2019-20 campus improvement plan · 2019/10/9 · • campus instructional leaders use normed tools...

Austin Independent School District 1 of 18 10/9/19

2019-20 Campus Improvement Plan

Including Zone Innovation Plan and Targeted Improvement Plan

Once published, a living draft of this plan can be found on the campus’ school page at www.austinisd.org/schools.


Barrington Elementary Campus Improvement Plan 2019-2020

Assurances and Theory of Action DCSI I, the District Coordinator of School Improvement, attest that I will provide or facilitate

the provision of all the necessary district-level commitments and support mechanisms to ensure the successful implementation of the Targeted Improvement Plan for this campus. I understand I am responsible for the implementation of all intervention requirements. If I am the principal supervisor, I understand I am responsible for ensuring the principal carries out the plan elements as indicated herein.

Emily Bush

Principal Supervisor (Only necessary if the DCSI is NOT the Principal supervisor)

I, as supervisor of the principal for this campus, attest that I will coordinate with the DCSI to provide or facilitate the provision of all the necessary district-level commitments and support mechanisms to ensure the principal I supervise can achieve successful implementation of the Targeted Improvement Plan for this campus. I understand I am responsible for ensuring the principal carries out the plan elements as indicated herein.

Emily Bush

Principal I, as principal for this campus, attest that I will coordinate with the DCSI (and my supervisor, if they are not the same person) to use the district-provided commitments and support mechanisms to ensure the successful implementation of the Targeted Improvement Plan for this campus. I agree to carry out the plan elements as indicated herein.

Gilma Sanchez

Public Meeting Date 09/17/19

Board Approval Date

District Commitments Theory of Action

If the principal supervisor provides support and coaching to the campus principal in the following areas: Development of instructional leadership; Creating systems that ensure leaders are able to observe instruction and provide meaningful feedback to teachers in a timely manner; Thoughtful lesson planning and lesson delivery that is aligned to the standards and consistently implemented across the campus; Reflection for all stakeholders regarding student learning Then principal capacity, teacher capacity and student learning outcomes will improve.



Student Data

% of Students at Meets Grade Level % of Students at Meets Grade

Level on STAAR or Other Assessment

Cycle 1 (Sept-Nov) Cycle 2 (Dec-Feb) Cycle 3 (March-May) Summative Grade level

Subject tested

Data Source Goal Actual Data

Source Goal Actual Data Source Goal Actual Data

Source Goal Actual

3 Reading Benchmark

Avg. 3rd-5th = All Students > =25, ELs>=23

Benchmark

Avg. 3rd-5th >=35, ELs>=26

Benchmark

Avg. 3rd-5th =All Students >= 40, ELs>=29

STAAR Avg. 3rd-5th =All Students >= 44, ELs>=33

3 Math Benchmark

Avg. 3rd-5th = All Students > = 30 ELs> =25

Benchmark

Avg. 3rd-5th =All Students >= 35,ELs> =30

Benchmark

Avg. 3rd-5th = All Students >= 40,ELs>=35

STAAR Avg. 3rd-5th = All Students >= 46, ELs>=40

4 Reading Benchmark


Avg. 3rd-5th= All Students > =25, ELs>=23



4 Writing Benchmark

4 Math Benchmark


Avg. 3rd-5th =All Students >=

Avg. 3rd-5th = All Students >=



Student Data

% of Students at Meets Grade Level % of Students at Meets Grade

Level on STAAR or Other Assessment

Cycle 1 (Sept-Nov) Cycle 2 (Dec-Feb) Cycle 3 (March-May) Summative Grade level

Subject tested

Data Source Goal Actual Data

Source Goal Actual Data Source Goal Actual Data

Source Goal Actual

35,ELs> =30

40,ELs>=35

5 Reading Benchmark


Avg. 3rd-5th= All Students > =25, ELs>=23



5 Math Benchmark


Avg. 3rd-5th =All Students >= 35,ELs> =30

Avg. 3rd-5th = All Students >= 40,ELs>=35


5 Science Benchmark



X This Focus Area has been self-selected, through data analysis and root cause analysis, as a priority area for the 2019-20 school year.

Rationale for Selecting this Effective Schools Framework Lever Through a survey of staff, and a comprehensive needs assessment, teachers identified teacher capacity-building as a need on campus.

