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Page 1 of 60 Campus and District Accountability 05/6/2013 Herman Becker Elementary School 2013-2014 Campus Improvement Plan Austin Independent School District
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Page 1 of 60 Campus and District Accountability 05/6/2013

Herman Becker Elementary School

2013-2014 Campus Improvement Plan

Austin Independent School District

Page 2 of 60 Campus and District Accountability 05/6/2013

CIP CHECKLIST AND CONFIRMATION

Completed

() CIP Items

The current membership of the CAC is reported correctly.

The methods of orientation for new CAC members are reported correctly.

The approximate hours spent on CIP development are reported correctly.

The inclusion of district-required action plan objectives was correctly assessed comparing inclusion criteria to campus level and performance.

The CAC was given an opportunity to provide input on the campus needs assessment.

The CAC was given an opportunity to provide input on the campus objectives and strategies to address identified needs.

The CAC was given an opportunity to provide input on the approach to setting campus performance targets.

The CIP action plan component pertaining to campus professional development was approved by the CAC.

The CAC was given an opportunity to review the complete draft CIP prior to submittal.

The CAC was given an opportunity to provide input on the campus budget.

We Confirm the Above Information …

Position Name Date

Principal Valerie Borchers 9/30/2013

Co-Chair Dora A. López 9/30/2013

Co-Chair Ileana Abounader 9/30/2013

Page 3 of 60 Campus and District Accountability 05/6/2013

Austin Independent School District Strategic Plan 2010-2015

The Campus Improvement Plan directly supports the AISD Strategic Plan. Mission In partnership with parents and our community, AISD exists to provide a comprehensive educational experience that is high quality, challenging, and inspires all students to make a positive contribution to society. Vision AISD will be nationally recognized as an outstanding school district, instilling a passion for life-long learning in all students. Values Focus on Children Excellence Integrity Equity Respect Health and Safety

Goals

1. All students will perform at or above grade level. 2. Achievement gaps among all student groups will be eliminated. 3. All students will graduate ready for college, career, and life in a globally competitive economy. 4. All schools will meet or exceed state accountability standards, and the district will meet federal standards and exceed state

standards.

Page 4 of 60 Campus and District Accountability 05/6/2013

CAMPUS ADVISORY COUNCIL: Current Membership

Non-Voting Members Name Principal Valerie Borchers

Assistant Principal Corrine Saenz

Voting Members Name

CAC Co-Chair

()

CAC Sec. ()

PTA Pres. ()

ClassroomTeacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title) Parent Ileana Abounader ✓ Parent Ginny Barrett Parent Kelly Haragan Parent Deborah Trejo Parent Ellen Richards Parent Maria Archuleta-Skelley ✓ Professional Staff Member Dora A. López ✓ ✓ Professional Staff Member Arantza Garcia ✓ Professional Staff Member Crystal Contreras ✓ Professional Staff Member Josie Palacios ✓ Professional Staff Member Nicholas Bassimakopoulos ✓ Professional Staff Member Ryan Stimmel Reading Specialist Classified Staff Member Deidre Madres Student (If Applicable) Student (If Applicable) Business Representative Crystal Peña Community Representative Mary Diaz

Page 5 of 60 Campus and District Accountability 05/6/2013

CAMPUS ADVISORY COUNCIL: CAC Database Information

Email Addresses of CAC Co-Chairs Staff Co-Chair Non Staff Co-Chair

Schedule for Regular CAC meetings: Normal Day of the Month (e.g., 2nd Tuesday): 3rd Tuesday Normal Time: 4:00 p.m.

CAMPUS ADVISORY COUNCIL: Orientation of New CAC Members

According to CAC Bylaws, the principal shall ensure that new CAC members receive orientation to service. Indicate the type(s) of orientation provided to new CAC members.

Check Any As Applicable

()

Method of Orientation

✓ Self-Orientation Using Materials on CAC Website Orientation at CAC Meeting (Provided by Campus) Orientation at CAC Meeting (Provided by Central Office)

✓ District-Wide Orientation Session

CAMPUS ADVISORY COUNCIL: Level of Participation in 2013-2014 CIP Development

The CAC must have opportunities for meaningful involvement in CIP development. Indicate the approximate hours spent on 2013-2014 CIP development. At a minimum, this must include: (1) opportunities for the CAC to provide input on the campus needs assessment, the campus objectives and strategies to address identified needs, and the approach to setting campus performance targets; (2) CAC approval of the action plan component pertaining to campus professional development; and (3) CAC review of the complete draft CIP prior to submittal.

Approximate Hours Spent on CIP Development By CAC and/or

CAC Subcommittees By Campus Administration

and/or Leadership Team 8 5

Page 6 of 60 Campus and District Accountability 05/6/2013

CAMPUS-IDENTIFIED ACTION PLAN FOR 2013-2014

CAMPUS NEEDS ASSESSMENT

The following data were reviewed: 2012 Campus Data Profile 2013 Campus Data Profile 2012-13 Benchmark Results 2012-13 Primary Literacy Data, including DRA/EDL and TPRI/Tejas LEE Parent and Student Survey Results Special Education C-IEP ELL Performance Data, including TELPAS Attendance Data Dual Language Campus Evaluation by Gómez & Gómez Campus Fitnessgram Discipline Data Enrollment Data

Based on review of the above data, the following areas of needed improvement were identified:

Dual Language Implementation (CI-1) Primary Literacy (CI-1) Fitness and Wellness (DR-1) Attendance (CI-1) Special Education (DR-) Bridge Community and Culture (DR-2) Enrollment (CI-2)

Page 7 of 60 Campus and District Accountability 05/6/2013

ACTION PLAN TO ADDRESS CAMPUS-IDENTIFIED NEEDS Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Implement Dual Language model with fidelity in PK-4th grade to support academic achievement in both English and Spanish for all learners, including students with English Language Learner and/or GT status, and those identified as special education and 504. Best practices (other than Spanish language instruction) from Dual Language will also be implemented in non-DL classrooms for all learners, including students with English Language Learner and/or GT status, and those identified as special education and 504.

Dual Language teachers Non-Dual Language teachers Instructional coaches Principals

PD on DL components Funds from Title I and BTO for books, substitutes, and travelSpanish book titles for classroom and campus libraries Culturally relevant books for classroom and campus libraries Paper Cardstock Cameras Printer (color) Red and Blue ink and ink cartridges Laminator Substitute teachers Time

Classroom observationsand/or lesson plans reflect the following: All environmental

components are met in each PK-4th grade classroom.

Language of the Day (LOD) is reinforced in classroom and all areas of campus. Students and staff are held accountable for using LOD.

Students do most of the talking in the classrooms.

Students support each other through their work in bilingual pairs.

Students are paired differently depending on language and content area.

Only Language of Instruction is used during instructional periods (no

August 2013-June 2014

In progress

Page 8 of 60 Campus and District Accountability 05/6/2013

Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

translations or code switching).

Daily schedules reflect model standards.

All students have access to grade level curriculum.

Student-generated work is posted and visible in classrooms and hallways.

Students lead school labeling project.

Campus DL committee is led by teachers. (schedule of meetings and agendas)

PTA DL committee works with campus committee to support improved implementation and resources. (schedule of meetings and agendas)

Writing benchmarks are being met and are found in student journals.

Page 9 of 60 Campus and District Accountability 05/6/2013

Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Bilingual instructional coach provides embedded professional development for teachers.

Campus library collection includes increased Spanish titles in process of having equitable books in both languages. Increased culturally relevant titles.

Classroom libraries include culturally relevant titles and a variety of texts in both English and Spanish (equitable in both languages). These books are accessible to students.

Two teachers attend the Texas Association of Bilingual Educators Conference and share PD with campus upon return

Page 10 of 60 Campus and District Accountability 05/6/2013

Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Implementation of Any Given Child / Creative Learning Initiative in content area instruction to support all learning styles and increase access to curriculum/content for all learners, including students with English Language Learner and/or GT status, and those identified as special education and 504.

Principal Arts Cadre Teachers Instructional Coaches

Paper Printer PD for all faculty Time Funds from BTO and Title I for field trips, arts programming

Staff participation in two half-day professional development sessions on how, when, and why to use arts-based instruction.

2nd grade teachers observe Creative Learning Specialist during English language arts block.

5 teachers form Arts Cadre (identified as leaders) and receive professional development through UT Austin’s Drama Based Instruction team 4 times during year. Classrooms are observed during implementation.

Arts Cadre lead faculty learning individually and in groups.

Lesson observations reflect purposeful planning for and

August (1/2) November

(2/2) August 2013-

June 2014

August-Complete November-Not yet started In progress

Page 11 of 60 Campus and District Accountability 05/6/2013

Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

implementation of integration of creative learning into content areas in PK-5th grade classrooms.

3 teachers receive professional development support from a Creative Learning Coach.

100% of teachers document creative learning on a process/product board.

Schedule of at least one arts experience to promote sense of community among students.

Daily lesson plans reflect use of creative learning strategies in at least one content area per week in Fall and at least two content areas per week in Spring.

Students attend arts performances.

Students enroll in

Page 12 of 60 Campus and District Accountability 05/6/2013

Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

after school arts programming.

Schedule of teachers observing each other at Becker during school day.

Schedule of teachers observing other successful DL programs in AISD.

Accelerate academic achievement of all Pre-K through 5th grade students, including those with English Language Learner and/or GT status and those identified with special education and 504, in reading, writing, math, and science through the delivery of a rigorous approach of effective instructional strategies aligned to the Texas Essential Knowledge and Skills.

