School Action Plan: Template Overview Directions: The School Action Plan template has several tabs. They include: Achievement Targets (Red Tab)
Needs Assessment (Red Tab) Key Action 1-5 (Blue Tabs) Summary (Green Tab)
Funds (Green Tab)
TAB ONE:
Page to enter and review data. Metrics aligned with the District Action Plan are listed; however, please feel free to add any other achievement targets relevant to your campus Open-ended areas to record needs with respect to critical areas. 5 tabs are provided for Key Actions and Specific Action Steps to be entered. To assist in continual review of the Specific Actions, this tab shows only the Action steps, NLT Date, and status. An additional area for comments and next steps are provided. A summary of the budget information from the action steps. Also a summary of Title I Components addressed is included to help ensure all 10 components are addressed at
Achievement Targets
SELECT YOUR CAMPUS FROM THE DROP DOWN LIST AT THE TOP OF THE PAGE. THIS POPULATES YOUR SCHOOL INFORMATION TO ALL TABS FOR PRINTING PURPOSES. - The purpose of this section is to help the campus align on student achievement targets. - Space is provided for you to enter the data for your campus for last year as well as set targets for the coming year. For this reason, the metrics may be broader than at the - campus level (e.g., combining ACP performance from both semesters and all content areas) and you may feel the need to disaggregate this metrics further and add it to this sheet. - There are no formulas in this page, so feel free to delete items that are not applicable to your school.
TAB TWO:
Needs Assessment
- The purpose of this section is to synthesize your team's assessment of the campus needs. - Open-ended space is provided to synthesize the metrics into a Needs list. The Excel cells are designed to expand as you type; however, multiple lines are also provided if you wish to list them. - Other than the pre-populated school information at the top, there are no formulas on this section. Feel free to add rows as you need. TAB 5-7:
KEY ACTION (Briefly state the specific goal of objective.)
- The purpose of this section is to outline the 3-5 key actions and associated specific actions your school will take to address the identified needs and are likely to lead to achieving the school's achievement targets. Please note that you do not need to use all five sheets.
All of the following fields have a drop down list with the most used choices for each field; HOWEVER, you may enter in values that are not listed in the drop down. For example, special grants may have funding codes not listed or if the step uses split funding (i.e. 199/211). Know that you are not limited to the choices in the drop down list. It is merely a drop down list for your convenience Title I – This asks campuses to justify Title I Expenditures by Action Step FUND – Funding Sources OBJ – Object code AMOUNT – Amount of funds needed for action Status – The progress of the action step (aligned to Mid-Year and Summative terminology) color coded. NLT Date – The date that the step will “NO LATER THAN” be completed. There are formulas in this page, so please be careful with inserting and deleting rows and columns if at all possible.
TAB EIGHT:
SUMMARY
- The purpose of this section is to show the progress of the Campus Action Plan. The timelines and statuses are highlighted for each Key Action on one workbook page, with a section for comments and next steps. Area for Principal to see all action steps and their statuses. Area for comments and next action steps made available to the right of the
TAB NINE:
FUNDS
- The purpose of this section is to show a summary of utilized funds of the specific action steps. A total expediture by funding source and object code is shown. In addition, campuses can check if they have successfeully addressed each of the 10 components of Title I at least once. This area shows total expenditures by Funding Source and Object Codes. In addition, it gives the counts of action steps which are designated to address one of the ten components on Title I. If a principal can find a specific action that follows with the campus’ key actions, then they can update the Key Action Plan. In fact, if there is a component at 0, it is indicated red and a note appears. If the component that is lacking in the plan does not align with the Key Actions the campus is addressing, the principal can add Title I Specific
If the component that is lacking in the plan does not align with the Key Actions the campus is addressing, the principal can add Title I Specific Actions in the table to the right. Adding actions there will adjust the counts in the table. Also, add staff funded by Title I and SCE funds in the table to the right.