Lever 2: Effective, Well-Supported Teachers

Comprehensive Needs Assessment*

Highest Priority Data Point Data Source 2017-18

Data 2018-19

Goal 2018-19 Actual

2018-19 Goal Status

2019-20 Goal

2019-20 Actual

2019-20 Goal Status

% of Highly Effective and Distinguished teachers-------

PPft N/A

% of Highly Effective and Distinguished teachers who are retained at the campus-------

PPfT and retention data

78.9 >75 95.2 Goal Met >75

Teachers feel comfortable raising issues and concerns that are important to them. -------

Staff Survey 53 -- 82 N/A >=85

Teachers receive feedback that can help them improve teaching. -------


There is an atmosphere of mutual trust and respect. -------


Professional development enhances teachers’ abilities to improve student learning. -------


Average Years Experience of Teachers------- 2017-18 TAPR 1617: 7y -- 1718: 7.6y N/A report only

% Beginning Teachers------- 2017-18 TAPR 1617: 15.9 -- 1718: 5.5 N/A report only

% Teachers with 1-5 Years Experience------- 2017-18 TAPR 1617: 46.5 -- 1718: 58 N/A report only

% Teachers with 6-10 Years Experience------- 2017-18 TAPR 1617: 18.1 -- 1718: 12.3 N/A report only

% Teachers with 11-20 Years Experience------- 2017-18 TAPR 1617: 10.8 -- 1718: 17.1 N/A report only

% Teachers with over 20 Years Experience------- 2017-18 TAPR 1617: 8.6 -- 1718: 7 N/A report only

X TELL survey sample questions TELL Survey N/A >=91

Artifacts Reviewed: Checkmarks indicate systems/processes that are not yet fully implemented on the campus.

https://www.austinisd.org/dre/district-campus-surveys




https://rptsvr1.tea.texas.gov/perfreport/tapr/2018/srch.html?srch=C







Plan for ongoing and proactive recruitment of high-quality candidates

X Plan for training teacher leaders in adult learning facilitation and team dynamics

X Tool for conducting observations and tracking progress, including walkthrough form aligned to the Effective Schools Framework

Staff climate surveys with questions, results, and response plans

Teacher recruitment materials and induction schedules

X Strategic plan for teacher placements with rationale provided

X Observation schedule based on teacher needs and student assessment results

X List of preferred substitutes

Hiring practices that align with the school’s vision, mission, values, and goals

Articulated personalized strategies for retaining staff

Structured follow up observation expectations and timeline

X Preferred substitute recruitment and retention plan

Clear selection criteria, protocols, hiring and induction processes for teachers and teacher leadership

Staff selection tools (rubrics, questions, data analysis tasks)

X Structured observation debrief process and timeline

Teacher retention data differentiated by performance

Data Analysis

Strengths, increases, and gaps closed (by grade levels, subjects, student groups, or languages): ISIP in Primary showed an increase in 1st grade (52-61% at Tier 1); All items in the TELL survey increased;ELs met their academic achievement target. in reading; Very close to making target on TELPAS (5 percentage points away from target) Weaknesses, decreases, or existing gaps (by grade levels, subjects, student groups, or languages): Science performance overall All student group F in each domain of STAAR Accountability

Root Cause

Causal factors of areas of strength: ISIP - Weekly feedback and monitoring (individualized feedback) and interventions in iStation used ELs were able to take ISIP in English and Spanish and both languages were monitored TELL - Principal referenced the TELL survey in each weekly message and all meetings with staff; She clearly tied actions to measures on the TELL Survey Causal factors of areas of weakness that can be addressed by strategies in this improvement plan: Lack of training Unfamiliar with the standards


Insufficient time to collaborate with peers Not enough time to plan during the day 2nd grade teacher resignation at MoY; 3rd grade teacher resignation (2); 3rd-5th teachers lacked subject knowledge and were self-contained for first time Students moved too quickly into English instruction

Effective, Well-Supported Teachers Strategies

startcollapse

Essential Action 2.1: Recruit, select, assign, induct, and retain a full staff of highly qualified educators. • The campus implements ongoing and proactive recruitment strategies that include many sources for high-quality candidates. (ESF_PL2_EA1a_IMP)

Action Steps Develop and document a plan with multiple strategies for recruiting teachers.

