Targeted Improvement Plans 2020-2021
D in a Domain
Targeted Improvement Plans 2020-2021
D in a Domain Elementary
Anson Jones Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Anson Jones Elementary Reyna Sotelo
Campus Number: Superintendent Name:
000000164 Michael Hinojosa
Date: Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Anson Jones Elementary Superintendent Michael Hinojosa Principal Guillermo Cortez
District Coordinator of District Number 000905 Campus Number 000000164 School Improvement Reyna Sotelo ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html will be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 70, Domain 2: 70, Domain 3: 65 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each What changes in student group and subject performance are included in these goals? Questions STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 4.1 5.1 5.3
No formal campus leadership team activities, meetings, and collaboration Prior to my arrival on this campusthere were no expectation that teachers Have had PLCs, but they didn't focus on data analysis or effective yet. We started DDI w/ ESC because we know our instructional leaders lesson plan, no feedback on lesson plans, and obs show that it's likely that responses (reteach) from the data analysis; no real process in place for ILT Rationale (including teacher leaders) need to lead data analysis in PLCs more many weren't lesson planning; if DDI is going to be effective, we need to or teachers to analyze unit tests (or any other tests) for the purposes of effectively and formally. strengthen both lesson plans (with DOLs) and our feedback on them. effective reteach.
The campus leaders have developed protocols based on the Bambrick The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent The campus will work closely with ILC and district leaders to provide training for school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, our teachers on accessing the curriculum so that teachers will be able to provide demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and exemplar lessons using the curriculum guides. We are aware that we may be How will the campus build capacity in this area? instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to required to re-prioritize curriculum goals given the reality that the modes of Who will you partner with? student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative delivery, virtual or in person, are different and challenging. We will encourage teachers to communicate with each other, as well as students and parents, measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include about curriculum goals, strategies, activities, and additional resources. will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Two - 1) culturally getting teachers comfortable with a more active ILT in ILT's skill and confidence in giving feedback on lesson plans; ILT's ability to ILTs ability to roll out DDI to teachers (both from an effective PD and Barriers to Address throughout this year PLCs, and 2) the ILT's comfort and skill in being more active in planning, get into content-specific discussions; teacher receptivity to planning (and teacher buy in standpoint); time management for ILT to ensure leader assessment, and data analysis (including analysis of student work) feedback) prep is done and high quality.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team adds structure to two specific areas - leading PLCs so that they lead to effective collaborative planning, data analysis, Teachers use recurring PLC meetings to collaboratively plan parts of PLCs are lead by ILT and follow DDI protocol after all unit tests (9 weeks) Desired Annual Outcome and reteach plans, and effective and regular ILT meetings so that we are lessons (at least know & show charts, objectives, and exit tickets) and ILT and for common assessments (teacher created) in between unit tests. more strategic in how we plan our time, including which and how leading meetings give feedback in meetings to help improve lesson plans Common assessments include retest on reteach items. frequently we observe teachers
Barbara Jordan Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Barbara Jordan Elementary School Lisa Curry
Campus Number: Superintendent Name:
000000133 Michael Hinjosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Dr. Barbara Jordan Elementary Superintendent Michael Hinojosa Principal Lisa Hopkins
District Coordinator of District Number 000905 Campus Number 000000133 School Improvement Lisa Curry ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html will be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1-85 Domain 2A -80 Domain 2B -85. Domain 3 80 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions Campus would need to see10 % progression from did not meet to approaches ,10 % progression from approached to meets,10 % progression from What changes in student group and subject performance are included in these goals? meets to masters
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 4.1 5.3
We conduct data meetings on recent data, but the meetings addressed In order to effectively lead, campus leaders and grade level teams must Data indicates a need to focus on curriculum and instruction that is aligned data at the surface level. Our actions were reactive in addressing issues Rationale utilize protocols and process to provide timely feedback. to the TEKS that will improve student performance. after we received data. Teachers were not effectively reteaching the lessons.
The campus leaders will develop protocols based on the Bambrick method The campus leadership will continue to work on improving student The campus will work closely with Teaching and Learning to provide for PLCs that will facilitate the study of data and subsequent instructional achievement, while fostering a positive professional culture, and building training on how to use the district’s Curriculum Central so that teachers planning. The PLCs will include, but are not limited to tight, weekly data strong instructional teams. Each member of the leadership team will have will be able to provide exemplar lessons using the curriculum guides. We analysis procedures that result in solid reteach and reassessment based on How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The are aware that we may be required to re-prioritize curriculum goals given the scope and sequence and data related to student mastery tracking of Who will you partner with? leadership team will receive training on how to prioritize their time to the reality that the modes of delivery, virtual or in person, are different standards assessed on frequent formative assessments and curriculum effectively manage the new "hybrid" instruction, as well as, maintain a and challenging. We will encourage teachers to communicate with each based assessments. Data meetings include study of student work. Data will safe and positive school climate and culture and without getting other, as well as students and parents, about curriculum goals, strategies, be studied, goals set, and progress posted/communicated at three levels: overwhelmed. activities, and additional resources. campus, classroom (virtual and in person), and students.
Two - 1)time to fully address all components of the meeting, and 2) Two - 1) getting teachers comfortable with preparing the pre-work before Teacher ability to effectively analyze data. Campus buy-in for completing Barriers to Address throughout this year allotted to provide information to coaches so the coaching cycle can be attending PLCs and scripting lessons in the allotted time. requirements for PLCs (Look Forward & Look Back). fully completed.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leaders and teachers need to structure PLCs so that LOs, To increase the effectiveness of PLCs, campus instructional leaders will PLCs will be designed to address instruction (Look Forward) and data DOLs, exemplars, aggressive monitoring, lesson delivery, and assessment restructure the format and process of power meetings. In addition, analysis (Look Back). The Look Forward meeting helps us to be proactive in Desired Annual Outcome are aligned. PLCs will be completed in the 45 min timeframe to ensure that campus leaders will implement a formal process for building teacher our actions and provide good first instruction. All assessments and DOLs they all teachers leave the meeting equipped deliver good first instruction capacity through the coaching cycle. are reviewed prior to being given to students. where curriculum and assessments are aligned.
Bayles Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district- level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Bayles ES Damien Stovall
Campus Number: Superintendent Name:
000000108 Michael Hinojosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Bayles Elementary Superintendent Michael Hinojosa Principal Gloria Kennedy
District Coordinator of District Number 000905 Campus Number 000000108 School Improvement Damien Stovall ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1 = 80, Domain 2 = 90, Domain 3 = 80 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions What changes in student group and subject performance are included in these goals? Includes a projection for all students, Afr. American, and continuously enrolled students at meets level to increase.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 4 - Partial Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 4 - Partial Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 4 - Partial Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Underlying systems and structures are in place, additional practice and Systems and structures are in place, but require practice opportunities to Systems and structures are in place, but need focus and better pacing to increased level of comfort sharing data is essential to develop courageous move toward releasing CICs and eventually teacher leaders to implement move toward implementation with fidelity. Support will occur in the form conversations around instructional practices that impact student Rationale with fidelity. Support will occur in the form of affirmative constructive of affirmative constructive feedback by administrators, ILCs, and performance positively and negatively. Support will occur in the form of feedback by administrators, CICs and ILCs around high quality eventually CIC's around high quality implementation. PLCs will be scripted. affirmative constructive feedback by administrators, CICs, and ILCs around implementation. high quality implementation.
The campus leaders will develop protocols based on the Bambrick method The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the for PLCs that will facilitate the study of data and subsequent instructional achievement, while fostering a positive professional culture, and building school culture. Detailed lesson plans that include online and in person planning. The PLCs will include, but are not limited to tight, bi-weekly data strong instructional teams. Each member of the leadership team will have instruction will demonstrate that teachers are thoughtful and purposeful analysis procedures that result in solid reteach and reassessment based on How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The in their instruction to impact student progress. Lesson plans will show the scope and sequence and data related to student mastery tracking of Who will you partner with? leadership team will receive training on how to prioritize their time to ideal student responses (formalized exemplars) to ensure that standards assessed on frequent formative assessments and curriculum effectively manage the new "hybrid" instruction, as well as, maintain a assessments measure active student engagement and learning. The based assessments. Data meetings include study of student work. Data will safe and positive school climate and culture and without getting leadership team will provide a standardized method for providing be studied, goals set, and progress posted/communicated at three levels: overwhelmed. teachers with effective and constructive lesson plan feedback. campus, classroom (virtual and in person), and students.
Having time plan, collaborate and implement all meeting while conducting observations and providing feedback. Additionally, there is a need to The need to be timely with feedback that is relevant and focused on good Barriers to Address throughout this year Increase comfort level for use of technology for students and teachers. consider social distancing and safety when collaborating and conducting simultaneous first instruction for face-face and virtual learners. observation/feedback sessions.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
During recurring PLC meetings teachers collaborate plan parts of lessons Instructional leadership team lead PLCs with effective collaborative using know & show charts with high leverage TEKS/SEs, aggressive PLCs are lead by AP/CIC using the Look Forward PLC protocol, and Look planning, data analysis, and reteach plans. Effective and regular ILT monitoring, DOL's/exit tickets, and Unit/Weekly Assessments. CICs and Back PLC protocol after all district made common assessments (6 weeks) Desired Annual Outcome meetings so that we are more strategic in how we plan our time, including eventually teacher leaders utilize PLC Protocol and lead meetings while and for 3-week assessments (campus created) between district common which and how frequently we observe teachers giving feedback in meetings to help improve lesson plans and build assessments. Assessments include retest on reteach items. teacher's capacity around effective planning.
Birdie Alexander Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description. DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Birdie Alexander Sheryl Wilson Campus Number: Superintendent Name: 000000235 Michael Hinojosa Date: Monday, August 31, 2020 CAMPUS INFORMATION
District Name Dallas ISD Campus Name Birdie Alexander Elementary Superintendent Michael Hinojosa Principal David Welch
District Coordinator of District Number 000905 Campus Number 000000235 School Improvement Sheryl Wilson ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 73% Domain 2: 78% Domain 3: 73% goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Whole School Model Questions What changes in student group and subject performance are included in these goals? Look Forward Meetings to Examine Instruction Power Meeting To Review Student Data and to plan/implement next steps
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 5.3
Lack of clarity of the vision/mission/goals/values often result in varied To ensure the most effective instruction is being delivered in the The framework for roles and responsibilities are present, but this practices that will not necessarily meet our students' needs. There may classroom, it is crucial that we are in constant examination of teaching responsibilities are not connected to specific outcomes. The Rationale be pockets of implementation, but every teacher must demonstrate clear and learning. The Look Forward and The Look Back Meetings will provide responsibilities must be aligned to campus goals and a viable resource for understanding of the vision/mission/goals and that understanding is a proactive approach to student achievement through intentional and student achievement. reflected in effective instructional practices. target analysis.
The campus leaders will continue to implement protocols based on the The campus leadership will continue to work on improving student Bambrick method for PLCs that will facilitate the study of data and achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by subsequent instructional planning. The PLCs will include, but are not strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ limited to concise, objective, weekly data analysis procedures that result How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The voices are heard, building connections with the community, delivering in targeted reteach and reassessment based on the data related to Who will you partner with? leadership team will receive training on how to prioritize their time to excellent academic instruction whether virtual or in person, and student mastery tracking of standards assessed on formative assessments effectively manage the new "hybrid" instruction, as well as, maintain a supporting the well-being of both staff and students. Even in a virtual and curriculum based assessments. Data meetings include study of safe and positive school climate and culture and without getting environment, school climate should still be measured. student artifacts. Data will be analyzed, goals set, and progress overwhelmed. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Keeping the main thing, the main thing can be thwarted by too many Equipping novice teachers with the skills to provide effective instruction Adhere to our systems and processes. The time for the data meetings activities/initiatives. Frequently monitor the "temperature" of the Barriers to Address throughout this year to improve classroom management. Communicating the campus mission must be sacred time. Use of protocols with fidelity. Consistent campus to keep us all focused and sustain the momentum of meaningful and intentionality. implementation and proof of the implementation work.
PLC meetings have been established through Teaching Trust. Data tools The principal and leadership team will establish a committee composed of The principal and leadership team will establish a committee composed of that are user-friendly in disaggregating and analyzing data to reteach. How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within teachers and staff that represent each grade level and department within Instructional leaders will monitor data meetings and give feedback to will create buy-in? the school to serve as a communication group . the school to serve as a communication group . teachers regarding the reteach and reassessment of material identified during the data meetings.
Utilizing distributive leadership, leaders will be able to be more focused and intentional in their support to all teachers with clear observations, High student achievement and the retention of scholars and effective The desired outcomes are scores in Domain 1, 73; Domain 2, 75; Domain Desired Annual Outcome timely and explicit feedback, and consistent follow-through. This targeted teachers from year to year. 3, 75 approach will provide an objective path for growth and achievement. Domain 1: 73>
Clara Oliver Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description. DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Clara Oliver ES Lisa Curry Campus Number: Superintendent Name: 000000189 Michael Hinojosa Date: Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Clara Oliver ES Superintendent Michael Hinojosa Principal Cheryl Freeman
District Coordinator of District Number 000905 Campus Number 000000189 School Improvement Lisa Curry ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 70, Domain 2: 85, Domain 3: 85 goal for each domain and how these goals will impact your overall Accountability Rating. Data Analysis The student results are below where they need to be, so we expect a 10 percentage point increase in each STAAR assessed subject area and grade Questions What changes in student group and subject performance are included in these goals? level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 4.1 5.3
The teachers turn in lesson plans for review each week. The teachers We have PLCs, but they didn't focus on data analysis or effective There are campus leadership team activities, meetings, and collaboration, receive feedback on lesson plans and submit one week ahead. The data responses (reteach) from the data analysis all the time; we need to refine and roles have been established. We started DDI and we know our Rationale shows if DDI is going to be effective , we need to strengthen both lesson process in place for ILT and teachers to analyze unit tests (or any other instructional leaders (including teacher leaders) need to lead data analysis plans (with DOLS) and our feedback on them to ensure "taught" and tests) for the purposes of effective reteaching and utilization of student in PLC's more effectively and formally for teachers to fully grasp concepts. "tested" curriculum are aligned. artifacts.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will work closely with Teaching and Learning to provide method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building training on how to use the district’s Curriculum Central so that teachers instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have will be able to provide exemplar lessons using the curriculum guides. We weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The are aware that we may be required to re-prioritize curriculum goals given reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to the reality that the modes of delivery, virtual or in person, are different student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a and challenging. We will encourage teachers to communicate with each assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting other, as well as students and parents, about curriculum goals, strategies, study of student work. Data will be studied, goals set, and progress overwhelmed. activities, and additional resources. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Two - 1) To address the culture of having teachers comfortable with active ILT's skill and confidence in giving feedback on lesson plans; ILT's ability to The ILT's ability to roll out DDI to teachers (both from an effective PD and ILT in PLCs and 2) the ILTs comfort and skill in being more active in Barriers to Address throughout this year get into content-specific discussions; teachers must be receptive to teacher buy in standpoint); time management for ILT to ensure leader planning, assessment, and data analysis (Including analysis of student planning and feedback. prep is done and high quality instruction. work)
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership teams add structure to two specific areas - leading PLCs so that they lead to effective collaborative planning, data Teachers using recurring PLC Meetings to plan parts of lessons (at least PLCs are lead by assistant principal and CIC and follow DDI protocol after Desired Annual Outcome analysis, and reteach plans, and effective and regular ILT meetings so that know and show charts, objectives, and exit tickets) and ILT leading all unit tests, 6 weeks and common assessments (teacher created) in we are more strategic in how we plan our time, including which and how meetings give feedback in meetings to help improve lesson plans. between unit tests. Common assessments include retest on reteach items frequently we observe teachers. Clinton P Russell Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Clinton P. Russell Lisa Curry Campus Number: Superintendent Name: 000000205 Michael Hinojosa Date: Friday, August 21, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Superintendent Michael Hinojosa Principal Gerald Bennett CLINTON P RUSSELL EL
District Coordinator of District Number 000905 Campus Number 000000205 School Improvement Lisa Curry ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Doman 1=70, Domain 2=70, Domain 3=70 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions What changes in student group and subject performance are included in these goals? We are looking to see an increase of 10% in all content areas on STAAR.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Previously, we held data meetings however, there was no protocol We need to fine tune our leadership team by training our Grade Level Prior to this school year, there was no procedures in place to ensure followed, no real opportunities for teachers to identify the Chairs and Instructional Leadership Team (ILT) on leading PLCs, and as teachers were receiving consist feedback on lesson plans. Therefore, Rationale misconceptions, plan and practice the reteach. Also, although we tracked coaches to provide regular instructional feedback to our struggling and/or there was very little accountability to ensure lesson plans were aligned, performance on SEs, we did not granular level of identifying individual new teachers rigors, and the activities planned met the needs of the scholars. scholars misconceptions
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
1). Getting ILTs comfortable with leading Look Forward and Look Back ILTs and administrators identifying the lever that will most effectively PLCs. Prep time needed for Grade Level Chairs and/or C.I.L.T. member to have Barriers to Address throughout this year influence instructional practices. Also, minimizing the amount of feedback 2). Insuring ILTs are familiar with following the protocol for giving the relevant information to lead Look Back PLC giving on lesson plans to 1-5 action steps effective feedback.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
This school year, we changed the platform on how lesson plans are Look Back PLCs are lead by Grade Level Chairs, and/or C.I.L.T. team The primary outcome would be create more leadership density, regular submitted to the CICs. We know use google.docs, which allows the members weekly. Weekly assessment data is reviewed which includes Desired Annual Outcome instructional feedback to all teachers, and build content knowledge. Also, administrative team to see the feedback giving to teachers on their lesson examining individual scholars work samples to name the misconceptions clear roles and responsibilities are evident to all stakeholders. plans by the CICs. Also, the administrator can give feedback as well on the in learning. Also, a reteach is named, planned, and practiced only the lesson plans. misconception piece of the lesson. Eduardo Mata El School Targeted Improvement Plan 2020-2021
Overall C D in Domain 3 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Eduardo Mata Montessori School Michelle Broughton Campus Number: Superintendent Name: 000000270 Michael Hinojosa Date: Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Eduardo Mata Montessori School Superintendent Michael Hinojosa Principal Tomeka Middleton-Williams
District Coordinator of District Number 000905 Campus Number 000000270 School Improvement Michelle Broughton ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain I- 80; Domain 2 - 75; Domain 3 - 75 goal for each domain and how these goals will impact your overall Accountability Rating. Data Analysis Questions What changes in student group and subject performance are included in these goals? We must see a 10% increase growth targets for all Hispanic students in all subject areas.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 2.1 5.3
In the previous years, there were 4 teachers to resign mid year, leaving us In previous years, there were no distinguished campus leadership team Have had PLCs, but they didn't focus on data analysis or effective with a team of new and underdeveloped teachers. Teachers found it hard roles. There is now a designated instructional leader (including teacher responses (reteach) from the data analysis; no real process in place for ILT Rationale to balance the expectation of 3 grade levels with all subjects. The teachers leaders) there was a need to lead look forward and data analysis in PLCs or teachers to analyze unit tests (or any other tests) for the purposes of who were replaced are now in training for Montessori and have not more effectively and formally. effective reteach. completed the entire cycle.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student method for PLCs that will facilitate the study of data and subsequent The campus leaders will work closely with the Human Capital Department achievement, while fostering a positive professional culture, and building instructional planning. The PLCs will include, but are not limited to tight, in recruiting highly qualified candidates for teaching positions. In addition, strong instructional teams. Each member of the leadership team will have weekly data analysis procedures that result in solid reteach and campus leaders will provide training, professional development and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The reassessment based on the scope and sequence and data related to support for new candidates on how to use the district curriculum to Who will you partner with? leadership team will receive training on how to prioritize their time to student mastery tracking of standards assessed on frequent formative provide exemplar lessons for both virtual and in person classrooms. effectively manage the new "hybrid" instruction, as well as, maintain a assessments and curriculum based assessments. Data meetings include Given the year, the multi level grades will be split in order to allow for safe and positive school climate and culture and without getting study of student work. Data will be studied, goals set, and progress capacity growing for the "hybrid" teaching that must take place. overwhelmed. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Two - 1) culturally getting teachers comfortable with a more active ILT in PLCs, and 2) the ILT's comfort and skill in being more active in planning, Some teachers are currently in Montessori training, and others are just ILTs ability to roll out DDI to teachers (both from an effective PD and Barriers to Address throughout this year assessment, and data analysis (including analysis of student work). The beginning. The training is being held virtually, which can affect the teacher buy in standpoint); time management for ILT to ensure leader ability to meet with teams more frequently given the virtual world vs. face effectiveness of the training. Many materials are hands on. prep is done and high quality. to face settings.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team adds structure to two specific areas - leading PLCs so that they lead to effective collaborative planning, data PLCs are lead by ILT and follow DDI protocol after all common Desired Annual Outcome analysis, and reteach plans, and effective and regular A team meetings so Teachers are retained and continue to grow their quality of instruction. assessments (6 weeks) in between unit tests. that we are more strategic in how we plan our time, including which and how frequently we observe teachers Eladio R Martinez Learning Center
Targeted Improvement Plan 2020-2021
Overall C D in Domain 3 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Eladio R. Martinez L. C. Lorena Hernandez
Campus Number: Superintendent Name: 000000265 Michael Hinojosa
Date: Friday, October 2, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Eladio R. Martinez L. C. Superintendent Michael Hinojosa Principal Josefina Murillo
District Coordinator of District Number 000905 Campus Number 000000265 School Improvement Lorena Hernandez ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 72, Domain 2: 81, Domain 3: 65 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Current data on Domain 3: Questions Grade Level Performance- Reading: AA 22/32, All students 37/44, Math: AA 26/31, All students: 45/46; Academic Growth- All students Reading: What changes in student group and subject performance are included in these goals? 58/66, Math 58/71; Student Achievement: AA 28/36, SPED 21/23, All students 43/47. Our performance levels are below the school targets. Therefore, our goal is to increase of 3-5% point increase in each STAAR tested subject areas and grade level, particularly on those specific student groups.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
We started to empower and distribute leadership roles last year. Strengthen the lesson plans on both areas: the content knowledge and Therefore, this year ILT members will take more responsibility to guide the pedagogy. The Look Forward meeting offers to the ILT the As a campus, we are still in the developing stage of the backwards lesson Rationale and empower other teachers to lead PLCs discussions, data analysis opportunity to provide feedback on both areas, particularly on the planning design process. meetings, and PDs. specificity of the standard.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Several: 1) Instructing students in two different settings: virtual and face-2- Several: 1)Teachers having to instruct in two different settings: virtual and Several: 1) Challenges with teaching face-to-face and virtual during this face makes it difficult for teachers to accurately guide their instruction face-to-face makes it difficult to fully obtain their lesson objective COVID-19 pandemic. 2) Experiencing the constant stresses of working with the data they get from students especially in the virtual setting. In expected outcomes. 2) Teachers working under the stresses and under the incertitude that COVID-19 brings along. 3) culturally getting addition, students face-to-face data may suffer due to the teacher being Barriers to Address throughout this year incertitude that COVID-19 brings along into their classrooms including but teachers comfortable with a more active ILT in PLCs, and 3) the ILT's responsible to address two different settings at the same time. 2) not limited to having student(s), and/or teacher(s) going into quarantine comfort and skill in being more active in planning, assessment, and data Maintaining the consistency and focus of all stakeholders during the time all of a sudden. 3)Teachers' ability to get into content-specific discussions analysis (including analysis of student work) needed to make this process a habit of mind. 3) If teachers and/or with APs/CICs; and teachers' receptivity to planning (and feedback) student(s) get COVID-19, their instruction and data will be affected.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team adds structure to two specific areas - Teachers use recurring PLC meetings to collaboratively plan parts of The Look Forward meeting provides the opportunity to reflect on the leading PLCs so that they lead to effective collaborative planning, data lessons (Know & Show charts, objectives, and DOLs/Power DOLs). APs and skill/concept assessment level of rigor before the instruction of the Desired Annual Outcome analysis, and reteach plans, and effective and regular ILT meetings so that CICs lead the meetings providing feedback to ensure the needs of all standards begin. In addition, the Look Back meeting gives us the time to we are more strategic in how we plan our time, including which and how students are being met, particularly AA and SPED student groups. identify student learning gaps, by adjusting the instruction. frequently we observe teachers Frank Guzick Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 3 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description. DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Frank Guzick Danielle Petters Campus Number: Superintendent Name: 000000240 Michael Hinojosa Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Frank Guzick EL Superintendent Michael Hinojosa Principal Adreana Davis
District Coordinator of District Number 000905 Campus Number 000000240 School Improvement Danielle Petters ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html will be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the DOMAIN 1 GOAL: 80, DOMAIN 2A GOAL: 80 DOMAIN 2B GOAL: 85 DOMAIN 3 GOAL: 80 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions What changes in student group and subject performance are included in these goals? We want to improve our African American and Hispanic growth status in mathematics from 67 and 69 respectively to 75.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 4.1 5.1 5.3
Last year, we started in the second semester implementing trackers systems for daily formative assessments as well as weekly quizzes. This This year we will be implementing the Looking forward PLC weekly, and proved powerful; however, this was something that needed to occur at the This year we will be implementing the Looking forward PLC weekly, and the Look Back PLC tri-weekly to ensure that we are building teacher beginning of the year. This year, we have started the process of tracking Rationale the Look Back PLC tri-weekly to ensure that we are building teacher knowledge of how to use formative assessment data to make immediate DOL data as well as interim assessment data and will continue this process content knowledge collaboratively. changes within the lesson. throughout the school year. Additionally, every Monday after the week of six-week common assessments, we will have school wide data tracking and profiling for individual students in every class.
