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School Action Plan: Template Overview

Directions: The School Action Plan template has several tabs. They include:

TAB ONE: Achievement Targets

TAB TWO: Needs Assessment

TAB 5-7: KEY ACTION (Briefly state the specific goal of objective.)

SELECT YOUR CAMPUS FROM THE DROP DOWN LIST AT THE TOP OF THE PAGE. THIS POPULATES YOUR SCHOOL INFORMATION TO ALL TABS FOR PRINTING PURPOSES.- The purpose of this section is to help the campus align on student achievement targets.- Space is provided for you to enter the data for your campus for last year as well as set targets for the coming year. For this reason, the metrics may be broader than at the - campus level (e.g., combining ACP performance from both semesters and all content areas) and you may feel the need to disaggregate this metrics further and add it to this sheet.- There are no formulas in this page, so feel free to delete items that are not applicable to your school.

- The purpose of this section is to synthesize your team's assessment of the campus needs. - Open-ended space is provided to synthesize the metrics into a Needs list. The Excel cells are designed to expand as you type; however, multiple lines are also provided if you wish to list them.- Other than the pre-populated school information at the top, there are no formulas on this section. Feel free to add rows as you need.

Achievement Targets (Red Tab) Page to enter and review data. Metrics aligned with the District Action Plan are listed; however, please feel free to add any other achievement targets relevant to your campus

Needs Assessment (Red Tab) Open-ended areas to record needs with respect to critical areas.Key Action 1-5 (Blue Tabs) 5 tabs are provided for Key Actions and Specific Action Steps to be entered.Summary (Green Tab) To assist in continual review of the Specific Actions, this tab shows only the Action

steps, NLT Date, and status. An additional area for comments and next steps are provided.

Funds (Green Tab) A summary of the budget information from the action steps. Also a summary of Title I Components addressed is included to help ensure all 10 components are addressed at

TAB EIGHT: SUMMARY

TAB NINE: FUNDS

- The purpose of this section is to outline the 3-5 key actions and associated specific actions your school will take to address the identified needs and are likely to lead to achieving the school's achievement targets. Please note that you do not need to use all five sheets.

All of the following fields have a drop down list with the most used choices for each field; HOWEVER, you may enter in values that are not listed in the drop down. For example, special grants may have funding codes not listed or if the step uses split funding (i.e. 199/211). Know that you are not limited to the choices in the drop down list. It is merely a drop down list for your convenienceTitle I – This asks campuses to justify Title I Expenditures by Action StepFUND – Funding SourcesOBJ – Object codeAMOUNT – Amount of funds needed for actionStatus – The progress of the action step (aligned to Mid-Year and Summative terminology) color coded.NLT Date – The date that the step will “NO LATER THAN” be completed.

There are formulas in this page, so please be careful with inserting and deleting rows and columns if at all possible.

- The purpose of this section is to show the progress of the Campus Action Plan. The timelines and statuses are highlighted for each Key Action on one workbook page, with a section for comments and next steps.

Area for Principal to see all action steps and their statuses. Area for comments and next action steps made available to the right of the

- The purpose of this section is to show a summary of utilized funds of the specific action steps. A total expediture by funding source and object code is shown. In addition, campuses can check if they have successfeully addressed each of the 10 components of Title I at least once.

This area shows total expenditures by Funding Source and Object Codes. In addition, it gives the counts of action steps which are designated to address one of the ten components on Title I.

If a principal can find a specific action that follows with the campus’ key actions, then they can update the Key Action Plan. In fact, if there is a component at 0, it is indicated red and a note appears.

If the component that is lacking in the plan does not align with the Key Actions the campus is addressing, the principal can add Title I Specific

TAB TEN: PD PLAN

If the component that is lacking in the plan does not align with the Key Actions the campus is addressing, the principal can add Title I Specific Actions in the table to the right. Adding actions there will adjust the counts in the table.

Also, add staff funded by Title I and SCE funds in the table to the right.

- The purpose of this section is to list your Professional Development Plan.