Principals Teachers Instructional Coaches

Funds for substitutes, intervention material reproduction, professional resources, and support staff from BTO and Title I Support staff (temp hourly) for interventions PD for teachers

Review literacy goals, including new target DRA levels, and follow a scope and sequence for reading comprehension objectives

Maintain academic word walls (Beginning in August, updated throughout the year)

Scaffold academic performance with differentiated instruction (Implement daily during literacy instruction)

Post and communicate TEKS student expectations

August 2103-June 2014

In progress

Page 13 of 60 Campus and District Accountability 05/6/2013

Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

in student language. Align all instruction

and tasks to the TEKS student expectations.

Promote reading fluency and comprehension through shared reading and guided reading

Use common assessment data to differentiate instruction and target interventions for students

Provide reading interventions both during and after the school day for students in 1st – 5th grade (Funding source BTO and Title I)

Participate in professional development on all components being implemented

Hold weekly common

Page 14 of 60 Campus and District Accountability 05/6/2013

Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

planning sessions with all teachers to implement plan and new learning

Communicate plan, expectations, and results with all families in their home language

Coordination and integration of federal, state, and local services and programs will take place for all services provided on campus

Daily numerical fluency assessments are entered on progress monitoring spreadsheet.

Extended numerical and reading fluency practice is given for homework as determined by need.

Lessons and observations reflect guided math tasks.

Vertically aligned problem solving

Page 15 of 60 Campus and District Accountability 05/6/2013

Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

process (SPAR) is visible and used in all classes.

Word banks for math, science, and social studies are posted and updated frequently as dictated by lessons.

Student journals reflect use of academic vocabulary in both languages.

Writing Workshop includes use of graphic organizers, mentor texts, and frequent writing opportunities.

Student journals reflect that writing takes place in all content areas and uses academic vocabulary.

Compositions are reviewed monthly and plans are created to address scores of 2.

Students hold peer conferences about

Page 16 of 60 Campus and District Accountability 05/6/2013

Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

their writing. Student journals

show opportunities to free write about topics of their choosing.

Writing camps are held during the instructional day.

Science instruction follows 5E model.

Implement transition programs for students transitioning from early childhood to elementary; from one elementary grade to the next; and, from special education to general education.

Principals Parent Support Specialist Teachers Instructional Coaches

Promotional material in language parents understand (fliers, emails, website, Facebook, Twitter) Plans Time PD on DL components Funds from Title I and BTO for books, substitutes, and travelSpanish book titles for classroom and campus libraries, supplies Culturally relevant books for classroom and campus libraries Paper Cardstock Cameras

Schedule of transition meetings

Meeting feedback from parents and students

Improved score on parent survey regarding transitions

August 2013-June 2014

In progress

Page 17 of 60 Campus and District Accountability 05/6/2013

Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: All students will perform at or above grade level. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Printer (color) Red and Blue ink and ink cartridges Laminator Substitute teachers Time

Table #CI-2 State: Below safeguard target AYP: Area of low performance Objective: Effective measures to increase enrollment will be in place. Applicable Strategic Plan Goal(s): 1, 2, 3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Continue PTA Enrollment Committee planning meetings.

Principal PTA Enrollment Committee meeting

Time Schedule

Schedule of meetings Agenda Meeting minutes

August 2013-June 2014

In progress

Increase focus on effective instructional programming for all students, including those with English Language Learner and/or GT status, and those identified as special education and 504. Instructional programming includes Dual Language and the Any Given Child/Creative Learning Initiative.

Principals Teachers Instructional Coaches

Paper Printer Computer Professional resources PD for all faculty Time Funds from BTO and Title I for field trips, arts programming,

Dual Language (DL) components are in place in all DL classrooms (checklists and observations).

DL best practices are in place in all non-DL classrooms (lesson plans and

August 2013-June 2014

In progress

Page 18 of 60 Campus and District Accountability 05/6/2013

resources observations). Creative Learning is

integrated into content area instruction (lesson plans and observations).

Earn status as model AISD Dual Language campus with exemplary teachers as defined by Gómez & Gómez model in all DL grades.

Principals Teachers

PD for DL teachers Time

PD schedule and agendas

Checklists used for self-evaluation

August 2013-June 2014

In progress

Implement and publicize hands-on Spanish science learning opportunities.

Principals Teachers Instructional Coaches

Science materials Spanish science resources for students and staff PD for teachers PR material Time Funds from BTO and Title I

Lesson plans Observation notes Participation in

regional science fair Science learning

event scheduled for parents/community.

August 2013-June 2014

In progress

Implement 21st Century learning such as problem-based and inquiry-based projects, at least one per semester.

Principals Teachers Instructional Coaches

Project-based learning PD for teachers Research materials for students

Lesson plans PD agendas Observations Parent feedback

August 2013-June 2014

In progress

Increase staff knowledge/experience as attendees and as a presence as presenters at local, state, and national conferences, such as ¡Adelante!, TABE, NABE, NCTM, and NRA.

Principal Teachers Instructional Coaches

Staff research projects’ data Funds for travel and conference fees from BTO, Title I, and PTA

Staff research topics documentation

Research data Travel registration

and confirmation documentation

Plans for presentation at future conferences

September 2013-June 2014

In progress

Page 19 of 60 Campus and District Accountability 05/6/2013

Inform staff of campus-wide need for increased enrollment and provide strategies to maintain current enrollment.

Principals Enrollment data and history Recruitment efforts for current year and upcoming year Time

Meeting date Agenda

August 2013-June 2014

In progress

Create and publish promotional material about Becker, such as fliers, press releases, display boards, and brochures.

Principals PTA Enrollment Committee PTA Dual Language Committee

Computer Printer Paper Ink cartridges Camera Display boards Programming data Adhesive List of locations for posting material

Promotional material stored on Google Docs

Meeting notes from PTA Enrollment and Dual Language committees

Promotional material posted and/or displayed at local establishments

August 2013-June 2014

In progress

Conduct campus tours for interested families and others.

Principals PTA DL and Enrollment Committees

Time Promotional material Computer Printer Paper Ink cartridges Camera Display boards

Schedule of tours Promotional material

in language parents understand available in office and on display in hallways

Feedback from visitors

August 2013-June 2014

In progress

Hold recruitment booths at local churches and AISD events, such as Back to School Bash and La Feria para Aprender.

Principal PTA Enrollment and DL Committees

Display boards Promotional material Computer Ink cartridges Camera Photographs Time

Promotional material in languages parents can understand Schedule of recruitment events

August 2013-June 2014

In progress

Provide after-school enrichment programming unique to Becker.

Principal Instructional Coaches

Funds for programming and coordinator from Title

Background check documentation

August 2013-June 2014

In progress

Page 20 of 60 Campus and District Accountability 05/6/2013

Teachers Parents

I and BTO and PTA Recruitment material for vendors Facility use Background checks Supplies and materials for classes

Schedule of classes Promotional material

in languages parents can understand

List of vendors Enrollment data

Provide student leadership development programming unique to Becker during school day.

Principals Instructional Coaches Teachers

Paper Computer Camera Printer Copier Books Community resources and partnerships Promotional material

List of student leadership opportunities

Training schedule for students

Schedule of student work on leadership

Schedule of community visitors/partners

Promotional material in languages parents can understand

August 2013-June 2014

In progress

Create and maintain a positive, supportive, collegial environment in which parents and staff work together for students.

Principals All staff

PD for staff regarding expectations and value and contribution of parents

PD schedule and agenda

Feedback from parents

Parent survey Staff survey

August 2013-June 2014

In progress

Increase visibility online and promote Becker events/news through social media, such as campus and principal Twitter and Facebook accounts, and campus website, and Yahoo Groups.

Principal PTA Communications Committee

Computer Social media accounts

Social media announcements each week

Parent feedback

August 2013-June 2014

In progress

Increase visibility in community events, such as Día de los muertos, MLK Celebrations, and

Principals Parent Support Specialists

Funds for transportation from BTO and Title I

Schedule of events RSVPs (when

necessary)

August 2013-June 2014

In progress

Page 21 of 60 Campus and District Accountability 05/6/2013

others identified by CAC and/or staff.

Staff

Time Promotional material Computer Printer Ink cartridges Copier

Transportation requests

Promotional material in language parents understand

Social media announcements

Table #CI-3 State: Below safeguard target AYP: Area of low performance Objective: Applicable Strategic Plan Goal(s):

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

(add additional rows and tables as needed)

Page 22 of 60 Campus and District Accountability 05/6/2013

DISTRICT-REQUIRED ACTION PLAN FOR 2013-2014 REQUIRED FOR ALL CAMPUSES Table #DR-1 Objective: Students and staff will achieve health and fitness through, as appropriate: implementation of the Coordinated School Health Program (K-8); student participation in moderate to vigorous physical activity; compliance with the Wellness Policy; and completion of the Fitnessgram testing for all students in grades 3-12. Applicable Strategic Plan Goal(s): 1,2

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Comply with Federal, State, and Local Wellness Policy (FFA, Legal, Local, and Exhibit)

Principals PE Teacher Teachers PTA President Parent Support Specialist CSH Committee

Internet Computers Email Copiers Paper Printer Newsletters/Flyers Time

List of 3 events excluded from policy are shared with staff and community

Food fundraisers and food rewards eliminated

List of alternative rewards distributed

Making healthy nutrition choices and information shared and encouraged with campus staff, parents, and students

October 5 Ongoing

In progress

Implement CATCH/Coordinated School Health (CSH) Program

Principals PE Teacher CSH Committee (includes PE and classroom teachers, cafeteria manager, health professional, parents and students)

PD Support (Michelle Rusnak) CSH Implementation Module (present to staff) Time

CSH Committee and meeting schedule created

CRM Health and CATCH lessons are taught (lesson plans)