CAMPUS/SCHOOL NAME
2013-14 School Action Plan
SKYLINE
SELECT YOUR CAMPUS FROM THE DROP DOWN MENU
Achievement Targets Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014. SY2013 Score
Metric High School (9-12) STAAR at Level III-Advanced (%) STAAR gap at Level II Recommended (% Gap: State white vs. School African American Results STAAR gap at Level II Recommended (% Gap: State white vs. School Hispanic Results) Average of Campus End- and Mid-year Course ACPs (% passing) AP (% exams passed - score of at least 3) Grade 12 SAT/ACT (Sum of average SAT Critical Reading and Mathematics or ACT Reading and Mathematics College Readiness (% of seniors: ACT 21 or SAT of 1110) STAAR at Level III-Advanced (%) Reading I STAAR gap at Level II Recommended (% Gap: State white vs. School African American Results STAAR gap at Level II Recommended (% Gap: State white vs. School Hispanic Results) Average of Campus End- and Mid-year Course ACPs (% passing) AP (% exams passed - score of at least 3) Grade 12 SAT/ACT (Sum of average SAT Critical Reading and Mathematics or ACT Reading and Mathematics College Readiness (% of seniors: ACT 21 or SAT of 1110) STAAR at Level III-Advanced (%) Reading II STAAR gap at Level II Recommended (% Gap: State white vs. School African American Results STAAR gap at Level II Recommended (% Gap: State white vs. School Hispanic Results) Average of Campus End- and Mid-year Course ACPs (% passing) AP (% exams passed - score of at least 3)
?
SY2014 Goal ?
76
83
82
83
? ?
? ?
?
? 87
90
3.1
3.3
26
40
34
40
? ?
? ?
? ?
? ?
? ?
7.5
7.7
26
40
34
40 ? ?
Grade 12 SAT/ACT (Sum of average SAT Critical Reading and Mathematics or ACT Reading and Mathematics College Readiness (% of seniors: ACT 21 or SAT of 1110) STAAR at Level III-Advanced (%) Writing I STAAR gap at Level II Recommended (% Gap: State white vs. School African American Results STAAR gap at Level II Recommended (% Gap: State white vs. School Hispanic Results) Average of Campus End- and Mid-year Course ACPs (% passing) AP (% exams passed - score of at least 3) Grade 12 SAT/ACT (Sum of average SAT Critical Reading and Mathematics or ACT Reading and Mathematics College Readiness (% of seniors: ACT 21 or SAT of 1110) STAAR at Level III-Advanced (%) Writing II STAAR gap at Level II Recommended (% Gap: State white vs. School African American Results STAAR gap at Level II Recommended (% Gap: State white vs. School Hispanic Results) Average of Campus End- and Mid-year Course ACPs (% passing) AP (% exams passed - score of at least 3) Grade 12 SAT/ACT (Sum of average SAT Critical Reading and Mathematics or ACT Reading and Mathematics College Readiness (% of seniors: ACT 21 or SAT of 1110) STAAR at Level III-Advanced (%) Algebra I STAAR gap at Level II Recommended (% Gap: State white vs. School African American Results STAAR gap at Level II Recommended (% Gap: State white vs. School Hispanic Results) Average of Campus End- and Mid-year Course ACPs (% passing) AP (% exams passed - score of at least 3) Grade 12 SAT/ACT (Sum of average SAT Critical Reading and Mathematics or ACT Reading and Mathematics College Readiness (% of seniors: ACT 21 or SAT of 1110) STAAR at Level III-Advanced (%) Biology
? ?
? ? 0.3
0.5
20
25
24
25
? ?
? ?
? ?
? ? 0.3
0.5
20
25
24
25
? ?
? ?
? ?
? ? 1
1.3
13
24
21
24
? ?
? ?
? ?
? ? 5.2
5.4
STAAR gap at Level II Recommended (% Gap: State white vs. School African American Results STAAR gap at Level II Recommended (% Gap: State white vs. School Hispanic Results) Average of Campus End- and Mid-year Course ACPs (% passing) AP (% exams passed - score of at least 3) Grade 12 SAT/ACT (Sum of average SAT Critical Reading and Mathematics or ACT Reading and Mathematics College Readiness (% of seniors: ACT 21 or SAT of 1110) STAAR at Level III-Advanced (%) U.S History STAAR gap at Level II Recommended (% Gap: State white vs. School African American Results STAAR gap at Level II Recommended (% Gap: State white vs. School Hispanic Results) Average of Campus End- and Mid-year Course ACPs (% passing) AP (% exams passed - score of at least 3) Grade 12 SAT/ACT (Sum of average SAT Critical Reading and Mathematics or ACT Reading and Mathematics College Readiness (% of seniors: ACT 21 or SAT of 1110)
21
33
28
33
? ?