The campus leaders will develop protocols based on the Bambrick method The campus will work closely with Teaching and Learning to provide The campus will place a focus on having extended planning as part of the for PLCs that will facilitate the study of data and subsequent instructional training on how to use the district’s Curriculum Central so that teachers school culture. Detailed online and in person lesson plans will demonstrate planning. The PLCs will include, but are not limited to tight, weekly data will be able to provide exemplar lessons using the curriculum guides. We that teachers are thoughtful and purposeful in their instruction to impact analysis procedures that result in solid reteach and reassessment based on How will the campus build capacity in this area? are aware that we may be required to re-prioritize curriculum goals given student progress. Lesson plans will show ideal student responses the scope and sequence and data related to student mastery tracking of Who will you partner with? the reality that the modes of delivery, virtual or in person, are different (formalized exemplars) to ensure that assessments measure active student standards assessed on frequent formative assessments and curriculum and challenging. We will encourage teachers to communicate with each engagement and learning. The leadership team will provide a based assessments. Data meetings include study of student work. Data will other, as well as students and parents, about curriculum goals, strategies, standardized method for providing teachers with effective and constructive be studied, goals set, and progress posted/communicated at three levels: activities, and additional resources. lesson plan feedback. campus, classroom (virtual and in person), and students.
Making sure administration calendars PLC meetings and observations to Making sure administration and coaches are monitoring teacher classroom Barriers to Address throughout this year Calendaring all events to stay focused on instruction throughout the year stay focused throughout the school year. progress as well as individual student progress and needs.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Assistant Principals with instructional coaches will meet weekly with the Assistant principals and instructional coaches will meet weekly with the grade level teams by content. They will use the protocol for looking grade level teams by content. They will use protocol to review first good All teachers will know where their class is in relationship to the school goal Desired Annual Outcome forward and looking backward PLC to do know/show chart and planning of instruction in the classroom as well as aligned power DOL for the week. in Domains 1, 2A and 2B. Individual students will know their individual good first instruction. Teams will then schedule observations to make sure Assistant Principal and instructional coach will check lesson plans weekly goals and what they need to meet their target before the STAAR test. what is being planned, is taught and then tested and observe in classrooms for implementation. Gabe P Allen Charter School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria: • the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability. It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2). I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: GABE P ALLEN CHARTER SCHOOL Lorena Hernandez Campus Number: Superintendent Name: 000000103 Michael Hinojosa Date: Thursday, October 1, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name GABE P ALLEN CHARTER SCHOOL Superintendent Michael Hinojosa Principal Sheila Ortiz Espinell
District Coordinator of District Number 000905 Campus Number 000000103 School Improvement Lorena Hernandez ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Student Achievement goal is 70. School Progress Part A 80. School Progress Part B 80. Closing the Gaps 80. goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Our student outcomes in Meets and Masters are below in Reading, Writing, and Math, we want to see a 10 percentage point increase in each STAAR Questions What changes in student group and subject performance are included in these goals? tested subject in these areas and in each grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 4.1 5.1 5.3
Expectations for lesson plan submission were not met. Therefore, the Curriculum Scope and sequence was not targeting the high leverage TEKS. Have had Data PLCs only 1 time after each common assessment, but they feedback provided was barely implemented or lack effectiveness due to Rationale Instructional Calendars were created by individual teachers, not during focused primarily on data analysis. The reteach was not scripted. The poor selection of instructional resources. PLCs didn't followed the PLCS. Feedback provided by leaders was limited. lookback protocol missed to identify the reteaching practices. protocol and poor time management hindered the effectiveness.
The campus leaders will develop protocols based on the Bambrick The campus will work closely with Teaching and Learning to provide The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent training on how to use the district’s Curriculum Central so that teachers school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, will be able to provide exemplar lessons using the curriculum guides. We demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? are aware that we may be required to re-prioritize curriculum goals given instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? the reality that the modes of delivery, virtual or in person, are different student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative and challenging. We will encourage teachers to communicate with each measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include other, as well as students and parents, about curriculum goals, strategies, will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress activities, and additional resources. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Not all staff routinely demonstrate high expectations and shared Teams were meeting, but not truly collaborating to ensure student Not all teachers prepare daily lesson plans that are objective driven with Barriers to Address throughout this year ownership for student success. Teams were meeting, but not truly success. formative assessments. collaborating to ensure student success.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven communication for introducing the priorities for developing exemplary communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How lesson plans. Creating tools that are teacher-friendly and will help hold to lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the fidelity of lesson planning as well as make it easier for administrators the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
All Instructional calendars are created during PLCs. Immediate feedback is Lookback PLCs follow the 2.0 data driven instruction protocol. Every week, Leaders follow the Look forward protocol with fidelity. Additional PLCs Desired Annual Outcome provided. Lead4ward, CA blueprints, ACP blueprints, and Power Learning after the Power DOL teachers will identify and script the reteach items. sessions are provided for 4th grade Writing and 5th grade Science. TEKS tools are used to determine high leverage TEKS. H I Holland El at Lisbon Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 3 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
H I Holland Elementary School Lisa Curry
Campus Number: Superintendent Name: 000000178 Michael Hinojosa Date:
Friday, October 16, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name H. I. Holland Elementary School Superintendent Michael Hinojosa Principal Shanieka McDonald
District Coordinator of District Number 000905 Campus Number 000000178 School Improvement Lisa Curry ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain I: 90; Domain 2: 90; Domain 3: 90 goal for each domain and how these goals will impact your overall Accountability Rating. Data Analysis Questions What changes in student group and subject performance are included in these goals? Our students did not perform as expected. We expect to see a minimum of 10 percentage point increase in each STAAR
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Instructional leaders have a need to build a strong system of PLC, Prior to this year, teachers submitted lesson plans. Some lesson plan We conduct data meetings on recent data, but the meetings addressed observation and feedback. Leadership team does not meet weekly to feedback was provided, but was primarily given during the lesson (during data at the surface level. Our actions were reactive in addressing issues Rationale focus on student progress and formative data. We need to build the observations). Lesson plans will include a list of formative assessments, after we received data. Teachers were not effectively reteaching the capacity of leaders to analyze data more effectively and formally. but not formative assessments specific to their lesson. lessons.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
We currently have novice instructional leaders that need to build their Teacher ability to effectively analyze data. Campus buy-in for completing Having time plan, collaborate and implement all meeting while skill and confidence in providing feedback including content-specific requirements for PLCs (Look Forward & Look Back). In addition to conducting observations and providing feedback. Additionally, there is a discussions. Teachers need to become more receptive to feedback and Barriers to Address throughout this year conducting PLCs, teachers have to consider additional COVID-related need to consider social distancing and safety when collaborating and strengthen their collaborative planning skills. Additionally, we have a need factors for student performance. There is also a need to find ways to conducting observation/feedback sessions. to strengthen our administrative lense for teachers conducting on campus mitigate the learning loss from COVID. and virtual instruction simultaneously.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Leading PLCs so that they lead to effective collaborative planning, data Teachers will receive weekly lesson plan feedback with a focal point each PLCs will be designed to address instruction (Look Forward) and data analysis, and reteach plans. Consistently and effectively lead the four week. Teachers will list different formative assessments specific to their analysis (Look Back). The Look Forward meeting helps us to be proactive Desired Annual Outcome power meetings (Content Meeting, A-Team Meeting, Look Forward and individual lesson. Additionally, teachers will include how they will in our actions and provide good first instruction. All assessments and Look Back). differentiate their lesson. DOLs are reviewed prior to being given to students. J N Ervin Elementary School Targeted Improvement Plan 2020-2021
Overall B D in Domain 1 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description. DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: J N Ervin Elementary Tanya Shelton Campus Number: Superintendent Name: 000000142 Dr. Micheal Hinojosa Date: Wednesday, October 14, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name J N Ervin ES Superintendent Michael Hinojosa Principal James Wallace
District Coordinator of District Number 000905 Campus Number 000000142 School Improvement Tanya Shelton ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 70 Domain 2a: 85 Domain 2b: 85 Domain 3: 80 goal for each domain and how these goals will impact your overall Accountability Rating. Data Analysis Questions Our campus needs to show significant growth of all student groups moving from the approaching standard to the meets standard and from the meets What changes in student group and subject performance are included in these goals? standard to the masters standard.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 3.1 5.1 5.3
In order to meet domain 1 goals, an increased number of Tier 1 will need School climate in the area of discipline is enforced consistently and fairly Student Domain One scores have improved significantly each year, and support to meet growth goals and to move approaches to meets and Rationale and unruly students are not permitted to disrupt the learning while the campus has scored a 90% in Domain 2, the school is still has only meets to masters. This support will include in class small group and out of environment are both ranked in the last quintile of the district data. 60% of scholars meeting Domain 1 scores. school academic tutoring.
The campus will place a focus on maintaining a positive school climate by The campus leaders will develop protocols based on the Bambrick practicing collaborative decision-making to ensure students’ and teachers’ The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent voices are heard, building connections with the community, delivering school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, excellent academic instruction whether virtual or in person, and demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and supporting the well-being of both staff and students. Even in a virtual How will the campus build capacity in this area? instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to environment, school climate should still be measured. The campus is also Who will you partner with? student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative a tier 1 Results Driven Accountability Campus which will provide on going measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include additional staff development centered around culturally responsive will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress teaching, trauma informed pedegogy, and equity in the classroom. We and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in will be partnering with our Sp. Ed. department for additional resources 1 person), and students. day a week LSSP to support our campus.
Consistent implementation of a structured data analysis model to Continuing to develop an effective whole school approach to build school Lesson planning has yet to move significant numbers of students from measure and monitor student progress throughout the school year, with climate and to address student behavior that fosters belonging, social approaches standards to meets standards, the rigor and engagement level targeted reteach differentiated to move students from approaches to Barriers to Address throughout this year engagement, and meaningful accountability while serving students at of curriculum delivered in the Dallas Model 2, students in class and meets, and meets to masters. Gathering accurate data from testers that school and virtually. Ensuring equity in inst students virtual is a new challenge to teachers and staff. are participating in a virtual way and ensuring participation of all learners that are attending virtually.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a culture and disipline communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How committee composed of teachers and staff that represent each grade lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? level and department within the school to serve as a communication the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers group. Ongoing of PD's sessions required as part of the RDA Plan. to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Consistency in creating an environment of joyful learning through SEL implementation and effective student accountability. Effectiveness in Increase number of students achieving the approaches standard to 80%, Increase the number of students at the Approaches level to 80% the Desired Annual Outcome remediating the behavior of students who are frequently disruptive to the Meets to 40% and Masters to 20%. meets to 40% and the Masters to 20% school environment. Reducation in suspension and students designated for placement in redirection classroom settings. John Neely Bryan Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description. DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: John Neely Bryan Elemenary Shatara Stokes Campus Number: Superintendent Name: 1410p' Michael Hinojosa Date: Friday, October 16, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name John Neely Bryan Elementary Superintendent Michael Hinojosa Principal Stephanie Amaya
District Coordinator of District Number 000905 Campus Number 000000114 School Improvement Shatara Stokes ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 80, Domain 2: 80, Domain 3: 80 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Our student outcomes are below where they need to be across the board, so on average, we want to see 50% of student meet grade level proficiency Questions What changes in student group and subject performance are included in these goals? in each STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 4 - Partial Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 4 - Partial Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 4 - Partial Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
The campus needs to be sure that everyone knows the roles and Prior to this year, lesson plan feedback was given, however, it was not The campus has always had a focus on data. This year, the Look Back or responsibilities of the leaders and the teacher leaders. These roles have given consistently. Also, although many attempts were made to have the Rationale Data PLCs are more intentional with a laser focus on the targeted SEs as been clearly defined, however, communicating these to the entire campus teachers "practice" the actual lessons, this, too, was not done well as the reteach component. is still in progress. consistently.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Making sure the identified teacher leaders are trained to have the necessary skill set and capacity to lead. Monitoring identified leaders. The campus has always had a focus on data. This year, the Look Back or Developing time within the schedule to review the lesson plans and Barriers to Address throughout this year Getting teacher leaders to move away from what is comfortable in order Data PLCs are more intentional with a laser focus on the targeted SEs as provide feedback that will significantly impact student achievement. to be more proactive in planning, designing assessments, and leading the well as the reteach component. PLCs while balancing high quality hybrid instruction.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
All campus members will know the roles and responsibilities of each Lesson Objectives will align with student expectations as well as with Devoting, with fidelity, time to script and practice the reteach lesson for Desired Annual Outcome member and will operate accordingly in assigned roles. formative assessments. the targeted SE. John Q Adams Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
John Quincy Adams Elementary Laura Garza
Campus Number: 101 Superintendent Name:
000000101 Michael Hinojosa
Date:
Thursday, October 1, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name John Q. Adams E S Superintendent Michael Hinojosa Principal Maria Totsuka
District Coordinator of District Number 000905 Campus Number 000000101 School Improvement Laura Garza ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined D1: 47 D2: 90 D3:80 the goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions What changes in student group and subject performance are included in these goals? All students achievement at meets and masters level. Economically Disadvantaged, ELL Reading and Math at the meets level
If applicable, what goals has your campus set for CCMR and Graduation Rate? NA
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 4 - Partial Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 4 - Partial Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 4 - Partial Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 4.1
The scope and sequence units and assessments , the appropriate level of rigor from the curriculum, and the instructional materials/resources were Last year, the A-team was assigned by content area. Roles and A clear and aligned vision, mission, and goals for all stakeholders was not used with fidelity for the assessed grades and K-2 reading and math. Rationale Responsabilities were clearly defined. However, the systems still needs to streghtened last year. We continue working on this area as it drives all of The appropriate level of rigor from the curriculum was not completely streghtening closing the feedback look and increase accountability. our actions present in all lessons. Professional Development was not implemented as well as feedback and follow up.
The campus leadership will continue to work on improving student The campus will place a focus on maintaining a positive school climate by The campus will work closely with Teaching and Learning to provide achievement, while fostering a positive professional culture, and building practicing collaborative decision-making to ensure students’ and teachers’ training on how to use the district’s Curriculum Central so that teachers strong instructional teams. Each member of the leadership team will have voices are heard, building connections with the community, delivering will be able to provide exemplar lessons using the curriculum guides. We a clear understanding of their roles and new responsibilities. The How will the campus build capacity in this area? excellent academic instruction whether virtual or in person, and are aware that we may be required to re-prioritize curriculum goals given leadership team will receive training on how to prioritize their time to Who will you partner with? supporting the well-being of both staff and students. Even in a virtual the reality that the modes of delivery, virtual or in person, are different effectively manage the new "hybrid" instruction, as well as, maintain a environment, we can and should still measure school climate. and challenging. We will encourage teachers to communicate with each safe and positive school climate and culture and without getting Communication will be increased among the stakeholders to maitain other, as well as students and parents, about curriculum goals, strategies, overwhelmed. A system of periodic check-ins will be implemented for clarity about our communiaction. activities, and additional resources. accountability and coaching purposes.
