region 14 067907 ranger isd 067907041 ranger middle needs ... · application level instruction...

Definition /

Purpose:

PS 1: Root

Cause 1:

PS 2: Root

Cause 2:

PS 3: Root

Cause 3:

PS 4:Root

Cause 4:

PS 5: Root

Cause 5:

PS 6: Root

Cause 6:

PS 7: Root

Cause 7:

PS 8:Root

Cause 8:

PS 9:Root

Cause 9:

PS 10:Root

Cause 10:

Education Service Center (ESC) Number: District Number: District Name: Campus Number: Campus Name:

Region 14 067907 Ranger ISD 067907041 Ranger Middle

Attestation Statement:

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<Enter text>is occurring because of Root

Cause #10

is occurring because of Root

Cause #9

Needs Assessment Summary and Improvement PlanAfter your data analysis yields a summary of findings that results in a set of problem statements, the next step is to engage in the needs assessment process to identify root causes. The 5 steps of the root causes assessment include:

Step 1: Clarify and prioritize problem statements

Step 2: Establish the purpose of assessing root causes and establish the team

Step 3: Gather data

Step 4: Review data analysis

Step 5: Root cause analysis

The needs assessment process is intended to safeguard against planning or implementing strategies before the root cause of a problem is understood.

In Index #1 All students All tests, there are gaps among the content areas tested that range from

36% (Social Studies) low to 67% (Science) high scores (42% Math, 43% Writing, 59% Reading).

Science exceeded the State Standard of 60% at Phase-in Satisfactory while other content areas

fell below expectations.

na

There are Academic Performance Gaps in Index #3 in the White and Econ Disadv Groups.

Performance Gaps are evident between tested groups in Reading Advanced Standard (22%) and

Math Advanced Standard (9%) for the White group with Reading Advanced Standard (9%) for the

Econ Disadv group.


Cause #3


Cause #2


Cause #1

Problem Statements

(PS):

Problem statements

are carried over from

Section VI of the

Campus Data

Analysis tab

OR

Section VI of the

District Data Analysis

Summary tab.

Identified and Prioritized Root Causes:

It is important to prioritize your root causes so that your improvement plan is targeted and focused. Although a TEC §11 campus/district improvement plan is critical to overall success, the TEC §39 targeted improvement plan is intended to address the specific reasons

for low performance in the state accountability, PBM, or RF system.

If the district or campus would like to identify more than 10 root causes, contact the support specialist assigned to the review.

*** Important Notice! Improvement Required (IR) districts/campuses must complete the following attestation statement to fulfill TEC §39.106 requirements.***

Lack of implementation of aligned resources for high student academic expectations, behavioral expectations, and

objectives in rigorous curriculum to result in meeting STAAR assessment standards, especially in Math, Writing and

Social Studies.

There is an evident gap between where students are performing and where students are expected to perform for both

standard progression and advanced content mastery. Inadequate alignment of student mastery needs to rigorous

application level instruction assessment and enrichment reduces advance level III performance.

na

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<Enter text>is occurring because of Root

Cause #6


Cause #5


Cause #4


Cause #8


Cause #7

By checking the box, I attest that an on-site needs assessment has been conducted according to TEC §39.106 (b) and recommendations were made by the intervention team when considered appropriate. In addition, these

findings have been recorded and are available upon request.

Responses to these questions

have been from the Contact-

Intervention Information Tab






Step 3: Gather data







Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness

Q1 Goal:

1)

2)

3)

4)

Q1 (Aug, Sept, Oct)

Districts and 1st Year IR campuses are required to provide,

at a minimum, the interventions accomplished for quarter 1 (Q1).

Q3 (Feb, Mar) Q4 (April, May, June)Q2 (Nov, Dec, Jan)

Provide training for 100% of the instructional

staff in Student Expectations (SEs) analysis and

alignment of resources, instruction and

assessment to improve academic performance

and student academic behavior to improve

school climate through analysis of 2016

Accountability Data.

Q4 Interventions

Q2 Goal:

80% of the instructional staff will use Student Expectation

Item Analysis and alignment of resources, instruction,

and assessment to improve academic performance

resulting in target group meeting 50% mastery of focused

SEs for first 12 weeks.