This area asks that your show the expected:DateTopicPresenterIntended AudienceFollow-Up ActionsExpected Results and Outcomes (Metrics)

The cells are designed to wrap text and increase size based on the text. You have been given 35 spaces; however, you may use more if

CAMPUS/SCHOOL NAME 2014-15 School Action Plan

BUSINESS MAGNET SELECT YOUR CAMPUS FROM THE DROP DOWN MENU

Achievement Targets

MetricSY2013

Score

SY2014

Goal

Elementary (K-5)

STAAR at Level III-Advanced (%)

STAAR gap at Level II Recommended (% Gap: State white vs. School

African American & Hispanic Results)

Grade 3 STAAR Reading (Level II - Recommended)

Grade 4 STAAR Writing (Level II - Recommended)

Kindergarten Readiness on ISIP (% Tier 1)

Average of Campus End- and Mid-year Course ACPs (% passing)

Middle (6-8)

STAAR at Level III-Advanced (%)


African American & Hispanic Results)

Grade 8 STAAR Math (Level II - Recommended)

Average of Campus End- and Mid-year Course ACPs (% passing)

High School (9-12)

STAAR at Level III-Advanced (%) 8.8 30


African American & Hispanic Results) 52 70

Average of Campus End- and Mid-year Course ACPs (% passing) 69 75

AP (% exams passed - score of at least 3) TBD TBD

Grade 12 SAT/ACT (Sum of average SAT Critical Reading and

Mathematics or ACT Reading and Mathematics 1005 1120

College Readiness (% of seniors: ACT 21 or SAT of 1110) 20%/13% 50

Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014.

Townview Business & Management [33]Division 4

MADISON FP

2014-15 School Action Plan

Needs Related to Student Achievement Data:

The School of Business and Management is committed to student success and we are still on a quest for excellence. We

envision a student body that grows in academic knowledge and achievement through high quality instruction, an aligned

curriculum, as well as personal and communal responsibility through staff leadership.

Our mission is to empower all students to become competent, productive citizens in a diverse global marketplace, promoting

and supporting academic excellence and personal well-being for all students.

Currently, the State of Texas Assessment of Academic Readiness (STAAR) measures students’ ability to meet statewide

standards. STAAR results for the first year ranged from 89.4% to multiple 100% passing rates, following a pattern similar to

passing rates under the previous state assessment, TAKS. However, the shortcomings are evident in the number of students

achieving the Phase-In 2 Recommended and Advanced level of performance on STAAR.

After analyzing combined results, evident gaps were noted: (1) Disparities in performance exists between African American

and Hispanic students. (2) Initial STAAR Advanced passing results reflect a need to increase rigor in questioning and writing for

student academic success in current and future coursework. (3) Economically Disadvantaged students perform comparably to

non- Economically Disadvantaged students in Algebra I, Biology, U.S. History, English l and English ll. However, At-Risk students

performed comparably to non-at risk students in Algebra l, Biology, and U. S. History, but did not perform as consistently in

English l and English ll.

Needs Related to Improving the Quality of Instruction:

The School of Business and Management will continue to focus on supporting students in learning at high levels by

implementing the Dallas Independent School District's Core Beliefs, gathering classroom observation data, providing clear

feedback to teachers to positively impact instruction, and identifying professional development as a direct result of what is

observed in classrooms.

Needs Related to System Evaluation (philosophy, processes, implementation, capacity):

Philosophy: SBM will focus on developing systems throughout the campus to directly address what success looks like at the

campus. We will conduct fall and spring surveys to engage all stakeholders in establishing and prioritizing campus goals. We

will induct and instruct new team members on the "SBM Way" and provide mentors to each new teacher to ensure their

success in meeting school expectations throughout the school year. We will strategically implement a communications plan to

share campus information with all stakeholders.

Processes: SBM faculty and staff will collaboratively generate a list of what students have to know and how they will acquire

sufficient knowledge for the 2014-2015 school year to receive Advanced Level lll performance on STAAR and College - Ready

performance on the SAT, ACT, and AP exams. Formal and informal assessments will be aligned with the AP/STAAR/ACP

blueprints and accurately measure what students should have learned. Assessment data will be used to inform instruction and

disaggregated to measure students' proficiency as a direct result of interventions and extensions over time.