Keeping up with the cycle of meetings, adjustments that we need to do on Consistency in aligning the goals and following through on feedback and Professional development on the use of curriculum tools, leadership team Barriers to Address throughout this year a daily basis, following protocols and addressing all the needs that need adjustments based on data. How the follow-through with feedback and effective and timely feedback, IPC alignment. New teacher development to be addressed. adjustments will be addressed to stakeholders. and building capactiy
The principal and leadership team will establish a committee composed of The principal and leadership team will establish a committee composed of The principal and leadership team will establish a committee composed of How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within teachers and staff that represent each grade level and department within teachers and staff that represent each grade level and department within will create buy-in? the school to serve as a communication group. the school to serve as a communication group . the school to serve as a communication group .
A-TEAM will have clearly define goals and responsibilities based on Positive school culture will include aligned vision, mission, goals and Teachers will use the District's standards aligned and viable curriculum to content. The responsibilities will be around: operations 25%, culture 25% values, explicit behavioral expectations and management system, provide all students with rigorous and engaged lessons whether virtual or Desired Annual Outcome and instruction 50%. Every member will be accountable for their piece. All proactive and responsive student support services and involved families in person. Our teacher will be more successful and Climate Survey members of the A-TEAM will take full ownership of their pieces and take and community. Our parent survey will increase 10pts for this school instructional portion will increase 10 points by Spring 2021. action on it. year.. Joseph J Rhoads Learning Center Targeted Improvement Plan 2020-2021
Overall C F in Domain 1 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district- level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Shatara Stokes H. S. THOMPSON @ JOSEPH J RHOADS LEARNING Campus Number: Superintendent Name:
000000200 Michael Hinojosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name H. S. THOMPSON @ JOSEPH J Superintendent Michael Hinojosa Principal Crystal Owens RHOADS LEARNING
District Coordinator of District Number 000905 Campus Number 000000200 School Improvement Shatara Stokes ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Accountability goal: Approaches 80 Meets 50 Mastery 25 goal for each domain and how these goals will impact your overall Accountability Rating.
African American: Math-- Approaches 59% - Goal 80%, Meets 21% - Goal 50%, Mastery 8% - Goal 25% Reading -- Approaches 54% - Goal 80%, Meets 22% - Goal 50%, Mastery 10% - Goal 25% Data Analysis Writing -- Approaches 40%- Goal 80%, Meets 17% - Goal 50%, Mastery 2% - Goal 25% Questions Science -- Approaches 43% - Goal 80%, Meets 14% - Goal 50%, Mastery 5% - Goal 25% What changes in student group and subject performance are included in these goals? Hispanics: Math -- Approaches 76% - Goal 80%, Meets 37% - Goal 50%, Mastery 12% - Goal 25% Reading -- Approaches 70% - Goal 80%, Meets 35% - Goal 50%, Mastery 12% - Goal 25% Writing -- Approaches 78% - Goal 85%, Meets 58% - Goal 50%, Mastery 22% - Goal 25% Science -- Approaches 44% - Goal 80%, Meets 19% - Goal 50%, Mastery 19% - Goal 25%
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 5 - Full Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 5 - Full Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 4 - Partial Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 4.1 5.1 5.3
As a campus we are working to improve our asynchronous and synchronous instruction for in person and at home learners. Teachers Data driven instruction focuses the teacher and students on levels of The focus on student achievement at higher levels of proficiency- grade require additional assistance with unpacking the standards and with mastery and deficits to improve and increase student achievement where level plus-require good first instruction which derives from TEKs based Rationale lesson plan construction. Our district has provided curriculum and 9 weeks teachers and students know, profile and display data and goals to progress lesson plans and formative assessments (daily, weekly, 3 and 6 weeks) assessments for our use. We collaborate to create, plan and implement monitor student achievement towards levels of mastery for individual coupled with progress monitoring. our intermediate assessments. This is our most important priority because students, classes and subjects. it provides our pathway to increased student achievement.
The campus will work closely with Teaching and Learning to provide Researched based strategies from Bambrick's Get Better Faster. The training on how to use the district’s curriculum resources on Powerschool campus leaders will utilize protocols based on the Bambrick method for The campus will work closely with Teaching and Learning and ACE ILCs for Teachers plan collaboratively with support form campus instructional PLCs that will facilitate the study of data and subsequent instructional professional development and support in effective lesson planning for coaches (CICs) and feeder instructional lead coaches (ILCs) to create the planning. The PLCs will include, but are not limited to tight, weekly data student mastery of TEKS. This planning includes PLC Look Forward for How will the campus build capacity in this area? most effective lesson plans for student learning. We are aware that we analysis procedures that result in solid reteach and reassessment based on whole group instruction, small group planning and instruction and reteach Who will you partner with? may be required to re-prioritize curriculum goals given the reality that the the scope and sequence and data related to student mastery tracking of of priority TEKs. PLCs are conducted weekly. Teachers are provided modes of delivery, virtual or in person, are different and challenging. We standards assessed on frequent formative assessments and curriculum instructional support with observations and feedback with practice to will encourage teachers to communicate with each other, as well as based assessments. Data meetings include study of student work. Data will improve instructional capacity. students and parents, about curriculum goals, strategies, activities, and be studied, goals set, and progress posted/communicated at three levels: additional resources. campus, classroom (virtual and in person), and students.
Data has been effected by student attendance, technology and teacher The teachers need support with unpacking the standards. The teachers Teachers need support to align lessons with the level of specificity of the capacity. Grade level teams will monitor student attendance for virtual may not complete the instruction of standards within the time allotted on TEks and also with TEKs that are bundled. Teachers must be flexible and and in person instruction with action plans, technology team will Barriers to Address throughout this year the scope and sequence due to students needing more time to achieve fluid as they provide instruction virtually and in person with the same collaborate with campus based tech for support and admin team will mastery. expectations as in person instruction including small group rotation. continue to coach and support teachers through all components of data driven instruction.
Structured PLC meetings follow an outlined agenda and protocol. The district provides teachers with a scope and sequence through Priorities are communicated to stakeholders through SBDM, campus Communication is through PLC meetings, professional development, Powerschool and lesson plans. The ACE website provides an instructional How will you communicate these priorities to your stakeholders? How parent organization meetings and professional learning committees(PLCs). attendance for credit committee, display of attendance trackers, house planning calendar and professional development. All tools will create buy-in? Teacher-friendly tools, lesson plan support, data incentives and coaching system attendance points, 9 week incentives, parent letters, home visits, aforementioned are used in the development of lessons. Parents are support for teachers with CICs and Admin. telephone calls and the parent compact and involvement policy. advised of plans for at home learning through district and campus websites.
Continual support with teachers in curriculum and assessment will follow Teacher lessons follow a plan which encompasses the gradual release of Campus attendance efforts will result in improved attendance for all a gradual release model with the expectation that teachers will responsibility, are aligned to the standards, incorporates student feedback Desired Annual Outcome students specifically those who are online and typical grades with collaborate to complete all stages of lesson development and improve and increases student achievement. Lesson plan feedback shows planning historical data of low attendance such as Prek. instructional capacity to proficient. at mastery levels. K B Polk Center for Academically Talented & Gifted Targeted Improvement Plan 2020-2021
Overall C D in Domain 1 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description. DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: K.B. Polk Center for Academically Talented and Gifted Angie Torres Campus Number: Superintendent Name: 000000194 Michael Hinojosa Date: Wednesday, August 30, 2017 Foundations
CAMPUS INFORMATION
K.B. Polk Center for Academically Talented District Name Dallas ISD Campus Name Superintendent Michael Hinojosa Principal Kourtnei Billups and Gifted
District Coordinator of District Number 000905 Campus Number 000000194 School Improvement Angie Torres ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
Domain 1 Student achievement on state assessments in all subjects, as meausred by the state accountability Domain 1 score will increase from 40 to 42 by spring 2021.
Domain 2A 65% of all 4th and 5th graders will meet or surpass their growth goal
Domain 2B What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Student achievement on the earliest grade level's state assessment in math, as measured by the percentage of scores at the Meets or Masters goal for each domain and how these goals will impact your overall Accountability Rating. performance levels, will increase from 46 to 48 by spring 2021. Student achievement on the earliest grade level's state assessment in reading/language arts, as measured by the percentage of scores at the Meets or Masters performance levels, will increase from 24 to 26 by spring 2021.
Domain 3 Student Groups Meet Grade Level Performance Goals – 10/15 Student Groups Meet Grade Level Academic Growth Rate Goals – 10/10 Students Meet Student Achievement Goals – 6/8 Data Analysis Questions Grade Subject Desired Growth English 3rd Reading 50/37/17 Spanish 3rd Reading (Spanish) 1/21/21 3rd Math 2/7/16 4th Reading 23/20/19 4th Reading (Spanish) 24/22/18 4th Writing 38/27/28 What changes in student group and subject performance are included in these goals? 4th Writing (Spanish) 17/8/22 4th Math 16/17/15 5th Reading 2/4/2 5th Reading (Spanish) 13/22/19 5th Math 8/1/5 5th Science 15/7/3 5th Science (Spanish) 28/33/21
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Polk has developed a distributive leadership organization chart for all At Polk, we have several teachers new to the profession, or new to their instructional leaders on campus. The leadership team is implementing grade level or content. This creates gaps within planning and executing Look Forward and Look Backward PLC are helping teachers use data to the roles, responsibilities, and expectations of distributive leadership at a tightly aligned lesson plans that incorporate effective formative design their weekly lesson plans or plan for an effective re-teach, but we Rationale low level. Members of the leadership team still have to be reminded of assessments that inform the teacher of student progress in the moment. must increase the use of individual student data to drive ALL instruction in their weekly expectations before task are completed and presented to the The administration staff has not generated an effective method to provide the classroom, and to determine the pace of the lesson. principal. teachers with timely lesson plan feedback weekly.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence, data related to student Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments, and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Teacher content knowledge, pedagogy, and time management. Teachers Teacher content knowledge, development of effective learning stations are novice online instructors, while providing high-quality in person Creating a weekly calendar prioritizing high leverage daily activities, that engage students, available resources, prioritizing high leverage task, Barriers to Address throughout this year instruction. Managing online resources and technology issues that arrive protecting time dedicated to instruction and teacher support. classroom management, current data collection, virtual and in person during a lesson. The administration team providing effective and timely learning simultaneously. lesson plan feedback to teachers for both virtual and in person learning.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group and thought partners in the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers creating campus protocols, systems, and initiatives. to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Every teacher will create aligned, objective driven lesson plans weekly All students have individual Leadership binders that allow them to set Each member of the leadership team executes their role and that are differentiated to meet the needs of all students. Formative goals and track their own data. Teachers design digital learning stations responsibilities daily without prompting to ensure that we can effectively Desired Annual Outcome assessments/Checks for understanding should be seamlessly embedded that are TEK specific, and students spend time at learning stations that implement/monitor campus initiatives, monitor and support teachers as within the lesson at all key points. Aggressive monitoring to track student align with their opportunities for growth. Instruction is differentiated to we work to accomplish our campus and district goals for the year. progress and identify gaps within student learning and achievement. meet the needs of all learners. Lorenzo De Zavala Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 3 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description. DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Lorenzo DeZavala Lorena Hernandez Campus Number: Superintendent Name: 000000260 Michael Hinojosa Date: Thursday, October 1, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name LORENZO DE ZAVALA EL Superintendent Michael Hinojosa Principal Melissa Gonzalez
District Coordinator of District Number 000905 Campus Number 000000260 School Improvement Lorena Hernandez ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 75, Domain 2: 85/70, Domain 3: 70 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions Closing the Gaps 2018-2019 GradeLevelPerformance All Students: Rdg 36/44 Math 44/46 Hispanic Rdg 36/37 SPED Rdg 8/19 Math 11/23 What changes in student group and subject performance are included in these goals? Continuously Enrolled Rdg 8/19 Math 42/47 Academic Growth All Students Rdg 57/66 Math 66/71 Hispanic R58/65 M66/68 EcoDis R57/64 M65/68 EngLearners 66/68 SPED 48/61 ContEnrolled R 57/66 M 66/71 Student Achievement 44/47 SPED 12/23 ContEn 43/48
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 4 - Partial Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 4 - Partial Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 4.1 5.1 5.3
Establish a consistent trackable system of lesson plans that focus on first Enhance backwards planning process from the year-long scope and Enhance data driven instruction PLC's which target specific low good instruction with differentiated lessons that are geared towards Rationale sequence through lesson design PLC's and instructional planning calendar performing objectives and assessments in order to track end of year goals; closing the gaps for students including special education and continuously PLC's development of reteach lessons based on student performance enrolled
The campus leaders will develop protocols based on the Bambrick The campus will work closely with Teaching and Learning to provide The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent training on how to use the district’s Curriculum Central so that teachers school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, will be able to provide exemplar lessons using the curriculum guides. We demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? are aware that we may be required to re-prioritize curriculum goals given instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? the reality that the modes of delivery, virtual or in person, are different student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative and challenging. We will encourage teachers to communicate with each measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include other, as well as students and parents, about curriculum goals, strategies, will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress activities, and additional resources. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Teacher fidelity to alignment process at different levels of preparation, Teacher fidelity to the process of objective driven lesson plans and Teacher fidelity and level of implementation; immediate teacher reaction Barriers to Address throughout this year implementation, and support collaboration with special education teachers to data in regards to lesson development and alignment
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Results in tightly aligned objectives, lessons, and data which focuses on Results in aligned daily objectives to formative assessments that provide Results in continual student growth based on teacher attendance and Desired Annual Outcome student continual growth through progress monitoring of the various progress monitoring for students which will target special education, preparation of aligned common, weekly, and daily assessments that are cyclical systems continuously enrolled, and Hispanic students focused on campus end of year goals
Mark Twain Leadership Vanguard Targeted Improvement Plan 2020-2021
Overall C F in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Mark Twain Leadership Academy Ryan Zysk
Campus Number: Superintendent Name:
000000220 Michael Hinojosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name MARK TWAIN LEADERSHIP Superintendent Michael Hinojosa Principal Petricee Traylor
District Coordinator of District Number 000905 Campus Number 000000220 School Improvement Ryan Zysk ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html will be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 90/ Domain 2: 90/ Domain 3: 90 goal for each domain and how these goals will impact your overall Accountability Rating. Data Analysis Questions What changes in student group and subject performance are included in these goals? Student performance outcomes are below the state averages to obtain an " A" campus rating
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Lesson planning is an essential component of student success. Plan weekly No formal system in place for Leadership team activities, meetings, Establishing a system and process for analyzing power DOL's, three week lessons and activities with Administrative team to ensure effective lesson Rationale planning, . We have new Leadership members and we need to utilize assessments, and Common assessments to ensure student mastery of all plan strategies. We will provide weekly feedback on lesson plans to disaggregated data and instructional practices. exams. ensure campus effectiveness.
The campus leaders will develop protocols based on the Bambrick method The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the for PLCs that will facilitate the study of data and subsequent instructional achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will planning. The PLCs will include, but are not limited to tight, weekly data strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their analysis procedures that result in solid reteach and reassessment based on How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal the scope and sequence and data related to student mastery tracking of Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments standards assessed on frequent formative assessments and curriculum effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team based assessments. Data meetings include study of student work. Data will safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective be studied, goals set, and progress posted/communicated at three levels: overwhelmed. and constructive lesson plan feedback. campus, classroom (virtual and in person), and students.
Effective use of time management to ensure consistent feedback and Teachers being comfortable with a new Bambrick Instructional delivery Teacher fidelity to data trackers and continuous spiraling of data into daily Barriers to Address throughout this year observation of implementation of feedback received on lesson planning model lessons and activities. activities.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Teachers will attend regular PLC meetings to collaboratively plan effective lessons. During PLC meetings, teachers will Unpack learning standards, Data Meetings are lead by Leadership team and lead teachers and follow a create Know and Show Charts, script lesson plan presentations, and A systemic process developed for lesson planning, instructional delivery, data meeting protocol that allows data to be reviewed and discussed in a receive feedback to help improve lesson planning and delivery. Lesson Desired Annual Outcome and reteach. The plan needs to include who is specifically responsible for systematic format. The admin team, teachers and students also use data planning is an essential component of student success. Plan weekly lessons each instructional activity and when these activities will take place. trackers to track tested and taught TEK performance to ensure the and activities with Administrative team to ensure effective lesson plan mastery of all concepts taught. strategies. We will provide weekly feedback on lesson plans to ensure campus effectiveness. Mount Auburn Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability. It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2). I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Mount Auburn Danielle Petters Campus Number: Superintendent Name: 000000240 Michael Hinojosa Date: Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Mount Auburn ES Superintendent Michael Hinojosa Principal Brittany Swanson
District Coordinator of District Number 000905 Campus Number 000000240 School Improvement Danielle Petters ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the DOMAIN 1 GOAL: 80, DOMAIN 2A GOAL: 85 DOMAIN 2B GOAL: 90 DOMAIN 3 GOAL: 80 goal for each domain and how these goals will impact your overall Accountability Rating. Data Analysis Questions What changes in student group and subject performance are included in these goals? We want to raise the MEETS% for our All, AA, HISP, EcoDis to 50%
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 4 - Partial Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 5 - Full Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 5 - Full Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 4 - Partial Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Last year, we started in the second semester implementing trackers This year our campus leadership will clearly identify the instructional systems for daily formative assessments as well as weekly quizzes. This leadership expectations for formal and informal campus leaders and This year we will be implementing the Looking forward PLC weekly, and proved powerful; however, this was something that needed to occur at provide specific training related to our academic focus areas. Leadership the Look Back PLC tri-weekly to ensure that we are building teacher the beginning of the year. This year, we have started the process of Rationale will provide instructional learning opportunities throughout the year and knowledge of how to use formative assessment data to make immediate tracking DOL data as well as interim assessment data and will continue this construct a tight monitoring system to manage the implementation of changes within the lesson. process throughout the school year. Additionally, every Monday after the instructional leadership programming. week of six-week common assessments, we will have school wide data tracking and profiling for individual students in every class.
The campus leaders will develop protocols based on the Bambrick method The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the for PLCs that will facilitate the study of data and subsequent instructional achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will planning. The PLCs will include, but are not limited to tight, weekly data strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their analysis procedures that result in solid reteach and reassessment based on How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal the scope and sequence and data related to student mastery tracking of Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments standards assessed on frequent formative assessments and curriculum effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team based assessments. Data meetings include study of student work. Data will safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective be studied, goals set, and progress posted/communicated at three levels: overwhelmed. and constructive lesson plan feedback. campus, classroom (virtual and in person), and students.
Last year, we started in the second semester implementing trackers systems for daily formative assessments as well as weekly quizzes. This proved powerful; however, this was something that needed to occur at Making sure administration calendars PLC meetings and observations stay the beginning of the year. This year, we have started the process of Barriers to Address throughout this year Calendaring all events to stay focused on instruction throughout the year focused throughout the school year. tracking DOL data as well as interim assessment data and will continue this process throughout the school year. Additionally, every Monday after the week of six-week common assessments, we will have school wide data tracking and profiling for individual students in every class.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Assistant principal and instructional coach will meet weekly with the grade All campus instructional leaders (principal, assistant principal, teacher level teams by content. They will use protocol to review first good All teachers will know where their class is in relationship to the school goal leaders) will have clear and transparent roles and responsibilities and will Desired Annual Outcome instruction in the classroom as well as aligned power DOL for the week. in Domains 1, 2A and 2B. Individual students will know their individual meet on a regular basis to focus on student work and formative data Assistant Principal and instructional coach will check lesson plans weekly goals and what they need to meet their target before the STAAR test. resulting in an increase in teacher effectiveness and student achievement. and observe in classrooms for implementation.