Q4 Goal:

2)

1)

4)

3)

2)

1)

3.1 Instructional staff not actively using and applying

the alignment of low mastery of assessed Student

Expectations (SEs) to rigorous instruction by the

end March 2017 using local grading standards and

Eduphoria will be monitored, mentored, and

coached to demonstrate these strategies.

3.2 RMS staff not demonstrating analysis of

individual student results (formative assessments)

or current growth assessment to design an

academic growth plan for student progress by the

end of the end of March 2017 using local grading

standards and Eduphoria assisted by ESC 14

curriculum specialists.

3.3 100% of RMS staff will be supported in planning

improvement for All Students in a behavior and

academic performance tracking system at the end

of each 6 weeks using local grading standards and

Eduphoria.

3.4 By the end of March, analysis of STAAR level

assessment will document 60% mastery level.

Students not demonstrating proficiency will be

provided extended instruction for prep for retests as

applicable.

Q3 InterventionsQ2 InterventionsQ1 Interventions

Q3 Goal:

By the end of May instructional staff will

use and apply analysis of STAAR level

assessment with appropriate alignment

to low mastery of assessed Student

Expectations (SEs) to rigorous

instruction as documented by 70%

mastery level with students not

demonstrating proficiency being

provided extended instruction for prep

RMS staff will design an electronic academic growth

plan for individual student progress by the end of

semester 1 using local grading standards and

Eduphoria with analysis of individual student results

(CSRs) or current baseline data resulting in target

group meeting 60% of focused SEs for first 18

weeks on STAAR rigor assessments.

1.2 100% of RMS staff will analyze individual

student results (CSRs) or current baseline data

to design an academic growth plan (electronic)

for student progress by the end of the end of

October using local grading standards and

Eduphoria assisted by ESC 14 curriculum

specialists.

1.1 100% of RMS staff will be trained and

supported in the use of instructional alignment

of low mastery of the assessed Student

Expectations (SEs) with rigorous instruction of

the SEs by the end of October 2016 using local

grading standards and Eduphoria.

1.3 100% of RMS staff will document


academic performance tracking system at the

end of each 6 weeks using local grading

standards and Eduphoria.

2.1 100% of RMS staff will be monitored with an

expectation of 80% actively using and applying the

alignment of low mastery of assessed Student

Expectations (SEs) to rigorous instruction of the SEs by

the end January 2017 using local grading standards and

Eduphoria.

2.2 100% of RMS staff will demonstrate analysis of

individual student results (formative assessments) or

current growth assessment to design an academic

growth plan for student progress by the end of the end of

January 2017 using local grading standards and

Eduphoria assisted by ESC 14 curriculum specialists.

2.3 100% of RMS staff will be documented in planning

improvement for All Students in a behavior and academic

performance tracking system at the end of each 6 weeks

using local grading standards and Eduphoria.

3)

4)

3)

4)

1)

2)

4.1 Instructional staff not actively using

and applying the alignment of low

mastery of assessed Student


instruction by the end May 2017 using

local grading standards and Eduphoria

will be monitored, mentored, and

coached to demonstrate these 4.2 RMS staff not demonstrating

analysis of individual student results

(summative assessments) or current

growth assessment to design an

academic growth plan for student

progress by the end of the end of May

2017 using local grading standards and

Eduphoria assisted by ESC 14

curriculum specialists.

4.3 100% of RMS staff will be supported

in planning improvement for All

Students in a behavior and academic

performance tracking system at the end

of each 6 weeks using local grading


In Index #1 All students All tests, there are gaps among the content areas tested that range from 36% (Social

Studies) low to 67% (Science) high scores (42% Math, 43% Writing, 59% Reading). Science exceeded the State

Standard of 60% at Phase-in Satisfactory while other content areas fell below expectations.

Lack of implementation of aligned resources for high student academic expectations, behavioral expectations, and

objectives in rigorous curriculum to result in meeting STAAR assessment standards, especially in Math, Writing and

Social Studies.

Planning of instruction for target student group will be data-driven based on data disaggregation of current data to raise

student performance in high stakes Student Expectations.

All students will meet 70% academic mastery in all STAAR content assessments, periodic grading, and EOC with

extended support for White and Economically Disadvantaged student groups to improve overall student achievement,

meet State System Safeguards and PBMAS targeted areas.

