2019-20 campus improvement plan · austin independent school district 4 of 16 10/10/19 webb early...

Austin Independent School District 1 of 16 10/10/19

2019-20 Campus Improvement Plan

Including Targeted Improvement Plan

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


Webb Early College Prep Academy-Middle School 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.

Raul Moreno

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.

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.

Raul Sanchez

Public Meeting Date

Board Approval Date

District Commitments Theory of Action

If the district provides opportunities for ongoing support and coaching of the campus leader and the district ensures access to high-quality common formative assessment resources aligned to state standards for all tested areas, then the campus will be able to establish strong school leadership, enhance lesson plan quality, and improve data-driven instructional practices.



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

6 Reading Benchmark

15 District Interim

15 Benchmark

15 STAAR 15

6 Math Benchmark

17 District Interim

17 Benchmark

17 STAAR 17

7 Reading Benchmark

33 District Interim

33 Benchmark

33 STAAR 33

7 Writing Benchmark

28 District Interim

28 Benchmark

28 STAAR 28

7 Math Benchmark

31 District Interim

31 Benchmark

31 STAAR 31

8 Reading Benchmark

23 District Interim

23 Benchmark

23 STAAR 23

8 Math Benchmark

15 District Interim

15 Benchmark

15 STAAR 15

8 Science Benchmark

24 District Interim

24 Benchmark

24 STAAR 24

8 Social Studies

Benchmark

19 District Interim

19 Benchmark

19 STAAR 19

EOC Algebra 1 Benchmark

70 District Interim

70 Benchmark

70 STAAR 70



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 The campus has a need to refine the leadership practices and the roles and responsibilities of the leadership team. We need to review and enhance systems

and protocols that impact classroom and teacher effectiveness.

Lever 1: Strong School Leadership and Planning

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

State Overall Scaled Score------- 62 >=62 52 Goal Not Met 70

State Domain 1: Academic Achievement Scaled Score-------

TEA Ratings 56 >=56 54 70

State Domain 2, Part A: Student Growth Scaled Score-------

TEA Ratings 59 >=59 56 Goal Not Met 70

State Domain 2, Part B: Relative Performance Scaled Score-------


State Domain 3: Closing the Gaps Scaled Score-------


# Consistently Underperforming Student Groups-------

Domain 3 (2017, 2018, 2019)

-- -- 6 Goal Not Met 0

Campus EVAAS value-added score------- EVAAS 2.43 (Level 5) >=Level 5 -2.68 (Level 1) Goal Not Met Level 2

Teachers at this school trust the principal to make sound professional decisions about instruction. -------

Staff Survey 37 -- 45 Goal Met

Principal Leadership (% favorable responses) ------- Staff Survey 52 >=52 55 Goal Met

Average Years Experience of Principals------- 2017-18 TAPR 1617: 23y -- 1718: 15y N/A --

Average Years Experience of Assistant Principals-------

2017-18 TAPR 1617: 16.3y -- 1718: 8y N/A --

% of GU Austin educators that have completed prescribed PD training in the current school year, including blended learning. -------

http://www.doc-tracking.com/screenshots/Austin%20ISD/Artifacts/2019%20A-F%20Estimator%20Tool%20Instructions%20for%20ES%20and%20MS.pdf




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

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

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

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



Data 2018-19

Goal 2018-19 Actual

2018-19 Goal Status

2019-20 Goal

2019-20 Actual

2019-20 Goal Status

Number of middle school (grades 6–8) AVID Elective classes (sections) available to students. -------

% of teachers, administrators, and counselors who have been AVID trained (Summer Institute, Path to Schoolwide trainings, or Leadership for College Readiness). -------

Number of AVID Elective middle school students (grades 6–8) currently enrolled in at least their second year of AVID. -------

AVID Elective weekly tutorial session hours by College tutors, Cross-age tutors, and Adult tutors. -------

X We will improve strong leadership and planning by increasing "School Leadership facilitates using data to improve student learning." from 67% in 2019 to 80% in 2020 on the Culture and Climate TELL Survey.