Oran M Roberts Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Oran M. Roberts Sheryl Wilson Campus Number: Superintendent Name: 000000202 Michael Hinojosa Date: Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Superintendent Michael Hinojosa Principal Kimberly Boswell Seymore ORAN M ROBERTS EL
District Coordinator of District Number 000905 Campus Number 000000202 School Improvement Sheryl Wilson ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1 - 83, Domain 2A-86, 2B-69, Domain 3-74 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each Questions What changes in student group and subject performance are included in these goals? STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 5.3
The vision has been communicate to staff during before school Lessons are aligned to district curriculum. PLCs take place weekly Formal leadership team tasks and leader actions have been shared. professional development. Our core ideas are communicated weekly. according to the established Power Meeting schedule using district Rationale Leaders struggle with accountability and time management and Efforts must continue to create space for teachers to internalize the vision protocols for success. Instructional adjustments are not always made after prioritizing high leverage tasks. which will positive influence actions data analysis
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The voices are heard, building connections with the community, delivering reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to excellent academic instruction whether virtual or in person, and student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a supporting the well-being of both staff and students. Even in a virtual assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting environment, school climate should still be measured. study of student work. Data will be studied, goals set, and progress overwhelmed. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
1) Prioritizing essential calendar items while managing campus safety due 1) Fidelity to the Culture Rubric with the implementation of positive 1) Monitoring data in an environment that is changing due to COVID-19 to COVID-19 2)New leadership time and time to learn and operative framing and narrations when addressing student behaviors. 2) Negative safety concerns 2)Monitoring data in the virtual environment Barriers to Address throughout this year effectively in their roles 2)Merging different belief systems and processes student interactions 3) Inconsistent behavior interventions for scholars 3)Technology glitches that hinder learning 4) Attendance issues due to to coincide with OMR vision and campus priorites experiencing emotional difficulties COVID-19
The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The Principal will work to establish the vision for the leadership team. Teachers will be trained at the start of the school year on cuture practices. instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How Clear expectations will be shared early on. Weekly checkins will take place These practices will be monitored with ongoing feedback. Data will be using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? to ensure cohesiveness on the team and to address concerns shared with staff members to communicate progress leaders will monitor data meetings and give feedback to teachers regarding the reteach and reassessment of material identified during the data meetings.
Leaders will own a weekly schedule that prioritizes high leverage tasks consistent with school vision and geared towards student achievement. Staff members will model the respectful positive culture that is a part of Instruction aligned to the district curriculum with fidelity to the TEKS and Desired Annual Outcome Leaders will implement effective and efficient coaching practices to the vision for the school year. As staff member internalize and model in opportunities to practice with STAAR aligned assignments improve teacher quality and instruction which help us meet our student their daily interactions, students will be impacted to do the same growth goals. R L Thornton Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: R L THORNTON EL Lisa Curry Campus Number: Superintendent Name: 000000215 Michael Hinojosa Date: Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name R L THORNTON EL Superintendent Michael Hinojosa Principal Christofor Stephens
District Coordinator of District Number 000905 Campus Number 000000215 School Improvement Lisa Curry ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 75, Domain 2: 80, Domain 3: 75 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions What changes in student group and subject performance are included in these goals? Our Domain 1 score is below 70. We need to improve the number of students at the meets and above performance level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 2.1 5.1 5.3
We understand the imporatnce of developing and implementing aligned We strengthened our data practices last year over the prior year. We We have six new teachers on campus. We recognize the importance of lesson plans. Given the number of new teachers, we know that it is critical witnessed significant improvements as a result. We have refined our developing all staff and that effective teachers in the classroom is a key that we assist teachers with the work of internalizing lesson plans. protocols and practices. We know that understanding and responding to Rationale factor to improving student academic achievement. Furthermore, we Furthermore, we know that we will have to provide teachers the student data will help us reach our student achievement goals. It will be understand that it is vital that we provide relevant professional structures and supports to ensure that they are planning and delivering important that we provide training and suppport for all teachers, development and support to teachers. effective, first instruction. especially the new teachers, in the data-driven instructional process.
The campus will implement a high quality New Teacher Academy that The campus will place a focus on having extended-day PLC's as well as meets regularly and provides relevant professional development and Campus leaders will further develop our protocols for PLCs that will PLC's within the school day. These PLC's will give teachers the opportunity support to new teachers. Additionally, campus leaders will work closely facilitate the study of data and subsequent instructional planning. The to internalize existing lesson plans and to rehearse selected portions of with Teaching and Learning to provide training on how to use the district’s PLCs will include, but are not limited to weekly data analysis procedures selected lessons. Detailed online and in person lesson plans will Curriculum Central so that teachers will be able to provide exemplar that result in solid reteach and reassessment. Data analysis will also be How will the campus build capacity in this area? demonstrate that teachers are thoughtful and purposeful in their lessons using the curriculum guides. We are aware that we may be based on the scope and sequence, data related to student mastery Who will you partner with? instruction to impact student progress. Lesson plans will show ideal required to re-prioritize curriculum goals given the reality that the modes tracking of standards, and frequent formative assessments and curriculum student responses (formalized exemplars) to ensure that assessments of delivery, virtual or in person, are different and challenging. We will based assessments. Data meetings include study of student work. Data will measure active student engagement and learning. The leadership team encourage teachers to communicate with each other, as well as students be studied, goals will be set, and progress posted/communicated at three will provide a standardized method for providing teachers with effective and parents, about curriculum goals, strategies, activities, and additional levels: campus, classroom (virtual and in person), and students. and constructive lesson plan feedback. resources.
Campus leaders will need to implement systems that overcome challenges Campus leaders will need to address challenges related to implementing related to the current COVID-19 crisis. For instance, campus leaders will Campus leaders will need to plan for pacing issues that will arise the power meeting agendas with fidelity and to providing highest leverage be faced with a challenge associated with providing professional throughout the year. Campus leaders will partner with the Teaching and feedback to teachers. Also, campus leaders will need to support teacher in Barriers to Address throughout this year development and enhancing culture while strict policies must be Learning Department, feeder Instructional Lead Coaches, and other coompleting the pre-work required to hold weekly data meetings. implemented to adhere to safety protocols that impact team instructional support. Furthermore, campus leaders will utilize campus Teachers will need additional support identifying gaps and iimplementing collaboration. Furthermore, leaders will need to be creative and exemplars to support lesson planning and to build capacity. reteach plans. incorporate technology when providing professional development.
The campus will continue with the established PLC structure. Campus The establishment of structured PLC meetings will be the mode of leaders will solicit feedback from teachers regarding the PLC structure. communication for introducing the Bambrick method of data driven The principal and leadership team will implement a Campus Instructional The Campus Instructional Leadership Team and grade-level chairpersons instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How Leadership Team and a distributed leadership model to create buy-in. will be utilized to communnicate these prioirities to stakeholders. The using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? Furthermore, the leadership team will use a variety of tools (newsletters, leadership team will implement tools (i.e., lesson plan template, etc.) that leaders will monitor data meetings and give feedback to teachers announcements, meetings, etc.) to communicate these priorities. are teacher-friendly and will help hold teachers accountable to the fidelity regarding the reteach and reassessment of material identified during the of lesson planning as well as make it easier for administrators to monitor data meetings. and provide feedback.
The campus calendar will indicate time for professional development and Teachers use recurring PLC meetings to collaboratively plan and rehearse for teachers to make connections between data analysis, reteach plans, parts of a lesson, (at least know/show charts, objectives, and exit tickets). PLCs are lead by ILT and follow DDI protocol after all unit tests (9 weeks) and appropriate instructional materials. Additionally, in collaboration with Desired Annual Outcome Each week, the leadership team will provide bite-sized feedback to and for common assessments (teacher created) in between unit tests. campus leaders, teachers will develop individual professional teachers regarding lesson plans so that teachers create proficient plans for Common assessments include retest on reteach items. development plans that are referenced throughout the year and support daily instruction. teacher's growth and development. Richard Lagow Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Richard Lagow Tanya Shelton Campus Number: Superintendent Name: 000000170 Michael Hinojosa Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Richard Lagow Elementary Superintendent Michael Hinojosa Principal Joseph Luedecke
District Coordinator of District Number 000905 Campus Number 000000170 School Improvement Tanya Shelton ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 80 Domain 2a: 80 Domain 2b: 87 Domain 3: 80 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions All students, including SpEd and students with 504 plans, must show growth. Students must meet their individual goals and advance through the What changes in student group and subject performance are included in these goals? Approaches, Meets, and Masters levels.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 3.1 5.1 5.3
Climate Surveys reveal that staff morale, student discipline, and PLCs have not been instructionally focused to provide a time for teachers building/custodial issues are causing staff to be dissatisfied with the Instruction has not been as focused on supporting struggling students Rationale to collaborate with each other, coaches, and administration to plan and campus. Student surveys reveal that many students do not feel that they according to data or ensuring that students meet their individual goals. develop effective lessons. have a relationship or are supported by their teachers.
The campus leaders will develop protocols based on the Bambrick The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent The campus will place a focus on maintaining a positive school climate by school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, practicing collaborative decision-making to ensure students’ and teachers’ demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? voices are heard, building connections with the community, delivering instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? excellent academic instruction whether virtual or in person, and student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative supporting the well-being of both staff and students. Even in a virtual measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include environment, school climate should still be measured. will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Staff clarity on support and limitations with student discipline. Working Teachers' clarity on the value of the components of the Look Forward PLC Teachers are more comfortable teaching to the whole-group and find it Barriers to Address throughout this year with custodial team on building issues. Some teachers are not completely model difficult to adjust to focus on students' individual growth. invested in the value of SEL.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Staff morale will improve with overall accountability to all staff, support Look Forward PLCs will ensure that teachers develop and deliver well- Teachers will plan with more intention to provide appropriate Desired Annual Outcome with student discipline and improved building conditions. Consistent planned, aligned lessons, followed with an assessment for immediate interventions to struggling students AND Tier 1 and 2 students to ensure implementation of SEL will help students feel connected to their teachers. feedback on the effectiveness of the lesson. growth for all.
San Jacinto Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: San Jacinto Elementary District Coordinator of School Improvement (DCSI) Name, Role: San Jacinto Elementary Laura Garza
Campus Number: 207 Superintendent Name: Michael Hinojosa 000000207 Michael Hinojosa
Date: October 16, 2020 Friday, October 16, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Superintendent Michael Hinojosa Principal SAN JACINTO EL Celia Sanchez District Coordinator of District Number 000905 Campus Number 000000207 School Improvement Laura Garza ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain I--80 Domain II--80 Domain III--80 goal for each domain and how these goals will impact your overall Accountability Rating. Data Analysis Questions What changes in student group and subject performance are included in these goals? All, AA, Hisp, EconD, EL If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 4.1
The Scope and Sequence units and assessments , the appropriate level of rigor from the curriculum, and the instructional materials/resources were Last year, the A-team was assigned by content area. However the role and There is a need to have a clear and aligned vision, mission, and goals for not used with fidelity for the assessed grades 3-5 in reading, writing , Rationale responsibilities were not clearly defined all stakeholders. math and science. The appropriate level of rigor from the curriculum was not completely present in all lessons. PLCs were not implemented with feedback and follow up.
The campus leadership will continue to work on improving student The campus will work closely with Teaching and Learning to provide achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by training on how to use the district’s Curriculum Central so that teachers strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ will be able to provide exemplar lessons using the curriculum guides. We How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The voices are heard, building connections with the community, delivering are aware that we may be required to re-prioritize curriculum goals given Who will you partner with? leadership team will receive training on how to prioritize their time to excellent academic instruction whether virtual or in person, and the reality that the modes of delivery, virtual or in person, are different effectively manage the new "hybrid" instruction, as well as, maintain a supporting the well-being of both staff and students. Even in a virtual and challenging. We will encourage teachers to communicate with each safe and positive school climate and culture and without getting environment, school climate should still be measured. other, as well as students and parents, about curriculum goals, strategies, overwhelmed. activities, and additional resources.
Teacher content knowledge, professional development on the use of Creating a balance where the PLC and Observation and Feedback cycles Consistency is aligning to goals and following through on feedback and curriculum tools, scheduled time for planning support, lesson plan timely Barriers to Address throughout this year are consistant while addressing the everyday challenges. adjustments based on data. submition, lesson plan timely feedback on content, rigor and alignment, and IPC alignment.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the schoool to engage into leadership roles and be involved in the the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers decision making. to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Teachers will use and implement the District's standards aligned guaranteed and viable curriculum to provide all students with aligned, rigorous, and engaged lessons. CIC will support teachers to ensure that A-TEAM will have clearly define goals and responsibilities based on With the use of rubrics, campus will reach 90% proficiency on student implementation of the curriculum is at the appropriate level of rigor. Look Desired Annual Outcome content. The responsibilities will be around: operations 25%, culture 25% culture rubrics. Spring Climate Surveys will be in Quartile 1 among Forward PLCs will be conducted by Content AP/CIC to ensure the lesson and instruction 50%. Every member will be accountable for their piece. elementary schools. planning ensures effective instructional delivery of the curriculum. Daily/ weekly follow up and feedback sessions will be scheduled and conducted with appropriate teachers. Lesson plans will be monitored by CICs weekly. Seagoville North Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3 2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Seagoville North Laura Garza
Campus Number: Superintendent Name:
000000244 Michael Hinojosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Superintendent Michael Hinojosa Principal Rocio Gardea SEAGOVILLE NORTH EL
District Coordinator of District Number 000905 Campus Number 000000244 School Improvement Laura Garza ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html will be monitoring for progress. Include CCMR goals, if applicable.
Domain 1 Component Score:43. By increasing the number of students reaching each achievement band, we hope to get closer to becoming a B rated What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the campus.; Domain 2 Component Score: 45; Domain 3 Component Score: 75 By increasing the number of students reaching each achievement band, we goal for each domain and how these goals will impact your overall Accountability Rating. will also reach the goals for each subgroup and get as closer to receiving a B rating. Data Analysis Questions We are way below on our student achievement data overall, we want to see a 15 percentage point increase in each STAAR tested subject area level What changes in student group and subject performance are included in these goals? and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 5 - Full Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 5 - Full Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 5 - Full Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 5 - Full Implementation
5.3 Data-driven instruction. 5 - Full Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 4.1
The Scope and Sequence units and assessments , the appropriate level of rigor from the curriculum, and the instructional materials/resources were Using distributive leadership, the leadership team will be stronger and will There is a need to have a clear and aligned vision, mission, and goals for not used with fidelity for the assessed grades 3-5 in reading, writing , math Rationale be able to implement all the necessary strategies to support the academic all stakeholders. and science. The appropriate level of rigor from the curriculum was not achievement of all campus students. completely present in all lessons. PLCs were not implemented with feedback and follow up.
The campus leadership will continue to work on improving student The campus will work closely with Teaching and Learning to provide achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by training on how to use the district’s PowerLearning so that teachers will be strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ able to provide exemplar lessons using the curriculum guides. We are How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The voices are heard, building connections with the community, delivering aware that we may be required to re-prioritize curriculum goals given the Who will you partner with? leadership team will receive training on how to prioritize their time to excellent academic instruction whether virtual or in person, and reality that the modes of delivery, virtual or in person, are different and effectively manage the new "hybrid" instruction, as well as, maintain a supporting the well-being of both staff and students. Even in a virtual challenging. We will encourage teachers to communicate with each other, safe and positive school climate and culture and without getting environment, school climate should still be measured. as well as students and parents, about curriculum goals, strategies, overwhelmed. activities, and additional resources.
Professional development on the use of curriculum tools, leadership team keeping up with the cycle of meeting, following protocols and addressing Consistency is aligning to goals and following through on feedback and Barriers to Address throughout this year effective and timely feedback, IPC alignment, and all of the digital all the needs that arise from the struggles of the current pandemic. adjustments based on data. platforms necessary to maintain virtual learning.
The establishment of structured PLC meetings will be the mode of A staff lead committee will assess and support the improvements in staff communication for introducing the Bambrick method of data driven and student culture. The establishment of structured PLC meetings will be The principal and leadership team will establish a committee composed of instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How the mode of communication for introducing the priorities for developing teachers and staff that represent each grade level and department within using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? exemplary lesson plans. Creating tools that are teacher-friendly and will the school to serve as a communication group . leaders will monitor data meetings and give feedback to teachers help hold to the fidelity of lesson planning as well as make it easier for regarding the reteach and reassessment of material identified during the administrators to monitor and provide feedback. data meetings.
Teachers will use and implement the District's standards aligned guaranteed and viable curriculum to provide all students with aligned, rigorous, and engaged lessons. CIC will support teachers to ensure that A-TEAM will have clearly define goals and responsibilities based on With the use of rubrics, campus will reach 90% proficiency on student implementation of the curriculum is at the appropriate level of rigor. Look Desired Annual Outcome content. The responsibilities will be around: operations 25%, culture 25% culture rubrics. Spring Climate Surveys will be in Quartile 1 among Forward PLCs will be conducted by Content AP/CIC to ensure the lesson and instruction 50%. Every member will be accountable for their piece. elementary schools. planning ensures effective instructional delivery of the curriculum. Daily/ weekly follow up and feedback sessions will be scheduled and conducted with appropriate teachers. Lesson plans will be monitored by CICs weekly.
Seagoville Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: SEAGOVILLE EL Laura Garza Campus Number: Superintendent Name: 000000208 Michael Hinojosa Date: Monday, August 3, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Superintendent Michael Hinojosa Principal Katrina Gibson SEAGOVILLE EL
District Coordinator of District Number 000905 Campus Number 000000208 School Improvement Laura Garza ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: move from 67-72 Domain 2A: move from 74 to 80 Domain 2B: move from 71 to 80 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions The campus is working with these sub groups which had the lowest overall performance: White, African American, SPED, and Non Continuously What changes in student group and subject performance are included in these goals? Enrolled. The subject areas we are focused on are reading, writing, and science.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 4 - Partial Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 5 - Full Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 4 - Partial Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 4.1
The Scope and Sequence units and assessments , the appropriate level of The campus A-team has clear roles and responsibilities to ensure the rigor from the curriculum, and the instructional materials/resources were The campus has created a clear and aligned vision, mission, and goals for campus goals and expectations are met. The campus instructional team not used with fidelity for the assessed grades 3-5 in reading, writing , Rationale all stakeholders. The campus staff will implement the campus vision, understands it's role in ditributive leadership and has instructional goals math and science. The appropriate level of rigor from the curriculum was mission, and goals in all aspects of the campus. to reach. not completely present in all lessons. PLCs were not implemented with feedback and follow up.
The campus will place a focus on maintaining a positive school climate by The campus will work closely with School Leadership ILCs to provide practicing collaborative decision-making to ensure students’ and teachers’ training on how to use the district’s curriculum so that teachers will be voices are heard, building connections with the community, delivering able to provide exemplar lessons using the curriculum guides. We are The campus leadership will continue to work on improving student excellent academic instruction whether virtual or in person, and aware that we may be required to re-prioritize curriculum goals given the achievement, while fostering a positive professional culture, and building supporting the well-being of both staff and students. Even in a virtual reality that the modes of delivery, virtual or in person, are different and strong instructional teams. Each member of the leadership team will have environment, school climate should still be measured. Practices and How will the campus build capacity in this area? challenging. We will encourage teachers to communicate with each a clear understanding of their roles and new responsibilities. The policies are captured in writing and consistently implemented with Who will you partner with? other, as well as students and parents, about curriculum goals, strategies, leadership team will receive training on how to prioritize their time to fidelity. Administrators and teachers demonstrate high expectations for activities, and additional resources.Aligned to the TEKS with an emphasis effectively manage the new "virtual" instruction, as well as, maintain a all students and use asset-based on readiness standards safe and positive school climate and culture. language in staff-to-staff and staff-to-student interactions around Structured in logically sequenced units of instruction backwards planned performance, challenges, and from assessments strategies to ensure all students succeed Includes dedicated time for assessment and re-teaching
Time management and scheduling of duties assigned. Addressing the Aligning the goals of the campus to the goals of all stakeholders. unforeseen needs of the campus, students, and community within the Administering surveys in a timely manner and gathering/analyzing the Professional development on the use of curriculum tools, leadership team Barriers to Address throughout this year scheduled time blocks for observations, content meetings, Look 4 ward feedback. Presenting the findings to the staff and students to effectively effective and timely feedback, IPC alignment PLCs, Look Backward PLCs, Admin meetings, and other district trainings. implement suggestions or new protocols.
