Instructions
https://tea.texas.gov/si/accountabilityinterventions/
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Campus Targeted Improvement Plan Intervention and Submission documents for the 2019‐2020 monitoring year may be found on the Division of School Improvement web page at
Please complete all sections of the Cycles 1, 2, and 3 tabs except:
‐ Status of Metrics/Evidence Collections ‐ Necessary Adjustments/Next Steps ‐ Section V: Reflections and Planning for Next 90 Day Cycle
These sections will be filled out at the end of the 90 day cycle prior to the Division of School Improvement Progress Submission.
Screenshot
Instructions
Viewing cell tips
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Printing the Template
The page breaks in the Improvement Plan have been set for optimal printing on a legal size (8.5 x 14) sheet of paper with the page orientation set to Landscape (horizontal). However, users may find that after completing the plan the page breaks need to be adjusted.
To insert, move, or delete page breaks in an Excel worksheet, visit the Microsoft Office help page.
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Instructions
Foundations
District Name Seguin ISD Campus Name AJB Middle School Superintendent Dr. Matthew Gutierrez Principal
DCSI
Principal Supervisor (Only necessary if the DCSI is NOT the Principal supervisor)
Principal
Board Approval Date
What accountability goals for each Domain has your campus set for the year?
What changes in student group and subject performance are included in these goals?
If applicable, what goals has your campus set for CCMR and Graduation Rate?
Domain 1 will be an increase of 12 points, from 58 to 70. Domain 2a will be an increase of 33 points, from 56 to an 89. Domain 2b will be an increase of 16 points, from 59 to 75. Domain 3 will be an increase of 21 points, from 39 to 60. We will focus on growth in ELAR for all students, White, Special Education, and African American subgroups because the gap from the target is the most narrow. We will focus on growth in Math for all students, Economically Disadvantaged and African American subgroups because the gap from the target is the most narrow.
Essential Action
N/A
2
Self-Assessment Results(To be completed if the campus HAS NOT had an ESF Diagnostic)
Use the completed Self-Assessment Tool to complete this section
31.1 Develop campus instructional leaders with clear roles and responsibilities.
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators.
2019-10-29
Jason Schmidt, September 27, 2019
Benjamin Grijalva, September 27, 2019
Domain 1 = 70, Domain 2a = 89, Domain 2b = 75, Domain 3 = 60
Data Analysis Questions
Needs Assessment
Implementation Level (1 Not Yet Started - 5 Fully Implemented)
ESC Support
Campus Information
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.
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.
District Number
Mark Cantu, September 27, 2019
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.
AssurancesJamie Goodwin
Dr. Benjamin Grijalva
Region 20094901 Mark Cantu
District Coordinator of School Improvement (DCSI)
Campus Number 000000042
Foundations
Essential Action
Rationale
Desired Annual Outcome
Barriers to Address During the Year
Essential Action
Desired Annual Outcome
Barriers to Address During the Year
Lack of time and the space to help facilitate opportunities for all stakeholders toprovide feedback that will inform the vision, mission, and values for AJB. Intentionally meet with staff to lead conversations about high expectations for all.
Lack of establishing a "ready-to-learn" culture has led to administrators tackling student discipline concerns. Therefore, administrators are not available to participate in the CIR process. Teachers are also still learning the technical aspects of the new lesson plan template.
Data analysis protocols exist for district assessments (CBAs and Benchmarks), but not campus unit assessment. Lack of training in Eduphoria Aware - building tests and analysis data.
2
3
Evidence shows there were not a clear vision on the campus in the past for both students and staff. The vision posted on the website is general and teachers did not “own” the vision. There is no evidence that other stakeholders were involved in creating the vision. Additionally, the campus does not show evidence of a culture of high expectations for all students where teachers discuss college and career readiness and post secondary aspirations.
Develop process to review lesson plans and provide targeted feedback to teachers using the Collaborative Instructional Review (CIR) process. Develop campus system to monitor daily use of formative assessments, focusing on AJB Instructional Playbook strategies.
5.3 Data-driven instruction.5.1 Objective-driven daily lesson plans with formative assessments.
Discussions of student data and instructional practices were inconsistent among teachers and administrators. Our focus on student growth in ELAR and Math will require teachers to be familiar with all students' data. They will need to know their "starting point" and areas of focus to ensure a year's worth of instructional growth. The reinforcement of essential standards will ensure all students have mastered key concepts for each course.
An objective-driven daily lesson plan is a foundational component to ensure rigorous instruction occurs for all students. The daily formative assessment data should inform instruction and necessary adjustments based on levels of student mastery. A new campus lesson plan template was introduced to teachers in August.
Teachers will participate in the PLC process on a daily basis (meeting 5 times a week) with their content area team. One PLC meeting every three weeks has been identified for MTSS, with a focus on student data and needs. Develop a system of reteach for the essential standards, ensuring student mastery of all essentials.