Responsible Party

Leadership Team

Evidence of Implementation

The document regarding recruitment of teachers;

Funding Source

N/A

Timeline for Completion

September

Evidence Collection

Date

November 2019 February 2020 May 2020

Implementation Status

Necessary Adjustments/

Next Steps

Strategy #2 • Clear selection criteria, protocols, hiring and induction processes are in place and align with the school’s vision, mission, values, and goals.

(ESF_PL2_EA1b_IMP)

Codify clear selection criteria, protocols and induction processes that align to Barrington's vision and mission

Leadership Team

Criteria protocols and induction processes

N/A September November 2019 February 2020 May 2020

Strategy #3 • Campus leaders implement targeted and personalized strategies to support and retain staff, particularly high-performing staff. (ESF_PL2_EA1c_IMP)


Action Steps Revise the campus tool for coaching for conducting observations

Responsible Party

Administration


Walk-through form

Funding Source

N/A


September

Evidence Collection

Date

September 30



Next Steps

3rd-5th grade teachers receive training in Formative Assessment

Trained Teachers; Administration

PD agenda and sign-in sheet for Formative Assessment training given to 3rd-5th grade teachers

N/A September November 2019 February 2020 May 2020

Strategy #4 • Teacher placements are strategic based on student need and teacher strengths. (ESF_PL2_EA1d_IMP)

Action Steps Determine teacher placements strategically based on student data and teacher strengths and years of experience

Responsible Party

Administration; Campus coaches


Master Schedule planning agenda; Staff roster (with certifications)

Funding Source

N/A


August

Evidence Collection

Date

August 30



Next Steps

startcollapse

Essential Action 2.2: Build teacher capacity through observation and feedback cycles • Campus instructional leaders use normed tools and processes to conduct observations, capture trends, and track progress over time. (ESF_PL2_EA2a_INV)

Action Steps

Responsible Party


Funding Source


Evidence Collection

Date



Next Steps


A coaching framework, which includes observation and feedback procedures and timelines, and provide training to all coaches and teachers. Monitor instruction to understand the impact of the coaching framework.

Administration; Campus coaches

PD Sign-In; Coaching Framework Document; Coaching tracker; Walk-through form (from Coach Goal Sheet)

N/A

August-May November 2019 February 2020 May 2020

Progress Monitoring Cycle 1 (8/20-11/22) Cycle 2 (12/2-2/28) Cycle 3 (3/2-5/29) Cycle 4 (6/1-8/31)

Process Goal If teachers will receive training on the coaching framework, then teachers will deliver rigorous lessons as evidence by the content of the lesson plans and observations.

Teachers will receive professional development in the implementation of AVID (3rd-5th), and Formative Assessment.

Teachers will reflect on the implementation of AVID, Formative Assessment and the coaching framework. Identify the teachers in need of support via classroom observations and feedback cycles.

Student Performance Goal Average of Campus Climate Survey Question % agree at or above: 81 QUESTIONS FOR CAMPUS-BASED SURVEY: 1. Teachers are held to high professional standards for delivering instruction. 2. Teachers receive feedback that can help them improve teaching 3. The school leadership consistently supports teachers 4. Teachers at my school are assigned classes that maximize their likelihood of success with students 5. Professional development is differentiated to meet the needs of individual teachers.

TELL Survey Sample Average Climate Survey % agree at or above: 84 QUESTIONS FOR CAMPUS-BASED SURVEY: 1. Teachers are held to high professional standards for delivering instruction. 2. Teachers receive feedback that can help them improve teaching 3. The school leadership consistently supports teachers 4. Teachers at my school are assigned classes that maximize their likelihood of success with students 5. Professional development is differentiated to meet the needs of individual teachers.

Average of TELL Survey Question Sample % agree at or above: 91 QUESTIONS FOR CAMPUS-BASED SURVEY: 1. Teachers are held to high professional standards for delivering instruction. 2. Teachers receive feedback that can help them improve teaching 3. The school leadership consistently supports teachers 4. Teachers at my school are assigned classes that maximize their likelihood of success with students 5. Professional development is differentiated to meet the needs of individual teachers.


Student Performance Actual Results

Barriers to Address this Cycle Quality of PLC Planning; Fidelity to coaching and classroom observation schedule

Fidelity to coaching, observation and feedback cycle



District Actions for this Cycle If the DCSI regularly visits classrooms and acts as a thought-partner with the campus principal in relation to quality PLC/teacher planning , the quality of lessons and the quality and frequency of classroom observation, feedback and coaching then consistent, rigorous learning will expand to more classrooms.

