Carpenter Middle School - Plano Independent …...Middle School Improvement Plan 2015-2016 Carpenter Middle School Page 3 of 41 SBIC Committee Committee Member’s Name Role Year 1st

Plano ISD

School Improvement Plan: 2015-2016

School Based Improvement Committee

Carpenter Middle School

Principal: Courtney J. Washington

Mission Statement: At Carpenter Middle School, our mission is to provide a safe environment which promotes respect and motivates students to learn and to act responsibility. We believe education is the shared responsibility of the student, home, school and community. The ultimate goal of Carpenter is to provide an excellent education for each student.

Middle School Improvement Plan 2015-2016 Carpenter Middle School

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Verification Page

Planning Timelines Analysis of Critical Actions, and STAAR 2014-2015 Gap Analyses: June 2015

Needs analysis, goal setting and strategic planning: June – September 2015

Campus teacher data analysis day: August-September, 2015

SBIC Plan due for DBIC review: October 30, 2015

Meeting Dates Meeting 1: SBIC approves the improvement plan (by October 23, 2015): Tuesday, October 20, 2015

Meeting 2: Progress monitoring and review of strategic plan (by February 1, 2016): Tuesday, January 26, 2016

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 10, 2016): Monday, May 23, 2016

2015-2016 Campus Status

Check all that apply

☐ Title III English Language Learner Campus

☐ Non-Title I Campus

☐ Title I Targeted Assistance Campus

☐ Targeted Assistance Campus Transitioning to Title I School-wide

Title I School-wide Campus

Title I Information

Title I Components

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

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

3 (HQ) Instruction by Highly Qualified Staff 8 (A) Teacher Decision-Making Regarding Assessments

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

5 (R/R) Strategies to Attract Highly Qualified Teachers 10 (Coord) Coordination and Integration

Program Funding

Multilingual i.e. Parent programs, Assistance with ESL and/or Bilingual program utilizing Multilingual Specialists

Title I i.e. Parent programs, Tutorial Program, RAMP up for Kindergarten Program

Sp.Ed. i.e. Special Education emergency aid

Local i.e. Parent programs

PDAS SBIC Waiver Approval Form: To provide an alternative appraisal process to the PDAS for experienced eligible teachers, the School Based Improvement Committee has to submit a waiver

(first approved at the campus level) for consideration by the District Based Improvement Committee at its first regularly scheduled meeting. The PDAS SBIC

WAIVER APPROVAL FORM may be accessed here: http://inside.pisd/hr/services/documents/PDASSBICWAIVERAPPROVALFORM.pdf

http://inside.pisd/hr/services/documents/PDASSBICWAIVERAPPROVALFORM.pdf


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SBIC Committee

Committee Member’s Name Role Year 1st Participated on SBIC

Rose Castillo Faculty Member, Math 2015-2016

Robert Adler Faculty Member, Science 2014-2015

Pat Craven Faculty Member, History 2015-2016

Lisa Evans-Waterman Faculty Member, ELAR 2014-2015

Joy Blasius Faculty Member, Reading Specialist 2015-2016

Lindsay Beattie Faculty Member, Librarian 2015-2016

Cassandra Ray Faculty Member, PE/Health 2015-2016

Courtney J. Washington Principal Permanent Member

John Tedford District Professional 2014-2015

Paul Meredith Campus Professional, Non-teaching 2015-2016

Wendy Prater Campus Professional, Non-teaching 2014-2015

Samantha Castillo Support Staff Member 2015-2016

Kyle Foreman Parent-Selected by PTA 2015-2016

Sarah Albers Parent-Selected by Principal 2015-2016

Therese Nozykowski Parent 2015-2016

Parent

Parent

Parent

Lawrence Mann Community Member 2014-2015

Community Member

Business Representative

Business Representative

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

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


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

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

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

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

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

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

7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (60% meet Phase-in 1 Level II on STAAR/EOC).

District-Wide Goals Title I Components Applicable Student

Groups Health, Fitness and Attendance:

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

10 (Coordination and Integration) All

Violence Prevention and Bullying 10 (Coordination and Integration) All

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

1 (Comprehensive Needs Assessment)

6 (Strategies to Increase Parental Involvement)

10 (Coordination and Integration)

All

Highly Qualified Staff: The highly qualified rate of teaching staff (Teachers and Paraprofessionals) will meet the 100% target measure.


3 (Instruction by Highly Qualified Staff)

4 (High-Quality Professional Development)

5 (Strategies to Attract Highly Qualified Teachers)

10 (Coordination and Integration)

All

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


7 (Transition) 10 (Coordination and Integration)

Title I only


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

Comprehensive Needs Assessment;

Plano Professional Practice Analysis (PPP Analysis);

STAAR/EOC Gap Analysis;

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

Critical-Actions Targeted Area

1. Increase the academic achievement in Reading for all students with an emphasis on English Language Learner students.

Campus Wide Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:

2. Increase the academic achievement in Science for all students with an emphasis on African American, Hispanic, and Economically Disadvantaged students.

Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics Science

☐ Social Studies

☐ Other:

3. Increase the academic achievement in Social Studies for all students with an emphasis on African American, Hispanic and Economically Disadvantaged students.

Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science Social Studies

☐ Other:

4. Increase the use of high-yield instructional strategies and reinforce their use in all classrooms.

Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:

5. Increase teacher knowledge of and ability to analyze student performance data to support instructional practices.

Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:


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Critical Action 1

Critical Action: Provide new teachers with tailored support regarding curriculum, instruction, and assessment by assigning teachers mentors, providing support for new teachers, and focusing new-teacher support on curriculum, instruction, and assessment.

Project Lead: Robert Adler, Barbara Lye, Joy Blasius, Lisa Waterman, Joseph deLarios – Core Subject Department Chairs

Staff, Title I Staff: All Core Teachers, Administrators, C & I Coordinators/Specialists, Assessment & Accountability Personnel

Materials and Resources: Teacher Evaluation Data, Student Assessment Data

2015-2016 Timeline: Beginning September 2015 and continuing through June 2016

Targeted Area:

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

Title I Components:

1 (CNA) 2 (RS) ☐ 3 (HQ) 4 (PD) ☐ 5 (R/R) ☐ 6 (PI) ☐ 7 (Tran) 8 (A) 9 (M) ☐ 10 (Coord) Program Funding:

Strategies for Accomplishing Critical Action:

Action Step Implementation Timeline

per Action Step Formative & Summative Notes

(Evidence of Implementation and Impact)

1. Select mentors for new teachers based on the prospective mentors measured success in the classroom. Develop deep support structures for new teachers beyond assigned mentors (i.e. first and second year teacher mentor program).