3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations.
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence.
Develop a “living vision” of high expectations for the campus by involving stakeholders - staff, parents, and students by Spring 2020. The live vision/mission will be informed by the conditions of the campus and reflect aspirations of all stakeholders. The AJB staff will help establish core commitments that will help us carry out the vision of the campus.
Prioritized Focus Area #1
3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations.
District Commitment Theory of Action
Date of ESF Diagnostic
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
ESF Diagnostic Results(To be completed AFTER the campus engages in the shared diagnostic with an ESF Facilitator)
If the principal supervisor, the DCSI, and the LLS team provides regular coaching to the principal on the implementation of DDI through our PLC model and the district ensures that the campushas access to high-quality unit tests for all tested grades and subjects, and the district commits to providing test results back to the campus within two days from the assessment, and the districts ensures policies and practices align with and promote positive school culture then the campus will be able to establish strong data-driven instruction practices improve the quality and
District Commitment Theory of Action:
2
2
5.1 Objective-driven daily lesson plans with formative assessments.
5.3 Data-driven instruction.
Prioritized Focus Area #3Prioritized Focus Area #2
Foundations
Prioritized Focus Areas for
ImprovementCapacity Builder
Student Data
Data Source Goal Actual Data Source Goal Actual Data Source Goal Actual Data Source Goal Actual
6 Reading District Interim Meets‐24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%
6 Math Other Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%
7 Reading District Interim Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%
7 Writing District Interim Meets ‐ 24% Benchmark Meets‐28% Other Meets‐33% STAAR Meets‐33%
7 Math Other Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%
8 Reading District Interim Meets ‐ 24% Benchmark Meets‐28% Other Meets‐33% STAAR Meets‐33%
8 Math Other Meets ‐ 24% Benchmark Meets‐28% Other Meets‐33% STAAR Meets‐33%
8 Science Other Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%
8 Social Studies Other Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%
Alg I EOC Other Meets ‐ 24% District Interim Meets‐28% Benchmark Meets‐33% STAAR Meets‐33%
% of Students at Campus Determined Proficiency Level
Student Data% of Students at Meets Grade Level on
STAAR or Other Assessment
Cycle 1 Cycle 2 Cycle 3 Summative Grade level Subject tested
Student Data
Student Data
Cycle 1 (Sept‐Nov)
Essential Action
Desired Annual Outcome
Desired 90-day Outcome
Barriers to Address During this Cycle
District Actions for this Cycle
District Commitments Theory of Action
Prioritized Focus Area Timeline Resources Needed Person(s) Responsible
Evidence used to Determine Progress
toward Milestone
Evidence Collection Date
Progress toward Milestone
Necessary Adjustments /
Next Steps
3.1 September 19 Faculty commitment posters Dr. Grijalva, Allison Pape
Draft commitment statements collected in August
September 19
3.1 October 2 Draft commitment posters Dr. Grijalva, Allison Pape Finalized campus
commitment statements October 2
3.1 November 4 Collective commitments, trophy to represent each Dr. Grijalva, Allison Pape
Rubric outlining look-fors for each collective commitment
November 4
3.1
September 12, September 23, September 30, October 21
Campus staff, community agencies, space to meet with parents
Dr. Grijalva, Natalie McFadden, Community Outreach Committee, Mr. Bennett
Event flyer, sign in sheet for parents, agendas November 22
Action plan-Milestones
AJB Community Development Series (Chat with the Principal, Neighborhood Walk, Awareness of Community Agencies)
Administrator planning time on September 19 with E3 Alliance to analyze faculty commitment statements from August professional learning.
October 2 AJB Family Time: Finalize campus collective commitments
November 4 AJB Family Time: Identify staff members who are modeling each of the collective commitments.
Milestones
Cycle 1 90-day Outcomes (September - November)
Establish systems and practices for data-driven instruction, to include utilizing Eduphoria Aware for assessment practices, protocols to analyze unit assessment data, and expectations that all students and staff will engage in monitor progress using data.
Teachers will participate in the PLC process on a daily basis (meeting 5 times a week) with their content area team. One PLC meeting every three weeks has been identified for MTSS, with a focus on student data and needs. Develop a system of reteach for the essential standards, ensuring student mastery of all essentials.
We have many first-year teachers on campus who are not familiar with Eduphoria Aware and how to create tests on the system. Data analysis protocols and progress monitoring were not utilized for unit assessments last year so that will be a new process for staff and students.
Develop process to review lesson plans and provide targeted feedback to teachers using the Collaborative Instructional Review (CIR) process. Develop campus system to monitor daily use of formative assessments, focusing on AJB Instructional Playbook strategies.