Implementation: SBM teachers will monitor the progress of students by assessing achievement data (i.e. STAAR, AP, SAT, ACT,

PSAT, ACP and teacher-made assessments), monitoring attendance, and addressing behavior by creating individual student

intervention plans for success each six weeks. Leaders will actively monitor student progress and the quality of instruction

through spot observations and feedback conferences. Leaders will use spot observations and achievement data to inform

professional development needs for content teams and individual teachers. SBM will seek feedback from parents and the

community by administering a survey to address areas of need and concern.

Goals Developed from Needs Assessment:

SBM seeks to achieve the following goals for the 2014-2015 school year:

1) Improve student academic achievement

2) Use quantitative and qualitative data to inform professional development needs and improve the quality of instruction.

3) Focus on reducing the achievement gap between at-risk and non at-risk students by promoting college access and college

and career readiness opportunities for all students.

4) Improve the college-going culture and climate of the school by increasing parental and community involvement.

Townview Business & Management [33] 2014-15 School Action Plan

Division 4MADISON FP

NO.

1

NO.

1

2

3

4

5

REF SPECIFIC ACTION(S)LINK TO

INDICATORTITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS

SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)

A1

Provide teacher staff development on the Core Beliefs and

Characteristics of Effective Instruction (on-going during the

2014-2015 school year until embedded in school culture).1,2,3

B1

Monitor instruction via spot observations and look for: Posted

Core Beliefs, lesson objectives, and demonstrations of learning

(LO/DOLs), evidence of varied instructional strategies, varied

questioning techniques, individual and group student

engagement.

1,2,3,4

C1Provide scheduled/documented post spot observation

feedback to teachers formally and informally.3

D1

Purchase materials and/or contract services with a test

preparation advisor (Princeton Review) to aid in improving SAT

and ACT performance.

4,5 Yes 211 6399 $ 2,123.00

E1Develop test preparation calendar to promote study sessions

for AP/SAT/ACT. 4,5

F1

Provide teachers with instructional technology to improve

student retention and provide rigor in core content areas,

including graphing calculators, clicker systems, SMART Boards,

iPads, netbooks, tablets, slates, Elmos, educational cloud

technology, and projectors.

1,2,3,4,5 Yes 2116396 /

6399 $ 23,051.00

Our school will see students achieving a high level of mastery on STAAR (Satisfactory Level II and Advanced Level lll), with scores ranking well above district and state

averages for Level ll performance and improving the number of students performing at the Advanced Level.

Our school will see an improvement of scores by 10% on PSAT/SAT/ACT exams as a result of preparation programs and practice tools.

Our school will focus on developing an AP preparation program to increase the number of student taking and passing AP exams by 20%.

KEY ACTION (Briefly state the specific goal or objective.)

The primary goal of SBM is to improve student academic achievement.

INDICATORS OF SUCCESS (Measurable results that describe success.)

Our school will see an increase in the percentage passing rate on ACPs from 69% to 75%.

Our school will increase STAAR Level II Recommended/Level III Advanced performance from 40% to 55%/ 8.8% to 30% respectively by targeting and providing

extensions for students not meeting Level II Recommended/Level III Advanced for 2013-2014.



G1

Provide teachers with instructional technology training to aid

in disaggregating and analyzing quantitative and qualitative

student performance data.

1,2

STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)

A2

Use TEKS/AP guidelines/Standards/Blueprints in collaboration

with teacher(s) with common courses to create an

Instructional Calendar with six weeks increments (timeline) per

each course taught. Submit draft of 1st semester by August

25, 2014 and 2nd semester draft by January 5, 2015.

1,2,3

B2

Collaborate with colleagues of the same discipline(s) each

week to develop aligned lesson plans (LOs/DOLs/Engagement

strategies).

1,2

C2

Write lesson plans infused with rigor, high level questioning,

high level tasks and teach lessons in alignment with the

designated TEKS/AP guidelines/CPGs as noted in the

Instructional Calendar.

1,2,3,4,5

D2

Teach to the lesson objective (s) and conduct Demonstrations

of Learning (DOLs) with students utilizing multiple response

strategies (MRS).

1,2,3

E2Provide students with an AP/SAT/ACT Preparation Calendar

and test overview sessions. 4,5

F2

Provide students with a blueprint of the AP, ACP, SAT, ACT to better

understand the structure of each assessment and requirements for

attaining a passing score.