Monthly New Teacher and Second Year Teacher

Meetings, Monthly Department Meetings

The administrative team selected mentors for first and second year teachers. The first and second year teachers met monthly with the mentors, campus liaisons and administration. Formative Notes: Science Each teacher within the Science Department was assigned a peer mentor from another department. We would initiate our pre-conference and discuss areas of growth we would like to focus on and how the peer observer can help. We utilized our planning periods and coordinated with our peer mentors days and times in which observations would take place. Our post-conference was either face-to-face or via email as well as documentation using the school-wide form given at the beginning of the year. These observations started in September 2015. Summative Notes: Science We made the effort to reach out to our peer-observers to reflect and praise on personal and professional growth all year. We shared resources, such as pedagogical techniques, as well as academic skills to promote cross-curricular integration. Formative Notes: ELAR Attended monthly new teacher meetings. Within the ELAR


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department, reviewed curriculum, research-based strategies, instruction and implementation. Summative Notes: ELAR Efforts were made to reach out and praise personal and professional growth. We shared resources, pedagogical techniques, and invited curriculum specialists to supervise. Formative and Summative Notes: History New teachers met weekly with their grade level team (7th and 8th grade) weekly along with department chairman and District Social Studies Curriculum Coordinator. New teacher would also meet with district instructional specialist in order to go over the instructional program, instructional strategies, and available resources.

2. Focus all support for new teachers on curriculum, instruction, and assessment. Ensure that mentoring activities are firmly focused on these topics—as opposed to a focus on school procedures and processes.



The administrative team selected mentors for first and second year teachers. The first and second year teachers met monthly with the mentors, campus liaisons and administration. Formative Notes: Science Within the Science Department, new teachers to the district attended curriculum training in August with Karen Shepard, Curriculum Director, as well as Instructional Specialist, Michael Lindsey. Additionally, 1st and 2nd year teachers were part of the RISING STAR ACADEMY created by Karen Shepard to focus on growing teachers and offering support in areas, such as interactive notebooks, flexible grouping, and differentiated instruction. RISING STAR met in October 2015 and February 2016. New teachers were also required to attend GT training to gain insight on how to identify gifted students. GT training was spread out throughout the year at Sockwell Center with Teresa Biggs as the presenter. Our Science department met monthly to discuss vertical alignment, especially after MAP scores in January and how 6th and 7th grade can help bridge the gap of misconceptions with 8th grade students. Mentor teachers were assigned to new teacher within department. Mentor program met on average once a month and discussed topics, such as active listening. Summative Notes: Science Post-conference with new teachers with Instructional Specialist to discuss areas of improvement for next year have been discussed. More vertical alignment is encouraged as well as more active communication.


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Formative Notes: ELAR All new ELAR department teachers attended district curriculum training in August. District assessment department personnel disaggregated MAP data for more effective differentiated instruction. Summative Notes: ELAR ELAR Department came together to discuss assessment data and create game plan. Students demonstrated growth on MAP due to extensive time given to explaining the purpose of the assessment and goal setting.

3. Be certain that all new-teacher support activities are firmly attached to helping them become deeply familiar with 1. the districts written curriculum, 2. high-yield instructional strategies, 3. chosen instructional programs and resources, and 4. the use of assessment results to shape instruction.



The administrative team selected mentors for first and second year teachers. The first and second year teachers met monthly with the mentors, campus liaisons and administration. All PISD teachers receive extensive professional development to support the district’s curriculum. The campus has provided training on AVID strategies, Marzano’s instructional strategies, levels of questioning, Special Education and ESL strategies. The math department has received Kagan training. Several teachers have received Read, Talk, Write training. Formative Notes: Monthly Department meetings to discuss housekeeping items, such as supplies, eye-wash stations, chemical inventory, etc. Additionally, Instructional Specialist would observe/co-teach classes to build relationships with our students, especially with 8th graders around the time of STAAR preparation from April to May 2016. Summative Notes: Content-based assessments results drove our instruction. Data analysis allowed Science department to dig deeper into student misconceptions, vocabulary, etc. District exams were given on average every 4 weeks. Grade-level teachers would meet to discuss scores. If scores were low, action plans were put into place, such as re-teach via warm-ups and exit tickets, small group instruction, and mandatory morning and after school tutoring, with parental communication. Formative Notes: ELAR Monthly Department meetings to discuss housekeeping items, as well as introduce and model new instructional strategies. Summative Notes: ELAR


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Assessment results drove our instruction. Data analysis allowed the ELAR Department to dig deeper into student misconceptions, vocabulary, etc. Grade-level teachers would meet to discuss scores. If scores were low, action plans were put into place with mandatory morning and after school tutoring and parental communication.


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Critical Action 2

Critical Action: Use the master schedule as a tool to maximize learning opportunities for all by using innovative scheduling to achieve academic goals.


Staff, Title I Staff: All Core Teachers, Administrators, C & I Coordinators/Specialists, Title I Support

Materials and Resources: Master Schedule, PISD Curriculum, Supplemental Curricular Materials


Targeted Area:


Title I Components:






1. Identify any course assignments or arrangements that you currently use to ensure all students have the greatest opportunity to learn (i.e. Power Math, Title I Reading Support, Plus Period).

Monthly

The administrative team develops the campus master schedule in the best interest of students. The department chairs and counselors participate in the process of its development. Formative Notes: Math Power math was utilized for all three grade levels. Summative Notes: Math 55 % of the students in a power math class passed the first administration of the 8th grade STAAR. 14 of the students not in special education classes that did not pass the first administration of STAAR were not in a power math class. Other grade levels of STAAR were not available. Plus period was utilized throughout the year to re-test students and or catch up on missing work. The failure rate of the students fluctuated between 10-19% all year long for all three grade levels. With a peak in 8th grade of 30% and a low of 9% in 6th grade. Formative Notes: Science Based on January MAP scores taken by 8th graders, we reached out to Instructional Specialist to ask about range of students to focus on for mandatory STAAR tutoring. Our range was 218-240. We sent tutoring letters home, utilized Title 1 funding for snacks, and announced tutoring every week during STAAR preparation. All Science classes utilized Plus Period time to supplement and enhance lessons taught during the regularly scheduled Science classes. The Plus Period time was also used to reinforce and review concepts in


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preparation for the 8th Grade Science STAAR. Additionally, Science STAAR simulation was given in March as a checkpoint to see where 8th graders were at. Along with district exams, all collected data was used to ensure each student had the greatest opportunity to learn. We reached out to the Reading Teachers to send them academic vocabulary to help focus on with students, as well as daily morning announcements on “Science Words of the Day”. ESL teachers were asked to provide strategies, such as sentence stems to help students dissect academic vocabulary. Summative Notes: Science Measurement of growth is contingent on final exam, STAAR Science scores, as well as end of year grades. Formal and informal assessments have also been used to monitor student growth. Formative Notes: ELAR Based on fall and winter MAP scores, groups of students were pulled to work on specific literacy skills with the reading specialist. All ELAR classes utilized Plus Period time to supplement and enhance lessons taught during the regularly scheduled ELAR classes. The Plus Period time was also used to reinforce and review concepts in preparation for Reading and Writing STAAR. Additionally, intensive Writing STAAR simulation was given in March to all 7th graders and intensive Reading STAAR simulation was given to all 8th grade accelerated Reading students starting in February via mini-lessons with the Reading Specialist. In April, all 6th, 7th, and 8th grade students were given Reading STAAR simulation in their ELAR classes. Along with district exams, all collected data was used to ensure each student had the greatest opportunity to learn. ESL teachers were asked to provide strategies to help students dissect academic language. Summative Notes: ELAR Measurement of growth is contingent on final exam, STAAR Reading and Writing scores, as well as end of year grades. Formal and informal assessments have also been used to monitor student growth. Formative and Summative Notes: History Social Studies grade level teams worked together to plan and integrate strategies to help maximize learning on each grade level. We also offered tutoring before, after and during lunch periods for students that were struggling or wanted to make sure they had a clear


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understanding of the course material.