Work through concerns with new lesson planning template and establish expectation that all teachers will submit lesson plans weekly. Begin providing feedback to identified grade level content teams using CIR process and observe teams at least twice during this cycle. Develop weekly calendar for informal walkthroughs to ensure administrators are conducting at least three informal walks a week, focusing on the AJB Instructional Playbook Strategies.
Prioritized Focus Area #3Prioritized Focus Area #2
Technical concerns with new lesson plan template and lack of familiarity with Google Sheets. Scheduling administrator time to conduct walkthroughs due to student discipline concerns. Calibration of administrative team conducting CIR process and feedback given.
Prioritized Focus Area #1
If the principal supervisor, the DCSI, and the LLS team provides regular coaching to the principal on the implementation of DDI through our PLC mo
Allow for campus PD time on October 14th, work with Learning and Leadership
5.1 Objective-driven daily lesson plans with formative assessments. 5.3 Data-driven instruction.
Hire Education Data Analyst, ensure policies and practices support effective ins
Create a district level school culture team to support the campus, provide support to engage families, and plan for a Spring Community Learning Exchange
Develop a “living vision” of high expectations for the campus by involving stakeholders - staff, parents, and students by Spring 2020. The live vision/mission will be informed by the conditions of the campus and reflect aspirations of all stakeholders. The AJB staff will help establish core commitments that will help us carry out the vision of the campus.
Scheduling stakeholder events and time to facilitate the discussions. Planning for Club Toro to ensure teachers are prepared. Student resistance to flexible intervention plan.
Develop campus core commitments for all stakeholders. Hold at least three events that will provide opportunities for stakeholders to give input into the campus vision.
3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations.
Cycle 1 (Sept‐Nov)
3.1Weekly Club Toro meetings; September 26 - November 21
Student recognition resources
Allison Pape, Natalie McFadden, Desira Campos
Student nominations for collective commitments November 21
5.1 September 27 and 30Administrators to attend PLC, Screencastify and Google Classroom for T3
Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math), Max Brandenberger (T3)
PLC agendas, T3 post in Google Classroom September 30
5.1 Weekly during Octoros (Admin) Meeting
AJBMS Lesson Plan Folder, Google Sheet to check lesson plans
Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math)
Lesson plan check Google Sheet
September 30 deadline to address teachers not submitting lesson plans
5.1 Weekly during Octoros (Admin) Meeting
AJBMS Lesson Plan Folder, Google Sheet to check lesson plans
Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math)
Lesson plan check Google Sheet November 22
5.1 Weekly during Octoros (Admin) Meeting
AJBMS Lesson Plan Folder, Google Sheet to check lesson plans, Informal Walkthrough notes
Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math)
Walkthrough Documentation Google Form Responses, Octoros agendas
November 22
5.1 By September 23: Weekly - once or twice
AJB Walkthrough Calendar, CIR process and ILCE Rigor Rubric
Administrative Team and grade level content team identified to participate in CIR, Allison Pape
AJB Walkthrough Calendar, CIR Notes, lesson plans
November 22
5.1 September 12, November 1
PLC Schedule for Visit Days, class coverage to facilitate debrief
Lead Teachers, Allison Pape
PLC agendas, lesson plans, ICLE consultant debrief items and next steps
November 1
5.1Daily PLC time, Monthly SpEd PLC, Weekly ESL teacher with Principal
PLC agendasDr. Grijalva (ESL), Mr. Randolph (SpEd), Mrs. Wunderlich
PLC agendas November 22
5.3 Daily PLC time PLC stages resource, essential standards resources
All teachers, Department Lead Teachers, Campus Admin Team
PLC agendas, essential standards documents November 22
5.3 Unit assessments, as scheduled
Unit Assessment Calendar, Eduphoria Aware
All teachers, Department Lead Teachers, Campus Admin Team
Assessments in Aware November 22
5.3 Date TBD (early October 14?)
Training agenda and sign-in
All teachers, Department Lead Teachers, Campus Admin Team, LLS Department Staff
Training materials, inputting assessments into Aware
November 22
5.3 September 16 Unit Assessment Calendar
Department Lead Teachers, Campus Admin Team
Unit Assessment Calendar November 22
Club Toro Time will include opportunities for students to provide input into campus collective commitments, to track attendance, and behavior, and course success (grades), and to nominate other
Address technical aspects of new lesson plan template through Exemplar Lesson Planning PLC and Teachers Teaching Teachers (T3) overview of Google Sheets.
Coordinate with the LLS Department to provide Eduphoria Aware training to all teachers, focusing on test authoring and data analysis reports.
Develop weekly informal walkthrough schedule to visit at least three teachers' classrooms to observe AJB Instructional Playbook Strategy. Walkthrough days should be selected based on when plays are scheduled in lesson plans. Provide feedback to
Establish unit assessment calendar to document assessment given in all content areas.