TELL Survey 60 -- 67 N/A 80

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

Campus administrator roles and responsibilities Leadership team meeting agenda and minutes

Campus meeting schedule that includes all standing meetings (CAC, PTA, SLT, CST, etc.)

Leadership team member goals and performance evaluations

X Leadership calendar with PLCs and walkthroughs scheduled Data systems to track all discipline referrals, attendance, and interventions

Walkthrough form aligned with improvement plan key “look-fors” System for tracking which milestones and benchmarks are not met

Data Analysis

Strengths, increases, and gaps closed (by grade levels, subjects, student groups, or languages): Both the Teachers at this school trust the principal to make sound professional decisions about instruction (37% to 45%) and Principal Leadership (% favorable responses) survey questions increased on the Staff Climate Survey (52% to 55%) Weaknesses, decreases, or existing gaps (by grade levels, subjects, student groups, or languages): The Domain 3 scaled score reduced from a 65 to a 36, and the overall scaled score decreased from a 62 to a 52.

Root Cause


Causal factors of areas of strength: Effective and aligned campus leadership team. Stable and experienced campus leaders with a shared vision. Causal factors of areas of weakness that can be addressed by strategies in this improvement plan: Lack of effective systems and the communication of consistent expectations.

Strong School Leadership and Planning Strategies

Essential Action 1.1: Develop campus instructional leaders (principal, assistant principal, counselors, teacher leaders) with clear roles and

responsibilities • Campus instructional leaders have clear, written, and transparent roles and responsibilities, and core leadership tasks are scheduled on weekly calendars

(observations, debriefs, team meetings). (ESF_PL1_EA1a_IMP)

Action Steps Create school year calendar of school events, planning days,and testing calendar.

Responsible Party

MCLs

Evidence of Implementation

Annual calendar of events

Funding Source

Local

Timeline for Completion

Aug. 2019

Evidence Collection

Date

10/2

Implementation Status

Completed

Necessary Adjustments/

Next Steps

Engage in bi-monthly staff meetings Principal Staff agendas Staff meeting sign-in sheet Staff meeting ppts

Campus On-going Bi weekly

10/2 In Progress and On-Track

Implement weekly grade level team meeting with all grades and elective staff with principals

Principal / AP Grade level Campus Ongoing 10/2 In Progress and On-Track

Define the school's vision and goals for marked improvement

Principal / AP Written campus vision and goals

Campus August 2019 On-going

10/2 In Progress and On-Track

Publish formative assessment results once every six weeks using data dashboard.

Leadership Data Dashboard Bulletin Principal Message Board

Title I Quarterly 10/2 In Progress and On-Track

Strategy #2 • Performance expectations are clear, written, measurable, and match the job responsibilities. (ESF_PL1_EA1b_IMP)


Action Steps Creation of teacher staff guide for clear expectations, procedures and roles

Responsible Party

Leadership


Campus Staff Guide

Funding Source

Campus


August 2019

Evidence Collection

Date

10/2


Completed


Next Steps

Creation of defined administrators roles

Principal Staff Handbook Local August 2019 10/2 Completed

Communicate with staff the administrative roles

Administration

Staff meeting agenda Teacher Sign-in sheet

Campus August 2019 10/2 Completed

Participate in ad hoc committee meetings with faculty to address campus needs

Leadership Ad hoc committee meeting agendas and minutes

Campus On-going 10/2 In Progress and On-Track

Strategy #3 • Campus instructional leaders use consistent, written protocols and processes to lead their department, grade-level teams, or other areas of responsibility.

(ESF_PL1_EA1c_IMP)

Action Steps Create a PLC planning form that guides staff PLCs to unpack TEK standards, identify power standards, and embed DOK

Responsible Party

MCLs


PLC TEKS unpacking Template PLC minutes and sign-in.