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Critical Action 3 Critical Action: Model and promote substantive collaboration to foster a learning community by participating actively in teacher team meetings, building teachers capacity for collaboration, and promoting collaboration through structured peer classroom visits.


Staff, Title I Staff: All Core Teachers, Administrators, C & I Coordinators/Specialists

Materials and Resources: TEKS, PISD Curriculum, SAS Data, Research-based Instructional Strategies


Targeted Area:


Title I Components:






1. Provide a structured collaborative planning time for all teachers in a grade and/or subject before school, after school or during the school day and attend as many teacher team meetings across grades or departments.

Weekly Core Subject Grade Level Meetings

Curriculum departments met monthly. Subject level teachers met bi-weekly and/or as needed. Grade level teams met monthly. The administrators were assigned grade levels and subjects to supervise and attended each meeting. Agendas were created by leadership. Minutes were taken by a teacher or an administrator and share with the team. Formative Notes: Science Grade- level Science teachers met on a weekly basis for lesson planning with Instructional Specialist (at least monthly). Additionally, team leader meetings with grade levels enabled cross-curricular communication on academic and social abilities of students. Summative Notes: Science Parent communication was effective when all teachers initiated contact. Grade-level counselors also helped ensure students were not failing and everyone was on the same page to ensure student success. IEP/504 was implemented and case managers kept in contact. Formative Notes: ELAR Grade-level ELAR teachers met on a weekly basis for lesson planning with an Instructional Specialist (6th grade weekly). Additionally, team leader meetings with grade levels enabled cross-curricular communication on academic and social abilities of students.


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Summative Notes: ELAR Parent communication was effective when all teachers initiated contact. Grade-level counselors and CMIT committee members also helped ensure student success. IEP/504 was implemented and case managers kept in contact. Formative and Summative Notes: History Social Studies Teachers held weekly planning meetings during their conference time or before school (7th grade) due to non-common planning period. Teachers, administrators, and District Coordinator and Specialists were in attendance for most of those meetings.

2. Ensure that stakeholders (school administrators, teacher leaders and teachers) develop the capacity to contribute actively and in meaningful ways to the discussions. Leaders should also address any impediments to open and honest discussion among team members in the meetings, challenge teams to experiment with new areas of collaboration (i.e., common assessments), and monitor to ensure the involvement of all team members.

Weekly Core Subject

Grade Level Meetings

Each teacher was viewed as contributor to the discussion of the meetings and was encouraged to actively share ideas with the team. Ideas were implemented based on best practices and whether the ideas supported the PISD curriculum. Formative/Summative: Math During our team meetings, planning would begin by keeping the end in mine. This included creating or viewing summative assessments before lessons were created. Formative Notes: Science Open House and parent contacts were established in the beginning of the year (September 2015). Principal sat in 8th grade planning meetings and offered suggestions, such as making daily vocabulary announcements. Grade level Science teachers met on a weekly basis to not only plan lessons but come up with various formative assessment activities. Summative Notes: Science Stakeholders, including administrators and parents were involved in the success of students. Our most vital stakeholders, our students, were provided multiple opportunities to learn, grow, and build lasting relationships with teachers. A few days before Science STAAR, teachers gave students words of encouragement to believe in themselves and raise the bar for future classes. Formative Notes: ELAR Open House and parent contacts were established in the beginning of the year (Sept., 2015). Principal sat in grade level planning meetings and offered suggestions. Grade level ELAR teachers met on a weekly


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basis to plan cohesive lessons. Summative Notes: ELAR

Stakeholders, including administrators and parents were involved in

the success of students. Our most vital stakeholders, our students,

were provided multiple opportunities to learn, grow, and build lasting

relationships with teachers. A few days before the Reading and

Writing STAAR, teachers gave students words of encouragement.

Formative and Summative Notes: History

Social Studies were encouraged to use their experiences from previous

years to expand learning opportunities for the students.

3. Discussion of effective, collaborative team meetings on a regular basis. Effective teaching strategies will be discussed that might be emulated across grades or departments.

Monthly Department Meetings

Monthly Grade Level Meetings

The discussion of effective instructional practices is listed in the minutes and/or agenda. Math Department Notes: Math During our monthly department meetings, new methods to group and

or engage students was introduced and practiced. Teachers would

then practice these methods within their own classroom. Teachers

would then discuss at the following meeting the positive/negative

impact it made on their students.

Science Department Notes: Science Monthly Science Department meetings were held to discuss effective

teaching strategies, assessment score analysis and to develop plans of

action to effectively increase learning in our Science classrooms.

ELAR Department Notes:

Monthly ELAR Department meetings were held to discuss effective

teaching strategies, assessment score analysis and to develop plans of

action to effectively increase learning in the ELAR classrooms.

History Department Notes:

Social Studies worked with Language Arts to see what strategies they

were using in writing essays so we could stay consistent and assist our

students as they wrote multiple essays over the school year.


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4. Effectively use the time that has been allocated for teachers to meet collaboratively and engage district leaders in your discussion.

Weekly Core Subject

Grade Level Meetings Monthly Department

Meetings

During the 2016-2017 school year, the teachers will have a common planning period. Departments met before school or afternoon to collaborate on the curriculum, instructional practices and to disseminate information. District specialists participated in weekly meetings. ELAR Department Notes: District leaders were invited to all meetings and to attend the weekly grade level ELAR department meetings. History Department Notes: Teachers met weekly with their grade level teachers to plan and collaborate.

5. Determine what methods you will use to build each of these identified skills if assistance is needed (e.g., instructional coaches, modeling, observations of effective teams). Monitor team meetings to ensure that you have provided the necessary support to create effective and exciting collaborative teams.

Monthly Department

Meetings

The teachers participated in peer observations during the 2015-2016 school year. Administrators encouraged teachers collaborate with peers due to identified areas of growth. Curriculum departments met monthly. Subject level teachers met bi-weekly and/or as needed. Grade level teams met monthly. The administrators were assigned grade levels and subjects to supervise and attended each meeting. Agendas were created by leadership. Minutes were taken by a teacher or an administrator and share with the team. Formative and Summative Notes: Math The math department works at creating a trust within our team. We celebrate all our accomplishments during our monthly meetings. As a group we also go over any places we have fallen short of our goals. We hope to continue our team building next year. Formative Notes: Science Celebration and recognition within our department established trust within our department. Summative Notes: Science More team building activities in August is plan of action to set the positive tone of team building, honesty, and team work for the whole year. Formative Notes: ELAR Celebration and recognition within our department established trust.