Administrators will check lesson plans weekly using a Google Sheet to ensure all teachers are submitting lesson plans. If teachers have not submitted plans, they will be addressed by their
Confirm teachers are using the identified AJB Instructional Playbook Strategy (Think-Pair-Share) at least once a week in lesson plans.
Begin Collaborative Instructional Review (CIR) conferences and observations the week of September 23, completing one to two CIR cycles each week. The focus will be on the Rigor Rubric. Work with ICLE consultant to support Department Lead Teachers in implementing CIR process during PLC time.
Establish expectation that all unit assessments will be inputted into Eduphoria Aware to allow for data analysis.
Special Program teacher support (SpEd inclusion and ESL teacher) provided through daily content team PLC time.
Establish system of identifying essential standards, when they are taught, and how they will be assessed as part of the PLC stages.
Cycle 1 (Sept‐Nov)
5.3 September 16 Unit Analysis Data Protocol
All teachers, Department Lead Teachers, Campus Admin Team
Unit Data Analysis Data Protocol November 22
5.3September 13, October 4, October 25, November 15
PLC agenda, Google Sheets by teacher
All teachers, Campus Admin Team
Teacher Google Sheets, PLC agendas November 22
5.3 September 30ILT Meeting agenda, lesson plans, data analysis protocol
All teachers, Campus Admin Team Lesson plans November 22
5.3 October 4
Student data tracker resources - ELAR chart, Lead4Ward student reports
All students in ELAR and Math classes, all ELAR and Math teachers, Dr. Grijalva (ELAR, Allison Pape (Math)
Student data trackers November 22
Reflection and Planning for Next 90-Day Cycle
Did you achieve your desired 90-day outcome? Why or why not?
Review the necessary adjustments/next steps column above. What milestones 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 student performance goals (see Student Data Tab)? Why or why not?
New MilestonesCarryover Milestones
Establish practices for Multi-Tiered Systems of Support (MTSS) PLCs to occur every three weeks. During this time, teachers will utilize Google Sheets Utilize "Notes" sections of lesson plans to document reteach plans, based on unit assessment data and guiding questions in data analysis protocol. Reading and Math will establish systems for student tracking of data. ELAR will focus on Istation ISIP data, AR STAR screener data, and Lead4Ward student learning reports. Math will focus on Imagine Math screener data and Lead4Ward student learning reports.
Implement unit assessment data analysis protocol and plan for reteach during PLC stages.
Cycle 2 (Dec‐Feb)
Essential Action
Desired Annual Outcome
Desired 90-day Outcome
Barriers to Address During this Cycle
District Actions for this Cycle
District Commitments Theory of Action
Prioritized Focus Area Timeline Resources Needed Person(s) Responsible
Evidence used to Determine Progress
toward Milestone
Evidence Collection Date
Progress toward Milestone
Necessary Adjustments /
Next Steps
3.1 December 4, January 8, February 5
Collective commitments, trophy to represent each Dr. Grijalva, Allison Pape
Rubric outlining look-fors for each collective commitment
February 4
3.1 December 2, January 6 and 14,
Campus staff, community agencies, space to meet with parents
Dr. Grijalva, Natalie McFadden, Community Outreach Committee, Mr. Bennett
Event flyer, sign in sheet for parents, agendas January 17
3.1 January 8-10Staff, goal setting template, space, video recorder and gym
Dr. Grijalva, Mrs. Pape, Mrs. McFadden, Mrs. Johnson, Mr. Bennett
Goal setting template, presentations, and video January 17
3.1Weekly Club Toro meetings; January 21 - February 27
Student recognition resources
Allison Pape, Natalie McFadden, Desira Campos
Student nominations for collective commitments February 27
5.1 Weekly during Octoros (Admin) Meeting
AJBMS Lesson Plan Folder, Google Sheet to check lesson plans
Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math)
Lesson plan check Google Sheet February 27
5.1 Weekly during Octoros (Admin) Meeting
AJBMS Lesson Plan Folder, Google Sheet to check lesson plans
Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math)
Lesson plan check Google Sheet February 27
5.3 Data-driven instruction.5.1 Objective-driven daily lesson plans with formative assessments.
Administrators will check lesson plans weekly using a Google Sheet to ensure all teachers are submitting lesson plans. If teachers have not submitted plans, they will be addressed by their
Milestones
AJB Family Time: Continue to identify staff members who are modeling each of the collective commitments.
Ensuring students and teachers have time and space to update data for goal setting. Ensuring campus administrators review lesson plans for reteach components.