? ?
? ?
? ? 0
0.2
17
20
27
30
? ?
? ?
? ?
? ?
on Plan
Skyline High School [25] Division 4 SKYLINE FP
Needs Related to Student Achievement Data: Increase number of students taking ACT/SAT tests STAAR EOC scores are above district in most areas, Increase STAAR Level III Advanced results for Phase II Increase number of students Passing overall on ACP Need to offer students immediate remediation in a course after failing a 6 weeks through reconnect to recover Increase College Readiness (% of seniors: ACT 21 or SAT of 1110) Teacher SAT/ACT training; student prep sessions; parent training sessions; college campus visits Decrease STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results)
Needs Related to Improving the Quality of Instruction: Leadership to complete 6 classroom observations and help provide next steps, working individually with teachers Identify areas of poor performance on AYP and/or EOC. Administrators and instructional coaches will provide feedback to staff Professional Development to strengthen staff tools for Student-centered classrooms. House re-structure project to improve Administration effectiveness to facilitate better and more consistent support of teachers, parents and students Increase the number of faculty proficient and certified in ESOL strategies; SYOP training; and Thinking Maps to support acquisition of academic language in all grades The campus will need to implement differentiated instruction, provide hands-on manipulatives, implement research based “best practices”strategies (i. e. Marzano, Bloom’s, Dufour and Dufour, questioning techniques to promote academic rigor, vocabulary strategies, the use of graphic organizers, etc.) and additional supplemental resources (i. e. Thinking Maps, AVID, interactive learning, and materials from Region 10) that tie to district curriculum to address student needs.
Needs Related to System Evaluation (philosophy, processes, implementation, capacity): SHS needs to improve Positive Student Culture and Environment, specifically discipline All staff will have the opportunity to participate in leadership decision making and implementation Staff need opportunities to develop leadership skills. 80% of staff will acknowledge that administration provides recognition, is approachable, and listens to and considers their ideas Teachers need to develop classroom management plans that reflect the campus culture Staff need opportunities to revisit Core Beliefs related to new House structure parameters stressing student needs
2013-14 School Action Plan
Increase administrator, parent, student, teacher, staff involvement through clear lines of communication through PTSA; SBDM; FSAC; Parent Connection and other organizations to increase shared staff leadership and decision-making
Goals Developed from Needs Assessment: 1. Develop a campus vision for effective student culture and discipline management. 2. Provide support and coaching in all content areas and grade levels to build capacity among teachers in the alignment of curriculum, instruction, and assesments to the level of rigor of the assessed 3. Administrators will effectively follow the 6-step feedback process to conduct frequent face to face feedback sessions with teachers to improve the quality of instruction.
4. Strengthen Leadership density 5. Implement Student-centered Administrative Services
Skyline High School [25]
2013-14 School Action Plan
Division 4 SKYLINE FP KEY ACTION (Briefly state the specific goal or objective.)
NO. 1
Develop a campus vision for effective student culture and discipline management. INDICATORS OF SUCCESS (Measurable results that describe success.)
NO. 1 2 3
Completed campus vision for student culture. School-wide expectations for common areas and procedures developed, posted, and implemented. As measured by the climate survey given in November of 2013 and April 2014, 80% of the staff and students will be able to state the key goals of Destination 2020
4
Define departmental supports to meet expectations (e.g. attendance, discipline, social/emotional/physical environment, extracurricular activities, student leadership/voice, and college-going culture)
5 REF SPECIFIC ACTION(S) LINK TO INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
TITLE I
FUND
OBJ
ITEM
A1
Administration will develop mission statement, vision, values, and goals with staff for whole campus by focusing on human philosophy by August 31, 2013. Staff Development - Lead4ward.com
Team building presentation and activity schoolwide
HQ PD
Other SR Fund
B1
Administration will regularly recognize staff and students through six weeks gatherings in which admin gives back to staff. EOC Performance Standards; Book Studies: Strengths Finder 2.0
Positive culture staff rewards and recognitions through PLCs
HQ PD
Other SR Fund
6400
Materials/Resources
C1
Utilize the Student Culture Rubric to assess student culture. Book Studies: Leverage Leadership
Asssessment Dec-Mak
199/211
6400
Purchased Services
E1
Develop House parameters and procedures designed to facilitate redesign and restructure for a campus culture plan of high expectations as evidenced by bell to bell learning, quality student work, student and adult behaviors, learning inspiring environment, positive signage, and celebrations.