If the DCSI regularly visits classrooms and acts as a thought-partner with the campus principal in relation to quality PLC/teacher planning , the quality of lessons and the quality and frequency of classroom observation, feedback and coaching then consistent, rigorous learning will expand to more classrooms.



Progress Monitoring Notes Did you achieve your 90-day outcome? Why or why not? If teachers will receive training on the coaching framework, then teachers will deliver rigorous lessons as evidence by the content of the lesson plans and observations. Did you achieve your student performance goals listed above and on the Student Data page? Review the necessary adjustments/next steps notes for each action step. Which action steps from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?

Did you achieve your 90-day outcome? Why or why not? *Teachers will integrate AVID, and Formative Assessment in the lessons. * Evidence in lesson plans and classroom observations. Did you achieve your student performance goals listed above and on the Student Data page? Review the necessary adjustments/next steps notes for each action step. Which action steps from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?

Did you achieve your 90-day outcome? Why or why not? Did you achieve your student performance goals listed above and on the Student Data page? Review the necessary adjustments/next steps notes for each action step. Which action steps from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?

Did you achieve your 90-day outcome? Why or why not? Did you achieve your student performance goals listed above and on the Student Data page? Review the necessary adjustments/next steps notes for each action step. Which action steps from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?



X This Focus Area has been self-selected, through data analysis and root cause analysis, as a priority area for the 2019-20 school year.

Rationale for Selecting this Effective Schools Framework Lever Data in literacy shows that a high number of students are reading below grade level. Currently, in 3rd grade, 27% of students read at a level that is more than one grade level below 3rd grade. During a comprehensive needs assessment, stakeholders identified a need for support in teaching for effective literacy and

planning for effective literacy instruction. Levers 4 & 5: High-Quality Curriculum and Effective Instruction

Comprehensive Needs Assessment*

Highest Priority Data Point Data Source 2017-18

Data 2018-19

Goal 2018-19 Actual

2018-19 Goal Status

2019-20 Goal

2019-20 Actual

2019-20 Goal Status

% of KG students considered Kindergarten Ready according to Texas Kindergarten Entry Assessment results for students who attended Pre-K in AISD-------

TX-KEA BOY 70 77 81 Goal Met 82

% of grade 1-2 students reading on or above grade level-------

ISIP/ISIP Español EOY

AA: 67, Hisp: 65, ECD: 63

AA: 69, Hisp: 66, ECD: 64

AA: 45, Hisp: 69, ECD: 66

Progress Made AA: 71, Hisp: 68, ECD: 66

% of students meeting their individualized Dyslexia/ reading progress measures as defined in their intervention plans-------

Dyslexia & Literacy/biliterac

y Dept.

-- baseline TBD N/A TBD

% of English Learners at Advanced High or made one year of Composite Progress-------

TELPAS 53 >=36 31 Goal Not Met >=36

% of students in grade 5 who demonstrate proficiency on a problem-based learning activity-------

TEAMS 78 >=90 98 Goal Met >=90

X Domain 3 Academic Achievement % of targets met (Reading and Math) -------

TEA data download

Rdg: 1/7, Mth: 6/7

Rdg: 1/7, Mth: 1/7

Goal Not Met Reading AS: 44, ELs: 33; Math AS: 46, ELs: 40

Domain 3 Growth % of targets met (Reading and Math) -------

TEA data download

Rdg: 5/5, Mth: 7/7

Rdg: 2/5, Mth: 0/5

Goal Not Met Rdg: 4/5, Mth: 3/5

% of staff routinely using WICOR strategies------- AVID team

% of AVID classrooms with a decrease in transition time since start of the school year-------

AVID team

% of AVID classrooms with an increase in student time-on-task since the start of the school year-------