Health events are scheduled and held throughout the year (campus calendar)

October18 December 20 March 21 June 5

In progress

Page 23 of 60 Campus and District Accountability 05/6/2013

Table #DR-1 Objective: Students and staff will achieve health and fitness through, as appropriate: implementation of the Coordinated School Health Program (K-8); student participation in moderate to vigorous physical activity; compliance with the Wellness Policy; and completion of the Fitnessgram testing for all students in grades 3-12. Applicable Strategic Plan Goal(s): 1,2

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Ensure student participation in moderate to vigorous physical activity during PE, WOW, and Brain Breaks

Principals CSH Committee Teachers PTA

Lesson plans WOW/CATCH resource binders Stopwatches Computers Internet Paper Printer Copier Online resources (Adventure to Fitness, Hopsports) PD Support through Creative Learning Initiative (Any Given Child) Time

PE lessons that include 50% of moderate to vigorous activity are implemented weekly (lesson plans)

Implement structured WOW activities on days students do not have PE (lesson plans)

Implement Brain Breaks throughout the day (lesson plans)

Implement Any Given Child/Creative Learning Initiative active learning movement into lessons (lesson plans)

Improved Fitnessgram scores (to Healthy Zone) for 3rd-5th

Becker Fun Run Event scheduled

Increased family participation in Marathon Kids events

Weekly Ongoing

In progress

Page 24 of 60 Campus and District Accountability 05/6/2013

Table #DR-1 Objective: Students and staff will achieve health and fitness through, as appropriate: implementation of the Coordinated School Health Program (K-8); student participation in moderate to vigorous physical activity; compliance with the Wellness Policy; and completion of the Fitnessgram testing for all students in grades 3-12. Applicable Strategic Plan Goal(s): 1,2

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Implement a variety of physically active events for staff, such as volleyball games, softball games, basketball games, aerobic workouts, and yoga.

PE Teacher CSH Team

Time Vendors Equipment Facility use

Schedule of events Staff feedback

August 2013-June 2014

In progress

Table #DR-2 Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Earn No Place for Hate (NPFH) designation for 4th year in 2013-14

Principals Counselor NPFH Team (includes counselor, teachers, students) Students

Pyramid of Hate graphic for staff Computer Internet Paper Printer Copies Butcher paper Paint Markers Time

Webinar participation for principal and counselor

Formation of NPFH Committee and schedule of meetings

Planned 3 school-wide activities led by students (approval)

Signed Resolution of Respect

Held 3 anti-bias/diversity related activities (activity reports)

Sept. 20 October 5 October 15 April 15

Complete In progress In progress In progress

Implementation of Social-Emotional Learning Initiative

Principals Counselor Teachers

District SEL Staff visits and PD support PD

Scheduled weekly time for all classes to teach SEL Second

August 30 August 30 August 30

Complete Complete Complete

Page 25 of 60 Campus and District Accountability 05/6/2013

Table #DR-2 Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Second Step Lessons (kit and online) Internet Computers Time

Step lessons (lesson plans)

All staff are paired with a classroom teacher for SEL Second Step lessons

Peace Path and Peace Zones are established in each classroom

District SEL staff and campus staff conduct observations of lessons

District SEL staff and campus staff conduct PD for teachers

Ongoing In progress

Journey Boxes focused on identity to be created by staff and students, and parents to humanize everyone, celebrate our differences, and reflect our collective community

Principal Instructional Coaches Teachers Staff Students

Boxes Art supplies Paper Maps Artifacts PD support for teachers/staff Time

Each staff member and student has own box created

Event for families to create Journey Boxes ???

Journey Box display on campus

August 2013-2014

In progress

Table #DR-3 Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Increase opportunities for two- Principal Roster of families Schedule and September In progress

Page 26 of 60 Campus and District Accountability 05/6/2013

Table #DR-3 Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

way communication with parents via principal/family meetings, monthly Principal Coffees, emails, phone calls, and conferences

Contact information for families Schedule for meetings Secretary Time

conduct meetings with principal and each family

Log of meeting notes with family praise/concerns

Calendar of Principal Coffees

Documentation of emails, calls, and conferences

16-May 2014 August 2013-

June 2014

Develop school-wide system for parent and other volunteer involvement on campus, including: (1) identification of school’s current volunteer needs, available on-line, based on information provided by all teachers/staff; (2) written information and procedures about signing up, identification of volunteer needs, training, reporting hours, monitoring and feedback; (3) training and orientation for teachers/staff and volunteers; (4) assessment of status of implementation of program and opportunity for feedback by teachers/staff and volunteers; and (5) recognition of volunteers

Principals Parent Support Specialist Counselor PTA Volunteer Committee Chair

Computer Internet VolunteerSpot program Paper Printer Copier Fliers Website Email Time

Well-developed system for volunteers on campus; increased volunteering on campus in 2013-14 over 2012-13

December 20 August 26-

June 2014

In progress

Page 27 of 60 Campus and District Accountability 05/6/2013

Table #DR-3 Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Increase parent and staff membership and involvement in PTA

PTA President PTA Vice-President for membership Principals PTA staff representative

Continued collaboration between PTA and CAC

Increased PTA membership (roster)

Increased staff and parent participation in PTA committees and activities over 2012-13 (at least one staff member on each PTA committee—assignment list)

August 26-June 2014

Sept. 16

In progress Complete

Hold at least two free family events, not including educationally-focused events

Principals PTA President PTA Members Counselor Teachers Students

Any Given Child/Creative Learning Initiative

Two events scheduled and held (calendar)

September 2013-June 2014

In progress

Conduct at least four evening Dual Language meetings, including DL 101, Speaking in Tongues viewing and discussion, labeling the school with children

Principals PTA Dual Language Committee Campus Dual Language Committee Parent Support Specialist

Computer Internet Projector Document camera Printer Copier Speaking in Tongues DVD Supplies for labeling

Calendar of meetings set

Agendas Sign-in Sheets Documentation of

Feedback

September 2-13-June 2014

In progress

Page 28 of 60 Campus and District Accountability 05/6/2013

Table #DR-3 Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Time Hold at least two Parent Classroom Visit Days (learning walks), including orientation and debrief meeting

Principals Instructional Coaches Teachers Student Ambassadors

Computer Printer Copier Time

Calendar of Classroom Visit Days

Agendas Schedule of visits Documentation of

Feedback

September 2013-June 2014

In progress

Create Parent University on Conference Days for parents to attend sessions related to parent- and campus-identified needs

Principals Parent Support Specialist Instructional Coaches Counselor CIS Staff

Computer Internet Printer Copier Projector Binders Office supplies Time

Schedule and agendas with sessions

Sign-in Sheets Documentation of

Feedback

October 14 February 17

Not yet started

Schedule Principal Coffees to address needs as determined by a campus-designed parent survey (using results from 2012-13 Parent Survey).

Principal Parent Support Specialist

Computer Internet Printer Copier Projector Binders Office supplies Time Funds from BTO and Title I for promotional material,

Schedule of agendas and sessions

Sign-in Sheets Documentation of

Feedback

August 2013-June 2014

In progress

Page 29 of 60 Campus and District Accountability 05/6/2013

Table #DR-3 Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

refreshments Schedule opportunities for parents to provide input on Parent Involvement Policy and Campus Compact.

Principal Parent Support Specialist

Computer Internet Printer Copier Projector Binders Office supplies Time

Schedule of agendas and sessions

Sign-in Sheets Documentation of

Feedback

August 2013-June 2014

In progress

Hold Title I Meeting for parents to inform them of our participation status as Title I, Part A, explaining requirements, initiatives, and informing them of their right to be involved.

Principal Parent Support Specialist

Computer Internet Printer Copier Projector Binders Office supplies Time

Meeting date Meeting agenda Sign-in Sheets Fliers/notices

announcing meeting in language parents can understand

August 2013-October 2013

In progress

Table #DR-4 Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Faculty Meeting PD Sessions on the Social Emotional Learning initiative

Counselor Counselor District SEL Staff Time

Observations Teacher feedback Parent feedback

August 2013-June 2014

In progress

Faculty Meeting PD Sessions on the No Place for Hate initiative

Counselor Counselor District SEL Staff Time No Place for Hate material

Observations Teacher feedback Parent feedback Student coalition

formed

August 2013-June 2014

In progress

Page 30 of 60 Campus and District Accountability 05/6/2013

Table #DR-4 Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Student coalition events scheduled

Student feedback

Faculty Meeting PD Sessions on the creation of Journey Boxes

Instructional Coaches Teachers

Boxes Art supplies Time

Completed Journey Boxes

August 2013-November 2013

In progress

Faculty Meeting PD Sessions on the use of data to drive instruction and interventions

Principals Instructional Coaches Teachers

Data Computer AISD data programs Paper Printer Highlighters

Schedule of meetings Agendas Data (literacy, math,

writing, science) Intervention

schedules

August 2013-June 2014

In progress

Faculty Meeting PD Sessions on the implementation of Dual Language

Principals Teachers Instructional Coaches DL Campus Committee

DL checklist and implementation guideFunds for substitutes from BTO and Title I Time

Schedule of PD Agendas Checklists Observations Teacher schedules

for observation of colleagues on campus and within AISD

August 2013-June 2014

In progress

Faculty Meeting PD Sessions on the CATCH/Coordinated School Health Program

Principal PE Coach CSH Committee

Time Computer Projector Printer Copier Online resources

Schedule of PD Agenda CSH Committee

roster Observations

August 2013-June 2014

In progress

Faculty Meeting PD Session on the Value and Contribution of

Principal Parent Support

HR Resources Computer

Schedule of PD Agenda

August 2013-June 2014

In progress

Page 31 of 60 Campus and District Accountability 05/6/2013

Table #DR-4 Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Parents based on input from parents in collaboration with staff.