The principal and leadership team will establish a committee composed of The principal and leadership team will establish a committee composed of The principal and leadership team will establish a committee composed of How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within teachers and staff that represent each grade level and department within teachers and staff that represent each grade level and department within will create buy-in? the school to serve as a communication group . the school to serve as a communication group . the school to serve as a communication group .
Teachers will use and implement the District's standards aligned guaranteed and viable curriculum to provide all students with aligned, The A-TEAM will have clearly defined goals and responsibilities. Each A- rigorous, and engaged lessons. CIC will support teachers to ensure that Team member will be assigned grade levels and content areas based on Using rubrics and campus created surveys, the campus will reach 80% implementation of the curriculum is at the appropriate level of rigor. Look Desired Annual Outcome their expertise. Every member will be responsible for their roles proficiency on student and staff culture surveys. Spring Climate Surveys Forward PLCs will be conducted by Content AP/CIC to ensure the lesson centering around academics, operations, culture, and other roles will be in Quartile 1 among elementary schools. planning ensures effective instructional delivery of the curriculum. Daily/ assigned. weekly follow up and feedback sessions will be scheduled and conducted with appropriate teachers. Lesson plans will be monitored by CICs weekly.
Sidney Lanier Expressive Arts Vanguard Targeted Improvement Plan 2020-2021
Overall C D in Domain 3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Sidney Lanier Lorena Hernandez Campus Number: Superintendent Name: 000000173 Michael Hinojosa Date:
Thursday, October 1, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Sidney Lanier ES Superintendent Michael Hinojosa Principal Alyssa Peraza
District Coordinator of District Number 000905 Campus Number 000000173 School Improvement Lorena Hernandez ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 80, Domain 2A: 82, Domain 2B: 80, Domain 3: 85 goal for each domain and how these goals will impact your overall Accountability Rating. Data Analysis Questions What changes in student group and subject performance are included in these goals? Our student outcomes are below where they need to be to be rated an Overall "B". We want all domains to be a minimum of 80 or above.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 3.1 5.1 5.3
Prior to this year, minimal feedback on lesson plans and observations The need to create a more positive school environment for staff and show that it was evident that many teachers weren't lesson planning and Have had data meetings, but didn't specifically determine the conceptual having that translate to positive outcomes on the District Climate Survey; executing the lessons effectively. If DDI is going to be effective, we need and procedural gaps and plan the reteach exemplars. In order to be Rationale staff perceptions of mission, vision, and values. The mission has to be to strengthen the lesson plans with objectives that are tightly aligned to effective, ILT and teachers need to utilize PLCs to analyze data, design and directly stated and discussed with all stakeholders to ensure that there the TEK (with DOLs) by following a framework to include all parts of the script reteach lessons, and add a timeframe for reteach lesson. will be a focused goal for the campus. lesson cycle and provide timely feedback for adjustments to be made before the lessons are implemented and objective is assessed.
The campus leaders will develop protocols based on the Bambrick The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent The campus will place a focus on maintaining a positive school climate by school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, practicing collaborative decision-making to ensure students’ and teachers’ demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? voices are heard, building connections with the community, delivering instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? excellent academic instruction whether virtual or in person, and student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative supporting the well-being of both staff and students. Even in a virtual measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include environment, school climate should still be measured. will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Building in time to have an environment for positive staff-to-staff and ILT's confidence in giving constructive feedback on lesson plans and ILT's ability to roll out DDI to teachers (both from an effective PD/PLC and administrator-to-staff collaboration with new teachers and teams to assessments; ILT's ability to engage the teacher into having rich content- Barriers to Address throughout this year teacher buy in standpoint); time management for ILT to ensure teacher internalize the mission, vision, and values; creating opportunities for all specific discussions; Teachers' willingness to implement suggested prep for reteach is done, practiced and high quality stakeholders to understand and share ownership for student success. improvements to the lesson plans.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
All teachers and staff will articulate and practice the staff's mission, vision ILT's confidence in giving constructive feedback on lesson plans and All teachers and staff will articulate and practice the staff's mission, vision and values and demonstrate high expectations for all students. Campus assessments; ILT's ability to engage the teacher into having rich content- and values and demonstrate high expectations for all students. Campus Desired Annual Outcome climate survey scores increase with positive student and staff interactions specific discussions; Teachers' willingness to implement suggested climate survey scores increase with positive student and staff interactions and experiences. improvements to the lesson plans. and experiences.
Stevens Park Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description. DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: STEVENS PARK EL Lorena Hernandez Campus Number: Superintendent Name: 000000211 Michael Hinojosa Date: Friday, October 2, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Superintendent Michael Hinojosa Principal Roberto Gonzalez STEVENS PARK EL
District Coordinator of District Number 000905 Campus Number 000000211 School Improvement Lorena Hernandez ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 76 , Domain 2:__85_ . Domain 3: 70 goal for each domain and how these goals will impact your overall Accountability Rating.
Closing the Gap- Academic Achievement Status (ELA/Reading)-Non-Continuously Enrolled: 23/42/ Continuously Enrolled: 38/46 Academic Data Analysis Achievement Status (Math) Hispanic 37/40, EL current and monitored 33/40 Non-Continuously Enrolled: 26/45, Continuously Enrolled: 39/47. Growth Status Questions What changes in student group and subject performance are included in these goals? (ELA/Reading) Hispanic: 61/65, Eco Disav: 61/64, EL current and monitored: 63/64 Continuously Enrolled: 63/66 Non-Continuously Enrolled: 53/67 Growth Status (Math) Hispanic: 58/69, Eco Disav: 57/68, EL current and monitored: 61/68 Continuously Enrolled: 60/71 Non-Continuously Enrolled: 49/70 Student Success Status AA: 28/36, Continuously Enrolled: 43/48 Non-Continuously Enrolled: 31/45
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 4.1 5.1 5.3
The alignment of curriculum and assessment following the backward Teachers lesson plans were not completely aligned to the standards. planning model and focusing on high leverage standards will increase the Our DDI process did not dig deep enough into the data to find possible Teachers did not follow a clear lesson cycle following the gradual release Rationale number of students performing at meets and masters. By increasing the gaps. We will use the Look Back PLC to analyze the students' weaknesses model and activities in the lesson plan sometimes did not meet the level number of students performing at this level, all domain and subdomain to help them master all high leverage standards. of rigor of the S.E scores will improve.
The campus leaders will develop protocols based on the Bambrick The campus is working closely with Teaching and Learning to provide The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent training on how to use the district’s Curriculum Central and new online school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, software so that teachers will be able to provide exemplar lessons using demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and the curriculum guides and new online tools for simultaneous instruction. instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to How will the campus build capacity in this area? We are aware that we may be required to re-prioritize curriculum goals student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative Who will you partner with? given the reality that the modes of delivery, virtual or in person, are measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include different and challenging. We will encourage teachers to communicate will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress with each other, as well as students and parents, about curriculum goals, and constructive lesson plan feedback.These planning periods will be on posted/communicated at three levels: campus, classroom (virtual and in strategies, activities, and additional resources. zoom until the COVID guidelines allow for in person meetings. person), and students. These PLC will be on zoom until the COVID guidelines allow for in person meetings.
Teachers implementation and delivery of the lesson do not follow what is New Reading Standards create the need for an in-depth analysis of them Teachers need to increase their knowledge of unpacking standards, written on the lesson plans and curriculum guides. They deviate from so that rigorous lessons and assessments are designed to meet the state creating assessments and activities aligned to the rigor of the S.E. The these two well-planed documents, and instead, they use resources such as requirements. Teachers content knowledge may hinder the coverage of Barriers to Address throughout this year teachers need to learn how to create rigorous lessons align the S.E using teacher pay teacher that in many cases are not aligned to Texas the student expectations in full. Teachers that have no experience with their new LMS and software. They also need to find a way on how to get standards. The fact that they are getting use to simultaneous teaching can online assessment may have difficulties getting accurate data from their accurate data from the remote learners make them prone to get away of their plans or to rush the lesson cycle remote students. without checking for students' understanding.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven communication for introducing the priorities for developing exemplary The principal and leadership team will establish a committee composed of instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How lesson plans. Creating tools that are teacher-friendly and will help hold to teachers and staff that represent each grade level and department within using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the fidelity of lesson planning as well as make it easier for administrators the school to serve as a communication group. leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. These strategies will translate to the regarding the reteach and reassessment of material identified during the online learning management systems. data meetings.
L.G. Aligned to Texas standards and Success Criteria that meet the level of Increase teacher understanding of unpacking the standards. They will Increase the percentage of student performing at the Meets level from rigor of the state assessments will help the school Increase the percentage understand what the students need to know and show to master all high Desired Annual Outcome 37% to 50% and at Masters level from 14% to 20%. of student performing at the Meets level from 37% to 50% and at Masters leverage TEKS and to close the gap between the exemplar and actual level from 14% to 20%. student work. High level of student's mastery of each standard.
Whitney M Young Jr Elementary School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role: Whitney Young Elementary Lisa Curry
Campus Number: Superintendent Name: 000000250 Michael Hinojosa
Date: Friday, October 16, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name WHITNEY M YOUNG Superintendent Michael Hinojosa Principal Shabranda Mathis
District Coordinator of District Number 000905 Campus Number 000000250 School Improvement Lisa Curry ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 70, Domain 2: 80, Domain 3: 75 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis On average, our student performance decreased. Our campus expectation is to see a minimum improvement of 10 percentage point in the STAAR Questions What changes in student group and subject performance are included in these goals? tested areas for 3rd Grade Reading, 4th Grade Reading, 4th Grade Math, and 5th Grade Science.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 2.1 5.1 5.3
The Leadership Team has developed specific criteria when recruiting Teachers lesson plans were not unpacked to ensure mastery of TEKS, lack Data Driven instruction has been a focus, however there was a gap in the highly qualified staff to be retained throughout the entire year. Prior to of feedback on lesson plans , and activities that were poorly aligned to the analysis of the data and the delivery of differentiated instruction. PLC's Rationale last year, teacher retention has been very limited. New teacher and taught curriculum; if DDI is going to be effective, we need to strengthen were held weekly however the specificity and the unpacking of standards teacher support teams have also been established to support all teachers both lesson plans (with DOLs), effective planning, and our feedback on were not standardized campus wide with the expectations of documented throughout the entire year. lesson plans. lesson adjustments.
The campus leaders will develop protocols based on the Bambrick The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, demonstrate that teachers are thoughtful and purposeful in their The campus will work closely with the Human Capital Department in recruiting weekly data analysis procedures that result in solid reteach and instruction to impact student progress. Lesson plans will show ideal How will the campus build capacity in this area? highly qualified candidates for teaching positions. The campus will provide reassessment based on the scope and sequence and data related to student responses (formalized exemplars) to ensure that assessments Who will you partner with? training and support for new candidates on how to use the district curriculum to student mastery tracking of standards assessed on frequent formative measure active student engagement and learning. The leadership team provide exemplar lessons for both virtual and in person classrooms. assessments and curriculum based assessments. PLC and data meetings will provide a standardized method for providing teachers with effective will be conducted virtually and will include the study of student work. and constructive lesson plan feedback via the Google platform using Data will be studied, goals set, and progress posted/communicated at Google Docs. three levels: campus, classroom (virtual and face-to-face), and students.
Lack of teacher pedagogy, delivery of instruction as well as adjusting to Some teachers participated in the DDI process for compliance but not for Lack of understanding and unpacking the TEKS in order to write effective the new campus culture. Teachers now have to address two different the use of adjusting instruction. The face-to-face virtual data dig limits the lesson plans. Poorly written formative assessments. Due to COVID-19, Barriers to Address throughout this year learning models for students at the same time; virtual and face to face. analysis of data and the amount of time available for the DDI process. face-to-face coaching is limited and conducted virtually which may cause a Teachers being proficient at navigating the virtual learning platforms, Technology has been a hinderance and requires additional time to share lag in conceptual understanding. technology glitches, and time online will be a challenge. screens and resources during virtual meetings.
The establishment of structured virtual PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. To get buy in from stakeholders, tools that are teacher- using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . Meetings will be held friendly will be developed and will help hold to the fidelity of lesson leaders will monitor virtual data meetings and give feedback to teachers using a virtual platform. planning as well as make it easier for administrators to monitor and regarding the reteach and reassessment of material identified during the provide feedback. data meetings.
The desired annual goal is to improve the writing of lesson plans so that PLC's led by the Administration team using the campus DDI protocol in The desired annual goal is to have increased student achievement in effective instruction can occur daily. Teachers should be able to plan with conjunction with the Look Back Protocol after each 3week and 6 week Desired Annual Outcome every STAAR assessed area and to retain teachers for a minimum of three the end in mind and have formative assessments developed that assessment. A deeper analysis of student performance will take place years. accurately measure student achievement. that will drive instruction with an emphasis on progress monitoring. Targeted Improvement Plans 2020-2021
D in a Domain Secondary
Boude Storey Middle School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Boude Storey Middle School Tracie Washington, Executive Director
Campus Number: Superintendent Name:
000000060 Dr. Michael Hinojosa
Date:
Wednesday, October 14, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Boude Storey Middle School Superintendent Michael Hinojosa Principal Jacqueline Rivers
District Coordinator of District Number 000905 Campus Number 000000060 School Improvement Tracie Washington ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 38 raw score = 70 scaled, Domain 2A: 75 raw score = 80 scaled, Domain 3: 67 raw score = 80 scaled goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions
Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each What changes in student group and subject performance are included in these goals? STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
We started DDI because we know our instructional leaders (including Observations show that many of our teachers struggle with writing Have had PLCs, but not anchored in an effective protocol to focus on data Rationale teacher leaders) need to lead data analysis in PLCs more effectively and aligned lesson plans; if DDI is going to be effective, we need to strengthen analysis or effective responses (reteach). formally. both lesson plans (with DOLs) and our feedback on them.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Two - 1) culturally getting teachers comfortable with a more active AP/CIC AP/CIC skill and confidence in giving feedback on lesson delivery; AP/CICs Principal/Assistant Principal ability to roll out DDI to teachers (both from in PLCs, and 2) the AP/CIC comfort and skill in being more active in Barriers to Address throughout this year ability to get into content-specific discussions; teacher receptivity to an effective PD and teacher buy in standpoint); time management for planning, assessment, and data analysis (including analysis of student planning (and feedback) Principal to ensure leader prep is done and high quality work)
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team adds structure to two specific areas - Teachers use recurring PLC meetings to collaboratively plan parts of leading PLCs so that they lead to effective collaborative planning, data PLCs are lead by Principal/Assistant Principal and follow DDI protocol after Desired Annual Outcome lessons (at least know & show charts, objectives, and exit tickets) and AP analysis, and reteach plans, and more strategic in how we plan our time, all weekly checkpoints and common assessments. & CIC lead meetings to give feedback to help improve lesson plans. including which and how frequently we observe teachers
Francisco Medrano Middle School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Francisco Medrano Junior High School Melody Cogswell-Paschall
Campus Number: Superintendent Name:
000000079 Dr. Michael Hinojosa
Date:
Wednesday, October 14, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Francisco Medrano Superintendent Michael Hinojosa Principal Theresa Sigurdson
District Coordinator of District Number 000905 Campus Number 000000079 School Improvement Melody Cogswell-Paschall ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 80, Domain 2: 80, Domain 3: =80 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions
Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each What changes in student group and subject performance are included in these goals? STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Have had PLCs, but they didn't focus on good first instruction or effective Strengthen objective driven daily lesson plans through know and shows, Instructional leaders (including teacher leaders) need to lead data analysis responses (reteach) from the data analysis; no process for ILTs to analyze Rationale scripting and rehearsing, and creating exemplars to ensure all students in PLCs more effectively and formally through the use of AIM protocols. lessons or unit tests (or any other tests) for the purposes of good first master the objective instructional and effective reteach.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student method for PLCs that will facilitate the study of data and subsequent The campus will place a focus on having on detailed online and in person achievement, while fostering a positive professional culture, and building instructional planning. The PLCs will include, but are not limited to tight, lesson plans that will demonstrate teachers are thoughtful and purposeful strong instructional teams. Each member of the leadership team will have weekly data analysis procedures that result in solid reteach and in their instruction to impact student progress. Lesson plans will show How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The reassessment based on the scope and sequence and data related to ideal student responses (formalized exemplars) to ensure that Who will you partner with? leadership team will receive training on how to prioritize their time to student mastery tracking of standards assessed on frequent formative assessments measure active student engagement and learning. The effectively manage the new "hybrid" instruction, as well as, maintain a assessments and curriculum based assessments. Data meetings include leadership team will provide a standardized method for providing safe and positive school climate and culture and without getting study of student work. Data will be studied, goals set, and progress teachers with effective and constructive lesson plan feedback. overwhelmed. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
1) culturally getting teachers comfortable with a more active ILT in PLCs, Fidelity to Look Forward, Look Back protocol; differentiation strategies for Time management for ILT and teachers to ensure prep is done and high Barriers to Address throughout this year and 2) the ILT's comfort and skill in being more active in planning, sub groups such as ELL and SPED quality (lesson plan analysis, exemplars, scripts) assessment, and data analysis (including analysis of student work)
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leaders (including teacher leaders) need to lead data analysis PLCs are lead by APs and CICs and follow DDI protocol (Look Back) after all Desired Annual Outcome 100% approaches; 50% meets; 20% masters in PLCs more effectively and formally through the use of AIM protocols. unit tests and for common assessments.
H Grady Spruce High School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
H. Grady Spruce High School Joann Frantzen
Campus Number: Superintendent Name:
000000017 Dr. Michael Hinojosa
Friday, October 16, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name H. Grady Spruce Superintendent Michael Hinojosa Principal Francine Taylor
District Coordinator of District Number 000905 Campus Number 000000017 School Improvement Joann Frantzen ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain I--75% Domain II 85% Domain III--80% goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions What changes in student group and subject performance are included in these goals? All, AA, Hisp, EconD, EL, SpEd in Reading Achievement and Growth
If applicable, what goals has your campus set for CCMR and Graduation Rate? CCMR--85% Grad Rate--90%
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 5.3
Clear roles and responsibilities during this pandemic are key due to the We focus on the vision and the mission especially this year due to the Instructional leaders have grown in the area of DDI. It is a continued area fact that our traditional responsibilities have additional components. additional factors that are realities but can be distractors. Our vision and of focus due to our increased focus on DOL data and how the daily Instructional leaders are continuing to develop in the areas of PLC and our mission keey us grounded in our work as we navigate and pivot to information can provide shorter cycle turn around interventions for data meeting development and this year with an increased focus on the maintain focur on high expectations while in the new normall of public struggling scholars. It also is allowing us to provide scholars (espcially Rationale how to teach effectively under the concurrent model. It is essential that education. The focus on safety is an absolute priority for staff, scholars, through increased virtual options, the opportunity to accelerate their all instructional leadership teams in their respective content areas and parents. COVID protocols are at the forefront. Training, learning. Because of the deficits our scholars have started the year off collaborate on how to best serve the growing needs of our teachers under communication, and follow up and through are essential and must be a with, DDI is at the forefront and will continue to be a key area as we work this new model. priority. on a daily basis to close the learning gaps.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The voices are heard, building connections with the community, delivering reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to excellent academic instruction whether virtual or in person, and student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a supporting the well-being of both staff and students. Even in a virtual assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting environment, school climate should still be measured. study of student work. Data will be studied, goals set, and progress overwhelmed. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
The ILT, CIC, Dept. Chairs and will need to get accustomed to Look back The new way we are engaged in instruction may see barriers to how and Look Forward PLC's and work collaboratively in order to make teachers developing relationships with scholar due to the virtual and less Time management to deliver a high quality PLC lead by ILT, CIC or dept. Barriers to Address throughout this year effective use of data analysis and planning. The most complicated buy-in face to face scholars. Maintaining our connectedness as a staff an area to chair and push back from all teachers in these tested content areas. will be the "I-do" scripting and role playing for the high school. address this year as it is completely different are requires creativity.