Index Number:

Root Cause 1:

Increasing the use of quality data to drive instruction in high stakes aligned curriculum to targeted

instruction to assessment with targeted instruction with struggling students will raise academic

performance of all students.

CSF 1-Improve Academic Performance / ESEA TP: Strengthen the School's Instruction

CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction

CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership

CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar

CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement

CSF 6-School Climate/ESEA TP: Improve School Environment

CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers

How will addressing this root cause

impact the index/indicator/CSF?

Interventions by Quarter

Strategy:

Annual Goal:Problem Statement 1:

Critical Success Factors (CSFs)

ESEA Turnaround Principles (TPs)

Major Systems






Step 3: Gather data







1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or

evidence that supports

meeting or making

progress toward this

quarterly goal.

Are you on track to meet

the annual goal?

What, if any, adjustments

must be made in order to

meet the annual goal?

Data Analysis Process (Specific) Interventions

Data Quality Annual Goals

Appropriate Strategy CSF/ESEA Turnaround

Identification of Root Cause Training

Quarterly Planning Process Other

Ongoing Monitoring and Interventions

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Select

Q1 Report

Districts and 1st Year IR campuses are not required to complete the

quarter 1 (Q1) report.

Q3 Report

<Enter any additional information here>

<Enter text>

Select

Select

What, if any,

adjustments must be

made in order to meet

the annual goal?

Are you on track to


Provide the data or


meeting or making


quarterly goal.

Did you meet this

quarter's goal?

Q2 Report


Select


What, if any,

adjustments must be


the annual goal?

Are you on track to


Did you meet this

quarter's goal?

<Enter text>

1. Professional development calendar,

training and support, sign-in sheets.

Documentation in lesson plans,

alignment documents, walk-through

What data was collected to monitor interventions in Q4?What data will be collected to monitor interventions in Q3?

Individual Student document containing

Grades; attendance; disciplinary

observations; etc., reports recorded in

tracking.3. Tracking documents for academic

performance and behavior and student

planning documents for individual

improvement.4. Records reflecting less than 80%

mastery by students will be analyzed to

schedule extended instruction across

content areas for retests as applicable.

Select

End of Quarter Reporting

Q4 Report

Tracking documents for academic performance and

behavior and student planning documents for individual

improvement.

Professional development calendar, training and

support, sign-in sheets. Documentation in lesson

plans, alignment documents, walk-through

observations.

What data will be collected to monitor interventions in Q2?

Select Select


behavior and student planning documents for

individual improvement.

Did you meet your

annual goal?

Provide the data or


meeting or making


quarterly goal.

Did you meet this

quarter's goal?

1)

3)

4)

3)

2)

1)

4)

2)

4)

3)

2)

1)

Individual Student document containing Grades;

attendance; disciplinary observations; etc., reports

recorded in tracking.

Professional development calendar, training and support,

sign-in sheets. Documentation in lesson plans,

alignment documents, walk-through observations.

Documentation for Individual Students containing

Grades; attendance; disciplinary observations; etc.,

reports recorded in tracking.

Records reflecting less than 70% mastery by

students will be analyzed to schedule extended

instruction across content areas.


<Enter text>

Provide information as to how the identified elements and their impact

on your success, or lack of success, will inform/influence your planning

for the 2017-2018 school year.

End of Year Reporting

Provide the data or


meeting or making


quarterly goal.

There are Academic Performance Gaps in Index #3 in the White and Econ Disadv Groups. Performance Gaps are

evident between tested groups in Reading Advanced Standard (22%) and Math Advanced Standard (9%) for the

White group with Reading Advanced Standard (9%) for the Econ Disadv group.

Annual Goal:Reduce the gaps between student groups reading and math content in advanced level III STAAR scores by increasing

Level III performance by 15% across groups and content.

Root Cause 2:

There is an evident gap between where students are performing and where students are expected to perform for

both standard progression and advanced content mastery. Inadequate alignment of student mastery needs to

rigorous application level instruction assessment and enrichment reduces advance level III performance.

Strategy:

Implementing data disaggregation; making data-driven decisions with on-going communication and teacher planning of

targeted instruction to raise student performance through instruction with application level rigorous content (to advanced

level III).

Provide the data that

supports your 4th

quarter status of this

annual goal.