Specialist Projector Screen Printer Copier

Observations

Action research conducted by classroom teachers on self-selected Dual Language issues and presentation of findings at local, state, and national conferences (¡Adelante!, TABE, NABE)

Instructional Coaches Teachers

Professional resources on action research Time Funds for travel and conference registration from BTO, Title I, and PTA

Research data Observations Travel and

conference registration confirmation

Presentation proposals to conferences

August 2013-June 2014

In progress

Vertical alignment planning for all content areas, PK-5, including studying student work products, to ensure consistency of programming across grade levels and classrooms

Principal Instructional Coaches Teachers

Professional resources Student work samplesTEKS STAAR resources Computer Printer Projector Copier

PD Schedule Agendas Observations

August 2013-June 2014

In progress

Embedded professional development related to campus and teacher needs, including behavior support, differentiation

Principal Instructional Coaches Counselor Teachers

Professional resources SEL curriculum Computer Printer Projector Copier

PD Schedule Agendas Observations

August 2013-June 2014

In progress

Faculty Meeting PD Sessions and collaborative planning on

Principal Instructional

Professional resources

PD Schedule Agendas

August 2013-June 2014

In progress

Page 32 of 60 Campus and District Accountability 05/6/2013

Table #DR-4 Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Linguistic Instructional Alignment (LIAG).

Coaches Teachers

LIAG Guide Computer Printer Projector Copier

Observations

Embedded professional development related to best practices.

Principal Instructional Coaches Teachers

Professional resources Computer Printer Projector Copier

PD Schedule Agendas Observations

August 2013-June 2014

In progress

Provide professional development to teachers working with SWDs to implement accommodations in the classroom and on assessments.

Principal Instructional Coaches Teachers

Professional resources Computer Printer Projector Copier

PD Schedule Agendas Observations Lesson plans

August 2013-June 2014

In progress

Implement the district’s mentoring program to support novice teachers.

Principal Lead Mentor Teacher

Computer Printer Copier Internet Time

Online documentation of mentor meetings

New Teacher Orientation agenda

August 2013-June 2014

In progress

Support novice teachers through collaboration with the Carnegie Foundation’s Building a Teacher Effectiveness Network.

Principals Instructional Coaches Counselor

Professional resources Computer Printer Projector Copier Online documentation

PD Schedule Agendas Observations

August 2013-June 2014

In progress

Selected teachers participate in Teaching for Biliteracy training.

Principal Instructional

Funds for substitutes from Title I and BTO

Teacher registration information

September 2013-

In progress

Page 33 of 60 Campus and District Accountability 05/6/2013

Table #DR-4 Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Training information is shared with all staff.

Coaches Teachers

Computer Internet Printer Copier

Faculty meeting agenda (sharing information)

November 2014

REQUIRED FOR CAMPUSES THAT MEET CERTAIN CONDITIONS (Conditions in Yellow) Special Education Identification – All Levels Table #DR-5 Objective: Reduce special education identification rate. Condition: If rate > 8.5% Source: SPED C-IEP (A) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Table #DR-6 Objective: Reduce the rate of African American students identified for special education. Condition: If rate > 1 percentage point above African American enrollment rate Source: SPED C-IEP (B) Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Provide intervention opportunity during the school day for students who need additional instructional support.

Classroom Teachers, Reading Support Specialist, Special Education staff, classroom volunteers

Intervention materialsIntervention provider

Lower rate of special education identification

August 2013-June 2014

In progress

Define the roles and responsibilities of bilingual/instructional support staff.

Principals Computer Printer Internet Time

Document explaining roles and responsibilities of

August 2013-November 2013

In progress

Page 34 of 60 Campus and District Accountability 05/6/2013

Table #DR-6 Objective: Reduce the rate of African American students identified for special education. Condition: If rate > 1 percentage point above African American enrollment rate Source: SPED C-IEP (B) Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

bilingual/instructional support staff

Implement a phonics-based, literacy supplemental program for PK-1st grades.

Principals Instructional Coaches Teachers

TLI Grant resources PD support on phonics Phonics programs Funds for substitutes from BTO and Title I

Lesson plans Observation notes PD schedule

August 2013-June 2014

In progress

Provide behavior support professional development for staff

Principals Counselor

District staff Computer Printer Copier Ink cartridges Internet District programs (CST, DEEDS)

Agendas Documentation of

support Behavior support

documented in eCST and DEEDS

August 2013-June 2014

In progress

Journey Boxes focused on identity to be created by staff and students, and parents to humanize everyone, celebrate our differences, and reflect our collective community

Principal Instructional Coaches Teachers Staff Students

Boxes Art supplies Paper Maps Artifacts PD support for teachers/staff Time

Each staff member and student has own box created

Event for families to create Journey Boxes

Journey Box display on campus

August 2013-June 2014

In progress

*Review campus level data on SPED representation provided by SPED department. 

Principals Teachers Special Education Staff 

Data Time 

Campus plan is created  November 2013‐January 2014 

Not yet started 

*Continue to train and implement  Principals  Data  Documentation for  August 2013‐ In progress 

Page 35 of 60 Campus and District Accountability 05/6/2013

Table #DR-6 Objective: Reduce the rate of African American students identified for special education. Condition: If rate > 1 percentage point above African American enrollment rate Source: SPED C-IEP (B) Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

strategic Tier II interventions, including effective progress monitoring tools using research based AISD model.  

Teachers  

Computers Printers Internet eCST Time 

identified students is in eCST 

Progress monitoring is available in eCST for identified subjects 

June 2014 

*Analyze data to determine specific areas of need for each individual student.   

Principals Teachers 

Data Computers Printers Internet eCST Time 

Documentation for identified students is in eCST 

Progress monitoring is available in eCST for identified subjects 

August 2013‐June 2014 

In progress 

*Collaborate with Child Study V‐Team facilitator to train staff on Tier 2 and Tier 3 interventions.   

Principals Teachers 

Data Computers Printers Internet eCST Time 

Schedule of training sessions 

Documentation for identified students is in eCST 

Classroom observations reflect appropriate interventions 

August 2013‐June 2014 

In progress 

*Ensure students are appropriately identified and served in least restrict environments with increased opportunities for inclusive placements.   

Principals Teachers Special Education Staff 

Data Computers Printers Internet eCST SEEDS Time 

Schedules reflect least restrictive environments for students with increased inclusion opportunities 

August 2013‐June 2014 

In progress 

*Teachers trained on using interventions to better meet the need of individual students.   

Principals Teachers 

Data Computers Printers Internet eCST 

Schedule of training sessions 

Documentation for identified students is in eCST 

August 2013‐June 2014 

In progress 

Page 36 of 60 Campus and District Accountability 05/6/2013

Table #DR-6 Objective: Reduce the rate of African American students identified for special education. Condition: If rate > 1 percentage point above African American enrollment rate Source: SPED C-IEP (B) Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Time  Classroom observations reflect appropriate interventions 

*Campus administrators and teachers attend PD that develops personal awareness of their own culture, values, beliefs, and the impact on the classroom environment.   

Principals Teachers 

Time PD Session from district Campus sessions (journey boxes—see above) 

Certificate of attendance  Journey Boxes displayed and shared with students and community 

August 2013‐June 2014 

In progress 

*Collaborate with the District Parent Support Office to offer a workshop during the African American Parent Conference. 

Principals  Time  Session exists on schedule August 2013‐June 2014 

Not yet started 

Table #DR-7 Objective: Reduce the rate of Hispanic students identified for special education. Condition: If rate > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Provide intervention opportunity during the school day for students who need additional instructional support.

Classroom Teachers, Reading Support Specialist, Special Education staff, classroom volunteers

Intervention materialsIntervention provider

Lower rate of special education identification

August 2013-June 2014

In progress

Define the roles and responsibilities of bilingual/instructional support staff.

Principals Computer Printer Internet Time

Document explaining roles and responsibilities of bilingual/instructional

August 2013-November 2013

In progress

Page 37 of 60 Campus and District Accountability 05/6/2013

Table #DR-7 Objective: Reduce the rate of Hispanic students identified for special education. Condition: If rate > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

support staff Implement a phonics-based, literacy supplemental program for PK-1st grades.

Principals Instructional Coaches Teachers

TLI Grant resources PD support on phonics Phonics programs Funds for substitutes from BTO and Title I

Lesson plans Observation notes PD schedule

August 2013-June 2014

In progress

Implement a Spanish phonics-based literacy supplemental program for PK-1st grades.

Principals Instructional Coaches Teachers

TLI Grant resources PD support on phonics Phonics programs in Spanish Funds for substitutes from BTO and Title I

Lesson plans Observation notes PD schedule

August 2013-June 2014

In progress

Provide behavior support professional development for staff

Principals Counselor

District staff Computer Printer Copier Ink cartridges Internet District programs (CST, DEEDS)

Agendas Documentation of

support Behavior support

documented in eCST and DEEDS

August 2013-June 2014

In progress

Journey Boxes focused on identity to be created by staff and students, and parents to humanize everyone, celebrate our differences, and reflect our collective community

Principal Instructional Coaches Teachers Staff Students

Boxes Art supplies Paper Maps Artifacts PD support for

Each staff member and student has own box created

Event for families to create Journey Boxes

Journey Box display

August 2013-2014

In progress

Page 38 of 60 Campus and District Accountability 05/6/2013

Table #DR-7 Objective: Reduce the rate of Hispanic students identified for special education. Condition: If rate > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

teachers/staff Time

on campus

*Ensure that all students that are receiving both special education services, and are also identified as ELL/LEP students, have a completed ARD LPAC document on file by their 3rd grade school year that has set up appropriate exit criteria.