The establishment of structured PLC meetings will be the mode of The principal and leadership team will create opportunities for teacher communication for continuing the Bambrick method of data driven leaders and content leads to provide input and feedback as we move The principal and leadership team will establish a committee composed of instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How through our new instructional practices. Creating teams with multiple teachers and staff that represent each grade level and department within using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? perspectives of people will enhance our outcomes and create stronger the school to serve as a communication group . leaders will monitor data meetings and give feedback to teachers connections to the work. regarding the reteach and reassessment of material identified during the data meetings.
Administrators will track and review discipline and attendance data during weekly LCOM meetings. We are also incorportating home visits and will continune to track the outcomes and impact of that intervention. Teachers provide rigorous, high quality experiences that promote critical Through this process, administrators will be able to appropriately address thinking skills by using a variety of instructional strategies: Campus administrators will work on two specific processes: Observation trends seen across the campus to increase attendance rates and decrease Desired Annual Outcome 1.)Metacognition and reflection strategies and 2.)concurrent teaching and Feedback and PLC Protocol for Look Forward and Look Back PLCs disciplinary referrals. strategies 3.) Direct Teaching (virtual/F2F) 4.) Feedback and formative -ADT tracker assessment -MTSS for intervention plans -BARR for freshmen -Leveraging partnerships to incentivize increased attendance rates.
Harold Wendell Lang Sr Middle School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
H.W Lang Richard Kastl
Campus Number: Superintendent Name:
000000076 Michael Hinojosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name H. W. Lang MS Superintendent Michael Hinojosa Principal Nicole Lyons
District Coordinator of District Number 000905 Campus Number 000000076 School Improvement Richard Kastl ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain I-90, Domain II-90, Domain III-90 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each What changes in student group and subject performance are included in these goals? STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Underlying systems and structures are in place but require practice Underlying systems and structures are in place but require practice Underlying systems and structures are in place but require practice opportunities to move toward implementation with fidelity. Support will opportunities to move toward implementation with fidelity. Support will opportunities to move toward implementation with fidelity. Support will Rationale occur in the form of affirmative constructive feedback by district-level occur in the form of affirmative constructive feedback by district-level occur in the form of affirmative constructive feedback by district-level support around high quality implementation. support around high quality implementation. support around high quality implementation.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
All Stakeholders understanding the relationship of fulfilling their duties Intentional use of instructional minutes to allocate time for Small Group Barriers to Address throughout this year and responsibilities as it plays a part in the overall success of the entire Lack of fidelity to the delivery of planned lesson Instruction school
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Teachers use recurring PLC meetings to collaboratively plan parts of Instructional leadership team adds structure to two specific areas - lessons at least know & show charts, learning targets, aggressive PLCs are lead by ILT and follow Look Back PLC protocol after all district leading PLCs so that they lead to effective collaborative planning, data monitoring, and DOL's/exit tickets and Unit/Weekly Assessments. ILT's will made common assessments (6 weeks) and for assessments (teacher Desired Annual Outcome analysis, and reteach plans, and effective and regular ILT meetings so that use PLC Protocol and lead meetings while giving feedback in meetings to created) in between district common assessments. Common assessments we are more strategic in how we plan our time, including which and how help improve lesson plans and build teacher's capacity around effective include retest on reteach items. frequently we observe teachers planning.
Ignite Middle School Targeted Improvement Plan 2020-2021
Overall C D in Domain 3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Ignite Middle School Michelle Broughton
Campus Number: Superintendent Name:
000000362 Michael Hinojosa
Date: Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name IGNITE Middle School Superintendent Michael Hinojosa Principal Michael Gayles
District Coordinator of District Number 000905 Campus Number 000000362 School Improvement Michelle Broughton ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
Domain I: IGNITE Student Achievement will move from a state Domain I rating of C in Spring 2019 to at least a B in Spring 2021 Domain II: In terms of School Progress, IGNITE will maintain an overall Domain II rating of at least a B from Spring 2019 to Spring 2021. Part A, What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Academic Growth, will move from F to at least C by Spring 2021. Part B, Relative Performance, remain at B level or improve to A. goal for each domain and how these goals will impact your overall Accountability Rating. Domain III: Closing the Gaps will move from D to at least C by Spring 2021. IGNITE’s overall state rating will improve from C in Spring 2019 to B by Spring 2021. Data Analysis IGNITE’s overall district rating will remain at B or improve to A by Spring 2021. Questions Reading STAAR scores will reach at least 80/50/20 (Approaches/Meets/Masters) by the Spring of 2021. What changes in student group and subject performance are included in these goals? African American and Special Education Scholars will, as groups, progress by at least 10%/5%/3% in terms of scholars respectively achieving Approaches/Meets/Masters from Spring 2019 STAAR to Spring 2021 STAAR
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 4 - Partial Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 4 - Partial Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 4 - Partial Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 5.3
IGNITE’s Personalized Learning Model is best described as Purpose- Driven Learning and Career Exploration. Our primary strategies are IGNITE is a unique and innovative campus. Families choose IGNITE Blended Learning, Project-Based Learning, Social-Emotional Learning, and because our unique vision and mission. We are adding one grade level IGNITE is a Personalized Learning school. We are data-driven by Learner Profiles/Pathways. The complexity of our model, in the context of each year, which equates to adding many new staff members, scholars, definition. We address the needs, strengths, and aspirations of every child a diverse and growing student body, requires an effectively distributed and families each year. Our model also involves cultivating relationships while cultivating their unique voices and choices. To do all of this Rationale leadership with leaders over multiple arenas and at multiple levels. This with outside entities, including neighbors, community organizations, effectively, we must employ efficient and effective systems for data approach distributes the workload while maximizing the unique talents of educational institutions, and businesses. With such a dynamic and collection, data disaggregation, data analysis, and instructional responses our diverse team. Our approach to distributive leadership also cross- growing community, it is critical that new members are properly to data. pollinates teams so that multiple leaders and multiple staff members onboarded around our vision, mission, goals, and values and that existing encounter each other in different capacities. In this way talents, bright members experience consistent reinforcement of and fidelity to the same. spots, and complementary skills circulate throughout our community.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ weekly data analysis procedures that result in solid reteach and a clear understanding of their roles and new responsibilities. The How will the campus build capacity in this area? voices are heard, building connections with the community, delivering reassessment based on the scope and sequence and data related to leadership team will receive training on how to prioritize their time to Who will you partner with? excellent academic instruction whether virtual or in person, and student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a supporting the well-being of both staff and students. Even in a virtual assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting environment, school climate should still be measured. study of student work. Data will be studied, goals set, and progress overwhelmed. We will also continue to build our leadership density posted/communicated at three levels: campus, classroom (virtual and in through strategic recruitment and internal leadership training. person), and students.
Establishment of strong and clear communication plan, progress Structuring meeting venues (virtual or in-person) with non-staff Instructional staff needs to develop proficiency in our new/multiple Barriers to Address throughout this year monitoring, and structured work times for leaders and teacher/leaders. stakeholders in light of COVID-19. data/assessment platforms.
The establishment of structured PLC meetings will be the mode of These priorities will be communicated to all stakeholders through our CiP These priorities will be communicated to all stakeholders through our CIP communication for introducing the Bambrick method of data driven with reinforcement in our e-Newsletter, website, marketing materials, and with reinforcement in our e-Newsletter and parent meetings. The instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How parent meetings. The principal and leadership team will establish a principal and leadership team will establish a committee composed of using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? committee composed of teachers and staff that represent each grade teachers and staff that represent each grade level and department within leaders will monitor data meetings and give feedback to teachers level and department within the school to serve as a leadership and the school to serve as a leadership and communication group. regarding the reteach and reassessment of material identified during the communication group . data meetings.
Data-driven targeted supports for all scholars will yield academic progress as measured by the states Domain II. “In terms of School Progress, IGNITE 90% + Positive Response to Culture and Climate Survey item “I understand 90% + Positive Response to Culture and Climate Survey item “My campus will maintain an overall Domain II rating of at least a B from Spring 2019 Desired Annual Outcome my role in implementing the school's key actions.” leadership helps me understand recent changes in the school’s focus.” to Spring 2021. Part A, Academic Growth, will move from F to at least C by Spring 2021. Part B, Relative Performance, remain at B level or improve to A. “
James Madison High School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
James Madison High School Deardra Whigham
Campus Number: Superintendent Name:
000000032 Michael Hinojosa
Date: Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name James Madison High School Superintendent Michael Hinojosa Principal Marian A. Willard
District Coordinator of District Number 000905 Campus Number 000000032 School Improvement Deardra Whigham ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: STAAR Performance Scale Score 60; (b) Domain II Relative Performance Scale Score 73; Domain lll Closing the Gap Scale Score 71 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions READING-All 28%, AA 29%, Hispanic 27%, Ec. dis. 16%, EL 25%, and SoEd 5% NOTE Data from Targeted Support & Improvement attached MATH- SpEd 21% What changes in student group and subject performance are included in these goals? GRADUATION: Hispanic 75.9% , Eco. disadvantage. 87.2% (both goal should be 90+) CCMR: All 42% (Goal should be 47%+)
GRADUATION: Hispanic 75.9% , Eco. disadvantage. 87.2% (both goal should be 90+) If applicable, what goals has your campus set for CCMR and Graduation Rate? CCMR: All 42% (Goal should be 47%+)
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 4 - Partial Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. Add COVID19 4 - Partial Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 4 - Partial Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 4.1 5.1 5.3
Use of vertical and horizontal planning for academic success in ELA I and To engage all staff in coordinated proactive planning to identify students II, which approaches all instruction vertically. This makes it logistically Limited teachers' pedagogical strategies in addressing TEKS rigor in Rationale in each tier leveler: and provide RTI for grade 9 students with extreme easier to collaborate because all instructional expectations by content reading and students reading non-proficiency in grade 9. learning gaps. area will be school-wide.
The campus leaders will develop protocols based on the Bambrick The campus will work closely with Teaching and Learning to provide The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent training on how to use the district’s Curriculum Central so that teachers school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, will be able to provide exemplar lessons using the curriculum guides. We demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? are aware that we may be required to re-prioritize curriculum goals given instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? the reality that the modes of delivery, virtual or in person, are different student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative and challenging. We will encourage teachers to communicate with each measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include other, as well as students and parents, about curriculum goals, strategies, will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress activities, and additional resources. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Ensure assessments aligned to current state standards and the Build a bridge to allow the Principal and campus leaders time to extend approximate level of rigor. It is important to receive timely results Timely RTI foundational reading interventional through out the year for Barriers to Address throughout this year feedback to teacher for instructional best practices and building turnarounds to ensure corrective instruction if built into the scope and 70% of incoming/current 9th graders. pedagogical capacity. sequences.
The establishment of structured PLC meetings: in person /ZOOM / The establishment of structured PLC meetings: in person/Zoom/Mircosoft Miscrosoft Teams will be the mode of communication for introducing the The principal and leadership team will establish a committee composed of Teams will be the mode of communication for introducing the priorities Bambrick method of data driven instruction. Creating tools that are How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within for developing exemplary lesson plans. Creating tools that are teacher- teacher-friendly in disaggregating and using data for reteach will help will create buy-in? the school to serve as a communication group . friendly and will help hold to the fidelity of lesson planning as well as hold to the fidelity of PLCs. Instructional leaders will monitor data make it easier for administrators to monitor and provide feedback. meetings and give feedback to teachers regarding the reteach and reassessment of material identified during the data meetings.
2021 Accountablity results will reflex 85% proficience in all tested 2021 Accountablity results will reflex 85% proficience in all tested 2021 Accountablity results will reflex 85% proficience in all tested subjects. The 2019 STAAR test-takers will meet passing standard level in subjects. The 2019 STAAR test-takers will meet passing standard level in subjects. The 2019 STAAR test-takers will meet passing standard level in Desired Annual Outcome Domain 1: raise from 65% at Approaches to 85%: Increase Meets from Domain 1: raise from 65% at Approaches to 85%: Increase Meets from Domain 1: raise from 65% at Approaches to 85%: Increase Meets from 34% to 50%: and Masters from 7% to 20% in Student Achievement STAAR 34% to 50%: and Masters from 7% to 20% in Student Achievement STAAR 34% to 50%: and Masters from 7% to 20% in Student Achievement STAAR Performance. Performance. Performance.
L G Pinkston High School Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
L. G. Pinkston HS Salem Hussain
Campus Number: Superintendent Name:
000000012 Michael Hinojosa
Date:
Thursday, October 1, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name LG Pinkston Superintendent Michael Hinojosa Principal Marlon Brooks
District Coordinator of District Number 000905 Campus Number 000000012 School Improvement Salem Hussain ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1 goal of 80; Domain 2 goal of 80; Domain 3 goal of 80 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions Our student performance by student groups across the board are significantly low and need to increase substantially. We expect a growth of 20 What changes in student group and subject performance are included in these goals? percentage points across all STAAR tested content areas in grades 7-11.
If applicable, what goals has your campus set for CCMR and Graduation Rate? We have a set a goal of 75 for the College Career military readiness rate and a 90% goal for the Graduation rate at our campus.
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 5 - Full Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 5.3
Continue improving system for addressing in class and school wide Content leadership team meetings will focus on buildling leadership discipline (communication and reporting systems). It's important to In the past PLC's were not digging deep into the data analysis nor were Rationale capacity and ensure that CIC, Dept Chair and PLC leaders and can continue to improve morale, teachers to teacher trust, student to student they aligned to designing effective reteaching methods to the highest eventually break down data analysis in PLC meetings trust, student to teacher trust, and teacher to student trust, and Principal leverage TEKS. trust.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The voices are heard, building connections with the community, delivering reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to excellent academic instruction whether virtual or in person, and student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a supporting the well-being of both staff and students. Even in a virtual assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting environment, school climate should still be measured. study of student work. Data will be studied, goals set, and progress overwhelmed. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
The ILT, CIC, Dept Chairs and will need to get accustomed to Look back Classroom management for certain teachers will need to be addressed and Look Forward PLC's and work collaboratively in order to make Time management to deliver a high quality PLC lead by ILT, CIC or dept. Barriers to Address throughout this year continuously and strategically to make sure they attend proper training effective use of data analysis and planning. The most complicated buy-in chair and push back from all teachers in these tested content areas. and best practices. will be the "I-do" scripting and role playing for the high school.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Lead PLC's to maximize and ensure collaborative planning, data analysis, To have an overall postiive climate/culture "green" survey. A learning For ILT's, CIC's and Dept chairs to lead effectve DDI PLC's with little Desired Annual Outcome and reteach plans in efforts to have more strategic planning across origanization focused on student achievement. This will all lead us to a B supervision using the effective Waterfall method (Bambrick, See it, Name horizontal teams, including the Asst. Principal's observation calendars campus rating. it, I do). Interim assessments include retest on reteach items.
Lincoln Humanities/Communications Magnet Targeted Improvement Plan 2020-2021
Overall C D in Domain 3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Lincoln Humanities/Communications Deardra Whigham
Campus Number: Superintendent Name:
000000009 Michael Hinojosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
Lincoln High School District Name Dallas ISD Campus Name Superintendent Michael Hinojosa Principal Johnna Weaver Humanities/Communications Magnet
District Coordinator of District Number 000905 Campus Number 000000009 School Improvement Deardra Whigham ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the The campus accountability goals for Domain 1 is 70% with an increase in the number of students performing at meets and mastery. Domain 2 will goal for each domain and how these goals will impact your overall Accountability Rating. need to show an increase by 10% meets and mastery for English II and Algebra.
Data Analysis Questions
What changes in student group and subject performance are included in these goals? The changes will reflect an increase for all students groups from the prior school years data.
Although meet standand with CCMR it is imperative to continue to monitor the progress of all students. The goal for Graduation rate is 90% so there If applicable, what goals has your campus set for CCMR and Graduation Rate? is a need to ensure that all students are graduating with their cohort.
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 5.3 2.1 3.1
We have a newly refined school mission, vision and value statement. Practices and policies for student expectations are posted and written, but often not implemented to fidelity. Observation data reflect Focusing on data driven instruction helps teachers focus on individualized Teacher placements should be strategic based on student need and inconsistencies in implementation of practices and policies. Rules and Rationale instruction per the student needs. With the added virtual learning teacher’s strengths. expectations are posted in the cafeteria and hallways and most teachers platform teachers are able to use the data to customize learning. have their rules posted. Classroom instruction did not demonstrate levels of expectations or engagement and there were examples of non-asset based language during staff to student or student to student interactions.
The campus leadership will continue to work on improving student achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by The campus leaders will work closely with the Human Capital Department in strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ recruiting highly qualified candidates for teaching positions. In addition, campus How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The voices are heard, building connections with the community, delivering leaders will provide training, professional development and support for new Who will you partner with? leadership team will receive training on how to prioritize their time to excellent academic instruction whether virtual or in person, and supporting candidates on how to use the district curriculum to provide exemplar lessons for the well-being of both staff and students. Even in a virtual environment, effectively manage the new "hybrid" instruction, as well as, maintain a both virtual and in person classrooms. safe and positive school climate and culture and without getting school climate should still be measured. overwhelmed.
The campus leadership team will maintain awareness of how teachers are The time to monitor and capture the established protocols and processes Barriers to Address throughout this year using data driven instruction to unpack the standards and take lead with Teacher and student attendance can be barrier to academic success. to ensure campus expectations are substainable. Professional Learning Communities. (PLC)
The Principal and leadership team will establish a committee composed of teachers, staff, and parents that represent each grade level and The principal and leadership team will establish a committee composed of The principal and leadership team will establish a committee composed of How will you communicate these priorities to your stakeholders? How department within the school to serve as communication groups. In teachers and staff that represent each grade level and department within teachers and staff that represent each grade level and department within will create buy-in? addition, Principal will use the digital platform to communicate to all the school to serve as a communication group . the school to serve as a communication group . stakeholders concerning all aspect of campus priorities and goals.
Instructional leadership team adds structure to four specific areas leading PLCs so that they lead to effective collaborative planning, data analysis, The Instructional leaders will ensure a positive, collaborative culture that Desired Annual Outcome and reteach plans, and effective and regular ILT meetings so that we are The campus will recuit and select highly qualified teachers. facilitates the implementation of campus initiatives and goals. more strategic in how we plan our time, including which and how frequently we observe teachers.