Funding Source

Campus


On-going

Evidence Collection

Date

10/2


In Progress and On-Track


Next Steps

Create student tracker MCLs Student trackers Local On-going 10/2 In Progress and On-Track

Create teacher tracker MCLs Teacher tracker by departments and grade

Local On-going 10/2 In Progress and On-Track

Create a PLC protocol form MCLs PLC agendas PLC Protocol Form

Campus On-going 10/2 Completed


Strategy #4 • Campus instructional leaders meet on a weekly basis to focus on student progress and formative data. (ESF_PL1_EA1d_IMP)

Action Steps Analyze student data tracker during PLCs leadership meetings.

Responsible Party

MCL's and Leadership


Agenda and minutes

Funding Source

Campus


On-going

Evidence Collection

Date

10/2




Next Steps

Report on PLC status at each Leadership meeting and identify coaching needs

MCL's Agenda and minutes Campus On-going 10/2 In Progress and On-Track

Send email and minutes to staff to notify meetings

Administration

Agenda and minutes Campus On-going 10/2 In Progress and On-Track

Strategy #5 • Principal improves campus leaders through regularly scheduled, job-embedded professional development consistent with best practices for adult learning,

deliberate modeling, and observation and feedback cycles. (ESF_PL1_EA1e_IMP)

Action Steps Create PLC schedule

Responsible Party

MCLs


PLC schedule

Funding Source

Campus


August 2019

Evidence Collection

Date

10/2


Completed


Next Steps

Feedback provided to campus leaders

Principal CAPR Campus On-going 10/2 In Progress and On-Track

Assign campus leaders to lead at faculty meetings and committees.

Principal Ad hoc committee membership sign-in sheets

Campus August 2019 10/2 In Progress and On-Track


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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 Principal establishes the roles and responsibilities of the campus leadership team. CLT engages in recurring weekly meetings.

CLT will revise observation schedule based cycle 1 data results to support teachers based on need. PLCs will make instructional adjustments based on student performance and will track the performance to create targeted intervention groups.

CLT will revise observation schedule based cycle 2 data results to support teachers based on need. PLCs will make instructional adjustments based on student performance and will track the performance to create targeted intervention groups.

Student Performance Goal We will improve strong leadership and planning by increasing "School Leadership facilitates using data to improve student learning" to a baseline score of 65% on campus created survey.

We will improve strong leadership and planning by increasing "School Leadership facilitates using data to improve student learning." from 65% to 75% on campus created survey.

We will improve strong leadership and planning by increasing "School Leadership facilitates using data to improve student learning." from 75% to 80% on campus created survey.

We will improve strong leadership and planning by increasing "School Leadership facilitates using data to improve student learning." from 67% in 2019 to 80% in 2020 on the Culture and Climate TELL Survey.

Student Performance Actual Results

Barriers to Address this Cycle Campus has reoccurring vacancies and resignations that effect planning and student performance.

Time and training new teachers in the instructional systems that the campus has established.

Funding restraints for targeted intervention activity.

District Actions for this Cycle DCSI has provided training, observations and feedback through a partnership with Southern Regional Education Board (SREB) in the area of Campus Leadership, Math Practices and Literacy Practices

Training, observations and feedback through a partnership with Southern Regional Education Board (SREB) in the area of Campus Leadership, Math Practices and Literacy Practices for campus administrators and

Training, observations and feedback through a partnership with Southern Regional Education Board (SREB) in the area of Campus Leadership, Math Practices and Literacy Practices for campus administrators and


for campus administrators and teachers. The DCSI has also provided 1:1 devices for 8th grade students and training for teachers on personalized blended learning. The DCSI has conducted a diagnostic visit that includes observing core classrooms with feedback and conducted a review of PLC, walk-throughs, observation and feedback protocols. The district has also provided training for Principal on Coaching for Results model.

teachers is ongoing throughout the school year. The district will provide on-site training for the campus administrative team in the area of observation and feedback via learning walks. The DCSI will provide coaching, support and guidance in the area of six week and MoY assessments, discipline and attendance. The DCSI will also monitor PLC implementation, walk-through protocol and feedback, roles & responsibilities, and systems for tracking student data and interventions.

teachers is ongoing throughout the school year. The district will provide on-site training for the campus administrative team in the area of observation and feedback via learning walks. The DCSI will provide coaching, support and guidance in the area of six week assessments, discipline and attendance. The DCSI will also monitor PLC implementation, walk-through protocol and feedback, and systems for tracking student data and interventions prior to STAAR testing.