Ensure systems and practices for data-driven instruction are implemented across all STAAR tested content areas. Begin collecting data to inform
AJB Community Development Series (7th Parent Night - Preparing for HS 12/2/19, Neighborhood Walk 1/6/20, 5th Parent Night 1/14/19)
Prioritized Focus Area #2
Formalize lesson plan check and informal walkthrough process. Identify teachers to celebrate positive outcomes using CIR process. Incorporate a
Develop a living vision of high expectations for the campus by involving stakeholders - staff, parents, and students by Spring 2020. The live vision/mission will be informed by the conditions of the campus and reflect aspirations of all stakeholders. The AJB staff will help establish core commitments that will help us carry out the vision of thePractice and reinforce core commitments by recognizing students and staff who are exemplifying the commitments through their
Incorporation of second AJB Instructional Playbook Strategy might cause stress for teachers and administrators. Scheduling time with start of TESS formal observations.
3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations.
Cycle 2 90-Day Outcomes (December-February)Prioritized Focus Area #3Prioritized Focus Area #1
Students will return from winter break and have conversations about expectations, setting goals, and creating a culture of caring. Celebrate the student expectations and setting personal goals.Club Toro Time will include opportunities for students to provide input into campus collective commitments and to nominate other students who are modeling the core commitments.
Support in organizing events and nomination process for staff and students. Scheduling time for stakeholder events.
Host Community Learning Exchange, host training opportunities for restorative practices/discipline.
Confirm teachers are using the identified AJB Instructional Playbook Strategy (QSSSA) at least once a week in lesson plans.
If the principal supervisor, the DCSI, and the LLS team provides regular coaching to the principal on the implementation of DDI through our PLC model and the district ensures that the campus has access to high-quality unit tests for all tested grades and subjects, and the district commits to providing test results back to the campus within two days from the assessment, and the districts ensures policies and practices align with and promote positive school culture, then the campus will be able to establish strong data-driven instruction practices, improve the quality and frequency of use of lesson plans and formative assessments, and ensure a positive school culture.
Action plan-Milestones
Allow for campus PD time on January 7th, work with Learning and Leadership Services team to provide support alignment across learning objectives, instructional activities, and assessments, and ensure the campus has a system
Education Data Analyst will prioritize AJB, ensure policies and practices support effective instruction in school, ensure access to Eduphoria test banks, and high-quality common assessments, for math and reading, ensure schools
Teachers will participate in the PLC process on a daily basis (meeting 5 times a week) with their content area team. One PLC meeting every three weeks has been identified for MTSS, with a focus on student data and needs. Develop a system of reteach for the essential standards, ensuring student mastery of all
Develop process to review lesson plans and provide targeted feedback to teachers using the Collaborative Instructional Review (CIR) process. Develop campus system to monitor daily use of formative assessments, focusing on AJB Instructional Playbook strategies.
Cycle 2 (Dec‐Feb)
5.1 Weekly during Octoros (Admin) Meeting
AJBMS Lesson Plan Folder, Google Sheet to check lesson plans, Informal Walkthrough notes
Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math)
Walkthrough Documentation Google Form Responses, Octoros agendas
February 27
5.1 Weekly - once or twiceAJB Walkthrough Calendar, CIR process and ILCE Rigor Rubric
Administrative Team and grade level content team identified to participate in CIR, Allison Pape
AJB Walkthrough Calendar, CIR Notes, lesson plans
February 27
5.1 January 27PLC Schedule for Visit Days, class coverage to facilitate debrief
Lead Teachers, Allison Pape
PLC agendas, lesson plans, ICLE consultant debrief items and next steps
January 27
5.1Daily PLC time, Monthly SpEd PLC, Weekly ESL teacher with Principal
PLC agendasDr. Grijalva (ESL), Mr. Randolph (SpEd), Mrs. Wunderlich
PLC agendas February 27
5.3 Ongoing Unit Assessment Calendar
Department Lead Teachers, Campus Admin Team
Unit Assessment Calendar February 27
5.3
Unit Assessments - ongoingCBAs: week of Dec 9BMs: week of Feb 3
Unit Analysis Data Protocol, CBA and BM Data Analysis Protocols
All teachers, Department Lead Teachers, Campus Admin Team
Unit Analysis Data Protocol, CBA and BM Data Analysis Protocols
February 27
5.3 December 20, January 17, February 14 and 28
PLC agenda, Google Sheets by teacher
All teachers, Campus Admin Team
Teacher Google Sheets, PLC agendas February 27
5.3 Ongoing Lesson plans, data analysis protocol
All teachers, Campus Admin Team Lesson plans February 27
5.3 January 10 Lead4Ward student reports
All students, all 8th grade Science and Social Studies teachers (8th Science and , Campus
Student data trackers February 27
5.3 January 20, February 17Student assessment data, Club Toro intervention plans
All students and teachers, Campus Admin Team, Club Toro Team - Allison Pape, Natalie McFadden, Desira Campos
Club Toro intervention rosters
February 27
Develop weekly informal walkthrough schedule to visit at least three teachers' classrooms to observe AJB Instructional Playbook Strategy. Walkthrough days should be selected based on when plays are scheduled in lesson plans. Provide feedback to
Continue Multi-Tiered Systems of Support (MTSS) PLCs every three weeks. Teachers will continue to Continue utilizing "Notes" sections of lesson plans to document reteach plans, based on unit assessment data and guiding questions in data analysis protocol.
