hands-on 5E model for science instruction.

80% of the students will show an increase of 100% (46% passing rate) in the STAAR Assessment.


Index Number:



Major Systems

Root Cause 1:









By addressing the root cause, the teachers will be more knowledgeable and student achievement will increase.

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Problem Statement 2: 94% of African American students did not meet Advance Level 3 on all content areas. Annual Goal:

The school will meet or exceed the state target score for Index 3 for the 2015-16 school year.

Root Cause 2: Staff taught at a low level of rigor due to inconsistent monitoring and implementation higher order thinking strategies. Strategy:

The staff will implement Higher Order Thinking strategies and will be consistently monitored and receive written feedback.




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District Name:

Campus Name: Mark Twain Leadership Vanguard

Dallas ISD



Q1 Goal:

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Index Number:



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By teaching students to a higher level of rigor, more students will meet the advance level standards in all content areas.


100% of teachers will receive professional development on higher order thinking questions and use of questioing quardrant to increase rigor.

Q2 Goal:

10% of students (grades 3-5) will perform at Level III on the Winter Assessment of Course Performance (ACP). Level III is equilvalent to a score of 80% or higher on percent passing.

Q3 Goal:

15% of students (grades 3-5) will perform at Level III on commom assessments (school benchmarks). Level III is equilvalent to a score of 80% or higher on percent passing.

Q4 Goal:

18% of students (grades 3-5) will perform at Level III on the Spring Assessment of Course Performance (ACP). Level III is equilvalent to a score of 80% or higher on percent passing.











3) 3) 3)

4) 4) 4)

CIC and Principal will deliver the training to all new staff by Oct. 15, 2015. 1)

Use of labeling HOT questions on all lesson plans1)

Use of labeling HOT questions on all lesson plans1)

Use of labeling HOT questions on all lesson plans

Use of labeling HOT questions on all lesson plans

2)

Consistent monitoring with feedback on level of questioning provided by principal and CIC- adjust instruction as needed based off observations 2)

Consistent monitoring with feedback on level of questioning provided by principal and CIC- adjust instruction as needed based off observations 2)

Consistent monitoring with feedback on level of questioning provided by principal and CIC- adjust instruction as needed based off observations

professional development agendas/sign in sheet 2)

Feedback forms with next steps indenitifed 2)

Feedback forms with next steps indenitifed 2)

Feedback forms with next steps indenitifed

3)SPOT data from formal observations




lesson plan review forms1)



lesson plan review forms




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Webster Elementary School Analysis

Problem 1: 54% of all students passed reading.

Goal: By May 2015, 65% of will pass the STAAR reading exam.

Cause: There was a lack of scaffolding and depth of knowledge by reading teachers.

How to address the problem: Implementation of Balanced Literacy school wide.

Problem 2: 54% of all students passed writing.

Goal: By May 2016, 65% of 4th grade students will pass the STAAR writing test.

Cause: Lack of focus on writing at all grades levels.

How to address the problem: Implementation of Norma Jackson Writing school wide.

Problem 3: 16% of students passed the science test.

Goal: By May of 2016, 70% of 5th grade students will pass the STAAR science time.

Cause: Lack of differentiated instruction and hands on activities by science teachers.

How to address the problem: Increase hands on experiences to 50% of class time utilizing differentiated science activities to meet student needs.

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PS 6: Root

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Daniel Webster Elementary

Dallas Independent School District





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54% of all students passed writing.







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There was a lack of scaffolding and depth of knowledge questions provided by reading teachers.

There was a lack of time management and differientation by writing teachers.

There was a lack of differentiated instruction and hands-on activities by science teachers.

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District Name:

Campus Name: Daniel Webster Elementary




Q1 Goal:

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Problem Statement 2: 54% of all students passed writing. Annual Goal:

By May 2016, 65% of 4th grade students will pass the STAAR writing test.

Root Cause 2: There was a lack of time management and differientation by writing teachers. Strategy:

Implementation of Norma Jackson Writing model school wide.

Index Number:




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Strategy:

Annual Goal:54% of all students passed reading.

There was a lack of scaffolding and depth of knowledge questions provided by reading teachers.

Implementation of Balanced Literacy school wide.

By May 2016, 65% of students will pass the STAAR reading exam.