If you did meet your annual goal, to

what do you attribute your success?

If you did not meet your annual

goal, to what do you attribute your

lack of success?

<Enter text>

Please provide

additional information

for the selection of

Other or for any

selected elements.

<Enter text>

Select

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3. Tracking documents for academic

performance and behavior and student planning

documents for individual improvement.

2. Individual Student document containing

Grades; attendance; disciplinary observations;

etc., reports recorded in tracking.

1. Professional development calendar, training

and support, sign-in sheets. Documentation in

lesson plans, alignment documents, and walk-

through observations.

What data will be collected to monitor interventions in Q1?

Problem Statement 2:






Step 3: Gather data








Q1 Goal:

1)

2)

3)

4)

1)


Q2 (Nov, Dec, Jan) Q3 (Feb, Mar)

3)

2.3 100% of RMS staff will document improvement for All

Students in a behavior and academic performance

tracking system by the end of January using local grading


3)

3.3 100% of RMS staff will document improvement

for All Students in a behavior and academic

performance tracking system by the end of March


3)


improvement for All Students in a

behavior and academic performance

tracking system by the end of May using

local grading standards and Eduphoria.

Index Number:

Increasing the use of quality data to drive instruction in high stakes aligned curriculum to targeted

instruction to assessment with targeted instruction with struggling students will raise academic

performance of all students.N11









impact the index/indicator/CSF?

1.1 100% of RMS staff will be trained and

supported in the use of resources and

application of alignment of low mastery of

assessed Process Student Expectations (SEs)

to rigorous instruction by the end of October

2016 using local grading standards and

Eduphoria.

1)

2.1 100% of RMS staff will be monitored and supported

in the use of resources and application of alignment of

low mastery of assessed Process Student Expectations

(SEs) to rigorous instruction by the end of January 2017


1)

3.1 100% of RMS staff will be monitored and

supported in the use of resources and application of

alignment of low mastery of assessed Process

Student Expectations (SEs) to rigorous instruction

by the end of March 2017 using local grading


1)

4.1 100% of RMS staff will be monitored

and supported in the use of resources

and application of alignment of low

mastery of assessed Process Student


instruction by the end of May 2017 using

local grading standards and Eduphoria.

1.2 To establish the current data baseline, 100%

of RMS staff will analyze individual student

results (CSRs) or a current baseline test to

develop a plan by the end of October for

improvement in student academic progress.

2)

2.2 To establish the current academic growth levels,

100% of RMS staff will analyze individual student results

formative assessment results to develop a plan by the

end of October for improvement in student academic

progress.

2)

3.2 100% of RMS staff will implement a timely and

systematic intervention process to address the

deficient knowledge and skills not mastered through

prior instruction by the end of March for

improvement in student academic progress.

2)

4.2 100% of RMS staff will analyze

individual student STAAR 2017 results

(CSRs) to develop a plan by the end of

May for improvement in student future

academic progress and instructional

alignment priorities.

Q4 (April, May, June)

Q2 Goal:

100% of instructional staff will be monitored and

supported in use of disaggregation of data relating to

increasing student performance in Index 3 to determine

advanced instructional strategies by the end of November

2016 in ELA and Math. In analysis of current formative

scores across Advanced Level III performance the

student scores will increase with 2 or more additional

students scoring advanced by the end of January 2017.

Q3 Goal:

80% of the instructional staff will be documented in

implemented advanced instructional strategies;

additionally advanced level student performance will

increase with two or more additional students

scoring Advanced Level III by the end of March

2017.

Q4 Goal:

100% of the instructional staff will be

monitored in data disaggregation of

STAAR, EOC assessment results for

student standard and advanced level

analysis. Additionally, assessment

results will be used in alignment for

future instruction.

Q2 Interventions Q3 Interventions Q4 Interventions

What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?

Professional development calendar, training and

support, sign-in sheets. Documentation in

lesson plans, alignment documents, walk-

through observations, classroom observations;

and instructional calendar.

1)

Documentation in lesson plans, alignment documents,

walk-through observations, classroom observations; and

instructional and assessment calendar. 1)

Documentation in lesson plans, alignment

documents, walk-through observations, classroom

observations; and instructional and assessment

calendar.1)

Documentation in lesson plans,

alignment documents, walk-through

observations, classroom observations;

and instructional and assessment

calendar.

