Targeted Improvement Plans 2020-2021 D in a Domain
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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,