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Summative Notes: ELAR More team building activities in August is a plan of action to set the positive tone of team building, honesty, and team work for the whole year. Formative and Summative Notes: History The Social Studies Dept. had to be flexible as personnel changed during the year. We created a can do spirit as we rolled with the changes. As roles changed, we all pitched in remembering that it was all about the students’ success. Social studies came together to become stronger and closer than before.

6. Provide opportunities for teachers to visit one another’s classrooms by establishing a culture in which all teachers expect to visit and be visited by their peers and participate in meaningful discussions following the visits with teachers.

Monthly Peer Observations

The teachers participated in peer observations during the 2015-2016 school year. Administrators encouraged teachers collaborate with peers due to identified areas of growth. Math Department Notes: Teachers were assigned a teacher to visit and be visited by. Many times teachers would not have a chance to discuss what was written on the peer observation sheet. Consideration for future implementation is that teachers select the person they would like to observe. Science Department Notes: All teachers were paired with another teacher in a different subject area to conduct monthly peer observations which gave the teachers an opportunity for teachers to learn instructional and management techniques from one another. ELAR Department Notes: All teachers were paired with another teacher from a different subject area to conduct monthly peer observations which gave the teachers an opportunity for teachers to learn instructional and management techniques from one another. History Department Notes: The Social Studies teachers were encouraged not only to visit Social Studies classes but other subjects as well. Then, we discussed what strategies could be incorporated into our classrooms. We sought out strong teachers in each subject area.


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Critical Action 4

Critical Action: Define high-yield instructional strategies and reinforce their use in all classrooms by promoting a common understanding of high-yield instructional strategies, reinforcing the use of high-yield instructional strategies, and identify best instructional practices based on student performance data.


Staff, Title I Staff: All Core Teachers, Administrators, C & I Coordinators/Specialists

Materials and Resources: TEKS, PISD Curriculum, SAS Data, AVID strategies, Costas Questioning, Marzano’s Research-based Instructional Strategies


Targeted Area:


Title I Components:






1. Work collaboratively with teachers to identify a set of high-yield instructional strategies that all teachers will master and use in their classrooms, such as AVID strategies, Costas Questioning, Marzano’s Research-based Instructional Strategies and literacy strategies.

Weekly Core Subject Grade Level and


The principal and/or District staff conducted a series of PDH to the staff on AVID strategies, quality questioning strategies, Marzano’s instructional strategies. Formative Notes: Math All teachers posted AVID strategies and typed Costas Questions in each of their room. This gave teachers a daily reminder of keeping their types of questioning at a higher level. Summative Notes: Math We will continue looking for and implementing research-based instructional strategies. Formative Notes: Science Weekly Science grade level and Monthly Department meetings were conducted in which teachers were able to collaborate and develop high yield instructional strategies. All Science teachers used various AVID strategies in their classrooms which included Interactive Note-booking and higher level questioning techniques. Summative Notes: Science Encourage students to take more ownership of creating level 1, 2, and 3 questions. Research PD opportunities for research-based instructional strategies, or make this the focus of our department meetings on some occasion: case studies of schools that implement


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strategies that work. Formative Notes: ELAR Weekly ELAR grade level and monthly Department meetings were conducted in which teachers were able to collaborate and develop high yield instructional strategies. All ELAR teachers used various AVID strategies in their classrooms which included annotation and higher level questioning techniques. Summative Notes: ELAR Encourage students to take more ownership of creating level 1, 2, and 3 questions. Research PD opportunities for research-based instructional strategies, or make this the focus of our department meetings on some occasions. Formative and Summative Notes: History Social Studies teachers talked with students about higher levels of thinking and how to identify them. We had Costa’s Levels of Thinking laminated on our bulletin boards as a reminder to the students. We would also during discussions ask students to identify the level of questioning. We tried to make the student cognizant of their thinking.

2. Determine how leaders will ensure that all faculty members are skilled in the use of the identified strategy. Perhaps teachers who demonstrate the strongest skills in each strategy can lead brief sessions across a number of weeks for colleagues. Carefully structure the opportunity for all teachers to master the instructional strategies that have been identified as important for all staff members to employ. This support might include master teachers, instructional coaches, or collaborative team study.

Weekly Core Subject

Grade Level and Monthly Department

Meetings

The administrative team identified strong practitioners of instructional practices to support struggling new and struggling teachers. Next year, the administrators and department chairs will implement an instructional coaching model to assess effectiveness and provide support. Formative Notes: Math We will continue having different teachers and/or department head to model different lessons to use at different levels and strategies to implement them efficiently to a classroom. Summative Notes: Math During our peer observations notes were taken and shared over the topic that the teacher being observed chose. Post-conferences were either done face to face or by e-mail. Formative Notes: Science Within Science Department, 6th grade teacher shared instructional strategy, such as “Weekly Mystery Warm-Ups”. 8th grade teachers presented on higher-order, leveled questions.


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Summative Notes: Science For future department meetings, we would like a different teacher to present a lesson of high-interest to the invested teacher. Lesson plans and activities will be shared and kept in Google Drive for future references, especially during STAAR time. Formative Notes: ELAR Within the ELAR Department, strategies were modeled by department heads during department meetings followed by a question/answer session. Summative Notes: ELAR For future department meetings, we would like a different teacher to present a lesson of high-interest to other teachers. Lesson plans and activities will continue to be shared and kept in Google Drive for future reference. Formative and Summative Notes: History By having the different specialists and coordinator from the District come to our meetings, they partnered with us on different strategies that have worked at other schools. We also role-played different lessons to each other how we presented the material.

3. Identify high-yield instructional strategies during classroom visits and make sure that you acknowledge or discuss these strategies with teachers after your visit.

Monthly Peer Observations

Weekly Formal and Informal Observations

by Administrators

Formative Notes: Math During our peer observations notes were taken and shared over the topic that the teacher being observed chose. Summative Notes: Math Post-conferences were either done face to face or by e-mail. Formative Notes: Science Each teacher within the Science Department was assigned a peer mentor from another department. We would initiate our pre-conference and discuss areas of growth we would like to focus on and how the peer observer can help. We utilized our planning periods and coordinated with our peer mentors days and times in which observations would take place. Our post-conference was either face-to-face or via email as well as documentation using the school-wide form given at the beginning of the year. These observations started in September 2015.