Coordination of Svcs
21M
6200
Purchased Services
F1
College Readiness- Students will be provided opportunities to visit colleges, be exposed to various careers, etc.;
College-going culture
Reform strategies
211
6400
Materials/Resour ces
Admin observations
Instr by HQ tchrs
199/211
6100
Other
Increased student recognition of climate goals Systems analysis to coordinate Svcs; Positive Signage
AMOUNT
PD
$
$
-
15,457.00
NLT DATE
STATUS
7/1/13
IN PROGRESS
8/19/13
NOT STARTED
11/30/13
NOT STARTED
7/1/13
IN PROGRESS
8/26/13
IN PROGRESS
8/26/13
NOT STARTED
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A2
Staff will meet and greet students daily and instruction will be Bell to Bell
$
-
KEY ACTION (Briefly state the specific goal or objective.)
NO. 1
Develop a campus vision for effective student culture and discipline management. INDICATORS OF SUCCESS (Measurable results that describe success.)
NO. 1 2 3
Completed campus vision for student culture. School-wide expectations for common areas and procedures developed, posted, and implemented. As measured by the climate survey given in November of 2013 and April 2014, 80% of the staff and students will be able to state the key goals of Destination 2020
4
Define departmental supports to meet expectations (e.g. attendance, discipline, social/emotional/physical environment, extracurricular activities, student leadership/voice, and college-going culture)
5 REF SPECIFIC ACTION(S) LINK TO INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) B2
Staff will understand their role in the Skyline school action plan as evidenced on the district survey.
C2
Staff will participate in and offer input into action planning sessions during April and May of 2014 and quarterly reviews during the 2013-14 school year.
D2
Teachers need to develop classroom management plans that reflect the campus culture College Readiness- Staff will assist students with opportunities to visit colleges, be exposed to various careers and college
F2 information, etc.
TITLE I
FUND
OBJ
Other SR Fund Other SR Fund
ITEM
AMOUNT
NLT DATE
STATUS
11/30/13
NOT STARTED
Materials/Resources
11/30/13
NOT STARTED
Admin observations and PLC reflections
HQ PD
PLC and staff meeting logs
HQ PD
Posted student expectations
Reform strategies
211
6300
Materials/Resources
8/26/13
NOT STARTED
College-going culture
Reform strategies
211
6400
Materials/Resour ces
8/26/13
IN PROGRESS
Materials/Resources
$
-
Skyline High School [25]
2013-14 School Action Plan
Division 4 SKYLINE FP KEY ACTION (Briefly state the specific goal or objective.)
NO. 2
Provide support and coaching in all content areas and grade levels to build capacity among teachers in the alignment of curriculum, instruction, and assessments to the level of rigor of the assessed INDICATORS OF SUCCESS (Measurable results that describe success.)
NO. 1 2 3
Evidence that the Campus Action Plan implementation is monitored and evaluated Tiered teacher lists with differentiated support Cycle of data reviews to monitor the progress of each content
4 5 REF SPECIFIC ACTION(S) LINK TO INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) A1 Online Binder available and constantly maintained with accurate up to date Information B1 Spot Observations will include constructive feedback C1 Recognition of staff D1 Administration staff will calibrate observation data weekly Leadership will search for and develop highly qualified staff (including special consultants in the areas of Japanese and Chinese) Leadership will encourage staff to participate on-going professional staff development training F1 sessions/conferences provided through professional organizations.