1.4 100% of RMS staff will plan for higher order

thinking and processing interventions enhancing

students scoring near Advanced Level III in

assessed content areas.

4)

2.4 100% of RMS staff will plan for higher order thinking

and processing interventions for a minimum of 2 students

scoring near Advanced Level III in assessed content

areas.

4)

3.4 100% of RMS staff will plan for higher order

thinking and processing interventions for a minimum

of 2 (for total of 4) students scoring near Advanced

Level III in assessed content areas.

4)

4.4 100% of RMS staff will plan for

higher order thinking and processing

interventions for a minimum of 2 (for

total of 6) students scoring near

Advanced Level III in assessed content

areas.



academic performance tracking system by the

end of October using local grading standards

and Eduphoria.

Q1 Interventions

100% of instructional staff will be trained and

supported in use of disaggregation of data

relating to increasing student performance in

Index 3 to determine baseline data by the end of

October 2016. Additionally, baseline

performance will determine specific individual

student intervention needs for standard

progression and advanced instruction.

Q1 (Aug, Sept, Oct)





Major Systems






Step 3: Gather data







2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?











Tracking documents for academic performance

and behavior and student planning documents

for individual improvement.4)


behavior and student planning documents for individual

improvement.4)


behavior and student planning documents for

individual improvement.4)

Tracking documents for academic

performance and behavior and student

planning documents for individual

improvement.


Q1 Report



Q2 Report Q3 Report Q4 Report

Review Individual assessment results of CBA, 3

& 6 weeks, and other STAAR rigor based

assessment; include grades; attendance;

Disciplinary reports recorded in tracking.

2)

Review documented individual assessment results of

CBA, 3 & six weeks, and other STAAR rigor based

assessments; including grades; attendance; Disciplinary

reports recorded in tracking.

2)

Review documented individual assessment results

of CBA, 3 & six weeks, and other STAAR rigor

based assessments; including grades; attendance;

Disciplinary reports recorded in tracking.

2)

Review documented individual

assessment results of CBA, 3 & six

weeks, and other STAAR rigor based

assessments; including grades;

attendance; Disciplinary reports Scheduled STAAR content labs; Student sign-in

sheets; Extended learning in group setting with

focused objectives.3)

Documentation of scheduled STAAR content labs;

Student sign-in sheets; Extended learning in group

setting with focused objectives.3)

Documentation of scheduled STAAR content labs;

Student sign-in sheets; Extended learning in group

setting with focused objectives.3)

Documentation of scheduled STAAR

content labs; Student sign-in sheets;

Extended learning in group setting with

focused objectives.

SelectAre you on track to

meet the annual goal?Select

Are you on track to


Did you meet your

annual goal?Select


What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?

<Enter any additional information here> <Enter any additional information here>

SelectDid you meet this

quarter's goal?Select

Did you meet this


Did you meet this


<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Root Cause 3: na Strategy: <Enter text>

Index Number:



supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>




<Enter text>

Problem Statement 3: na Annual Goal: <Enter text>






Step 3: Gather data







Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?



Major Systems



impact the index/indicator/CSF?<Enter text>







Q1 Interventions Q2 Interventions Q3 Interventions Q4 Interventions

1) 1) 1)


Q1 (Aug, Sept, Oct)



Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)

Q2 Goal: Q3 Goal: Q4 Goal:

4) 4) 4)


2) 2) 2)

3) 3) 3)

3) 3) 3)

4) 4) 4)

1) 1) 1)

2) 2) 2)


Q1 Report






Did you meet this


Did you meet this







Step 3: Gather data







Provide the data or


meeting or making


quarterly goal.


the annual goal?











<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select

Index Number:



Major Systems













<Enter text>


What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>


Q1 (Aug, Sept, Oct)




Problem Statement 4: Annual Goal: <Enter text>

Root Cause 4: <Enter text> Strategy: <Enter text>






Step 3: Gather data







Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?