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Summative Notes: Science We made the effort to reach out to our peer-observers to reflect and praise on personal and professional growth all year. We shared resources, such as pedagogical techniques, as well as academic skills to promote cross-curricular integration. Formative Notes: ELAR Each teacher within the ELAR Department was assigned a peer mentor from another department. We would initiate our pre-conference and discuss areas of growth we would like to focus on and how the peer observer can help. We utilized our planning periods and coordinated with our peer mentors as to when observations would take place. Post-conference was either face-to-face or via email. Documentation was through the school-wide form. These observations began in September 2015. Summative Notes: ELAR We made the effort to reach out to our peer-observers to reflect and praise on personal and professional growth all year. We shared resources, such as pedagogical techniques, as well as academic skills to promote cross-curricular integration. Formative and Summative Notes: History Peer observations notes were shared over the topic that the teacher being observed chose. During planning meetings or other planned meetings with the observed teacher, we discussed what went well and how we could improve.

4. Reinforce high-yield instructional strategies by presenting a summary of your classroom visitation notes during department meetings and/or to individual teachers. Give examples of strategies that you observed and perhaps share additional research on the effectiveness of the strategy.

Monthly Department Meetings (October,

February, May) Weekly Formal and

Informal Observations by Administrators

Formative Notes: Math We will continue having different teachers and/or department head to model different lessons to use at different levels and strategies to implement them efficiently to a classroom. Summative Notes: Math We would also like to invite the district specialist to demonstrate or offer suggestions about what is happening on other campuses. Formative Notes: Science Within Science Department, sixth grade teacher shared instructional strategy, such as “Weekly Mystery Warm-Ups”. Eighth grade teachers presented on higher-order, leveled questions. Summative Notes: Science


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For future department meetings, we would like teachers to present a lesson of high-interest to the invested teacher. Lesson plans and activities will be shared and kept in Google Drive for future references, especially during STAAR time. Invite the Instructional Specialist to offer suggestions on what other campuses are doing. Keep communication open with other campuses. Formative Notes: ELAR During ELAR Department meetings, discussions were held regarding observed instructional strategies. Summative Notes: ELAR For future department meetings, we would like a different teacher to present a lesson of high-interest to other teachers. Lesson plans and activities will continue to be shared and kept in Google Drive for future reference. Formative and Summative Notes: History The Social Studies teachers were encouraged not only to visit Social Studies classes but other subjects as well. Then, we discussed what strategies we could incorporate into our classrooms. We sought out strong teachers in each subject area.

5. Instructional strategies will be documented into informal/formal evaluation processes.

Weekly Formal and

Informal Observations by Administrators

The administrative team consistently conducted Plano Walk-throughs (~600) and informal/formal observations in Eduphoria. Formative Notes: Math A “Walk Through” always gave us input on what we were doing well and what we needed to work on. Summative Notes: Math This gave us information to give to our peer observer so that we could then practice any skill we were not as strong in. Formative Notes: Science Walk Through from administrators enabled teachers to be praised for strengths, share areas of improvement and identify areas of growth. Summative Notes: Science The science department would like to do walk-throughs as a team and walk into other classes to gain instructional strategies cross-curricular.


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Formative Notes: ELAR Walk-through from administrators enabled teachers to be praised for strengths, as well as ascertain areas of improvement. Summative Notes: ELAR The ELAR Department would like to do walk-throughs as a team and walk into classrooms to gain instructional and class room management strategies cross-curricular. Formative and Summative Notes: History The Administrator’s Walk Through gave us input on what we were doing well and what we needed to work on. This gave us information to give to our peer observer so that we could then practice any skill that was an area of growth.

6. Use data as evidence of student learning as the means for identifying best instructional practices in your school. As a leadership team, discuss what measures of student performance you will use to determine how you will identify best practice.

Weekly Core Subject Grade Level and


Monthly Leadership Meetings

Formative and Summative Notes: Math We used January MAP scores and student first semester grades to set up a list of students to target for additional tutoring prior to the STAAR administration. Formative Notes: Science Based on January MAP scores taken by 8th graders, we reached out to Instructional Specialist to ask about range of students to focus on for mandatory STAAR tutoring. Our range was 218-240. We sent tutoring letters home, utilized Title 1 funding for snacks, and announced tutoring every week during STAAR preparation. All Science classes utilized Plus Period time to supplement and enhance lessons taught during the regularly scheduled Science classes. The Plus Period time was also used to reinforce and review concepts in preparation for the 8th Grade Science STAAR. Additionally, Science STAAR simulation was given in March as a checkpoint to see where 8th graders were at. Along with district exams, all collected data was used to ensure each student had the greatest opportunity to learn. We reached out to the Reading Teachers to send them academic vocabulary to help focus on with students, as well as daily morning announcements on “Science Words of the Day”. ESL teachers were asked to provide strategies, such as sentence stems to help students dissect academic vocabulary. Summative Notes: Science Measurement of growth is contingent on final exam, STAAR Science


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scores, as well as end of year grades. Formal and informal assessments have also been used to monitor student growth. Formative Notes: ELAR Based on fall and winter MAP scores, we reached out to Instructional specialists to help ascertain our focus for STAAR tutoring. Summative Notes: ELAR Measurement of growth is contingent on final exam, STAAR Reading and Writing scores, as well as end of year grades. Formal and informal assessments have also been used to monitor student growth. Formative and Summative Notes: History Social Studies track our students’ scores throughout the semester using quizzes, unit and semester tests to identify students who might need extra assistance.


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Critical Action 5 Critical Action: Supplement classroom interventions with targeted support for students who perform below grade level or demonstrate early mastery of the curriculum by developing intervention plans for students performing below grade level, providing support for students performing below grade level, developing intervention plans for students demonstrating early mastery of the curriculum, and providing enhanced learning opportunities for students demonstrating early mastery of the curriculum. Our targeted student populations are: all students in science; ELLs in reading; African American, Hispanic and ED students in social studies.


Staff, Title I Staff: All Core Teachers, Administrators, C & I Coordinators/Specialists, CMIT

Materials and Resources: TEKS, PISD Curriculum, SAS Data, AVID strategies, Costas Questioning, Marzano’s Research-based Instructional Strategies


Targeted Area:


Title I Components:






1. Create and share a written intervention plan that clearly identifies the school-level support used to assist students who enter a class at a below-grade achievement level (i.e. Title I support, Plus Period, Team-teaching, Power Math).

Weekly Core Subject


Meetings

CMIT Meetings

The administrative team, counselors, Special Education leadership and CMIT work in partnership to monitor student progress and to provide interventions as needed. Formative and Summative Notes: Math Teachers monitor students MAP, CogAt, and past STAAR results. They use methods such as learned by Lead Forward to identify student’s weaknesses to set up times for tutoring or to place in a power math class. If many students are weak in one area, PLUS class was used to review or re-teach the area of concern. Formative Notes: Science With formal and informal observations/assessments, students were identified as below-grade level. We reached out to Title 1 specialist who provided specific students who scored below MAP. This enabled Science teachers to scaffold more for these students. Summative Notes: Science


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Continue communication with Reading Specialist, and utilize PLUS period for small group instruction. Formative Notes: ELAR With formal and informal observations/assessments, students were identified as below-grade level based on MAP scores as well as past STAAR scores. Scaffolding was implemented as needed for these specific students. Summative Notes: ELAR Continued communication with reading specialist, instructional specialists, utilized Plus Period for small group instruction. Formative and Summative Notes: History There are many ways to assess students and address their weaknesses. Teachers monitor students MAP, CogAt, and passed STAAR results. They use methods such as learned by Lead Forward to identify student’s weaknesses to set up times for tutoring or to place in a power math class. If many students are weak in one area, plus class was used to review or re-teach the area of concern.