AVID team

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/2018-19_ISIP.pdf


http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/2019_TELPAS.pdf


ISIP % On or Above GL

All Students - English All Students - Spanish

All Students - Combined English and

Spanish African American Hispanic ECD

Grade Level 17-18 EOY 18-19 EOY 17-18 EOY

18-19 EOY 17-18 EOY 18-19 EOY 17-18 EOY 18-19 EOY 17-18 EOY 18-19 EOY 17-18 EOY 18-19 EOY

1st 59% 71% 73% 86% 67% 81% 71% * 72% 84% 71% 83%

2nd 61% 43% 48% 61% 53% 52% 60% 25% 58% 55% 54% 51%

Total 60% 54% 60% 75% 60% 66% 67% 45% 65% 69% 63% 66%

TELPAS # Tested % Adv High Composite

% Progressed 1+ Prof Lvl - Composite

% Progressed 1+ Prof Lvl - Listening

% Progressed 1+ Prof Lvl - Speaking

% Progressed 1+ Prof Lvl - Reading

% Progressed 1+ Prof Lvl - Writing

1st

STAAR All Students - Reading All Students - Writing All Students - Math All Students - Science

Grade Lvl % App % Meets % Mst % App % Meets % Mst % App % Meets % Mst % App % Meets % Mst

3rd 57 23 14 60 26 8

4th 46 18 5 41 14 7 56 23 15

5th 65 24 7 85 30 9 35 7 2

Total 56 22 9 41 14 7 66 26 11 35 7 2

STAAR Hispanic African American ECD SpEd EL Students -

Spanish EL Students -

English EL Students -

Combined

Subject % App

% Meets

% Mst

% App

% Meets

% Mst

% App

% Meets

% Mst

% App

% Meets

% Mst

% App

% Meets

% Mst

% App

% Meets % Mst %

App % Meets

% Mst

Reading 57% 20 8 50 43 14 55 20 7 42 23 12 48 24 8 57 17 6 55 18 7

Writing 40% 13 8 0 0 0 38 11 6 33 17 17 100 0 0 34 7 36 11 0

Math 68% 25 11 64 29 67 25 10 58 27 12 25 20 4 76 21 8 68 21 8

Science 32% 9 2 57 0 0 36 8 2 38 0 0 0 0 0 29 11 3 26 7 3

Artifacts Reviewed: Checkmarks indicate systems/processes that are not yet fully implemented on the campus.



http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/2019_TELPAS.pdf

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/2019_STAAR_ES.pdf

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/2019_STAAR_ES.pdf

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/STAAR_2019_ELLs.pdf







Sample lessons with formative assessments

X Three to five instructional strategies identified and modeled with consistency and fidelity in all classrooms.

Leadership calendar with PLCs and walkthroughs scheduled

Assessment calendar with district-wide and level-specific testing expectations for the entire school year

Lesson Plan review protocol/criteria/templates

System for staff to identify students who have significant learning gaps

PLCs that include protected time for data analysis and lesson presentations monthly

Monthly progress monitoring and tracking tools for teachers and students

Lesson Plan submission and feedback cycle expectations and protocols

Consistent, efficient, and visible structures in the classroom

Sample PLC/Data Meeting minutes

X Sample Formative Assessments

Yearly Planning Guides (YPGs) for all grades and content areas (Scope and Sequence)

Class schedules with English and Spanish content and language allocation-for Dual Language and Transitional/Late Exit bilingual models

Dreambox reports/results Sample Data Analysis forms, including disaggregated data and plans for reteaching

Teacher-created PBL lesson plans and student products related to PBL

Dual Language Handbook (for campuses that have created one thus far)

Istation reports/results X AISD Literacy Framework

Data Analysis

Strengths, increases, and gaps closed (by grade levels, subjects, student groups, or languages): ISIP in Primary showed an increase in 1st grade (52-61% at Tier 1); All items in the TELL survey increased; ELs met their academic achievement target. in reading; Very close to making target on TELPAS (5 percentage points away from target) ISIP Overall gains Weaknesses, decreases, or existing gaps (by grade levels, subjects, student groups, or languages): 27% of 3rd graders are reading below grade level (one year or more) In math, there were no groups that met their growth target

Root Cause

Causal factors of areas of strength: ISIP was monitored weekly with goals set every month Sheltered instruction PD (7-Steps) and feedback was delivered; Language of instruction is closely monitored from the beginning of the year (with assessments given in both languages)


Causal factors of areas of weakness that can be addressed by strategies in this improvement plan: Inconsistency in teaching practices and lesson delivery (staff leaving in the middle of the year, teacher effectiveness)

High-Quality Curriculum and Effective Instruction Strategies

startcollapse

Essential Action 5.1: Objective-driven daily lesson plans with formative assessments • All teachers create and submit daily lesson plans that include clear objectives, opening activities, time allotments that indicate the amount of time spent on each step of the lesson, multiple, differentiated paths of instruction to a clearly defined curricular goal, including paths to meet the specific needs of students

with disabilities and English learners among other student groups, and daily formative assessments along with exemplar responses. (ESF_PL5_EA1a_IMP)

Action Steps Refine the daily lesson plan format, which is aligned to the Barrington literacy framework, to include time allotments for each part of the lesson, specific AVID WICOR alignment and formative assessment (3rd-5th). Grade level teams will meet weekly to develop and submit lesson plans. Bi-weekly, teams will review the AVID binder as a student work sample.