E1
TITLE I
FUND
Timely Add'l Assistance
Other SR Fund
Needs assessment
Other SR Fund
HQ PD
Other SR Fund
Needs assessment Attracting HQ staff
Other SR Fund Other SR Fund
HQ PD
211
A2 Staff will receive feedback and alter instruction accordingly
Needs assessment
Other SR Fund
B2 Each staff member will honor school-wide non-negotiables
Instr by HQ tchrs
199/211
OBJ
6400
ITEM
NLT DATE
STATUS
Materials/Resources
7/1/13
COMPLETED
PD
8/26/13
IN PROGRESS
8/19/13
IN PROGRESS
8/30/13
IN PROGRESS
7/1/13
IN PROGRESS
8/26/13
IN PROGRESS
8/26/13
IN PROGRESS
11/30/13
NOT STARTED
Materials/Resources
AMOUNT
$
-
PD 6400 6400
Materials/Resour ces Materials/Resour ces
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) PD 6100
Other
$
-
KEY ACTION (Briefly state the specific goal or objective.)
NO. 2
Provide support and coaching in all content areas and grade levels to build capacity among teachers in the alignment of curriculum, instruction, and assessments to the level of rigor of the assessed INDICATORS OF SUCCESS (Measurable results that describe success.)
NO. 1 2 3
Evidence that the Campus Action Plan implementation is monitored and evaluated Tiered teacher lists with differentiated support Cycle of data reviews to monitor the progress of each content
4 5 REF SPECIFIC ACTION(S) LINK TO INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) C2 Faculty Advisory Committee and SBDM will communicate morale concerns regarding to feedback D2 Staff will be required to conduct peer observations F2
Teachers and administrators and staff will attend and/or participate in on-going professional staff development training sessions/conferences provided through professional organizations.
TITLE I
FUND
OBJ
ITEM
Parent involvement
211
6300
HQ PD
Other SR Fund
HQ PD
211
6400
AMOUNT
NLT DATE
STATUS
Materials/Resour ces
9/20/13
IN PROGRESS
PD
9/20/13
IN PROGRESS
Materials/Resour ces
8/26/13
IN PROGRESS
Skyline High School [25]
2013-14 School Action Plan
Division 4 SKYLINE FP KEY ACTION (Briefly state the specific goal or objective.)
NO. 3
Administrators will effectively follow the 6 step feedback process to conduct frequent face to face feedback sessions with teachers to improve the quality of instruction. INDICATORS OF SUCCESS (Measurable results that describe success.)
NO. 1 2 3 4 5
Observation and feedback calendar for administrative team Spot observations indicates engagement, indicated on feedback tracker Teachers will utilize rubrics on 100% of major projects that outline student performance expectations for content mastery in relation to the TEKS, State Assessment Standards & Curriculum Planning Guides Alignment of rigor will be assessed
REF SPECIFIC ACTION(S) LINK TO INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) A1 Administrators will mentor and observe classrooms to ensure alignment of curriculum Administration team will ensure that all teachers effectively plan lessons with instructional calendars B1 or curriculum maps through observations of posted lesson objectives, DOLs and activities by attending PLC meetings C1
Horizontal teams will collect 6-weeks unit plans; submit weekly lesson plans and six weeks common assessments that were developed within the Professional Learning Community (PLC)
D1 Teachers will be provided with differentiated support based upon the Tiering of the teachers E1
Administrators will provide resources to facilitate evaluation of student performance ie. (Eduphoria Software; grade-level general supplies)
Systems analysis to coordinate Svcs;
TITLE I
FUND
OBJ
Timely Add'l Assistance
21M
6200
HQ PD
Other SR Fund
HQ PD
Other SR Fund
Timely Add'l Assistance
21M
6200
Coordination of Svcs
211
6300
HQ PD
Other SR Fund
ITEM
AMOUNT
NLT DATE
STATUS
$ 15,457.00
8/26/13
NOT STARTED
PD
8/26/13
NOT STARTED
PD
8/26/13
NOT STARTED
8/26/13
NOT STARTED
Materials/Resour ces
7/1/13
IN PROGRESS
PD
8/26/13
NOT STARTED
$ 15,457.00
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A2 Teachers and support staff have written curriculum maps for subjects and will meet in teams
NO. 3 NO. 1 2 3 4 5
KEY ACTION (Briefly state the specific goal or objective.) Administrators will effectively follow the 6 step feedback process to conduct frequent face to face feedback sessions with teachers to improve the quality of instruction. INDICATORS OF SUCCESS (Measurable results that describe success.) Observation and feedback calendar for administrative team Spot observations indicates engagement, indicated on feedback tracker Teachers will utilize rubrics on 100% of major projects that outline student performance expectations for content mastery in relation to the TEKS, State Assessment Standards & Curriculum Planning Guides Alignment of rigor will be assessed
REF SPECIFIC ACTION(S) LINK TO INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) Teachers will clearly communicate the specific learning objective & demonstration of mastery visually B2 for each lesson cycle Teachers will create a 6-weeks unit plan calendar, weekly lesson plans and six weeks common C2 assessments within the PLCs
TITLE I
FUND
OBJ
ITEM
Instr by HQ tchrs
199/211
6100
Other
HQ PD
Other SR Fund
PD
AMOUNT $
-
NLT DATE
STATUS
8/26/13
NOT STARTED
8/26/13
NOT STARTED
Skyline High School [25]
2013-14 School Action Plan
Division 4 SKYLINE FP KEY ACTION (Briefly state the specific goal or objective.)