Progress Monitoring Notes 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 The campus lacks a strong instructional model to effectively close the gaps in the pre-requisite skills that lead to mastery. We need to create a PLC framework

that supports classroom and teacher effectiveness. Levers 4 & 5: High-Quality Curriculum and Effective Instruction

Comprehensive Needs Assessment*


Data 2018-19

Goal 2018-19 Actual

2018-19 Goal Status

2019-20 Goal

2019-20 Actual

2019-20 Goal Status

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

Dyslexia & Literacy/bilitera

cy Dept.

-- baseline TBD N/A TBD

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

TELPAS 47 >=36 14 >=36

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

TEA data download

Rdg: 0/8, Mth: 0/8

-- Rdg: 0/8, Mth: 1/8

see below

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

TEA data download

Rdg: 3/8, Mth: 0/8

Rdg: 0/8, Mth: 0/8

see below

% of students who complete Algebra 1 before entering High School-------

Enrollment and EOC

29 >=35 24 28

% of students in grade 8 who demonstrate proficiency on a problem-based learning activity-------

TEAMS 100 >=90 100 >=90

% of students in grades 6-8 who successfully complete a district-created BLEND mathematics module-------

BLEND -- baseline TBD TBD

# of AVID students taking High-school-level Algebra, Common Core math, or a higher-level math course (e.g., Geometry, Algebra 2). -------

AVID Team

Number of AVID students who completed Algebra I, 8th grade Common Core math, or an equivalent higher-level math course with a grade of “C” or better and who were eligible to enroll in Geometry, Algebra 2, and/or the next higher- level math course in 9th grade. -------

AVID Team

X In 2020, we will meet at least 6/16 (5/8 reading and 1/8 math) growth targets

TEA Data Download

In 2020, we will meet at least 6/16 (5/8



Data 2018-19

Goal 2018-19 Actual

2018-19 Goal Status

2019-20 Goal

2019-20 Actual

2019-20 Goal Status

and the all student groups will increase 5% points in reading and math at the Meets Grade Level in Domain 3.

reading and 1/8 math) growth targets and the all student groups will increase 5% points in reading and math at the Meets Grade Level in Domain 3.

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

Sample lessons with formative assessments

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

X 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

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 AISD Literacy Framework

Data Analysis

Strengths, increases, and gaps closed (by grade levels, subjects, student groups, or languages): African American and Special Education performance in math increased.


Weaknesses, decreases, or existing gaps (by grade levels, subjects, student groups, or languages): Most domain 3 targets were missed.

Root Cause

Causal factors of areas of strength: Teachers became more knowledgeable through EL and AVID professional development. Causal factors of areas of weakness that can be addressed by strategies in this improvement plan: The campus experienced staffing issues that persisted throughout the year. There was a lack of substitute support. The ELA plcs started off slow because the campus was missing an ELA instructional coach.

High-Quality Curriculum and Effective Instruction Strategies

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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 Implement student trackers in math and reading classes

Responsible Party

MCLs


Student trackers

Funding Source

Campus


On-going

Evidence Collection

Date

10/2




Next Steps

Engage in data digs of student performance with breakdown of demographics after each 6 week assessment.

MCLs Data Dashboards Campus On-going 10/2 In Progress and On-Track


Analyze individual student assessment data and plan how to address TEKS that are weak during PLCs

MCLs PLC agenda and minutes Campus On-going 10/2 In Progress and On-Track

Target student instruction during Ignite and after school tutorials based on student performance

MCLs and Admin.

Rosters with student need Campus On-going 10/2 In Progress and On-Track

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Essential Action 5.2: Effective classroom routines and instructional strategies • Three to five instructional strategies (e.g. monitoring aggressively, student-to-student discourse, strategic prompts), classroom procedures, and routines are

introduced, modeled, and practiced with consistency and fidelity in all classrooms. (ESF_PL5_EA2a_INV)

Action Steps Check weekly lesson plans for rigor

Responsible Party

Admin.