Index Number:



Major Systems

Root Cause 1:









By May 2016, 65% of 4th grade students will pass the STAAR writing test.



By October 2015, 80% of teachers will score an average of 1 or 2 on the campus Ten with a Pen rubric.


Q3 Goal:

By June 2016 there will be an increase of at least 1 reading level for all students on DRA accompanied by a refined reading plan for 2016-2017.

By March 2016, 100% of teachers will effectively utilize the Webster Reading Comprehension startegies for graphic organizers, annotating text evidence by student artifacts and gallary walk exemplars.

Develop and introduce the Ten with a Pen rubric/feedback form.

Hold introduction meeting to introduce procedures for effective instruction.

Administrer BOY DRA to all students in grades 1 - 5.

Conduct Ten with a Pen training and set expectations.

Develop the guided reading rubric, ongoing training for teachers and create student groups based on the DRA.

Create a Guided Reading Professional Development Calendar

Develop and implement a walk-through schedule with regular calibration/analysis by administration team. 3)

4)

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2)


Observation Schedule, Result, Feedback

Feedback Form and Meeting Date

Training Date/Expectations

Meeting date/procedure

Q2 Goal:

By January 2016, 100% of ELA teachers will demonstrate mastery of guided reading implementation as evidenced by scoring at least at a proficient level on 80% of their guided reading rubrics.

Q4 Goal:

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Guided Reading Rubric/Training Dates

Reading Professional Development Calendar

Walkthrough Schedule and Feedback Response to Data

Amended Professional Development Calendar

Webster Way Annotation Guide

Graphic Organizer

Questions/Lesson Plans

Date, Expectations, Lesson Plans, Observation Data

Develop the Webster Way for annotating text and provide ongoing teacher training.

Identify and utilize graphic organizers to support reading comprehension.

Utilize text dependent question stems to promote reading comprehension growth.

Administer the EOY DRA and do a comparative analysis and prepare student profiles for the next year teacher.

Conduct data driven reflection meeting to discuss what worked and what did not work in reading.

Revise the reading plan for 2016-2017 based on data meeting outcomes.

Comparative Analysis of BOY and EOY, Student Profile Folders


Reflection Meetings Minutes/Recommendations

2016-2017 Refined Reading Plan


Q4 Report




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District Name:




Q1 Goal:

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Root Cause 3: There was a lack of differentiated instruction and hands-on activities by science teachers. Strategy:

Increase hands on experiences to 50% of class time utilizing differentiated science activities to meet student needs.

Index Number:





By addressing the lack of differentiated instruction and hands-on activities by teachers we will ensure that we improve student academic performance by making the learning relevant.






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Problem Statement 3: 16% of all students passed the science test. Annual Goal:

By May 2016, 70% of 5th grade students will pass the STAAR science exam.




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4)Observation Schedule, Observation Data, Training/Support Documentation 4) 4)

Reflection Notes




Assessment data from All in Learning program 2)

Professional Development Calendar2)

Student Artifacts2)

Follow Up and Support Schedule/Notes

Tri-weekly assessment3)

Writing Protocol3)

Observation and Feedback Data3)

Portfolio Sharing Procedures


Observation data from observations based on BRES rubric 1)

Area Writing Plan1)

Writing Review Schedule and Teacher Feedback1)

Meeting Dates and Portfolio Expectations

Develop Ten with a Pen Observation Feedback form.

3)

Develop and implement a writing protocol that is aligned to the state rubric for 4th grade writing and provide teacher training. 3)

Provide daily observations and feedback at grade 4.

3)

At May PLC, reading coach will review portfolios with teachers and set procedures for sharing portfolios with the next teacher.

Provide follow up role plays for Ten with a Pen

4)

Develop and implement schedule for observations of Norma Jackson Writing plan, share data and provide differentiated training/support where needed as indicated by the data.

4) 4)

Reflect on the Writing Plan for the 2016-2017 school year

Post student work samples from Ten with a Pen.

1)

Develop and implement an area wide Norma Jackson writing plan.

1)

Schedule times for all teachers to read and score at least 3 4th grade compositions and provide 4th grade teachers and students with feedback and trend data. 1)

Conduct meetings to discuss artifact expectations for portfolios.