4,5

G2

Identify lowest quartile of students and create Individualized

Academic Plans for each student to ensure their success during the

2014-2015 school year on class and homework and formal/informal

assessments.

1,2



NO.

2

NO.

1

2

3

4

5




A1

Provide technology and best practices that will aid in teachers'

ability to check for understanding for all students 1,2,3

B1Create a system for tracking students' performance each six

weeks (ePortfolios).1,4

C1

Create a master schedule that will allow for instructional

planning during the school day for same content teachers. 1,3,4

D1

Create a 20 minute block of SAT/ACT Preparation time for

cluster classes each week utilizing PrepMe and Princeton

Review online database and other test preparation materials.

1,2


100% of Freshmen, upon failure of one or more core classes, will be provided a study plan to strengthen academic performance.

50% of Sophomores and Juniors will enroll in one or more academic dual credit courses.


SBM will use quantitative and qualitative data to inform professional development needs and improve the quality of classroom instruction.


5% reduction in the achievement gap between at-risk and non at-risk students in core areas, as well as on statewide and national examinations.

90% of seniors will complete two four year college applications for admission and apply for a minimum of 2 scholarships.

85% of students taking dual credit and AP classes will complete the course and take the AP exam.



A2

Use TEKS/AP guidelines/Standards/ Blueprints in collaboration

with teacher(s) with common courses to create an

Instructional Calendar with six weeks increments (timeline) per

each course taught. Submit draft of 1st semester by

September 12, 2014 and 2nd semester draft by January , 2015.

1,2,3

B2Collaborate with colleagues of the same discipline(s) to

develop lesson plans (objectives/DOLs/strategies). 1,2

C2

Write lesson plans infused with rigor, and teach lessons in

conjunction with the designated TEKS/AP guidelines/Blueprints

as noted in the Instructional Calendar.

1,2,3,4,5

D2Use DOL data and formal assessment data to guide instruction

daily.1,2,3

E2Monitor students' progress over time as a result of attending

SAT/ACT/AP workshops outside of the school day.4,5

F2

Core/Cluster teachers will collaborate to develop a writing plan to

strengthen students' ability to generate appropriate writing samples

for each Core or Cluster teacher.

1,2



NO.

3

NO.

1

2

3

4

5

6




A1Monitor instructional practice through spot observations to

ensure all students receive quality instruction.1

B1Provide at-risk students access to additional targeted

instruction, tutorials and mentoring.1,2,3

C1Engage the Student Support Team (SST) to assist students in

need.1,2,3

D1

Provide teachers access to quality training, including NMSI, AP,

core content, post-secondary readiness training, engagement

techniques and best practices, and book studies, that promote

campus and district goals and teacher accountability for all

students.

1 Yes 211

6299 /

6329 /

6411

$ 42,350.00

E1

Purchase instructional supplies that will provide all students

equal access to curricular innovations in Core and Cluster

classes.

1 Yes 211 6399 $ 7,345.00

Improve scores on district, state, and national assessments by 10%.

Increase in college admission rates for seniors and some juniors by 20% as a direct result of dual credit classes.

Increase in college scholarship offerings to students to a minimum of $2.5 million.


Staff members will continue to focus on reducing the achievement gap between at-risk and non at-risk students by promoting college access and college and career readiness for all

students.


Improvement in students' grades each six week period and at semester.

Increase the number of students enrolled in AP classes and the number of students who pass AP exams with a score of a 3.

Increase visits and enrollment in College Lab initiatives to ensure 100% of seniors and juniors have access to college resources.



F1

Build relationships with parents to strengthen parental

involvement through workshops and classes that will support

student academic success, such as in college matriculation

process, FAFSA/TAFSA, and 4-year / 6-year plan development

for all students.

1 Yes 2116399/6

499 $ 800.00

G1

Provide Core/Cluster teachers with instructional technology to

improve student retention and provide rigor in core content

areas, including calculators, clicker systems, SMART Boards,

iPads, netbooks, tablets, slates, Elmos, educational cloud

technology, projectors, and digital classrooms.

1 Yes 2116396 /

6399 $ 23,051.00

H1

Purchase graphing calculators to give each student equal

access to technology during high stakes testing (STAAR) and

national assessments (Advanced Placement, ACT, and SAT).