2. Provide support to ensure that students who are performing below grade level gain the specific prerequisite skills needed before they are introduced to new content by concentrating on both the level of instruction in every classroom and the required remediation to allow students to successfully engage in that instruction.

3. Ensure that each unit of study in all core content areas has been carefully analyzed and discussed in planning meetings to determine what necessary prerequisite skills students must possess to be able to engage with the new learning content successfully. Use pre-assessments designed around these prerequisite skills so that teachers can know whether students in their classrooms have the necessary skills for the new

Weekly Core Subject


Meetings

CMIT Meetings

The administrative team, counselors, Special Education leadership and CMIT work in partnership to monitor student progress and to provide interventions, as needed. Formative and Summative Notes: Math Teachers monitor students MAP, CogAt, and past STAAR results. They use methods such as learned by Lead Forward to identify student’s weaknesses to set up times for tutoring or to place in a power math class. If many students are weak in one area, plus class was used to review or re-teach the area of concern. Formative Notes: Science IEP/504 and ELPS were implemented for teacher of record. Teachers contacted parents, counselors, and case managers. Summative Notes: Science Assess students in the beginning of the year to determine academic level. Provide differentiated instruction based on


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content.

these pre-assessments, which can be released district tests or STAAR released tests. Formative Notes: ELAR IEP/504 and ELPS were implemented for teacher record. Teachers contacted parents, counselors, case managers, and CMIT members. Summative Notes: ELAR Assess students at the beginning of the year to determine ability level. Provide differentiated instruction based on these pre-assessments (released district tests or STAAR released tests).

4. Brainstorm and clarify methods teachers might use to determine what school-level support you might be able to provide for teachers whose students demonstrate early mastery of any given unit of study.

5. Ensure that any school-level learning opportunity you provide for students who demonstrate early mastery of the stated curriculum extends their thinking about the standard(s) being studied (i.e. Plus period activities, tutorial activities, classroom activities).

Weekly Core Subject


Meetings

Formative and Summative Notes: Math Extension activities and problems are added to every unit being covered. When completed with their work successfully, every student is encouraged to work on extension problems. Formative Notes: Science Teachers are district-trained for GT students. Summative Notes: Science Create and push for flipped classrooms, in which students lead instruction, as well as more PBL’s, where students use inquiry to self-discover and drive their own learning. Assess students in the beginning of the year to see what level each student is at. Provide differentiated instruction based on these pre-assessments, which can be released district tests or STAAR released tests. Formative Notes: ELAR During ELAR grade level planning meetings, units of study were analyzed and discussed to determine what skills students needed most in order to successfully complete unit of study. ELAR department created enrichment opportunities for each unit of study to meet the needs of students who demonstrated early mastery. Summative Notes: ELAR

Assess students in the beginning of the year to determine ability

level. Provide differentiated instructions based on these pre-


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assessments (released district tests or STAAR released tests).

Create and push for more student led instruction, more PBLs

where students use inquiry to self-discover and drive their own

learning. Assess students in the beginning of the year to see

what level students are at. Provide differentiated instructions

based on these pre-assessments (released district tests or

STAAR released tests).

Formative and Summative Notes: History

Social Studies teachers use extension activities. We try to have

the students work on going deeper into meanings or more in-

depth what was going at the time. We don’t just add more work

but something that adds to their understanding and peak their

interest in the subject.


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Health, Fitness and Attendance

Critical Action: The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Critical Action:

Applicable

Students Action Step Responsible Staff/Resources

Formative & Summative Notes (Evidence of Implementation and Impact)

COORDINATED SCHOOL HEALTH:

K-8 Designate a Campus Wellness Captain and

establish a Campus Wellness Team; set meetings,

establish measurable goals and document

progress toward goal completion.

(Required - Form Provided)

Principal

Athletic Director

Campus Wellness

Plan

We had a healthy breakfast week where the PE department

and FANS worked together to make the students aware of how

important breakfast is. We had our meetings to discuss how to

get people more involved.

Summative Notes: The action steps were followed as

described above.

K-8 Include at least one Parent on Campus Wellness

Team. (Required)

Campus Wellness

Captain

Campus Wellness

Plan

Committee List

PTA Wellness Chair Meeting Notes


described above.

K-8 Ensure that all components of the Coordinated

School Health curriculum are delivered in an

appropriate setting, i.e. classroom component

requires use of a classroom. (Required)

Principal

Athletic Director

Coordinated School

Health Curriculum

Curriculum Guide

Summative Notes: The action steps were followed as in the

curriculum guide.

K-8 Create a Coordinated School Health bulletin board

inside the school building for students, staff and

parents to view. (Required)

P.E. Teacher/

Staff

Coordinated School

Health Curriculum

Wellness Board is in the Cafeteria

Summative Notes: See documentation from PE teachers,

Athletic Director, nurse and FANS manager

K-8 Notify parents/community members of Family

Wellness Nights/Health Fairs through use of

marquee, newsletter, web page, and/or myPISD.

Campus Wellness

Captain/Principal

Campus Wellness

Plan

S’more Newsletter

E-News


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Applicable



Summative Notes: See documentation from PE teachers and

Athletic Director

FITNESS:

3-8 Analyze student fitness data to set program goals

for school year. (Required - Form Provided)

P.E. Teacher Program Goal Form Fitness-gram Guide


described above.

3-8 Assess all eligible students using fitness test

components. (Required - Form Provided)

P.E. Teacher Student Exemption

Form

Fitness-gram Guide


described above.

4th & 7th Ensure all data for 3rd -8th grade students is

entered on timely basis, fitness report cards are

printed (4th and 7th grade) and sent to parents or

linked through myPISD. (Required)

P.E. Teacher Fitnessgram Student

Report

Fitness-gram Report Card


described above.

PHYSICAL ACTIVITY REQUIREMENTS:

K-8 Ensure students are receiving required physical

education classes/minutes for each school year

and achieving moderate to vigorous physical

activity (MVPA) 50% of the physical education

class period. (Required - Form Provided)

Principal

Athletic Director

Recommended

sample schedules

are available upon

request

MVPA Form

Fitness-gram Report Card

Summative Notes: See Master Schedule

K-8 Measure MVPA and physical activity time using

pedometers and heart rate monitors. (Required)

P.E. Teacher Pedometers; heart

rate monitors

Observations

Summative Notes: See documentation from PE teachers and

Athletic Director

K-8 Ensure physical education staff is using a

sequential and developmentally appropriate

curriculum which has students active at least 70%-

90% of class time. (Required - Form Provided)

Principal

Athletic Director

Administrators

Yearly Plan Form,

Lesson Plans Visible

During Class Time

Observation

Curriculum Guide

Summative Notes: The action steps were followed as in the

curriculum guide.