Final lesson plans

Funding Source

Campus


On-going

Evidence Collection

Date

10/2




Next Steps

Provide multiple professional development opportunities in providing DOK/rigor/ level of questioning

Admin. PD Agendas Campus On-going 10/2 In Progress and On-Track

Provide teacher feedback through bi-weekly walk-throughs.

Admin. Observation Forms Campus On-going 10/2 In Progress and On-Track

Attend PLC meetings Admin. PLC minutes / attendance Campus On-going 10/2 In Progress and On-Track

Tier teachers based on effectiveness and provide differentiated weekly coaching

Admin. Tier chart / Observation Forms

Campus On-going 10/2 In Progress and On-Track


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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 The PLC framework will be developed and implemented. CLT will identify and provide support for struggling teachers.

The PLC framework will be implemented. CLT will meet to discuss adjustments needed to support PLCs. CLT will see the effective instructional practices implemented in the classrooms.

The PLC framework will be implemented. CLT will meet to discuss adjustments needed to support PLCs. CLT will see the effective instructional practices implemented in the classrooms.

Student Performance Goal On the 1st 6 Weeks assessment, we will meet at least 6/16 (5/8 reading and 1/8 math) growth targets and the all student groups will increase 5% points in reading and math at the Meets Grade Level in Domain 3.

On the MOY assessment, we will meet at least 6/16 (5/8 reading and 1/8 math) growth targets and the all student groups will increase 5% points in reading and math at the Meets Grade Level in Domain 3.

On the 4th 6 Weeks assessment, we will meet at least 6/16 (5/8 reading and 1/8 math) growth targets and the all student groups will increase 5% points in reading and math at the Meets Grade Level in Domain 3.

In 2020, we will meet at least 6/16 (5/8 reading and 1/8 math) growth targets and the all student groups will increase 5% points in reading and math at the Meets Grade Level in Domain 3.

Student Performance Actual Results

Barriers to Address this Cycle The inexperience and lack of training for teachers new to the campus is a limitation. IC role and the PLC process has been impacted by vacancies, new, and struggling teachers.Lack of substitutes provided for absent teachers.

The inexperience and lack of training for teachers new to the campus is a limitation. IC role and the PLC process has been impacted by vacancies, new, and struggling teachers.Lack of substitutes provided for absent teachers.



District Actions for this Cycle The DCSI has provided training, observations and feedback

Training, observations and feedback through a partnership

Training, observations and feedback through a partnership


through a partnership with Southern Regional Education Board (SREB) in the area of Campus Leadership, Math Practices and Literacy Practices for campus administrators, instructional coaches and selected teachers. The District has also provided 1:1 devices for 8th grade students and training for teachers on personalized blended learning. The DCSI has conducted a diagnostic visit that includes observing core classrooms with feedback and conducted a review of PLC, walk-throughs, observation and feedback protocols. The district has also provided training for Principal on Coaching for Results model.

with Southern Regional Education Board (SREB) in the area of Campus Leadership, Math Practices and Literacy Practices for campus administrators and teachers is ongoing throughout the school year. The district will provide on-site training for the campus administrative team in the area of observation and feedback via learning walks. The DCSI will provide coaching, support and guidance in the area of six week and MoY assessments, discipline and attendance. The DCSI will also monitor PLC implementation, walk-through protocol and feedback, roles & responsibilities, and systems for tracking student data and interventions.

with Southern Regional Education Board (SREB) in the area of Campus Leadership, Math Practices and Literacy Practices for campus administrators and teachers is ongoing throughout the school year. The district will provide on-site training for the campus administrative team in the area of observation and feedback via learning walks. The DCSI will provide coaching, support and guidance in the area of six week assessments, discipline and attendance. The DCSI will also monitor PLC implementation, walk-through protocol and feedback, and systems for tracking student data and interventions prior to STAAR testing.

Progress Monitoring Notes 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 · austin independent school district 4 of 16 10/10/19 webb early...

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