1 Yes 211 6399 $ 1,500.00

I1

Ensure that students have access to materials that will provide

increased global awareness, including national and international

periodicals, maps, books, educational learning games, educational

cloud technology, and ancillary materials.

1 Yes 211 6399 $ 700.00


A2Use multiple response strategies to actively engage students in

the learning. 1

B2Plan lessons that are of high quality, rigorous and promote

higher order thinking skills.1,2

C2

Demonstrate a commitment to a high level of expectations for

student success in the learning of all students. 1,2,3

D2Provide students the opportunity to participate in daily and/or

weekly tutorials to further embed the learning.1

E2

Stay in touch with parents regarding student progress via

email, Parent Portal/Gradespeed, Naviance, phone calls, face-

to-face conferences, websites, etc.

1,2,3



F2

Teachers will design and implement an effective PDP (Professional

Development Plan) that addresses key areas of instructional focus to

strengthen student academic achievement.

1,2,6

G2

Teachers will promote a data-driven instructional learning

environment through facilitating student academic profiling and

monitoring student progress in reaching academic goals through

targeted instructional interventions.

1,2,6 Yes 211 6399 $ 2,000.00



NO.

4

NO.

1

2

3

4

5




A1

Host Enrollment workshops for parents and students in grades 9-12

during the week of August 11-15th to establish expecations (i.e.

attendance, behavior, grades, self-discipline, study habits, use of

Parent Portal and college & career readiness) for students enrolled at

SBM.

2

B1

Host Money Matters workshops to help parents and students

establish budgets to prepare and support students who are going to

college or careers.

1, 2, 3,4,5 Yes 2116399/6

499 $ 800.00

C1Host College/Career Night and College/Career Saturday events to

promote college and career awareness.3,4,5

D1

Host College Trips to promote awareness of a university setting and

community college setting for 9th - 12th graders to help students

decide on the type of school(s) they will work towards attending.

3,4,5

E1

Host Business Week event(s) to expose all students to a college or

corporate setting to apply principles of finance, marketing, business

and human resources management, accounting, advertising, and IT.

3,5

F1

Ensure that students and parents complete the dual credit

application process and are aware of the early college enrollment and

admissions process.

4

Collaborate with the College Access Provider, PTSA, and Community Partners to provide access to colleges by hosting a Saturday College preparation event in the fall and a Career

Fair in the spring.

The campus will collaborate with the PTSA, SBDM, and Community Partners to host two Money Matters workshops for families preparing students for college and careers.


SBM will improve the college/career-going culture and climate of the school by increasing parental and community involvement.

INDICATORS OF SUCCESS

(Measurable results that describe success.)

90% of SBM parents will complete a fall and spring survey to provide feedback to the school on academic achievement.

95% of parents will sign academic and behavior contracts and monitor student achievement on Parent Portal.

Increase the number of parents that become members and serve as a part of the school's PTSA and volunteer as chaperones by 20%.



G1

Ensure that all students have access to early college enrollment and

admissions process and are prepared for the TSI (Texas Success

Initiative) process.

4


A2Communicate academic/behavioral expectations, attendance, college

and career readiness to parents and students.2

B2

Staff will partner with Resource One to conduct financial workshops

to prepare students and parents for college admissions process or

careers.

4,5

C2Coordinate and host a Fall Saturday College event and a Spring Career

Week to promote college and career readiness.4

D2Coordinate and host College Trips for 9th - 12th grade students to

increase awareness of college.3,4

E2Coordinate and host Business Week to expose 9th - 12th grade

students to increase awareness of careers. 3,4

F2

Staff will ensure that academic grades are entered in a timely manner

within the Gradespeed system to promote efficient use of Parent

Portal by parents

2

G2

Staff will communicate with students and parents to increase

awareness of the Money Matters workshops offered to families in

order to promote college and career readiness for all students.

5



NO.

5

NO.

1

2

3

4

5






INDICATORS OF SUCCESS

(Measurable results that describe success.)


Division 4

MADISON FP

KEY ACTION PROGRESS REPORT

KEY ACTION 1 KEY ACTION 1

The primary goal of SBM is to improve student academic achievement. The primary goal of SBM is to improve student academic achievement.

SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS

Provide teacher staff development on the Core Beliefs and Use TEKS/AP guidelines/Standards/Blueprints in collaboration with

Monitor instruction via spot observations and look for: Posted Core Collaborate with colleagues of the same discipline(s) each week to

Provide scheduled/documented post spot observation feedback to Write lesson plans infused with rigor, high level questioning, high level

Purchase materials and/or contract services with a test preparation Teach to the lesson objective (s) and conduct Demonstrations of

Develop test preparation calendar to promote study sessions for Provide students with an AP/SAT/ACT Preparation Calendar and test

Provide teachers with instructional technology to improve student Provide students with a blueprint of the AP, ACP, SAT, ACT to better

Provide teachers with instructional technology training to aid in Identify lowest quartile of students and create Individualized Academic

SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS

KEY ACTION 2 KEY ACTION 2SBM will use quantitative and qualitative data to inform professional

development needs and improve the quality of classroom instruction.

SBM will use quantitative and qualitative data to inform professional

development needs and improve the quality of classroom instruction.


Provide technology and best practices that will aid in teachers' ability Use TEKS/AP guidelines/Standards/ Blueprints in collaboration with

Create a system for tracking students' performance each six weeks Collaborate with colleagues of the same discipline(s) to develop lesson

Create a master schedule that will allow for instructional planning Write lesson plans infused with rigor, and teach lessons in conjunction

Create a 20 minute block of SAT/ACT Preparation time for cluster

classes each week utilizing PrepMe and Princeton Review online

database and other test preparation materials.

Use DOL data and formal assessment data to guide instruction daily.

Monitor students' progress over time as a result of attending

SAT/ACT/AP workshops outside of the school day.

Core/Cluster teachers will collaborate to develop a writing plan to

strengthen students' ability to generate appropriate writing samples

for each Core or Cluster teacher.



Staff members will continue to focus on reducing the achievement gap

between at-risk and non at-risk students by promoting college access

and college and career readiness for all students.

Staff members will continue to focus on reducing the achievement gap

between at-risk and non at-risk students by promoting college access

and college and career readiness for all students.


Monitor instructional practice through spot observations to ensure all

students receive quality instruction.

Use multiple response strategies to actively engage students in the

learning.

Provide at-risk students access to additional targeted instruction,

tutorials and mentoring.

Plan lessons that are of high quality, rigorous and promote higher

order thinking skills.

Engage the Student Support Team (SST) to assist students in need.Demonstrate a commitment to a high level of expectations for student

success in the learning of all students.

Provide teachers access to quality training, including NMSI, AP, core

content, post-secondary readiness training, engagement techniques

and best practices, and book studies, that promote campus and district

goals and teacher accountability for all students.

Provide students the opportunity to participate in daily and/or weekly

tutorials to further embed the learning.

Purchase instructional supplies that will provide all students equal

access to curricular innovations in Core and Cluster classes.

Stay in touch with parents regarding student progress via email, Parent

Portal/Gradespeed, Naviance, phone calls, face-to-face conferences,

websites, etc.

Build relationships with parents to strengthen parental involvement

through workshops and classes that will support student academic

success, such as in college matriculation process, FAFSA/TAFSA, and 4-

year / 6-year plan development for all students.

Teachers will design and implement an effective PDP (Professional

Development Plan) that addresses key areas of instructional focus to

strengthen student academic achievement.

Provide Core/Cluster teachers with instructional technology to improve

student retention and provide rigor in core content areas, including

calculators, clicker systems, SMART Boards, iPads, netbooks, tablets,

slates, Elmos, educational cloud technology, projectors, and digital

classrooms.

Teachers will promote a data-driven instructional learning

environment through facilitating student academic profiling and

monitoring student progress in reaching academic goals through

targeted instructional interventions.

Purchase graphing calculators to give each student equal access to

technology during high stakes testing (STAAR) and national

assessments (Advanced Placement, ACT, and SAT).

Ensure that students have access to materials that will provide

increased global awareness, including national and international

periodicals, maps, books, educational learning games, educational

cloud technology, and ancillary materials.



SBM will improve the college/career-going culture and climate of the

school by increasing parental and community involvement.