Follow unit assessment calendar documenting unit assessments given in all content areas.
Special Program teacher support (SpEd inclusion and ESL teacher) provided through daily content team PLC time.
Continue unit assessment data analysis protocol and plan for reteach during PLC stages. Utilize district assessment protocols to analyze CBA and Benchmark assessments given in December and
Begin Collaborative Instructional Review (CIR) conferences and observations, completing one to two CIR cycles each week. The focus will be on the Rigor Rubric. Work with ICLE consultant to support Department Lead Teachers in implementing CIR process during PLC time.
Targeted academic interventions will occur during phase two of Club Toro, beginning the week of January 20. Targeted academic interventions based on state assessment blueprints will begin the week of February 17 for 7th Writing, 8th Math and Reading.
Eighth grade Science and Social Studies will establish systems for student tracking of data, using Lead4Ward student learning reports.
Did you achieve your student performance goals (see Student Data Tab)? Why or why not?
Carryover Milestones
Did you achieve your desired 90-day outcome? Why or why not?
Reflection and Planning for Next 90-Day Cycle
New MilestonesReview the necessary adjustments/next steps column above What milestones from this cycle will
Cycle 2 (Dec‐Feb)
Review the necessary adjustments/next steps column above. What milestones from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?
Cycle 3 (Mar‐May)
Essential Action
Desired Annual Outcome
Desired 90-day Outcome
Barriers to Address During this Cycle
District Actions for this Cycle
District Commitments Theory of Action
Prioritized Focus Area Timeline Resources Needed Person(s) Responsible
Evidence used to Determine Progress toward Milestone
Evidence Collection Date
Progress toward Milestone
Necessary Adjustments /Next Steps
3.1Weekly Club Toro meetings; March 6 - May 1
Student recognition resources
Allison Pape, Natalie McFadden, Desire Campos
Student nominations for collective commitments May 1
3.1 March 4, April 1, May 6 Collective commitments, trophy to represent each Dr. Grijalva, Allison Pape
Rubric outlining look-fors for each collective commitment
May 6
3.1 March 23Campus staff, community agencies, space to meet with parents
Dr. Grijalva, Natalie McFadden, Community Outreach Committee, Mr. Bennett
Event flyer, sign in sheet for parents, agendas May 22
5.1 Weekly during Octoros (Admin) Meeting
AJBMS Lesson Plan Folder, Google Sheet to check lesson plans
Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math)
Lesson plan check Google Sheet May 22
5.1 Weekly during Octoros (Admin) Meeting
AJBMS Lesson Plan Folder, Google Sheet to check lesson plans
Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math)
Lesson plan check Google Sheet May 22
Prioritized Focus Area #3
5.3 Data-driven instruction.
Prioritized Focus Area #1 Prioritized Focus Area #2
Cycle 3 90-Day Outcomes (March-May)
3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations. 5.1 Objective-driven daily lesson plans with formative assessments.
Scheduling time with ongoing TESS formal observations and state assessment calendar.
If the principal supervisor, the DCSI, and the LLS team provides regular coaching to the principal on the implementation of DDI through our PLC model and the district ensures that the campus has access to high-quality unit tests for all tested grades and subjects, and the district commits to providing test results back to the campus within two days from the assessment, and the districts ensures policies and practices align with and promote positive school culture, then the campus will be able to establish strong data-driven instruction practices, improve the quality and frequency of use of lesson plans and formative assessments, and ensure a positive school culture.
Support campus with access to external student support services, provide support to ensure campus has established, effective and efficient data systems to track school culture data.
The Learning and Leadership Services team will provide support the campus ensure alignment across learning objectives, instructional activities, and assessments. Work with campus leaders to create exemplar lessons.
Teachers will participate in the PLC process on a daily basis (meeting 5 times a week) with their content area team. One PLC meeting every three weeks has been identified for MTSS, with a focus on student data and needs. Develop a system of reteach for the essential standards, ensuring student mastery of all essentials.
Action plan-Milestones
Confirm teachers are using the identified AJB Instructional Playbook Strategy ( Nine Squares) at least once a week in lesson plans.
Administrators will check lesson plans weekly using a Google Sheet to ensure all teachers are submitting lesson plans. If teachers have not submitted plans, they will be addressed by their
Develop process to review lesson plans and provide targeted feedback to teachers using the Collaborative Instructional Review (CIR) process. Develop campus system to monitor daily use of formative assessments, focusing on AJB Instructional Playbook strategies.
Shift focus from CIR observations to formal TTESS evaluations. Continue weekly lesson checks and confirmation of use of AJB Instructional Playbook Strategies.