Oliver Wendell Holmes Humanities/Communications Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
O.W. Holmes Middle School Tracie Washington, Executive Director
Campus Number: Superintendent Name:
000000051 Dr. Michael Hinojosa
Date:
Wednesday, October 14, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Oliver Wendall Holmes Middle School Superintendent Michael Hinojosa Principal Sharron Jackson
District Coordinator of District Number 000905 Campus Number 000000051 School Improvement Tracie Washington ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 38 raw score = 70 scaled, Domain 2A: 72 raw score = 80 scaled, Domain 2B = B, Domain 3: 67 raw score = 80 scaled goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each What changes in student group and subject performance are included in these goals? STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Many of our teachers need assistance, feedback and support to create We started DDI because we know our instructional leaders (including and submit daily lesson plans that include clear objectives, effective Have had PLCs, but not anchored in an effective protocol to focus on data Rationale teacher leaders) need to lead data analysis in PLCs more effectively and pacing, delivery of instruction, and the evaluation of learning results that analysis or effective responses (reteach). formally. would result in student success.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Two - 1) culturally getting teachers comfortable with a more active AP/CIC AP/CIC skill and confidence in giving feedback on lesson delivery; AP/CICs Principal/Assistant Principal ability to roll out DDI to teachers (both from in PLCs, and 2) the AP/CIC comfort and skill in being more active in Barriers to Address throughout this year ability to get into content-specific discussions; teacher receptivity to an effective PD and teacher buy in standpoint); time management for planning, assessment, and data analysis (including analysis of student planning (and feedback) Principal to ensure leader prep is done and high quality work)
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team adds structure to two specific areas - Teachers use recurring PLC meetings to collaboratively plan parts of leading PLCs so that they lead to effective collaborative planning, data PLCs are lead by Principal/Assistant Principal and follow DDI protocol after Desired Annual Outcome lessons (at least know & show charts, objectives, and exit tickets) and AP analysis, and reteach plans, and more strategic in how we plan our time, all weekly checkpoints and common assessments. & CIC lead meetings to give feedback to help improve lesson plans. including which and how frequently we observe teachers
Piedmont Global Academy Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Piedmont Global Academy Joann Frantzen
Campus Number: Superintendent Name:
000000052 Michael Hinjosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Piedmont GLOBAL Academy Superintendent Michael Hinojosa Principal Letrice Portley
District Coordinator of District Number 000905 Campus Number 000000052 School Improvement Joann Frantzen ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 74, Domain 2: 82, Domain 3: 74 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions Our scores are below performance levels in Domains 1 and 3 specifically, so we are aiming for improved achievement in the Meets and Master area What changes in student group and subject performance are included in these goals? in all student groups and performance areas.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Some formal campus leadership team activities, meetings, and collaboration prior to this school year. We started Distributed Leadership Have had PLCs, but they didn't focused protocols for data analysis or Prior to this year, lesson plans were submitted but not vetted by Rationale on our campus because we know our instructional leaders (including effective responses (reteach) from the data analysis. No established outlet leadership for alignment and rigor. teacher leaders) need to lead data analysis in PLCs more effectively and to spar and practice teaching methods to refine skills. formally.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
1) culturally getting teachers comfortable with departments and grade ILT's skill and confidence in giving feedback on lesson plans; ILT's ability to Have had PLCs, but they didn't focused protocols for data analysis or levels orchestrated by AP and 2) the ILT's comfort and skill in being more Barriers to Address throughout this year get into content-specific discussions; teacher receptivity to planning (and effective responses (reteach) from the data analysis. No established outlet active in planning, assessment, and data analysis (including analysis of feedback) to spar and practice teaching methods to refine skills. student work)
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team adds structure to two specific areas - leading PLCs so that they lead to effective collaborative planning, data Teachers use recurring PLC meetings to collaboratively plan parts of PLCs are lead by ILT and follow DDI protocol after all assessments. Desired Annual Outcome analysis, and reteach plans, and effective and regular ILT meetings so that lessons (at least know & show charts, objectives, and exit tickets) and ILT Common assessments include retest on reteach items. we are more strategic in how we plan our time, including which and how leading meetings give feedback in meetings to help improve lesson plans frequently we observe teachers
Robert T Hill Middle School Targeted Improvement Plan 2020-2021
Overall C D in Domain 3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Robert T. Hill Middle School Richard Kastl, Executive Director
Campus Number: Superintendent Name:
000000050 Michael Hinojosa
Date:
Friday, October 16, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name ROBERT T HILL MIDDLE Superintendent Michael Hinojosa Principal Candice Ruiz
District Coordinator of District Number 000905 Campus Number 000000050 School Improvement Richard Kastl ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html will be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 81 (B), Domain 2: 91 (A), Domain 3: 86 (B) goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis These goals reflect two areas of concern: we will push 100% of our students to meet their individualized growth goals for the school year, and we will Questions What changes in student group and subject performance are included in these goals? also target growth for our Meets and Masters subgroups as we need to increase these numbers across all contents and grade-levels.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 4.1 5.1 5.3
If the instructional leadership team is involved at the front-end of Have had Look-Backs, but they have not always resulted in analysis of curriculum and assessment development for each six-weeks cycle, then student work in order to identify a high-leverage gap to close nor have high-quality curriculum will be achieved through the backward planning Prior to this year, no expectation that teachers lesson plan, no feedback they resulted in the design of a scripted reteach. When a reteach lesson Rationale model. To date, data has not always been reliable enough to drive on lesson plans, if DDI is going to be effective, we need to strengthen both has been scheduled, there has not been follow-up from leadership on a instructional decisions as it has come to light that teacher-created Power lesson plans (with DOLs) and our feedback on them. consistent basis in order to observe the reteach delivery and provide DOLs or interim checkpoints have not always been aligned to the highest coaching. The result is that our lowest letter-grade as a campus was in level of rigor presented by STAAR. Closing the Gaps.
The campus leaders will develop protocols based on the Bambrick method The campus will work closely with Teaching and Learning to provide The campus will place a focus on having extended planning as part of the for PLCs that will facilitate the study of data and subsequent instructional training on how to use the district’s Curriculum Central so that teachers school culture. Detailed online and in person lesson plans will planning. The PLCs will include, but are not limited to tight, weekly data will be able to provide exemplar lessons using the curriculum guides. We demonstrate that teachers are thoughtful and purposeful in their analysis procedures that result in solid reteach and reassessment based on How will the campus build capacity in this area? are aware that we may be required to re-prioritize curriculum goals given instruction to impact student progress. Lesson plans will show ideal the scope and sequence and data related to student mastery tracking of Who will you partner with? the reality that the modes of delivery, virtual or in person, are different student responses (formalized exemplars) to ensure that assessments standards assessed on frequent formative assessments and curriculum and challenging. We will encourage teachers to communicate with each measure active student engagement and learning. The leadership team based assessments. Data meetings include study of student work. Data will other, as well as students and parents, about curriculum goals, strategies, will provide a standardized method for providing teachers with effective be studied, goals set, and progress posted/communicated at three levels: activities, and additional resources. and constructive lesson plan feedback. campus, classroom (virtual and in person), and students.
Knowledge of effective reteach (PLC leads and teachers) frameworks and ILT's and teacher's capacity and content knowledge: side-by-side planning ILT's skill and confidence in giving feedback on lesson plans; ILT's ability to scripts; "public" analysis of assessment results in DDI meetings; Barriers to Address throughout this year and coaching will be needed from the AP in order to push ILT's along get into content-specific discussions; teacher receptivity to planning (and uninterrupted time set aside on the calendar for recurring Look-Backs, and toward the year-end outcome goal. feedback) a systematic manner in which to collect and analyze weekly DOLs.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team is already engaging in weekly Content Leadership Team meetings, however one CLT meeting prior to the Look-Back PLCs are led by ILTs on a weekly basis and follow DDI protocol Teachers use recurring PLC meetings to collaboratively plan parts of beginning of each new six-weeks will be designated to in purpose to after each weekly Power DOL, tri-weekly checkpoint, and 6-weeks Desired Annual Outcome lessons (at least know & show charts, objectives, and exit tickets) and ILT prepare six-weeks Instructional Planning Calendar and the 3-week common assessment. Tri-weekly and Six-Weeks assessments will include a leading meetings give feedback in meetings to help improve lesson plans checkpoint. This will ensure alignment to the TEKS at the highest level of retest on reteach items. rigor.
Sam Tasby Middle School Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Sam Tasby Middle School Melody Paschall
Campus Number: Superintendent Name:
000000083 Dr. Michael Hinajosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Tasby MS Superintendent Michael Hinojosa Principal Audrey de la Cruz
District Coordinator of District Number 000905 Campus Number 000000083 School Improvement Melody Paschall ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain I--70, Domain II--80, Domain III--70 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions What changes in student group and subject performance are included in these goals? All, AA, HISP, EcoDis, EL need to improve in Reading and Math
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 4 - Partial Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 4 - Partial Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 4 - Partial Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 4 - Partial Implementation
5.3 Data-driven instruction. 4 - Partial Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 5.3
Continue improving system for addressing in class and school wide We started DDI because we know our instructional leaders (including discipline (communication and reporting systems). It's important to Have had PLCs, but not anchored in an effective protocol to focus on data Rationale teacher leaders) need to lead data analysis in PLCs more effectively and continue to improve morale, teachers to teacher trust, student to student analysis or effective responses (reteach). formally. trust, student to teacher trust, and teacher to student trust, and Principal trust.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Two - 1) culturally getting teachers comfortable with a more active AP/CLT Classroom management for certain teachers will need to be addressed Principal/Assistant Principal ability to roll out DDI to teachers (both from in PLCs, and 2) the AP/CLT comfort and skill in being more active in Barriers to Address throughout this year continuously and strategically to make sure they attend proper training an effective PD and teacher buy in standpoint); time management for planning, assessment, and data analysis (including analysis of student and best practices. Principal to ensure leader prep is done and high quality work)
The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of The principal and leadership team will establish a committee composed of instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within teachers and staff that represent each grade level and department within using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the school to serve as a communication group . leaders will monitor data meetings and give feedback to teachers regarding the reteach and reassessment of material identified during the data meetings.
Consistent Data PLCs: Organizational charts are followed with calendars of leadership reflecting 100% Implementation of SEL: brain breaks, RP Circles and Calming Desired Annual Outcome Content Leadership Team PLC >50% time is spent on instructional outcomes. Corners Content PLCs (K&S: LK BK & K&S: LK FWD)
Sarah Zumwalt Middle School Targeted Improvement Plan 2020-2021
Overall C F in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Sarah Zumwalt Middle School Tracie Washington, Executive Director
Campus Number: Superintendent Name:
000000072 Dr. Michael Hinojosa
Date:
Wednesday, October 14, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Sarah Zumwalt Middle School Superintendent Michael Hinojosa Principal Edwina Woods
District Coordinator of District Number 000905 Campus Number 000000072 School Improvement Tracie Washington ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 38 raw score = 70 scaled, Domain 2A: 75 raw score = 80 scaled, Domain 3: 67 raw score = 80 scaled goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions
Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each What changes in student group and subject performance are included in these goals? STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Our teachers need to be able to create daily lesson plans and assessments using the most appropriate learning activities based on instructional objectives aligned to content standards. These plans should include a We started DDI because we know our instructional leaders (including variety of differentiated instructional strategies, anticipating where these Have had PLCs, but not anchored in an effective protocol to focus on data Rationale teacher leaders) need to lead data analysis in PLCs more effectively and will be needed to enhance instruction. In addition, the plans should analysis or effective responses (reteach). formally. incorporate formative assessments/checks for understanding as well as summative assessments, where necessary, and use all assessment data to directly inform instruction.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Two - 1) culturally getting teachers comfortable with a more active AP/CIC AP/CIC skill and confidence in giving feedback on lesson delivery; AP/CICs Principal/Assistant Principal ability to roll out DDI to teachers (both from in PLCs, and 2) the AP/CIC comfort and skill in being more active in Barriers to Address throughout this year ability to get into content-specific discussions; teacher receptivity to an effective PD and teacher buy in standpoint); time management for planning, assessment, and data analysis (including analysis of student planning (and feedback) Principal to ensure leader prep is done and high quality work)
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team adds structure to two specific areas - Teachers use recurring PLC meetings to collaboratively plan parts of leading PLCs so that they lead to effective collaborative planning, data PLCs are lead by Principal/Assistant Principal and follow DDI protocol after Desired Annual Outcome lessons (at least know & show charts, objectives, and exit tickets) and AP analysis, and reteach plans, and more strategic in how we plan our time, all weekly checkpoints and common assessments. & CIC lead meetings to give feedback to help improve lesson plans. including which and how frequently we observe teachers
Seagoville High School Targeted Improvement Plan 2020-2021
Overall C D in Domain 3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Seagoville High School Joann Frantzen
Campus Number: Superintendent Name:
000000015 Michael Hinojosa
Date: Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Seagoville High School Superintendent Michael Hinojosa Principal Angela West
District Coordinator of District Number 000905 Campus Number 000000015 School Improvement Joann Frantzen ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the The accountability goal for Domain 1 is 80. It is currently 72. Domain 2 is and Domain 3 is. goal for each domain and how these goals will impact your overall Accountability Rating.
There is a need for improvement in ALL student groups. We have to particularly pay attention to our white student population. Additionally, we need Data Analysis What changes in student group and subject performance are included in these goals? to improve Meets levels within all EOC tested areas. Additonally, AA and ELLs are groups of high interest due to low performance in Reading and Questions Math.
If applicable, what goals has your campus set for CCMR and Graduation Rate? The accountability goal for CCMR is 90. It is currently 79. The accountability goal for graduation rate is 80. It is currently 65.
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 5.3
Developing campus instructional leaders with clear roles and Creating a positive school climate and culture has been a priority of our responsibilities has been a priority of our district, network and campus. district, network and campus. We've designed protocols and systems such Analyzing student data, creating action and reteach plans and knowing all Rationale We've laid the foundational work and are continuously building on the as morning arrival, hallway transitions, positive framing, and we've created of our students will help us to reach our goals. current plan. our FIRED UP theme to promote a positive and safe culture.
The campus leaders will develop protocols based on the Bambrick method The campus leadership will continue to work on improving student for PLCs that will facilitate the study of data and subsequent instructional achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by planning. The PLCs will include, but are not limited to tight, weekly data strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ analysis procedures that result in solid reteach and reassessment based on How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The voices are heard, building connections with the community, delivering the scope and sequence and data related to student mastery tracking of Who will you partner with? leadership team will receive training on how to prioritize their time to excellent academic instruction whether virtual or in person, and standards assessed on frequent formative assessments and curriculum effectively manage the new "hybrid" instruction, as well as, maintain a supporting the well-being of both staff and students. Even in a virtual based assessments. Data meetings include study of student work. Data will safe and positive school climate and culture and without getting environment, school climate should still be measured. be studied, goals set, and progress posted/communicated at three levels: overwhelmed. campus, classroom (virtual and in person), and students.
Operational and discipline issues arise that interrupt Power meetings Getting everyone on board with climate and culture expectations and Time for teachers and administrators to internalize individual student data Barriers to Address throughout this year making it difficult to spend 70% of the day on instructional priorities. internalizing and executing the plan. and effectively monitor/track student progress towards their growth goals.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will consistently communicate the communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How vision, mission and priorities in all meetings (faculty meetings, PLCs, SBDM lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? and genral parent meetings) with staff, parents/guardians and community the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers representatives. to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Campus instructional leaders have clear, written, transparent roles and responsibilities and core leadership tasks (including observations, debriefs, The District Climate Survey, Student Perceptions Surveys and Parent and leadership team meetings.) PLCs are effective, focused on instruction Surveys will improve by 5 percentage points in all categories. Student Desired Annual Outcome There will be increases in all 3 accountability domains. and structured so that teachers and leaders have time to collaborate, plan, achievement will increase in all EOC tested subjects - Approaches, Meets model, and analyze data. The ultimate desired annual outcome is and Masters. improvement in all domains.
Seagoville Middle School Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Seagoville Middle School Joann Frantzen
Campus Number: Superintendent Name:
000000069 Michael Hinojosa
Date:
Friday, October 16, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Seagoville Middle School Superintendent Michael Hinojosa Principal Jesus Martinez
District Coordinator of District Number 000905 Campus Number 000000069 School Improvement Joann Frantzen ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 75, Domain 2: 85, Domain 3: 70 goal for each domain and how these goals will impact your overall Accountability Rating. Data Analysis Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each Questions What changes in student group and subject performance are included in these goals? STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
We have implemented a uniform teacher lesson plan template. ILTs will DDI is critical for moving the needle on student achievement; this year, all We have started conducting A-Team meetings, content leadership team develop lesson plans for their subject area for alignment purposes, and PLCs will follow the DDI protocols during the look back meetings; and we meetings this school year. We started DDI during PLCs in order to Rationale content teams are able to internalize, add-to and change lesson plans will have a campus-wide focus on the student growth measures and increase student achievement. Every leader on campus has an assigned during PLC; if DDI is going to be effective, we need to strengthen both ensuring that teachers are working with students at the individual level to set of duties and data they are accountable for. lesson plans (with DOLs) and our feedback on them. achieve growth.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Two - 1) culturally getting teachers comfortable with a more active ILT in ILT's skill and confidence in giving feedback on lesson plans; ILT's ability to ILTs ability to roll out DDI to teachers (both from an effective PD and Barriers to Address throughout this year PLCs, and 2) the ILT's comfort and skill in being more active in planning, get into content-specific discussions; teacher receptivity to planning (and teacher buy in standpoint); time management for ILT to ensure leader assessment, and data analysis (including analysis of student work) feedback) prep is done and high quality
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team adds structure to two specific areas - leading PLCs so that they lead to effective collaborative planning, data Teachers use recurring PLC meetings to collaboratively plan parts of PLCs are lead by APs or ILT and follow DDI protocol after all common Desired Annual Outcome analysis, and reteach plans, and effective and regular ILT meetings so that lessons (at least know & show charts, objectives, and exit tickets) and ILT assessments and for PowerDOLs (campus-made). we are more strategic in how we plan our time, including which and how leading meetings give feedback in meetings to help improve lesson plans frequently we observe teachers
South Oak Cliff High School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
South Oak Cliff High School Tracie Washington, Executive Director
Campus Number: Superintendent Name:
000000016 Dr. Michael Hinojosa
Date:
Wednesday, October 14, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name South Oak Cliff HS Superintendent Michael Hinojosa Principal Willie Johnson
District Coordinator of District Number 000905 Campus Number 000000016 School Improvement Tracie Washington ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Our Campus set a goal to earn a B in each Domain goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis It is expected that a +5% gain is accomplished in US History, algebra, and Biology (masters) as well a +10% gain in ELA 1&2 in both African American What changes in student group and subject performance are included in these goals? Questions and Hispanic student groups(male&Female).
If applicable, what goals has your campus set for CCMR and Graduation Rate? A 5% increase in both graduation rate and CCMR score is expected for the 2019-20 school year.
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 3.1 5.1 5.3
A positive school culture requires establishing and maintaining a Prior to this year, no expectation that teachers script lesson plans and Have had PLCs, but they didn't focus on data analysis or effective compelling and aligned vision, mission, goals and values, an explicit present the scripts for feedback during the Look Forward PLC, and obs responses (reteach - modeling) from the data analysis; no real process in Rationale behavioral expectations and management system as well as responsive show that it's likely that many aren't adequately lesson planning; if DDI is place for AP. CIC or teachers to analyze unit tests (or any other tests) for student support services including and involving families and going to be effective, we need to strengthen both lesson plans (with the purposes of effective reteach. communities. DOLs) and our preview and feedback on them (Look Forward PLC).
The campus leaders will develop protocols based on the Bambrick The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent The campus will place a focus on maintaining a positive school climate by school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, practicing collaborative decision-making to ensure students’ and teachers’ demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? voices are heard, building connections with the community, delivering instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? excellent academic instruction whether virtual or in person, and student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative supporting the well-being of both staff and students. Even in a virtual measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include environment, school climate should still be measured. will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Assistant Principals, CICs and Ilcs consistency and calibrated skill and 1. Administrators actually beginning the work and not remaining in the confidence in giving feedback on lesson plans; Assistant Principals, CICs, planning stages. 2. Some leaders fear beginning the data meetings, Barriers to Address throughout this year Buy in from staff and students might present barriers during the year. and ILCs ability to get into Content Planning meetings; teacher receptivity especially in areas that the administrator is not an expert in the content. to planning (and feedback) 3. Lack of a consistent cycle of assessments, tracking tools and calendars.
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Teachers will use PLC's to plan and ensure alignments of standards. The Campus will implement effective systems thus improving a positive Plc's will be led by the CIC and follow the DDI protocols for common Desired Annual Outcome know/show charts, exit tickets, exemplars, and anchor charts will be used climate culture assessment implementation. as evidence. The IC will critique lesson plans and offer feedback
T W Browne Middle School Targeted Improvement Plan 2020-2021
Overall C D in Domains 1,3
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending.
The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
T W BROWNE MIDDLE Deardra Hayes-Whigham
Campus Number: Superintendent Name:
000000043 Michael Hinojosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name T W BROWNE MIDDLE Superintendent Michael Hinojosa Principal LaKisha Thomas
District Coordinator of District Number 000905 Campus Number 000000043 School Improvement Deardra Hayes-Whigham ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 38 raw score = 70 scaled, Domain 2A: 75 raw score = 80 scaled, Domain 3: 67 raw score = 80 scaled goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each What changes in student group and subject performance are included in these goals? Questions STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 5 - Full Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 5 - Full Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 5 - Full Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 5 - Full Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 5 - Full Implementation
5.3 Data-driven instruction. 5 - Full Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
Less than 30% of our teachers are Proficient I or higher, and observations We started DDI because we know our instructional leaders (including show that it's likely that many struggle with writing aligned lesson plans; if PLCs are the focus with an effective protocol to focus on data analysis or Rationale teacher leaders) need to lead data analysis in PLCs more effectively and DDI is going to be effective, we need to strengthen both lesson plans effective responses. formally. (with DOLs) and our feedback on them.