1) 1) 1)


4) 4) 4)


2) 2) 2)

3) 3) 3)

3) 3) 3)

4) 4) 4)

1) 1) 1)

2) 2) 2)

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select



Did you meet this


Did you meet this


Did you meet this

quarter's goal?SelectSelect

Q1 Report




What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>

<Enter text>






Step 3: Gather data












Q1 Goal:

1)

2)

3)

4)

1)



Index Number:




<Enter text>


supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>


Q1 (Aug, Sept, Oct)







Major Systems










2) 2) 2)

3) 3) 3)


1) 1) 1)

1) 1) 1)

4) 4) 4)







Step 3: Gather data







2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?











2) 2) 2)


Q1 Report






Did you meet this


Did you meet this


3) 3) 3)

4) 4) 4)

<Enter any additional information here>What, if any,

adjustments must be


the annual goal?

<Enter any additional information here>What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select

Index Number:



Major Systems







<Enter text>








Step 3: Gather data







Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.



Major Systems










1) 1) 1)


Q1 (Aug, Sept, Oct)





4) 4) 4)


2) 2) 2)

3) 3) 3)

3) 3) 3)

4) 4) 4)

1) 1) 1)

2) 2) 2)

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>


Q1 Report






Did you meet this


Did you meet this







Step 3: Gather data








the annual goal?











Q1 Goal:

1)

<Enter text>


What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select


Q1 (Aug, Sept, Oct)





Index Number:



Major Systems











1) 1) 1)











Step 3: Gather data







2)

3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?










2) 2) 2)

3) 3) 3)

2) 2) 2)

4) 4) 4)


Are you on track to


Did you meet your

annual goal?Select



Did you meet this


Did you meet this


Did you meet this


3) 3) 3)

4) 4) 4)

Select

Q1 Report




What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



1) 1) 1)






Step 3: Gather data








Q1 Goal:

1)

2)

3)

4)

1)

2)

3)




<Enter text>



Major Systems












Index Number:


1) 1) 1)


Q1 (Aug, Sept, Oct)





4) 4) 4)


2) 2) 2)

3) 3) 3)

3) 3) 3)

1) 1) 1)

2) 2) 2)






Step 3: Gather data







4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?











4) 4) 4)

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select


Q1 Report






Did you meet this


Did you meet this





<Enter text>




What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>

Index Number:



Major Systems












Step 3: Gather data







Q1 Goal:

1)

2)

3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?


Q1 (Aug, Sept, Oct)







Major Systems






2) 2) 2)

3) 3) 3)


1) 1) 1)

1) 1) 1)

2) 2) 2)

4) 4) 4)



Q1 Report






Did you meet this


Did you meet this


3) 3) 3)

4) 4) 4)

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select






Step 3: Gather data

















Q1 Goal:

1)

2)


What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>

Index Number:



Major Systems













<Enter text>




1) 1) 1)


Q1 (Aug, Sept, Oct)





2) 2) 2)






Step 3: Gather data







3)

4)

1)

2)

3)

4)

Did you meet this

quarter's goal?

Provide the data or


meeting or making


quarterly goal.


the annual goal?










4) 4) 4)


3) 3) 3)

3) 3) 3)

4) 4) 4)

1) 1) 1)

2) 2) 2)

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>

Provide the data or


meeting or making


quarterly goal.

<Enter text>



Are you on track to


Did you meet your

annual goal?Select


Q1 Report






Did you meet this


Did you meet this





<Enter text>


What, if any,

adjustments must be


the annual goal?


What, if any,

adjustments must be


the annual goal?




supports your 4th


annual goal.

<Enter text>





lack of success?

Please provide



Other or for any

selected elements.

<Enter text>






Step 3: Gather data







If your campus is identified as formerly Improvement Required (FIR), please answer the following questions

regarding the sustainability of strategies that led to your success.

What plans are in place to sustain these strategies, processes, and/or

systems?

What strategies, processes, and/or systems has the campus identified as

making the greatest impact in moving the campus to a Met Standard rating?

A Targeted Improvement Plan to address Index 1, Index 3, System

Safeguards, and PBMAS for all subjects, all students has been made in

addition to district support for the continued improvement with increased

expectations supplementation the Campus Improvement Plan.

Use of technology based systems to identify, track, and maintain current data

to use to plan and drive instruction for individual student academic progress

with the use of flexible scheduling and extended learning time.

FIR Sustainability Questions

region 14 067907 ranger isd 067907041 ranger middle needs ... · application level instruction...

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