Develop a “living vision” of high expectations for the campus by involving stakeholders - staff, parents, and students by Spring 2020. The live vision/mission will be informed by the conditions of the campus and reflect aspirations of all stakeholders. The AJB staff will help establish core commitments that will help us carry out the vision of the campus. Practice and reinforce core commitments by recognizing students and staff who are exemplifying the commitments through their actions. Hold at least three events that will provide opportunities to reflect on and evaluate campus core commitments.
Milestones
Club Toro Time will include opportunities for students to provide input into campus collective commitments and to nominate other students who are upholding the core commitments.AJB Family Time: Continue to identify staff members who are modeling each of the collective commitments.
AJB Community Development Series (Math and Reading Night - March 23, End of Year Parent Event - May 21)
Provide targeted, individualized academic interventions to students based on data analysis protocols, with emphasis on essential standards.
Education Data Analyst will prioritize AJB, ensure policies and practices support effective instruction in school, ensure access to Eduphoria test banks, and high-quality common assessments, for math and reading, ensure schools
Managing student data component of Club Toro for entire campus. Setting up system for Club Toro interventions - identifying intervention lessons and teachers who will provide support.
Scheduling constraints due to Spring testing calendar. Ability to get honest, high-quality feedback from stakeholders.
Cycle 3 (Mar‐May)
5.1 Weekly during Octoros (Admin) Meeting
AJBMS Lesson Plan Folder, Google Sheet to check lesson plans, Informal Walkthrough notes
Dr. Grijalva (ELAR), Mr. Randolph (Science), Mr. Gonzales (Social Studies), Mrs. Pape (Math)
Walkthrough Documentation Google Form Responses, Octoros agendas
May 22
5.3 Ongoing Unit Assessment Calendar
Department Lead Teachers, Campus Admin Team
Unit Assessment Calendar May 22
5.3Unit Assessments - ongoingBMs: week of March 16
Unit Analysis Data Protocol, BM Data Analysis Protocols
All teachers, Department Lead Teachers, Campus Admin Team
Unit Analysis Data Protocol, BM Data Analysis Protocols
May 22
5.3 March 27, April 17 PLC agenda, Google Sheets by teacher
All teachers, Campus Admin Team
Teacher Google Sheets, PLC agendas May 22
5.3 Ongoing Lesson plans, data analysis protocol
All teachers, Campus Admin Team Lesson plans May 22
5.3Ongoing during class time, 6 weeks prior to STAAR assessments
Student data trackers, assessment data
All students and teachers in STAAR tested subject areas
Student data trackers, student achievement data
May 22
5.3 March 23Student assessment data, Club Toro intervention plans
All students and teachers, Campus Admin Team, Club Toro Team - Allison Pape, Natalie McFadden, Desira Campos
Club Toro intervention rosters May 22
Essential Action
Desired Annual Outcome
Targeted academic interventions based on state assessment blueprints will occur during phase two of Club Toro, beginning the week of March 23 for 6th Math and Reading, 7th Math and Reading, and 8th Science and Social Studies.
Students will review their academic progress based on their benchmarks and connected to their goals set in January.
Continue Multi-Tiered Systems of Support (MTSS) PLCs every three weeks. Teachers will continue to Continue utilizing "Notes" sections of lesson plans to document reteach plans, based on unit assessment data and guiding questions in data analysis protocol.
Carryover Milestones
Prioritized Focus Area #2
Did you achieve your desired 90-day outcome? Why or why not?
Follow unit assessment calendar documenting unit assessments given in all content areas.
Continue unit assessment data analysis protocol and plan for reteach during PLC stages. Utilize district assessment protocols to analyze Benchmark assessments given in March.
Reflection and Planning for Next 90-Day Cycle
New Milestones
END OF YEAR REFLECTION
Did you achieve your student performance goals (see Student Data Tab)? Why or why not?
Develop weekly informal walkthrough schedule to visit at least three teachers' classrooms to observe AJB Instructional Playbook Strategy. Walkthrough days should be selected based on when plays are scheduled in lesson plans. Provide feedback to
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Prioritized Focus Area #3
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Prioritized Focus Area #1
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Teachers will participate in the PLC process on a daily basis (meeting 5 times a week) with their content area team. One PLC meeting every three weeks has been identified for MTSS, with a focus on student data and needs. Develop a
Develop process to review lesson plans and provide targeted feedback to teachers using the Collaborative Instructional Review (CIR) process. Develop campus system to monitor daily use of formative assessments, focusing on
Review the necessary adjustments/next steps column above. What milestones from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?
Cycle 3 (Mar‐May)
Did the campus achieve the desired outcome? Why or why not?
Cycle 4 (Jun‐Aug)
Essential Action
Rationale
How will you communicate these priorities to your stakeholders? How will you invest them?