Principals Teachers 

Time Computers Internet access LPAS SEEDS 

ARD LPAC document with specific exit criteria is on file in SEEDS for all 3rd grade students 

August 2013‐June 2014 

In progress 

*Ensure that students, who meet the pre‐established ARD/LPAC exit criteria that were set up in the informal ARD/LPAC, are appropriately exited within the required timeline. 

Principals Teachers 

Time Computers Internet access LPAS SEEDS 

Students are exited within timeline specified in ARD LPAC document in SEEDS 

August 2013‐June 2014 

In progress 

Special Education Disciplinary Placements– All Levels Table #DR-8 Objective: Reduce the rate of special education students in discretionary DAEP settings. Condition: If rate > 1 percentage point above rate for all students Source: SPED C-IEP (E) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Table #DR-9 Objective: Reduce the rate of special education students in discretionary ISS settings. Condition: If rate > 10 percentage points above rate for all students Source: SPED C-IEP (F) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4

Page 39 of 60 Campus and District Accountability 05/6/2013

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Table #DR-10 Objective: Reduce the rate of special education students in discretionary OSS settings. Condition: If rate > 6 percentage points above rate for all students Source: SPED C-IEP (G) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Page 40 of 60 Campus and District Accountability 05/6/2013

Special Education Service in LRE – All Levels Table #DR-11 Objective: Increase the rate of special education students served in the general education population setting 80% of the day or more. Condition: If rate < 66% Source: SPED C-IEP (H) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Special Education STAAR Participation in Regular and Modified Exams – ES and MS Table #DR-12 State: Below safeguard target AYP: Area of low performance Objective: Increase the percentage of special education students who take the regular STAAR test in all subjects (STAAR 3-8). Condition: If rate < 50% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Provide intervention opportunities during the school day for students who need additional instructional support, including training volunteers to provide classroom support for struggling learners

Classroom Teachers, Reading Support Specialist, Special Education staff, classroom volunteers

Intervention materialsIntervention provider

Lower rate of special education identification

August 2013-June 2014

In progress

Existing 3rd-5th grade students with disabilities (SWDs) with STAAR-M determination (reading and/or math) will have ARD committee use “District Rubric to determine STAAR assessment determination”. If results from rubric show student performance is two or more years below grade level as defined by district committee, then SWDs will take

Principals Special Education Teachers Teachers

AISD Rubric to determine STAAR assessment determination Time Roster of SWDs by grade level

Increased percentage of students taking regular STAAR in all subjects

October 2013-June 2014

Not yet started

Page 41 of 60 Campus and District Accountability 05/6/2013

Table #DR-12 State: Below safeguard target AYP: Area of low performance Objective: Increase the percentage of special education students who take the regular STAAR test in all subjects (STAAR 3-8). Condition: If rate < 50% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

STAAR-M. If not, then SWDs will take STAAR. All newly admitted students to special education as of January 1, 2013, will revisit STAAR-M decision using “District Rubric to determine STAAR assessment determination”. If results from rubric show student performance is multiple years below grade level as defined by district committee, then SWDs will take STAAR-M. If not, then SWDs will take STAAR.

Principals Special Education Teachers Teachers

AISD Rubric to determine STAAR assessment determination Time Roster of SWDs by grade level

Increased percentage of new students taking regular STAAR in all subjects

October 2013-June 2014

Not yet started

Provide opportunities for the LPAC/ARD collaboration to discuss and plan linguistic and academic interventions for ELLs in special education.

Principals Special Education Teachers LPAC Teachers

Time Computer Internet Roster of SWDs identified with ELL status SEEDS

Intervention plan for SWDs identified as ELLs

Schedule of meetings

September 2013-June 2014

In progress

Provide professional development to teachers working with SWDs to implement accommodations in the classroom and on assessments.

Principals Special Education Teachers Teachers Instructional Coaches

Time Computer Projector Printer Copier Time

Schedule of meetings Agendas Lesson plans Observations

September 2013-June 2014

In progress

*Pull a report of projected testing and begin to provide strategic interventions to anyone who is projected to take the 

Principals Teachers 

Data Computers Printers 

Test projections  Documentation for identified students is in 

August 2013‐June 2014 

In progress 

Page 42 of 60 Campus and District Accountability 05/6/2013

Table #DR-12 State: Below safeguard target AYP: Area of low performance Objective: Increase the percentage of special education students who take the regular STAAR test in all subjects (STAAR 3-8). Condition: If rate < 50% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

STAAR M in order to move them to STAAR. 

Internet eCST Time 

eCST  Classroom observations reflect appropriate interventions 

* Continue to train and implement strategic Tier II interventions, including effective progress monitoring tools using research based AISD model. 

Principals Teachers 

Data Computers Printers Internet eCST Time 

Schedule of training sessions 

Documentation for identified students is in eCST 

Classroom observations reflect appropriate interventions 

August 2013‐June 2014 

In progress 

Table #DR-13 State: Below safeguard target AYP: Area of low performance Objective: Decrease the percentage of special education students who take the modified STAAR test in all subjects (STAAR 3-8). Condition: If rate > 20% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Provide intervention opportunities during the school day for students who need additional instructional support, including training volunteers to provide classroom support for struggling learners

Classroom Teachers, Reading Support Specialist, Special Education staff, classroom volunteers

Intervention materialsIntervention provider

Lower rate of special education identification

August 2013-June 2014

In progress

Existing 3rd-5th grade students with disabilities (SWDs) with STAAR-M determination (reading

Principals Special Education Teachers

AISD Rubric to determine STAAR assessment

Increased percentage of students taking regular STAAR in all

October 2013-June 2014

Not yet started

Page 43 of 60 Campus and District Accountability 05/6/2013

Table #DR-13 State: Below safeguard target AYP: Area of low performance Objective: Decrease the percentage of special education students who take the modified STAAR test in all subjects (STAAR 3-8). Condition: If rate > 20% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

and/or math) will have ARD committee use “District Rubric to determine STAAR assessment determination”. If results from rubric show student performance is two or more years below grade level as defined by district committee, then SWDs will take STAAR-M. If not, then SWDs will take STAAR.

Teachers determination Time Roster of SWDs by grade level

subjects

All newly admitted students to special education as of January 1, 2013, will revisit STAAR-M decision using “District Rubric to determine STAAR assessment determination”. If results from rubric show student performance is multiple years below grade level as defined by district committee, then SWDs will take STAAR-M. If not, then SWDs will take STAAR.

Principals Special Education Teachers Teachers

AISD Rubric to determine STAAR assessment determination Time Roster of SWDs by grade level

Increased percentage of new students taking regular STAAR in all subjects

October 2013-June 2014

Not yet started

Provide opportunities for the LPAC/ARD collaboration to discuss and plan linguistic and academic interventions for ELLs in special education.

Principals Special Education Teachers LPAC Teachers

Time Computer Internet Roster of SWDs identified with ELL status SEEDS

Intervention plan for SWDs identified as ELLs

Schedule of meetings

September 2013-June 2014

In progress

Provide professional Principals Time Schedule of meetings September In progress

Page 44 of 60 Campus and District Accountability 05/6/2013

Table #DR-13 State: Below safeguard target AYP: Area of low performance Objective: Decrease the percentage of special education students who take the modified STAAR test in all subjects (STAAR 3-8). Condition: If rate > 20% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

development to teachers working with SWDs to implement accommodations in the classroom and on assessments.

Special Education Teachers Teachers Instructional Coaches

Computer Projector Printer Copier Time

Agendas Lesson plans Observations

2013-June 2014

*Use on‐going progress monitoring to gauge student’s knowledge, provide meaningful access to grade level curricula, and to drive intervention efforts. 

Principals Teachers 

Data Computers Printers Internet eCST Time 

Documentation including progress monitoring for identified students in identified subjects is in eCST 

Classroom observations reflect appropriate interventions 

August 2013‐June 2014 

In progress 

*Collaborate with Child Study V‐Team facilitator to train staff on Tier 2 and 3 interventions.   

Principals Teachers 

Data Computers Printers Internet eCST Time 

Schedule of training sessions 

Documentation for identified students is in eCST 

Classroom observations reflect appropriate interventions 

August 2013‐June 2014 

In progress 

*Ensure all staff members participate in professional development on tier 2 and 3 interventions.  

Principals Teachers 

Data Computers Printers Internet eCST Time 

Schedule of training sessions 

Documentation for identified students is in eCST 

Classroom observations reflect appropriate interventions 

August 2013‐June 2014 

In progress 

*Monitor use of interventions to better Principals  Data  Instructional observations  August 2013‐ In progress 

Page 45 of 60 Campus and District Accountability 05/6/2013

Table #DR-13 State: Below safeguard target AYP: Area of low performance Objective: Decrease the percentage of special education students who take the modified STAAR test in all subjects (STAAR 3-8). Condition: If rate > 20% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

meet the need of individual students.  Teachers  Computers Printers Internet eCST Time 

reflect appropriate interventions 

Documentation for identified students is in eCST 

June 2014 

Page 46 of 60 Campus and District Accountability 05/6/2013

Special Education Measureable Postsecondary Goals - HS Table #DR-14 Objective: Increase the percentage of ARDs with measurable postsecondary transition goals. Condition: If ARD rate < 100% Source: SPED C-IEP (N) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,3,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

ELL Proficiency Levels – All Levels Table #DR-15 Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12). Condition: If percentage of LEP student at beginning proficiency level over two-year period > 5% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,3,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Provide teachers with professional development on Linguistic Instructional Alignment Guide (LIAG) and TELPAS data analysis.