Responsible Party

Admin and Coaches


Sample lesson plans for 3rd-5th, literacy expectations, grade level meeting agendas and minutes; AVID Binder Checklist

Funding Source

N/A


August-May

Evidence Collection

Date




Next Steps

Strategy #2 • Campus instructional leaders review lesson plans frequently for alignment to the standards, the scope and sequence, and the expected level of rigor, and

provide teachers with feedback and lesson planning support. (ESF_PL5_EA1b_IMP)

Action Steps

Responsible Party


Funding Source


August-May

Evidence Collection

Date



Next Steps


Develop a working document that explicitly shows the process for lesson plan feedback and how to solicit support

Admin and Coaches

Lesson plan feedback samples and coaching sign-up sheets

N/A November 14

startcollapse

startcollapse

Essential Action 5.3: Data driven instruction • Teachers use a corrective instruction action planning process, individually and in PLCs to analyze data, identify trends in student misconceptions, determine

the root cause as to why students may not have learned the concept, and create plans to reteach. (ESF_PL5_EA3b_INV)

Action Steps PLCs will meet every 4 weeks to plan, collaborate and use corrective instruction to design re-teach and intervention opportunities through data analysis.

Responsible Party

Admin and Coaches


Agendas, minutes, calendar, DMAC reports, progress monitoring tool (VoM)

Funding Source

N/A


September-May

Evidence Collection

Date




Next Steps

startcollapse

startcollapse

Progress Monitoring Cycle 1 (8/20-11/22) Cycle 2 (12/2-2/28) Cycle 3 (3/2-5/29) Cycle 4 (6/1-8/31)

Process Goal Teachers plan for teaching of tested standards and ensuring

Teachers plan for teaching of tested standards and ensuring

Teachers plan for teaching of tested standards and ensuring


teacher capacity across the grade level. PLCs prioritize planning with rigor and alignment to standards.



Student Performance Goal 9-weeks District Assessment Average 3rd-5th Reading at Meets= All Students > =25, ELs>=23 Average 3rd-5th Math at Meets = All Students > = 30 ELs> =25

MoY District Assessment Average 3rd-5th Reading at Meets =All Students >=35, ELs>=26 Average 3rd-5th Math at Meets =All Students >= 35,ELs> =30

3rd 9-weeks District Assessment Average 3rd-5th Reading at Meets =All Students >= 40, ELs>=29 Average 3rd-5th Math = All Students >= 40,ELs>=35

STAAR Assessments Average 3rd-5th Reading at Meets =All Students >= 44, ELs>=33 Average 3rd-5th Math at Meets = All Students >= 46, ELs>=40

Student Performance Actual Results

Barriers to Address this Cycle Calendar affected by unplanned events such as student, staff, structural issues (AC). Teaching and learning affected by teacher absences leaving unfilled positions due to a lack of substitutes. Only one hour of time allotted for PLC due to consultation agreement

Calendar affected by unplanned events such as student, staff, structural issues (AC). Teaching and learning affected by teacher absences leaving unfilled positions due to a lack of substitutes. Only one hour of time allotted for PLC due to consultation agreement



District Actions for this Cycle If the DCSI regularly visits classrooms and acts as a thought-partner with the campus principal in relation to quality PLC/teacher planning , the quality of lessons and the quality and frequency of classroom observation, feedback and coaching then consistent, rigorous learning will expand to more classrooms.




Progress Monitoring Notes Did you achieve your 90-day outcome? Why or why not?

Did you achieve your 90-day outcome? Why or why not?




Did you achieve your student performance goals listed above and on the Student Data page? Review the necessary adjustments/next steps notes for each action step. Which action steps from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?




2019-20 campus improvement plan · 2019/10/9 · • campus instructional leaders use normed tools...

Documents