Develop observation schedule for Ten with a Pen. 2)

Develop and implement a professional development calendar to address Norma Jackson writing strategies. 2)

Utilize the 2014 Webster writing compositions and the state rubric to show and demonstrate the levels of writing and how to improve.

2)Reading Campus Instructional Coach will provide follow up and support as needed.


By October 2015, 100% of our teachers will demonstrate mastery, 80% of the time, ensuring that we maximize instructional time with Ten with a Pen as evidenced by weekly observations and weekly student artifacts.

Q2 Goal:

By January 2016, 100% of ELA teachers will demonstrate mastery of the Norma Jackson writing strategies as evidenced by 80 % mastery on the writing observation rubric. Q3 Goal:

By March 2016, 4th grade writing teachers will demonstrate mastery of the Norma Jackson writing plan as evidenced by 15% of students scoring at least a 4 on the composition based on the state rubric and 70% on the revising and editing.

Q4 Goal:

By June 2016, Daniel Webster ELA teachers will demonstrate writing implemenation mastery as evidenced by 100% of students having an 3 authenic writing samples in their writing portfolio.













Major Systems



By addressing the lack of time management and differientation of writing teachers we will ensure that we provide students with what they need and allow data to inform our instruction.

District Name:




Q1 Goal:

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Index Number:



Major Systems



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Observation Data3)

Written in Lesson Plans and All in Learning Data3)

Observation and Feedback3)

Lesson Plans, Student Project/Artifact

Professional Development Plan4)

ACP Data and Data Meetings4)

Tri-weekly Assessment Results4)

Rubric Results

Ten with a Pen Science Observation Rubric1)

Professional Development Plan and Expectations and Observation Data 1)

Science Instructional Calendar1)

Science Project/Aritfact Rubric

Ten with a Pen Science Observation Feedback Schedule and completed observation feedback forms

2)Science Planning Calendar and Evidence of Center Activities 2)

Lesson Plans, Observations2)

Lesson Plans

Identify areas that are not proficient and provide professional development to address the concern. 4)

Administer the Science ACP and collect and review data by TEK.

4)

Administer Tri-weekly assessment to assess weak TEKS and second semester Readiness Standards.

4)

Conduct a school wide science gallery walk with at least 2 students at each grade level to present and explain their artifact/project.


Develop and implement an observation feedback schedule for all teachers of science. 2)

Provide a mininum of 3 planning sessions for science teachers to create differentiated science centers.

2)

Utilize the Ten with a Pen (Do Now) as well as the Centers and the Hands On models to address TEKS specific student needs. 2)

Create an opportunity for students to identify an area of science interest and provide opportunities for project research.

Calibrate and share observation data with science teachers.

3)

Create at least two STAAR formatted question to be completed by students at the end of each center or hands-on lab experience. 3)

Utilize weekly observation and feeback data to assist teachers in refining their interventions.

3)

Teachers will provide a timeline and guide students on project development utilizing the rubric and score final project according to the rubric.


Modify the Ten with a Pen rubric to reflect science specific content and share with teachers. 1)

Provide professional development training on differentiated instruction to the Science Lead Teacher and use the Trainer of Trainer model to train all science teachers and establish expectations for implementation.

1)

Develop an instructional calendar to prioritize low performing December 2015 ACP TEKS as well as the second semester Readiness Standards. 1)

Develop the science artifact/project rubric and share with students.




By October 2015, 100% of our teachers will demonstrate mastery of Ten with a Pen (Do Now), 80% of the time, as evidenced by their scores on the Ten with a Pen science observation rubric. Q2 Goal:

By January 2016, 100% of science teachers will demonstrate mastery, 80% of the time, of differentiation of hands-on science labs as evidenced by a 15% increase in the December 2015 Science ACP exam as compared to the December 2014 Science ACP Exam. Q3 Goal:

By March 2016, 100% of science teachers will develop and implement a standards-based intervention plan with an emphasis on small group TEKS specific activities that results in a 10% increase on all tested scienceTEKS. Q4 Goal:

By June 2016, 100% of students in grades 3 - 5, will create an artifact/project (Pre-K - 2nd will create class or grade level projects) utilizing a self selected grade level concept that demonstrates their knowledge with at least 70% of students scoring 2.5 or better on a 4 point rubric.




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