Principals Instructional Coaches

TELPAS Composite ratings data LIAG

Lesson plans Observations Schedule Agenda

August 2013-June 2014

In progress

Implement Dual Language model with fidelity.

Principals Instructional Coaches Teachers

DL Guidelines and Implementation Checklist Time

Lesson plans Environment checklist Observations

August 2013-June 2014

In progress

Provide teachers with professional development on English Language Proficiency Standards (ELPS).

Principals Instructional Coaches

ELPS ELPS Guide

Lesson plans Observations Schedule Agenda

August 2013-June 2014

In progress

Provide all staff with opportunities to attend Dual Language trainings.

Principals Teachers Instructional Coaches

District PD schedule Computer Funds for substitutes from BTO and Title I

Roster of teachers registered for PD

Lesson plans Observations

August 2013-June 2014

In progress

Page 47 of 60 Campus and District Accountability 05/6/2013

Table #DR-15 Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12). Condition: If percentage of LEP student at beginning proficiency level over two-year period > 5% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,3,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Implement a phonics-based, literacy supplemental program for PK-1st grades.

Principals Instructional Coaches Teachers

TLI Grant resources PD support on phonics Phonics programs in Spanish Funds for substitutes from BTO and Title I

Lesson plans Observation notes PD schedule

August 2013-June 2014

In progress

Implement Spanish reading methodology and monitor student performance on fluency, comprehension, and phonics using Tejas LEE in K-2nd grades.

Principals Instructional Coaches Teachers

District PD schedule Computer Tejas LEE Progress Monitoring TPRI Progress Monitoring Time

Teachers’ attendance at Teaching for Biliteracy

Teachers’ participation in TLI grant PD

Lesson plans Observations Progress monitoring

documentation Increased scores in

Tejas LEE over last year

August 2013-June 2014

In progress

Dropout Rates – MS and HS Levels Only Table #DR-16 State: Below safeguard target AYP: Area of low performance Objective: Reduce the special education annual dropout rate. Condition: If SPED annual dropout rate > 2% (MS-grades 7-8; HS-grades 9-12) Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): NA Applicable Strategic Plan Goal(s): 1,2,3,4

Page 48 of 60 Campus and District Accountability 05/6/2013

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Page 49 of 60 Campus and District Accountability 05/6/2013

Table #DR-17 State: Below safeguard target AYP: Area of low performance Objective: Reduce the ELL annual dropout rate. Condition: If LEP annual dropout rate > 2% (MS-grades 7-8; HS-grades 9-12) Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

4-Year Graduation Rates – HS Level Only Table #DR-18 State: Below safeguard target AYP: Area of low performance Objective: Increase the rate of special education students who graduate within four years. Condition: If special education student rate < 75% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Table #DR-19 State: Below safeguard target AYP: Area of low performance Objective: Increase the rate of ELLs who graduate within four years. Condition: If LEP student rate < 75% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Page 50 of 60 Campus and District Accountability 05/6/2013

Graduation Plans – HS Level Only Table #DR-20 Objective: Increase the rate of special education students who graduate on RHSP or DAP high school plans. Condition: If special education student rate < 20% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Table #DR-21 Objective: Increase the rate of ELLs who graduate on RHSP or DAP high school plans. Condition: If LEP student rate < 70% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Page 51 of 60 Campus and District Accountability 05/6/2013

APPENDIX A Use of State Compensatory Education Funds for Improved Student Achievement

Programs and services currently being implemented on this campus that are partially or fully supported through State Compensatory Education (SCE) or grant funding include the following:

Programs/Services Use

Reading specialists Reading specialists for K-5th grade students provide reading intervention during school day to identified students and serve

as instructional support for teachers to provide the most rigorous appropriate lessons for all students, with priority on

supporting teachers working with students identified as at-risk of not meeting state level academic achievement standards on

STAAR.

Elementary Counselors Counselor for PK-5th grade students provides weekly classroom guidance lessons, individual and group counseling to identified

students, those at-risk of not meeting academic goals and needing additional social, emotional, behavioral, and academic

supports to promote effective learning. Leads campus Social Emotional Learning implementation and support and Positive

Behavior and Intervention Support to all staff and students.

Pre-Kindergarten Teachers Provide instruction to 4 year olds in reading, writing, math, science, social studies, and social skills; develop oral language skills in both English and Spanish. State Comp ED funded pre-K serves students based on at-risk criteria: ELL, SpEd, eco dis,

new comer, etc.

TOTAL $353,665.00 The figures above include the salaries (in part or whole) of the equivalent of [number] full-time staff members (FTEs), added to the faculty in order to support the supplemental programs and services funded through State Compensatory Education.

Page 52 of 60 Campus and District Accountability 05/6/2013

APPENDIX B Highly Qualified Teacher Recruitment and Retention Plan

Area 1: Increase percentage of highly qualified (HQ) teachers to meet and/or maintain 100%. Strategies (check all that apply, but check at least one):

✓ Work with staffing coordinator, identify staff not meeting HQ standards Notify staff of deficit area(s) Agree with staff on appropriate ways to meet the standard Provide adequate time for staff to attend trainings and/or take needed exams Other:

Area 2: Ensure low-income students and minority students are not taught at higher rates than other student groups by teachers who are not HQ. Strategies

(check all that apply, but check at least one):

Offer early-bird signing bonuses to teachers at Title I campuses ✓ Provide bilingual and special education stipends ✓ Collaborate with HR to identify staffing needs so that qualified candidates are available Other:

Area 3: Attract and retain HQ teachers. Strategies (check all that apply, but check at least one):

Participate in district-sponsored job fairs Participate in recruiting trips ✓ Provide mentors to first and second year teachers ✓ Offer high-quality professional development ✓ Provide leadership opportunities for teachers ✓ Encourage participation in National Board program ✓ Meet on a regular basis with new teachers to review needs/issues ✓ Other: Offer individual support to 1st-3rd year teachers through work with Carnegie Foundation’s

Building a Teacher Effectiveness Network and AISD’s Educator Quality Area 4: Assist teachers not currently HQ to meet the HQ requirements in a timely manner. Strategies (check all that apply, but check at least one):

✓ Assign teachers to areas in which already meet HQ Provide high-quality professional development in area(s) needed Pay for study courses for required exams Pay for passed exams Provide substitutes or stipends for professional development Other:

Page 53 of 60 Campus and District Accountability 05/6/2013

APPENDIX C Components for Title I Schools

(All Title I Schools) For all Title I schools, indicate the pages of the plan where the following components can be found:

Components Pages

Comprehensive needs assessment 6

School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement, and that use effective methods/strategies based on scientifically based research

7-17, 33-36, 38-41, 42-43

Instruction by highly qualified staff 48

High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards 30-33

Strategies to attract highly qualified teachers to high-need schools 17-21, 30-33

Strategies to increase parental involvement 17-21, 25-29

For Elementary: Transition to K assistance to Pre-K/EC students 16

Inclusion of teachers in decisions regarding use of academic assessments (activities such as benchmark or other testing, use of data, etc.) 7-17, 30-33

Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards

7-17, 33-36, 38-41, 42-43

Coordination and integration of federal, state, and local services and programs 22-25

Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results 54

Page 54 of 60 Campus and District Accountability 05/6/2013

APPENDIX D Components for Title I Schools

(For Title I Schools in Stages 1-5 Needs Improvement) For Title I schools in Stages 1-5 Needs Improvement, indicate the sections and pages of the plan where the following components can be found:

Components Pages CIP must be for two years Strategies are based on scientifically based research that will strengthen the core academic subjects at the campus

Plan addresses the specific academic issues that caused the campus to not meet AYP Plan reflects policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring all groups will meet the state’s proficient level of achievement by 2013-2014 (included in SIP addendum)

Details of how the campus will spend not less than 10% of Title I, Part A campus allocation for providing teachers and the principal high-qualify professional development that: directly addresses the academic achievement problem that caused the campus to not meet AYP; meets the requirements for of high-quality professional development under Section 1119; and is provided in a manner that affords increased opportunity for participating in that professional development

Establishes specific annual, measurable objectives for continuous and substantial progress by each NCLB group of students to meet state’s standards by 2013-2014

Describes how the school will provide written notice about Needs Improvement status to parents in a format, and to the extent practicable, in a language that parents understand (included in SIP addendum)

Specifies the responsibilities of the school and district, including the technical assistance that the district provides under Section 1120A (included in SIP addendum)

Includes strategies to promote effective parental involvement in the school Incorporates, as appropriate, activities before school, after school, during the summer, and during any extension of the school year

Incorporates a teacher mentoring program

Page 55 of 60 Campus and District Accountability 05/6/2013

APPENDIX E Explanation of Title I, Part A Expenditures for Improving Student Performance

(All Title I Schools)

For all Title I schools, this table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed.

Type of Expenditure How Will Expenditure Improve Student Performance? Amount of Expenditure

How Will Impact Be Assessed? Improvement Strategy Needs Assessment

Personnel Professional Salary: Subs for Professional Development

Provide all staff with opportunities to attend Dual Language trainings.

2013 Dual Lang Eval., 2013 DRA scores

$1698.00 2014 Dual Lang. Eval. and 2014 DRA scores

FICA Provide all staff with opportunities to attend Dual Language trainings.

2013 Dual Lang Eval., 2013 DRA scores

$153.00 2014 Dual Lang. Eval. and 2014 DRA scores

Health/Life Insurance Professional Provide all staff with opportunities to attend Dual Language trainings.