The leaders will place a focus on incorporating virtual instructional The campus leaders will develop protocols based on the Bambrick The campus leadership team will continue to work on improving student platforms. Detailed online and in person lesson plans will demonstrate method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building that teachers are thoughtful and purposeful in their instruction to impact instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have How will the campus build capacity in this area? student progress. Lesson plans will show ideal student responses mini lessons prior to instruction to ensure high quality instructional a clear understanding of their roles and responsibilities. The leadership Who will you partner with? (formalized exemplars) to ensure that assessments measure active delivery and weekly data analysis procedures to ensure student mastery team will receive training on how to prioritize their time to effectively student engagement and learning. The leadership team will provide a of learning objectives. Look Back PLCs include study of student work. Data lead PLCs and provide coaching and feedback, as well as, maintain a safe standardized method for providing teachers with effective and will be studied, goals set, and progress posted/communicated at three and positive school climate and culture and without getting overwhelmed. constructive lesson plan feedback. levels: campus, classroom (virtual and in person), and students.
Principal/Assistant Principal ability to ensure best instructional practices A focus area is assistant principals', campus instructional coaches', and Two - 1) Teachers teaching students both virtually and face to face and 2) and DDI including virtually (both from an effective PD/PLC and teacher Barriers to Address throughout this year instructional lead teachers' ability to present best instructional practices Technology challenges will exist with teachers and students. buy in standpoint); time management for principal to ensure leader prep whether instruction is virtual or face to face during virtual PLCs. is done and focuses on highest leverage actions
Structured PLC meetings will be the mode of communication using the Structured PLC meetings will be the mode of communication for Bambrick method of data driven instruction. Tools that are teacher- The principal and leadership team will establish a committee composed of introducing the priorities for developing exemplary lessons and creating How will you communicate these priorities to your stakeholders? How friendly in disaggregating and using data for reteach will help hold to the teachers and staff that represent each grade level and department within tools that are teacher-friendly that will help hold to the fidelity of high will create buy-in? fidelity of PLCs. Instructional leaders will monitor Look Back PLCs and give the school to serve as a communication group . quality instructional lesson delivery as well as make it easier for feedback to teachers regarding the reteach and reassessment of material administrators to coach and provide feedback. identified during the those meetings.
Instructional leadership team adds structure to specific areas - leading Teachers use recurring PLC meetings to collaboratively plan parts of PLCs so that they lead to greater student achievement, effective PLCs are lead by Principal/Assistant Principal and follow Bambrick method Desired Annual Outcome lessons (at least know & show charts, objectives, and exit tickets) and AP collaborative planning, and data analysis that improve student mastery of after all weekly checkpoints and common assessments. & CIC lead meetings to give feedback to help improve lesson plans. learning expectations.
Thomas Jefferson High School Targeted Improvement Plan 2020-2021
Overall B D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Thomas Jefferson High School Melody Paschall
Campus Number: Superintendent Name:
000000007 Michael Hinojosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Thomas Jefferson High School Superintendent Michael Hinojosa Principal Sandi Massey
District Coordinator of District Number 000905 Campus Number 000000007 School Improvement Melody Paschall ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
70% of All Students including subgroups will pass all tests taken on 2020 STAAR EOC Tests. 50 % of All Students including subgroups will meet and/or What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the exceed PROGRESS on the 2020 STAAR EOC tests in Eng. I, Eng. II and Alg. I. An average of 65% of all Special Education Students and ELL students will goal for each domain and how these goals will impact your overall Accountability Rating. pass all EOC tests in 2020 including Reading and Mathematics. Data Analysis Questions
What changes in student group and subject performance are included in these goals? SPED, EL and "all testers" including re-testers for EOC exams are included in the above goals
If applicable, what goals has your campus set for CCMR and Graduation Rate? 88% Graduation
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 5 - Full Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 4 - Partial Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 5 - Full Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 5 - Full Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 5 - Full Implementation
5.3 Data-driven instruction. 5 - Full Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 2.1 3.1 5.3
Practices and policies for student expectations are captured and written All classrooms have TWO data walls - 1 that is weekly for Power DOL's and down. another tracking six weeks assessment data. While each room has data, While this is not an immediate concern and we have great practices in During classroom and hallway observations, you see most teachers the school hallways do not show data except for our Early College wings - place, finding highly qualified teachers who are up to the challenge of our implementing policies and procedures, however, it is rarely 100%. every classroom in these two hallways posts classroom data on the Rationale particular circumstances is extremely hard to identify in an interview. We Most EOC teachers demonstrate high expectations for their students in all OUTSIDE of the room rather than on the inside. We need data to be are constantly looking at our hiring and recruitment practices to attempt interactions around performance, challenges, and strategies. Many EOC often, relevant, and strategic to aligned common assessments at the rigor the best hires early in the season teachers present artifacts that are 100% aligned to practices and hallways. level of the SE or beyond. While we have this as expectations, we are This is still a work in progress whole school wide. seeing some inconsistency in follow through and rigor level.
The campus leaders will develop protocols based on the Bambrick method for PLCs that will facilitate the study of data and subsequent The campus will place a focus on maintaining a positive school climate by instructional planning. The PLCs will include, but are not limited to tight, The campus leaders will work closely with the Human Capital Department practicing collaborative decision-making to ensure students’ and teachers’ weekly data analysis procedures that result in solid reteach and in recruiting highly qualified candidates for teaching positions. In addition, How will the campus build capacity in this area? voices are heard, building connections with the community, delivering reassessment based on the scope and sequence and data related to campus leaders will provide training, professional development and Who will you partner with? excellent academic instruction whether virtual or in person, and supporting student mastery tracking of standards assessed on frequent formative support for new candidates on how to use the district curriculum to the well-being of both staff and students. Even in a virtual environment, assessments and curriculum based assessments. Data meetings include provide exemplar lessons for both virtual and in person classrooms. school climate should still be measured. study of student work. Data will be studied, goals set, and progress posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Barriers to Address throughout this year Quality of candidates Mindset (Making sense of change); support; time-management Mindset (Making sense of change); support; time-management
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
90-100% of new hires are of quality in integrity and are up for the 90-100% of new hires are of quality in integrity and are up for the 90-100% of all teachers communicate and implement high expectations in challenges of a unique school; that current high level teachers (via data challenges of a unique school; that current high level teachers (via data student culture, achievement, involvement in PLC and PD, with an Desired Annual Outcome and observations) will remain for at least 5 years while training new and observations) will remain for at least 5 years while training new understanding that this mindset and commitment will lead to HIGH teachers along the way prior to leaving TJ so that high quality instruction teachers along the way prior to leaving TJ so that high quality instruction STUDENT ACHIEVEMENT RESULTS can be sustained can be sustained
Wilmer-Hutchins High School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Wilmer Hutchins High School Tracie Washington, Executive Director
Campus Number: Superintendent Name:
000000380 Dr. Michael Hinojosa
Date:
Wednesday, October 14, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Wilmer-Hutchins High School Superintendent Michael Hinojosa Principal Jasen Campbell
District Coordinator of District Number 000905 Campus Number 000000380 School Improvement Tracie Washington ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 80, Domain 2: 75, Domain 3: 80 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions Our student outcomes are below the standard in all areas. All contents areas goal is: 90% approaches, 65% Meets, 20% Mastery on all EOC What changes in student group and subject performance are included in these goals? assessments.
If applicable, what goals has your campus set for CCMR and Graduation Rate? CCMR Goals score : 52
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 5.3
Campus has clearly defined roles and responsibilities of the instructional Campus has established campus wide process to help ensure that there is leaders but need to continue to assess and make adjustments to ensure The campus recognizes the need to constantly review and adjust a safe learning environment with high expectations. Campus has Rationale that PLC instructional processes are consistently implemented. This will instruction based on student data. Campus will incorporate data meetings established hallway culture procedures for transitions and entering the help campus ensure alignment to the TEKS and adjust instruction and analyze data after each common assessment. classroom. according to the data.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The voices are heard, building connections with the community, delivering reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to excellent academic instruction whether virtual or in person, and student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a supporting the well-being of both staff and students. Even in a virtual assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting environment, school climate should still be measured. study of student work. Data will be studied, goals set, and progress overwhelmed. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Two - 1) culturally getting teachers comfortable with a more active ILT in Teachers understand the expectations and the hall culture that has been ILTs ability to roll out DDI to teachers (both from an effective PD and Barriers to Address throughout this year PLCs, and 2) the ILT's comfort and skill in being more active in planning, established. Admin will need to maintain culture by being visible and teacher buy in standpoint); time management for ILT to ensure leader assessment, and data analysis (including analysis of student work) constantly reminding teachers of the expectations. prep is done and high quality
The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of The principal and leadership team will establish a committee composed of instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within teachers and staff that represent each grade level and department within using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the school to serve as a communication group . leaders will monitor data meetings and give feedback to teachers regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team adds structure to two specific areas - leading PLCs so that they lead to effective collaborative planning, data ILTs ability to roll out DDI to teachers (both from an effective PD and School wide systems such as hallway culture during transitions create a Desired Annual Outcome analysis, and reteach plans, and effective and regular ILT meetings so that teacher buy in standpoint); time management for ILT to ensure leader welcoming and safe environment for all students. we are more strategic in how we plan our time, including which and how prep is done and high quality frequently we observe teachers
Young Men's Leadership Academy Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Young Men's Leadership Academy @ Florence Nancy Bernardino
Campus Number: Superintendent Name:
000000046 Michael Hinojosa
Date:
Monday, August 31, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Young Men's Leadership Academy Superintendent Michael Hinojosa Principal Christopher Barksdale
District Coordinator of District Number 000905 Campus Number 000000046 School Improvement Nancy Bernardino ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html will be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 75, Domain 2: 85, Domain 3: 70 goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each Questions What changes in student group and subject performance are included in these goals? STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 3.1 5.3
Campus was awarded grant funding by TEA for the Community Campus leaders meet Weekly during A-Team meeting and Content DDI is critical for improving student achievement; We will continue to Partnership Grant. This initiative has prompted the campus to work more Leadership Team Meeting to plan PLCs and data tracking for the upcoming follow the Get Better Fast DDI protocols during the weekly look back cohesively in teams to align campus vision, mission, and goals to our work. Rationale week. Look Back Data meeting occur on Tuesday. Each leader in meetings; campus-wide we will maintain focus on the student growth Campus has established design team which meet regular to plan and responsible for a department and grade level and responsible for owning measures and ensuring that teachers are tracking and working with discuss strategies aimed at sustaining a positive culture and climate for everything that happens within the department students at the individual level to achieve their growth goal. students, teachers, parents, and community.
The campus leaders will develop protocols based on the Bambrick method The campus leadership will continue to work on improving student for PLCs that will facilitate the study of data and subsequent instructional achievement, while fostering a positive professional culture, and building The campus will place a focus on maintaining a positive school climate by planning. The PLCs will include, but are not limited to tight, weekly data strong instructional teams. Each member of the leadership team will have practicing collaborative decision-making to ensure students’ and teachers’ analysis procedures that result in solid reteach and reassessment based on How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The voices are heard, building connections with the community, delivering the scope and sequence and data related to student mastery tracking of Who will you partner with? leadership team will receive training on how to prioritize their time to excellent academic instruction whether virtual or in person, and standards assessed on frequent formative assessments and curriculum effectively manage the new "hybrid" instruction, as well as, maintain a supporting the well-being of both staff and students. Even in a virtual based assessments. Data meetings include study of student work. Data will safe and positive school climate and culture and without getting environment, school climate should still be measured. be studied, goals set, and progress posted/communicated at three levels: overwhelmed. campus, classroom (virtual and in person), and students.
New teacher capacity, Mindsets of veteran teachers, Accountability of Barriers to Address throughout this year Ensure monitoring systems are in place Calendaring to ensure meeting consistency and principal attendance campus leaders
The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of The principal and leadership team will establish a committee composed of instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within teachers and staff that represent each grade level and department within using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the school to serve as a communication group . leaders will monitor data meetings and give feedback to teachers regarding the reteach and reassessment of material identified during the data meetings.
Campus Logic Model Implementation - Earn a B campus overall rating; Consistent PLC meeting schedule. Teachers and leaders come prepare and campus climate survey responses improve; decreased student discipline Desired Annual Outcome an emphasis on providing time to role play and rehearse is evident in 85% of students meet their growth goal on STAAR. rates; 50% of 8th grade students perform at the Meets in Math and every meeting Reading; Implementation of House systems campus-wide
Zan Wesley Holmes Jr Middle School Targeted Improvement Plan 2020-2021
Overall C D in Domain 1
2020-2021 District Coordinator of School Improvement (DCSI) Superintendent Attestation
The superintendent must name a District Coordinator of School Improvement (DCSI) if their local education agency (LEA) meets one or more of the following criteria:
• the LEA, including those evaluated under alternative education accountability, was assigned an overall rating of F or must engage in unacceptable interventions due to TEC §39A.0545(b) or (c) or was assigned an overall rating of D or D in a domain; • a campus within the LEA, including alternative education campuses, was assigned an overall rating of D or F or D in a domain; • a campus was identified as in need of Comprehensive Support, Targeted Support, or Additional Targeted Support; or • the LEA or campus described above has an appeal of a 2020 accountability rating pending. The DCSI oversees the work of school improvement as a required member of the Campus Intervention Team (CIT), leads and participates in the needs assessment, including the Effective Schools Framework (ESF) self-assessment and ESF Diagnostic process, improvement planning, and monitoring processes, and ensures requirements and submissions are completed on time. The DCSI supports campus and district improvement by ensuring that the district creates the conditions for campus implementation of best practices. The district commitments in the ESF describe what the district does to create the foundations upon which school-based best practices are built, and the district’s actions are captured in the Targeted Improvement Plan (TIP). The DCSI needs to be in a position to impact and/or influence the ESF district commitments aligned to campus needs. DCSIs are principal supervisors or other district-level leaders with direct responsibility for campuses that have been identified for improvement under state and/or federal accountability.
It is strongly encouraged that the DCSI be the supervisor of the principal for the campus with an unacceptable performance rating. If the DCSI is not the principal supervisor, the principal supervisor is required to be a member of the CIT per Texas Administrative Code §97.1063(b)(2).
I, the superintendent of schools, attest that I have read the DCSI Job Description, and that the DCSI selected can perform all the duties included in the job description.
DSCI Job Description
Campus Name: District Coordinator of School Improvement (DCSI) Name, Role:
Zan Wesley Holmes Middle School Tracie Washington
Campus Number: Superintendent Name:
000000100 Michael Hinojosa
Date:
Friday, October 30, 2020 Foundations
CAMPUS INFORMATION
District Name Dallas ISD Campus Name Zan Wesley Holmes MS Superintendent Michael Hinojosa Principal Tangela Carter
District Coordinator of District Number 000905 Campus Number 000000100 School Improvement Tracie Washingtom ESC Number 10 (DCSI)
Board Approval Date Thursday, December 17, 2020 DATA ANALYSIS, 2018-2019 STAAR
Using your accountability data from 2019 (see link in Column G), and any relevant student achievement data from 2019-2020, set reasonable goals in each domain (1, 2B and 3). Include what special student groups you will https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/index.html be monitoring for progress. Include CCMR goals, if applicable.
What accountability goals for each Domain has your campus set for the year? Be sure to include how you determined the Domain 1: 38 raw score = 70 scaled, Domain 2A: 72 raw score = 80 scaled, Domain 3: 67 raw score = 80 scaled goal for each domain and how these goals will impact your overall Accountability Rating.
Data Analysis Questions Our student outcomes are below where they need to be across the board, so on average, we want to see a 10 percentage point increase in each What changes in student group and subject performance are included in these goals? STAAR tested subject area and grade level.
If applicable, what goals has your campus set for CCMR and Graduation Rate? n/a
CAMPUS FOCUS AREAS, 2020-2021
Essential Action Implementation Level (1 Not Yet Started - 5 Fully Implemented)
1.1 Develop campus instructional leaders with clear roles and responsibilities. 3 - Planning for Implementation
2.1 Recruit, select, assign, induct and retain a full staff of highly qualified educators. 3 - Planning for Implementation
3.1 Compelling and aligned vision, mission, goals, and values focused on a safe environment and high expectations. 3 - Planning for Implementation
4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence. 3 - Planning for Implementation
5.1 Objective-driven daily lesson plans with formative assessments. 3 - Planning for Implementation
5.3 Data-driven instruction. 3 - Planning for Implementation PRIORITIZED FOCUS AREAS
Prioritized Focus Area #1 Prioritized Focus Area #2 Prioritized Focus Area #3
Essential Action 1.1 5.1 5.3
We started DDI because we know our instructional leaders (including Many of our teachers struggle with writing aligned lesson plans; if DDI is Have had PLCs, but not anchored in an effective protocol to focus on data Rationale teacher leaders) need to lead data analysis in PLCs more effectively and going to be effective, we need to strengthen both lesson plans (with analysis or effective responses (reteach). formally. DOLs) and our feedback on them.
The campus leaders will develop protocols based on the Bambrick The campus leadership will continue to work on improving student The campus will place a focus on having extended planning as part of the method for PLCs that will facilitate the study of data and subsequent achievement, while fostering a positive professional culture, and building school culture. Detailed online and in person lesson plans will instructional planning. The PLCs will include, but are not limited to tight, strong instructional teams. Each member of the leadership team will have demonstrate that teachers are thoughtful and purposeful in their weekly data analysis procedures that result in solid reteach and How will the campus build capacity in this area? a clear understanding of their roles and new responsibilities. The instruction to impact student progress. Lesson plans will show ideal reassessment based on the scope and sequence and data related to Who will you partner with? leadership team will receive training on how to prioritize their time to student responses (formalized exemplars) to ensure that assessments student mastery tracking of standards assessed on frequent formative effectively manage the new "hybrid" instruction, as well as, maintain a measure active student engagement and learning. The leadership team assessments and curriculum based assessments. Data meetings include safe and positive school climate and culture and without getting will provide a standardized method for providing teachers with effective study of student work. Data will be studied, goals set, and progress overwhelmed. and constructive lesson plan feedback. posted/communicated at three levels: campus, classroom (virtual and in person), and students.
Two - 1) culturally getting teachers comfortable with a more active AP/CIC AP/CIC skill and confidence in giving feedback on lesson delivery; AP/CICs Principal/Assistant Principal ability to roll out DDI to teachers (both from in PLCs, and 2) the AP/CIC comfort and skill in being more active in Barriers to Address throughout this year ability to get into content-specific discussions; teacher receptivity to an effective PD and teacher buy in standpoint); time management for planning, assessment, and data analysis (including analysis of student planning (and feedback) Principal to ensure leader prep is done and high quality work)
The establishment of structured PLC meetings will be the mode of The establishment of structured PLC meetings will be the mode of communication for introducing the Bambrick method of data driven The principal and leadership team will establish a committee composed of communication for introducing the priorities for developing exemplary instruction. Creating tools that are teacher-friendly in disaggregating and How will you communicate these priorities to your stakeholders? How teachers and staff that represent each grade level and department within lesson plans. Creating tools that are teacher-friendly and will help hold to using data for reteach will help hold to the fidelity of PLCs. Instructional will create buy-in? the school to serve as a communication group . the fidelity of lesson planning as well as make it easier for administrators leaders will monitor data meetings and give feedback to teachers to monitor and provide feedback. regarding the reteach and reassessment of material identified during the data meetings.
Instructional leadership team adds structure to two specific areas - Teachers use recurring PLC meetings to collaboratively plan parts of Principal/Assistant Principal ability to roll out DDI to teachers (both from leading PLCs so that they lead to effective collaborative planning, data Desired Annual Outcome lessons (at least know & show charts, objectives, and exit tickets) and AP an effective PD and teacher buy in standpoint); time management for analysis, and reteach plans, and more strategic in how we plan our time, & CIC lead meetings to give feedback to help improve lesson plans. Principal to ensure leader prep is done and high quality including which and how frequently we observe teachers