ATTENDANCE: Forms are available on inside.pisd (Please complete cells below)

K-8 Monitor attendance of students and follow up on Principal TEAMS, Pinnacle, Formative Notes:


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Applicable



prominent and chronic absences. (Required) Administrators Attendance Clerk Assistant Principal and Attendance Clerk meet weekly to

discuss students with chronic absences. Counselors and

Academic Specialist develop individual plans about reducing

absences, making up work, and addressing the causes of the

absences. Assistant Principal and Attendance Clerk follow a

procedure of notices sent home and truancy filings. Some

students who are reluctant to come to school are assigned to

attend “I’m Present” meetings by the Assistant Principal.

Summative Notes:

By the end of the 5th six weeks, the Carpenter attendance rate

for the year was 96.02%. The district average was 96.76%. Next

year, our goal will be to have our attendance rate over the

district average.

K-8 Using Fitnessgram and attendance data, set

measurable goals for students who have

prominent and chronic absences and whose

fitness test scores fall outside the Healthy Fitness

Zone. (Required)

Assistant Principal

Athletic Director

Student Goal Form Formative and Summative Notes:

Assistant Principal and Attendance Clerk meet weekly to

discuss students with chronic absences. Counselors and

Academic Specialist develop individual plans about reducing

absences, making up work, and addressing the causes of the

absences. Discussions with the Athletic Director took place

during weekly Front Office Meetings to address students with

chronic attendance issues. Plans were developed, as needed.


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Violence Prevention and Bullying

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

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

Strategies for Accomplishing Goals:

Applicable Group

Action Step Responsible Staff/Resources Formative & Summative Notes


Staff PREVENTION:

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

Staff feedback/ survey

Formative Notes:

PBIS team members identified “hot spots” by making

observations during class time/passing periods/before

and after school. Campus security specialist walked the

building with administrators to identify the need for

more security cameras.

Summative Notes:

Survey was sent out to all staff members and students.

Hallways and cafeteria were overwhelmingly the two

areas in the building identified as “hot spots.”

Administration utilizes Rapid Eye camera system.

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

Formative Notes:

Administration utilizes duty schedule and places teachers

throughout the building to monitor throughout the day.

Campus security specialist walked the building with

administrators to identify the need for more security

cameras.

Summative Notes:

Administration utilizes the Rapid Eye camera system to

monitor the school. More security cameras will be

placed throughout the school.

Follow Campus Rules/Expectations. (Required) Principal/Admin Intern/Asst. Principal

Code of Conduct, District Handbook Campus Handbook

Formative Notes:

October and May grade level meetings to discuss campus

rules/expectations. January training on Restorative

Discipline to all staff members.


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Applicable Group



Summative Notes:

Positive Behavior Intervention and Support team has

been established.

Staff EDUCATION:

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

Principal or designees Handouts/PowerPoint

Formative Notes:

Complete training as required by district policy.

Summative Notes:

Print out certificates of completion.

Review referral process. (Required) Principal or designees Campus referral plan

Formative Notes:

Leadership team and PBIS team collected discipline data

on referrals throughout the school year.

Summative Notes:

Referrals have been input into excel spread sheet and

TEAMS.

Staff INTERVENTION:

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

Principal or designee (campus discipline staff)

Discipline Management Plan

Formative Notes:

Staff was provided training on Restorative Discipline

practices; including circles, building community, and

responding to challenging behavior through authentic

dialogue, coming to understanding, and making things

right.

Summative Notes:

Staff continues to use CMIT, Friday Night Roundup, grade

level team meetings with students/parents, and

administrative conferences.

Implement campus referral plan. (Required) Principal or designee Campus Referral Plan

Formative Notes:

Staff utilizes Student Discipline Sheet and Student

Management Form.

Summative Notes:

Staff continues to use CMIT, Friday Night Roundup, grade

level team meetings with students/parents, and

administrative conferences.


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Applicable Group



Utilize Discipline Management strategies. (Required)

Principal or designee Discipline Management Plan

Formative Notes:

Grade level team meetings/CMIT

meetings/administrative team meetings to discuss

specific students and strategies.

Summative Notes:


been established, Cowboy Cash, Restorative Circles,

CMIT.

Applicable Group



All Students

PREVENTION:

State clear student expectations/campus rules/citizenship. (Required)

Principal or designees Code of Conduct/ Student-Parent Handbook

Formative Notes:

Administrators have met with each grade as a whole to

discuss student expectations/campus rules/citizenship

throughout the school year.

Summative Notes:


been established. Posters and signs clearly stating

expectations/rules are posted throughout the campus.

Updates have been sent through E-News to parents, as

well as announcements to students before and after

school.

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

Formative Notes:

PBIS team has monitored “hot spots.”

Summative Notes:

Duty schedule for staff to be in high risk areas.

All Students

EDUCATION:

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

Formative Notes:

The referral process and who to contact has been

addressed at staff meetings/professional development

meetings.


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Summative Notes:

Most staff members have gone through the appropriate

established referral process of having a student work

through the Carpenter Student Discipline Sheet before

writing a referral (when applicable).

All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers Code of Conduct, Character Counts, RODEO procedures

Formative Notes:

Teachers have been documenting interventions they

have put forth in their classrooms.

Summative Notes:

Majority of teachers have been documenting

interventions on their own forms/Carpenter Student

Discipline Sheet/CMS Student Management Form.

Employ discipline interventions: (Required) Designated staff

CMS Student Discipline Sheet, CMS Student Management Form

Formative Notes:

Teachers have been assigning warnings, had conferences

with students, assigned teacher detentions, contacted

parents, or had a grade-level meeting with student.

Summative Notes:

Majority of teachers have been documenting

interventions on their own forms/Carpenter Student

Discipline Sheet/CMS Student Management Form.

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

Administrative staff or counselors

Code of Conduct, Character Counts, RODEO procedures

Formative Notes:

Staff was provided training on Restorative Discipline

practices; including circles, building community, and

responding to challenging behavior through authentic

dialogue, coming to understanding, and making things

right.

Summative Notes:

All intervention strategies are documented by

administrators and counselors.

Conference with parents/students. (Required) Teachers or other staff Documentation Form

Formative Notes:

Staff members have met individually or as a team with

parents/students in regards to academics, discipline,

social issues, health issues, or extra-curricular issues.

Summative Notes:


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These meetings have been documented by counselors,

teachers, CMIT team, and administrators.