2013 Dual Lang Eval., 2013 DRA scores

$5.00 2014 Dual Lang. Eval. and 2014 DRA scores

Workers’ Comp Professional Provide all staff with opportunities to attend Dual Language trainings.

2013 Dual Lang Eval., 2013 DRA scores

$1.00 2014 Dual Lang. Eval. and 2014 DRA scores

TRS Professional Provide all staff with opportunities to attend Dual Language trainings.

2013 Dual Lang Eval., 2013 DRA scores

$149.00 2014 Dual Lang. Eval. and 2014 DRA scores

Professional Salary: Extra duty curriculum writing and instruction

Implement a Dual Lang. program with fidelity

2013 DRA and EOY scores $1588.00 2014 Dual Lang. Eval, 2014 DRA and EOY scores

FICA Implement a Dual Lang. program with fidelity

2013 DRA and EOY scores $134.00 2014 Dual Lang. Eval, 2014 DRA and EOY scores

TRS Implement a Dual Lang. program with fidelity

2013 DRA and EOY scores $119.50 2014 Dual Lang. Eval, 2014 DRA and EOY scores

WC Implement a Dual Lang. program with fidelity

2013 DRA and EOY scores $2.00 2014 Dual Lang. Eval, 2014 DRA and EOY scores

Instructional Supplies, Materials, and Equipment General supplies-resources (math, reading, science, and art materials)

Implement a Dual Lang. program with fidelity; Implementation of Any Given Child / Creative Learning Initiative in content area instruction to support all learning styles and increase access to curriculum/content for all learners.

2013 DRA and EOY scores, 2014 Parent Survey,

$4150.00 2014 DRA and EOY scores, 2014 Parent Survey

Field Trips to Art Museum Implementation of Any Given Child / Creative Learning Initiative in content area instruction to support all learning styles and increase access to curriculum/content for all learners.

2013 DRA and EOY scores, 2014 Parent Survey,

$1500.00 2014 DRA and EOY scores, 2014 Parent Survey

General supplies-classroom materials

All students will perform at or above grade level.

2013 DRA and EOY scores $4662.00 2014 DRA and EOY scores

General supplies-reproduction of intervention/instructional materials

Provide intervention opportunities for students who need additional support.

2013 DRA and EOY scores $2000.00 2014 DRA and EOY scores

Professional Development/Staff Training

Page 56 of 60 Campus and District Accountability 05/6/2013

$ $ $ Community Services (Function 61) General supplies for PSS Schedule Principal Coffees to address

needs as determined by a campus-designed parent survey

2013 Parent Survey $162.00 2014 Parent Survey

$ $ Other Requests $ $ $ TOTAL (Must Match BTO Total) $16,324.00

Page 57 of 60 Campus and District Accountability 05/6/2013

APPENDIX F Explanation of Title I, Part A Expenditures for Improving Student Performance

(Stages 1-5 Needs Improvement)

For Title I schools in Stages 1-5 Needs Improvement, this table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed.

Type of Expenditure How Will Expenditure Improve Student Performance? Amount of Expenditure

How Will Impact Be Assessed? Improvement Strategy Needs Assessment

Personnel $ $ $ Instructional Supplies, Materials, and Equipment $ $ $ Professional Development/Staff Training $ $ $ Community Services (Function 61) $ $ $ Other Requests $ $ $ TOTAL (Must Match BTO Total) $

Page 58 of 60 Campus and District Accountability 05/6/2013

APPENDIX G Additional NCLB Requirements

Parent Notice By the date required by the Texas Education Agency, all parents will be informed of individual student academic assessment results and AYP status via letters sent home in both English and Spanish. Assistance to families seeking choice and/or SES options will be provided. Student assessment results will be shared with parents in both English and Spanish whenever possible. Support This Campus Improvement Plan was developed collaboratively with Campus Advisory Council members and central office support. The district is committed to providing the campus support in school improvement efforts. Support includes but is not limited to: Guidance, Leadership, and Monitoring Associate Superintendent Compliance and Fiscal Monitoring as per Section 1120A Departments of State and Federal Accountability and Finance Data Analysis Campus and District Accountability Curriculum and Benchmark Data, Professional Development Department of Curriculum Professional Development and Support in Determining Student Needs Department of Special Education and Bilingual Education Dropout Recovery School Community Liaisons Parental Involvement Planning and Training Opportunities Family Resource Center TEA, through the School Improvement Resource Center, provides technical assistance in the areas of needs assessment, scientifically based research, and best practices. The technical assistance provider (TAP), approved by SIRC, will support the principal in improvement efforts. As evidenced throughout this plan, the campus, in working with central office support, is implementing policies and practices that have the greatest likelihood of ensuring that all groups of students will meet proficiency levels of achievement as set by the state by no later than 2013-2014. Programs and practices are based on current scientifically based research. Enhancing rigor and relevance in [specify subject(s) missed in AYP] especially for [specify the student group(s) that missed the standards] is critical since performance was not within NCLB standards. Also, the participation rates and/or attendance rate, or graduation rate was/were below standard so it will be essential to focus on this/these area/areas as well. Evaluation and Outcomes The ultimate goal for this plan is to significantly improve student achievement for all students, including those served in special programs. The principal, CAC, and campus staff will monitor action plans and strategies on a regular basis to determine the level of implementation and the effectiveness in bringing about desired student outcomes. These outcomes target closing any disparity in achievement levels among student groups. Strategies, if successful, will create a positive learning environment in which all students are actively engaged in a challenging meaningful curriculum, based on TEKS and Principles of Learning. Specific evaluation measures and performance targets are included in the Long-Range Matrix for Student Achievement and in the Action Plan.

Page 59 of 60 Campus and District Accountability 05/6/2013

APPENDIX H Pregnancy Related Services

Pregnancy Related Services (PRS) are a combination of Support Services and Compensatory Education Home Instruction (CEHI). These services are available to a pregnant student during pregnancy prenatal and postpartum periods to help her adjust academically, mentally and physically and to remain in school. Support Services are provided during the prenatal period of pregnancy and while the student is still attending school, as well as during the prenatal or postpartum period while the student is at home or hospital for a valid medical necessity or recovering from delivery and being served with PRS CEHI. Examples of Support Services the student may access are counseling, health services provided by school nurse, case management and service coordination. Compensatory Education Home Instruction (CEHI) is academic instruction offered to the student in the home or hospital. The number of hours per week of instruction by a certified teacher varies according to student needs and attendance is reported according to TEA formula. This service is provided under different circumstances: 1) Prenatal Confinement. If the student cannot attend school on campus due to a valid medical necessity documented by a nurse practitioner or

licensed physician licensed to practice in the United States. A medical release must be obtained by the medical or nurse practitioner to return to campus for any reason, including to take standardized tests. There is no limit to the number of events or the length of each event.

2) Postpartum Confinement. A student who has delivered a live, aborted, or stillborn baby, suffered a miscarriage or death of a newborn, or placed a baby up for adoption can be served, beginning the day of or the day after delivery for up to six consecutive weeks at home or hospital.

3) Extended Postpartum Confinement. Four additional weeks of CEHI may be provided a student when a valid medical necessity of the mother or child exists as documented by a licensed physician licensed to practice in the United States.

4) Break-In-Service Confinement. This service is for a maximum of ten weeks in length, divided into two periods in instances when the infant

remains hospitalized after delivery. The student may return to school while the infant is hospitalized, then return to CEHI when the infant is home. When the student returns to school between the two CEHI periods, the student will not be coded PRS. A medical release will be required for the student to return to campus.

At the district level, compensatory education funds are used to fund teacher units for the Pregnancy Related Services program.

Page 60 of 60 Campus and District Accountability 05/6/2013

APPENDIX I Strategic Performance Measures and Improvement Targets

Campus Scorecard 2013-14

For ALL levels, the following performance indicators are included:

- STAAR/EOC (including retesters) - Attendance - Discipline - TELPAS - Student Fitness

For the ELEMENTARY SCHOOL level, the following performance indicators are included:

- Primary Reading Assessment

For the MIDDLE SCHOOL and HIGH SCHOOL level, the following performance indicators are included:

- Annual Dropout Rate (9-12) (with exclusions)

For the HIGH SCHOOL level, the following performance indicators are included:

- Recommended or Distinguished Program Participation - Graduation Rate (with exclusions) - SAT/ACT Participation and Performance - Advanced Placement/IB Exam Participation and Performance - Advanced Course/Dual Enrollment

Improvement goals and end goal targets for STAAR/EOC are pre-populated at district growth rates, but may be set at higher rates.Improvement goals and end goal targets for other indicators must be set by the campus. All improvement goals and end goal targetsmust be approved by the Associate Superintendent for the campus.

STAAR/EOC tables based on estimated accountability subset. Students in U.S. schools Year 1 through Year 3 are excluded.