Desired 90‐Day Outcome
Who will help the campus build capacity in this area?
Barriers to Address
District Actions for this Cycle
District Commitments Theory of Action
Prioritized Focus Area
Timeline Resources Needed Person(s) ResponsibleEvidence Used to
Determine Progress Toward Milestone
Evidence Collection DateProgress Toward
MilestoneNecessary
Adjustments/Next Steps
Action plan‐Milestones
Milestones
The purpose of this 90‐Day action plan is to prepare for the upcoming school year. The essential actions the campus prioritizes may have changed based on progress made in the school year or based on ESF diagnostic results.
Cycle 4 90‐Day Action Plan (June‐August)
Prioritized Focus Area #1Develop campus core commitments for all stakeholders. Hold at least three events that will provide opportunities for stakeholders to give input into the campus vision
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Establish systems and practices for data‐driven instruction, to include utilizing Eduphoria Aware for assessment practices, protocols to analyze unit assessment data and expectations that all students and staff will engage in monitor progress
Prioritized Focus Area #2 Prioritized Focus Area #3Work through concerns with new lesson planning template and establish expectation that all teachers will submit lesson plans weekly. Begin providing feedback to identified grade level content teams using CIR process and observe teams at least
Cycle 4 (Jun‐Aug)
Review the necessary adjustments/next steps column above. What milestones from this cycle will you continue working on in the next cycle? What new milestones do you need to add to the next cycle?
Reflection and Planning for Next 90‐Day Cycle
New Milestones
Did you achieve your summative student performance goals (see Student Data Tab)? Why or why not?
Did you achieve your desired 90‐day outcome? Why or why not?
Carryover Milestones
TIP Corner Notes
TIP Components Notes
Self-Assessment Results If the campus has had an ESF Diagnostic, DO NOT complete the 'Self-Assessment ' section. Continue to the next section titled, 'ESF Diagnostic Results '
Essential Action From the drop down menu, select the Essential Action the campus selected based on the Needs Assessment and/or ESF Final Report.
Rationale Explain the reasons this Essential Action was selected.
Desired Annual Outcome Create your annual goal for each Prioritized Focus Area identified using qualitative and/or quantitative measures.
Barriers to Address During the Year List barriers to implementation the campus may face as they take the necessary steps to improve the prioritized focus area.
District Commitment on Theory of Action State the District Theory of Action and the District Commitments that will support the campus' essential actions found in the plan.
Date of ESF Diagnostic Complete after ESF Diagnostic.
Desired 90-day Outcome Describe the specific goals the campus plans to achieve by the end of the cycle for the relevant prioritized focus area.
Barriers to Address During the Year List barriers to implementation the campus may face as they take the necessary steps to improve the prioritized focus area. Barriers may stay the same or change from cycle to cycle.
District Actions for this Cycle List what the district will do to support the campus during this 90-day cycle to achieve the desired outcomes.
MilestonesIn each row, list actions the campus is taking in this cycle to achieve desired outcomes and address barriers to implementation. An action may address more than one priority focus area. New actions can be added over time, as needed.
Prioritized Focus Area Select the Prioritized Focus Area(s) that is aligned to this milestone.Timeline Identify a start and end date. End date may carryover to another cycle.Resources Needed Examples include, but are not limited to: budget allocation, data platforms, personnel, etc.Evidence used to Determine Progress toward Milestone Measures can be qualitative or quantitative.
Progress toward Milestone Select the status of the evidence review from the dropdown menu.
Necessary Adjustments/Next Steps List adjustments or next steps the campus will take to achieve this action. Include barriers that limited progress towards achieving this action.
Rationale Explain the reasons this Essential Action was selected.Desired 90-day Outcome Describe the specific goals the campus plans to achieve by the end of the cycle for the relevant prioritized focus
areaBarriers to Address During the Year List barriers to implementation the campus may face as they take the necessary steps to improve the prioritized
focus area Barriers may stay the same or change from cycle to cycleDistrict Actions for this Cycle List what the district will do to support the campus during this 90-day cycle to achieve the desired outcomes.Milestones In each row, list actions the campus is taking in this cycle to achieve desired outcomes and address barriers to
implementationPrioritized Focus Area Select the Prioritized Focus Area(s) that is aligned to this milestone.Timeline Identify a start and end date. End date may carryover to another cycle.Resources Needed Examples include, but are not limited to: budget allocation, data platforms, personnel, etc.Evidence used to Determine Progress toward Milestone Measures can be qualitative or quantitative.Progress toward Milestone Select the status of the evidence review from the dropdown menu.Necessary Adjustments/Next Steps List adjustments or next steps the campus will take to achieve this action. Include barriers that limited progress
towards achieving this action
Foundations
Cycles 1, 2, and 3 90-day Action Plan
Cycle 4 90-day Action Plan