SBM will improve the college/career-going culture and climate of the

school by increasing parental and community involvement.


Host Enrollment workshops for parents and students in grades 9-12

during the week of August 11-15th to establish expecations (i.e.

attendance, behavior, grades, self-discipline, study habits, use of

Parent Portal and college & career readiness) for students enrolled at

SBM.

Communicate academic/behavioral expectations, attendance, college

and career readiness to parents and students.

Host Money Matters workshops to help parents and students establish

budgets to prepare and support students who are going to college or

careers.

Staff will partner with Resource One to conduct financial workshops to

prepare students and parents for college admissions process or

careers.

Host College/Career Night and College/Career Saturday events to

promote college and career awareness.

Coordinate and host a Fall Saturday College event and a Spring Career

Week to promote college and career readiness.

Host College Trips to promote awareness of a university setting and

community college setting for 9th - 12th graders to help students

decide on the type of school(s) they will work towards attending.

Coordinate and host College Trips for 9th - 12th grade students to

increase awareness of college.

Host Business Week event(s) to expose all students to a college or

corporate setting to apply principles of finance, marketing, business

and human resources management, accounting, advertising, and IT.

Coordinate and host Business Week to expose 9th - 12th grade

students to increase awareness of careers.

Ensure that students and parents complete the dual credit application

process and are aware of the early college enrollment and admissions

process.

Staff will ensure that academic grades are entered in a timely manner

within the Gradespeed system to promote efficient use of Parent

Portal by parents

Ensure that all students have access to early college enrollment and

admissions process and are prepared for the TSI (Texas Success

Initiative) process.

Staff will communicate with students and parents to increase

awareness of the Money Matters workshops offered to families in

order to promote college and career readiness for all students.



0 0




Division 4

MADISON FP

SUMMARY OF KEY ACTION EXPENDITURES

FUND 6100 6200 6300 6400 6500 6600 TOTAL

199 $ - $ - $ - $ - $ - $ - $ -

211 $ - $ - $ - $ - $ - $ - $ -

240 $ - $ - $ - $ - $ - $ - $ -

286 $ - $ - $ - $ - $ - $ - $ -

199/211 $ - $ - $ - $ - $ - $ - $ -

21M $ - $ - $ - $ - $ - $ - $ -

SCE $ - $ - $ - $ - $ - $ - $ -

SCE/199 $ - $ - $ - $ - $ - $ - $ -

Other SR Fund $ - $ - $ - $ - $ - $ - $ -

TOTAL $ - $ - $ - $ - $ - $ - $ -

# TITLE I COMPONENT NO. OF ACTIONS

1 Needs assessment 0 Must have at least one action step that supports Needs assessment.

2 Reform strategies 0 Must have at least one action step that supports Reform strategies.

3 Instr by HQ tchrs 0 Must have at least one action step that supports Instr by HQ tchrs.

4 HQ PD 0 Must have at least one action step that supports HQ PD.

5 Attracting HQ staff 0 Must have at least one action step that supports Attracting HQ staff.

6 Parent involvement 0 Must have at least one action step that supports Parent involvement.

7 Grade-level transitions 0 Must have at least one action step that supports Grade-level transitions.

8 Asssessment Dec-Mak 0 Must have at least one action step that supports Asssessment Dec-Mak.

9 Timely Add'l Assistance 0 Must have at least one action step that supports Timely Add'l Assistance.

10 Coordination of Svcs 0 Must have at least one action step that supports Coordination of Svcs.

Note: In order to meet Title I requirements, Specific Action steps may be added to the Key Action Tabs OR in the Title I

Specific Actions in the table to the right.

TITLE I OR SCE FUNDED STAFF

JOB CODE EMPLOYEE EMPID FUND FTE

TITLE I SPECIFIC ACTION STEPS 2014-15 School Action Plan

TITLE I COMPONENT RESPONSIBLE ACTION STEP FUND OBJ ITEM AMOUNT NLT DATE STATUS

Townview Business & Management [33]Division 4MADISON FP

DATE TOPIC PRESENTER IDENTIFIED AUDIENCE FOLLOW-UP RESULTS

2014-2015 PROFESSIONAL DEVELOPMENT PLAN

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