STAAR/EOC Reading/ELA at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

Safeguard n/a n/a n/a n/a

All Students 57 51 99.00 61

Asian >99 n/a 99.00 n/a

AA * * 99.00 *

Hispanic 55 46 99.00 57

White >99 >99 99.00 >99

2 or More n/a n/a 99.00 n/a

EcD 57 44 99.00 55

ELL 39 35 99.00 48

Spec Ed 75 69 99.00 75

3rd English * 62 99.00 70

4th English 62 39 99.00 51

4th Spanish <1 99.00 20

5th English 60 52 99.00 62

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Reading, English II Reading, English I, and English II EOC tests

Office of Campus and District Accountability

Becker Page 2 June 2013

STAAR/EOC Math at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

Safeguard n/a n/a n/a n/a

All Students 73 51 99.00 61

Asian >99 n/a 99.00 n/a

AA * * 99.00 *

Hispanic 75 52 99.00 62

White >99 * 99.00 *

2 or More n/a n/a 99.00 n/a

EcD 72 50 99.00 60

ELL 78 53 99.00 62

Spec Ed 88 69 99.00 75

3rd English * 43 99.00 54

4th English 92 32 99.00 45

5th English 73 74 99.00 79

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Algebra I EOC test

Office of Campus and District Accountability

Becker Page 3 June 2013

STAAR/EOC Writing at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

Safeguard n/a n/a n/a n/a

All Students 63 47 99.00 58

Asian >99 n/a 99.00 n/a

AA <1 * 99.00 *

Hispanic 62 47 99.00 58

White >99 n/a 99.00 n/a

2 or More n/a n/a 99.00 n/a

EcD 55 50 99.00 60

ELL 55 * 99.00 *

Spec Ed * * 99.00 *

4th English 63 50 99.00 60

4th Spanish <1 99.00 20

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Writing and English II Writing EOC tests

Office of Campus and District Accountability

Becker Page 4 June 2013

STAAR/EOC Science at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

Safeguard n/a n/a n/a n/a

All Students 71 48 99.00 58

Asian n/a n/a 99.00 n/a

AA <1 <1 99.00 20

Hispanic 77 52 99.00 62

White n/a n/a 99.00 n/a

2 or More n/a n/a 99.00 n/a

EcD 71 43 99.00 54

ELL * * 99.00 *

Spec Ed >99 * 99.00 *

5th English 71 48 99.00 58

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Biology EOC test

Office of Campus and District Accountability

Becker Page 5 June 2013

STAAR/EOC Reading/ELA at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

All Students 33 24 35.00 31

Asian >99 n/a 35.00 n/a

AA <1 * 35.00 *

Hispanic 32 20 35.00 28

White >99 * 75.00 *

2 or More n/a n/a 75.00 n/a

EcD 30 17 35.00 26

ELL 33 * 35.00 *

Spec Ed 63 * 35.00 *

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Reading, English II Reading, English I, and English II EOC tests

STAAR/EOC Math at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

All Students 29 25 50.00 33

Asian <1 n/a 0.00 n/a

AA <1 <1 50.00 10

Hispanic 32 28 50.00 35

White <1 * 50.00 *

2 or More n/a n/a 50.00 n/a

EcD 28 23 50.00 31

ELL * * 50.00 *

Spec Ed 50 * 50.00 *

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Algebra I EOC test

Office of Campus and District Accountability

Becker Page 6 June 2013

STAAR/EOC Writing at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

All Students 25 * 35.00 *

Asian >99 n/a 0.00 n/a

AA <1 * 65.00 *

Hispanic * * 35.00 *

White >99 n/a 0.00 n/a

2 or More n/a n/a 0.00 n/a

EcD * * 40.00 *

ELL <1 * 35.00 *

Spec Ed * * 65.00 *

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Writing and English II Writing EOC tests

STAAR/EOC Science at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

All Students * * 35.00 *

Asian n/a n/a 0.00 n/a

AA <1 <1 30.00 10

Hispanic * * 30.00 *

White n/a n/a 0.00 n/a

2 or More n/a n/a 0.00 n/a

EcD * * 30.00 *

ELL * * 30.00 *

Spec Ed * <1 30.00 10

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Biology EOC test

Office of Campus and District Accountability

Becker Page 7 June 2013

Primary Reading AssessmentEOY On or Above Grade Level

2010-11

Actual

2011-12

Actual

2012-13

Actual

2013-14

Improvement Goal

End Goal

Target

Kinder DRA English 84% 85% 80% 95.00 >=90%

Kinder DRA Spanish 50% 67% 64% 95.00 >=90%

1st DRA English 45% 54% 61% 95.00 >=90%

1st DRA Spanish 44% 60% * 95.00 >=90%

2nd DRA English 50% 63% 69% 95.00 >=90%

2nd DRA Spanish * 67% 75% 95.00 >=90%

Data Source: AIMS, EOY AssessmentOn grade level for KG is at least 3, for grade 1 is at least 16, and for grade 2, at least 28.

Estimated Attendance

Estimated Improvement Goal

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

All Students 93.7% 95.3% 94.7% 95.4% 96% 95.8% 97.00

African American 94.3% 95.3% 95.1% 94.8% 94.3% 93.9% 97.00

Asian 100% 92.5% 96.1% 97.6% 98.00

Hispanic 94.1% 95.3% 94.8% 95.4% 96.4% 95.9% 97.00

Native American 100% 94.3% 91.4% 87.7% 94.8% 97.00

White 87.8% 94.3% 93.4% 96.8% 95.3% 95.8% 97.00

2 or More 92.2% 95.3% 98.5% 99.00

EcD 93.6% 94.7% 94.6% 95.4% 96.1% 95.7% 97.00

Data Source: AISD Student Information System

Office of Campus and District Accountability

Becker Page 8 June 2013

All A-A Asian Hisp N-A White

1% 3% <1%0

20

40

60

80

100

All A-A Asian Hisp N-A White

HS 1% 3% - <1% - -

Campus Suspension to HomeStudent Discipline Aggregate CountsStudent Group Enrollment 2012-13

All Students 346

African American 37

Asian 4

Hispanic 205

Native American

White 96

Counts as of discipline report date, June 2013.Includes both active and inactive students.

All A-A Asian Hisp N-A White

0

20

40

60

80

100

All A-A Asian Hisp N-A White

Removals - - - - - -

Campus Discretionary Removals

All A-A Asian Hisp N-A White

0

20

40

60

80

100

All A-A Asian Hisp N-A White

ISS - - - - - -

Campus ALC/EDAP or ISS

Office of Campus and District Accountability

Becker Page 9 June 2013

Discipline Targets

Campus Discretionary Removals

Estimated Improvement Goal

2010-11 2011-12 2012-13 2013-14

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

% Ethnic

Group

Removed

All Students 1 .47% 0.00

African American 1 5.26% 0.00

Asian 0.00

Hispanic 0.00

Native American 0.00

White 0.00

The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.Source: DEEDS Discipline Data for PEIMS. 2012-2013 data are draft. Final data reports will be disseminated in August 2013.

Campus Suspensions to Home

Estimated Improvement Goal

2010-11 2011-12 2012-13 2013-14

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

% Ethnic

Group

Removed

All Students 4 1.86% 2 .65% 2 .58% 0.00

African American 2 10.53% 1 2.7% 0.00

Asian 0.00

Hispanic 2 1.23% 2 .95% 1 .49% 0.00

Native American 0.00

White 0.00

The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.Source: DEEDS Discipline Data for PEIMS. 2012-2013 data are draft. Final data reports will be disseminated in August 2013.

Office of Campus and District Accountability

Becker Page 10 June 2013

Campus ALC/EDAP or In School Suspensions

Estimated Improvement Goal

2010-11 2011-12 2012-13 2013-14

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

% Ethnic

Group

Removed

All Students 4 1.86% 7 2.28% 0.00

African American 1 5.26% 0.00

Asian 0.00

Hispanic 3 1.84% 5 2.38% 0.00

Native American 1 50% 0.00

White 1 1.61% 0.00

The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.Source: DEEDS Discipline Data for PEIMS. 2012-2013 data are draft. Final data reports will be disseminated in August 2013.

Fall Enrollment (PEIMS Snapshot)

2008-09 2009-10 2010-11 2011-12 2012-13

All Students 209 203 209 280 316

African American 33 32 24 22 29

Asian 1 3 3

Hispanic 161 156 139 180 187

Native American 1 2 2 2

White 14 12 29 62 85

2 or More 15 11 12

Data Source: PEIMS Submission 1.

Office of Campus and District Accountability

Becker Page 11 June 2013

TELPAS - Students Testing Over Two Years Test at Beginner Level in Second Year

Group

2011-12 2012-13 2013-14 End Goal

# Tested

2 Yrs

# Beginning

2012%

# Tested

2 Yrs

# Beginning

2013% Improvement Goal Target

All Students 32 2 6% 29 2 7% 4.00Decrease % ELL

students scoring

at beginning

level on

TELPAS Reading

African American - - - * * * 0.00

Hispanic 32 2 6% 28 2 7% 4.00

White - - - - - - 0.00

EcD 32 2 6% 28 2 7% 4.00

Special Ed 7 1 14% * * * 4.00

Data Source: Contractor's Electronic Files

Student Fitness

Sex Ethnicity

2010-11 2011-12 2012-13

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

TestedHealthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone%

F Asian - - - - - - - - - - - - - - - - - -

F African American * * * - - - * * * * * * * * * * * *

F Hispanic 23 13 57% 13 9 69% 24 10 42% 16 10 63% 26 17 65% 12 8 67%

F White - - - - - - - - - - - - * * * * * *

F 25 15 60% 13 9 69% 27 13 48% 17 11 65% 32 21 66% 14 10 71%

M Asian - - - - - - - - - - - - - - - - - -

M African American * - - * * * * * * - - - 6 5 83% * * *

M Hispanic 25 12 48% 13 10 77% 17 8 47% 12 11 92% 27 18 67% 16 15 94%

M White * * * * * * * * * * * * * * * * * *

M 28 14 50% 15 12 80% 19 10 53% 13 12 92% 37 26 70% 20 19 95%

total 53 29 55% 28 21 75% 46 23 50% 30 23 77% 69 47 68% 34 29 85%

Data Source: AISD Fitnessgram


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