Page 37 of 41

Parent Involvement

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

Project Lead: Principal

Staff, Title I Staff: Barbara Lye, Title I Math; Joy Blasius, Title I Reading; Wendy Prater, Assistant Principal; Angelia Holland, CTA

Materials and Resources: Website, E-News, Newsletter, Twitter, Facebook


Title I Components:

1 (CNA) ☐ 2 (RS) ☐ 3 (HQ) ☐ 4 (PD) ☐ 5 (R/R) 6 (PI) ☐ 7 (Tran) ☐ 8 (A) ☐ 9 (M) 10 (Coord) Program Funding:

Title I: $1000 SCE, Local, PTA





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

August 2015 – May 2016 (During parent conferences and meetings)

All parents are encouraged to subscribe to e-news, Parent Portal, Facebook, and Twitter to receive campus information during meetings, on the website and from signatures on staff email. Additionally, the campus website and teacher websites are sources of information.

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

September 2015 – June 2016 Parents identified by teachers, counselors or administrators are given a copy of the school information. Parents also contact the school to let us know of the need for hard copies.

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

Monthly, First Monday August 2015 – June 2016

Principal or designee has attended board meetings throughout the 2015-2016 school and acted on action items.

Communicate information through e-News. August 2015 - June 2016 Carpenter CTA/Library sends out e-news. The information is provided by staff and PTA. We have reached approximately 1000 followers on social media.

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

August 2015 – June 2016 Carpenter CTA updates and maintains the contents on the campus website.

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

September 2015 – May 2016 At least one per semester

This is a continuous action item for the 2016-2017 school year.


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Highly Qualified Teacher Improvement Plan

Critical Action: The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure.

Project Lead: Plano ISD HR Employee Recruitment & Retention Department

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

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

2015-2016 Timeline: Throughout the year, as needs arise

Title I Components:

1 (CNA) ☐ 2 (RS) 3 (HQ) 4 (PD) 5 (R/R) ☐ 6 (PI) ☐ 7 (Tran) ☐ 8 (A) ☐ 9 (M) 10 (Coord) Program Funding:

Title I: $500, Title II part of the planning budget $25K, SCE, State and Local





Plano ISD Human Resources Dept. reviews and modifies the recruitment schedule biannually.

Biannually HR provides information to campus leadership as needed.

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

May, June HR has participated in recruiting trips and shared candidates with campus staff.

To attract and retain highly qualified applicants for bilingual students,

Plano ISD offers a salary stipend. Monthly NA, Secondary

To attract highly qualified applicants, Plano ISD offers pre-service

teachers at local universities the opportunity to student teach at Plano

ISD campuses.

Monthly HR led action step.

Local on-going high quality professional development based on

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

areas by the Curriculum Department/Campus Administrators.

Monthly Curriculum Department led action step. Campus teachers are required to attend.

The Plano ISD Certification Office follows district hiring procedures to

ensure that teachers are not hired if they do not meet “highly

qualified” standards.

Monthly

HR led action step. Carpenter administration complies with hiring practices and solicits the support of the certification officers, as needed. Campus consistently requests support from Curriculum Specialists/Coordinators during the hiring process (i.e. they participate in interviews).


Page 39 of 41

Annual Measurable Objective (AMO) Title I – Targeted Assistance and Schoolwide Campuses Only

A measurement used to determine compliance with the federal No Child Left Behind Act (NCLB). States must develop annual measurable objectives (AMOs) that will determine if a school, district, or the state as a whole is making adequate yearly progress (AYP) toward the goal of having all students proficient in English language arts and mathematics

by 2019-20. For Texas, the AMO target for all grades combined is 83% on the State of Texas Assessments of Academic Readiness (STAAR) English Language Art and mathematics tests.

Critical Action:

For student groups with 25 or more tests, the campus will implement and provide a plan to increase the performance of student groups that did not meet the NCLB Reading or

Mathematics Annual Measurable Objective (AMO) of 83%.

Reading AMO

Project Lead: Joy Blasius, Title I Reading Department Chair

Staff, Title I Staff: ELAR Teachers, Title I Reading Specialist, Curriculum Coordinator/Specialists

Materials and Resources: TEKS, PISD Curriculum, SAS, Data Planner


Title I Components:






Analyze SAS data of our African American, Special Education, and English Language Learner populations and incorporate lessons designed to address skill deficits as identified on specific TEK objectives. Based on SAS data, students deficient in the area of Reading will be targeted for additional intervention through the Plus period and scheduling into Reading full year classes with Title I support through pull-out or inclusion instruction. The ELAR department and the librarian will implement activities and share strategies to create a culture of literary on the campus.

Pullout – Weekly Instruction – Daily

Reading Culture – Daily and Monthly

Weekly Grade Level Meetings and


Formative Notes: Assessment data was analyzed and students qualified for extra support based on the data during Plus period and during Reading classes. Pull-out and inclusion instruction was implemented. The Reading Specialist and Librarian created year-long reading competition; The Reading Games. Students and staff recorded number of pages read. Each trimester, campus celebrated those who read the most. The Reading specialist and librarian implemented week-long celebration in honor of International Literacy Day. Some special activities included…students and staff sharing their favorite books and classes having guests in to read aloud to students. Periodically throughout the year, during Plus period, staff dropped

All African American Hispanic White Special Ed Economically

Disadvantaged ELL

Current & Monitored % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

85% 599 79 107 77 213 93 207 63 19 79 333 55 75


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everything and spent the period reading. Summative Notes: Measurement of growth is contingent upon final exam, STAAR Reading scores, as well as end of year grades. Formal and informal assessments have also been used to monitor student growth.

Math AMO

Project Lead: Barbara Lye, Title I Math Department Chair

Staff, Title I Staff: Math Teachers, Title I Math Specialist, Curriculum Coordinator/Specialist

Materials and Resources: TEKS, PISD Curriculum, SAS, Data Planner


Title I Components:






Analyze SAS data of our African American, Special Education, Economically Disadvantaged, and English Language Learner populations and incorporate lessons designed to address skill deficits as identified on specific TEK objectives. Based on SAS data schedule deficient students into Power Math classes, and provide additional support classes for math during advisory throughout the year in grades 6-8. Use district approved supplemental instructional material and research-based instructional strategies to increase rigor and critical thinking. Utilize resources to enhance and support Math STAAR

Pullout – Weekly

Instruction – Daily Weekly Grade Level

Meetings and Monthly Department

Meetings

Formative Notes: Two power math classes at each grade level were created for students who historically had difficulty on previous STAAR tests. Without having the results for 2016 Math STAAR test for 6th and 7th grade, it is difficult to see what impact the classes had on the test. However, in 8th grade over half of the Power Math students passed on the first administration. Using the Plus periods was beneficial for providing additional support throughout the year for students. Summative Notes: The department still needs to look for additional ways to close

All African American Hispanic White Special Ed Economically

Disadvantaged ELL

Current & Monitored % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

73 554 62 174 70 230 80 198 26 88 70 380 45 53


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Vocabulary, Readiness and Supporting Standards during planning and instruction.

the gaps because the Power classes cannot support all the students needing additional help in Math.

Carpenter Middle School - Plano Independent …...Middle School Improvement Plan 2015-2016 Carpenter Middle School Page 3 of 41 SBIC Committee Committee Member’s Name Role Year 1st

Documents