NO. 4 NO. 1 2 3 4 5
Strengthen Leadership Density INDICATORS OF SUCCESS (Measurable results that describe success.) Staff survey results will reflect 80% feel they have a leadership role on campus, 60% view PLC's as effective Cadres developed and managed by staff to lead campus initiatives and reflect ownership in CIP Increase of two way communication among all staff and leadership coaches, principals, and stakeholders
REF SPECIFIC ACTION(S) LINK TO INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) A1 House Structure - 2 administrators are team leads During spot observations, administrators will ask students what they are to know and do by the end of B1 the class, the purpose of the lesson and mark this on the spot Administration will hold weekly team meetings in which the departmental assessment data and district C1 assessment data will be analyzed and interventions will be discussed/planned Leadership Team will attend workshops for school improvements ie.: Advanced Improvement in D1 Education, Annual Conference
TITLE I
FUND
OBJ
ITEM
Reform strategies
211
6300
Materials/Resources
Instr by HQ tchrs
199/211
6100
Other
HQ PD
Other SR Fund
HQ PD
211
6411
AMOUNT
NLT DATE
STATUS
7/1/13
IN PROGRESS
11/30/13
NOT STARTED
PD
8/19/13
NOT STARTED
PD
9/3/13
NOT STARTED
PD
8/19/13
NOT STARTED
PD
8/19/13
NOT STARTED
$
-
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A2 Staff will form and participate in Cadre leadership groups positively impacting the campus
HQ PD
B2 Teachers will attend content-specific training on strategies and interventions during PLC
HQ PD
Other SR Fund Other SR Fund
KEY ACTION (Briefly state the specific goal or objective.)
NO. 4 NO. 1 2 3 4 5
Strengthen Leadership Density INDICATORS OF SUCCESS (Measurable results that describe success.) Staff survey results will reflect 80% feel they have a leadership role on campus, 60% view PLC's as effective Cadres developed and managed by staff to lead campus initiatives and reflect ownership in CIP Increase of two way communication among all staff and leadership coaches, principals, and stakeholders
REF SPECIFIC ACTION(S) LINK TO INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?) Departmental assessment data and district assessment data will be analyzed and interventions will be C2 discussed/planned D2
Teachers will reflect upon feedback and implement suggestions to enhance rigor and alignment on their 6-weeks unit plan calendar, lesson plans and six weeks common assessments using ORID
TITLE I
FUND
HQ PD
Other SR Fund
HQ PD
Other SR Fund
OBJ
ITEM
AMOUNT
NLT DATE
STATUS
PD
8/19/13
NOT STARTED
PD
8/19/13
NOT STARTED
Skyline High School [25]
2013-14 School Action Plan
Division 4 SKYLINE FP KEY ACTION (Briefly state the specific goal or objective.)
NO. 5 NO. 1 2 3 4 5
Implement Student-centered Administrative Services - serve ninth grade separately INDICATORS OF SUCCESS (Measurable results that describe success.) Survey of parents, teachers, and students will reflect that 66% know the House their student is in and who their administrators are. Completed plan that outlines new structure Clear roles and responsibilities for all stakeholders Timeline and actionable steps to support the transition
REF SPECIFIC ACTION(S) LINK TO INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
TITLE I
FUND
OBJ
ITEM
A1 All functions of student support have been reorganized into House concept
Reform strategies
211
6300
B1 Administration restructure to a student-centered school.
Reform strategies
211
6300
C1 9th Grade students contained in main building for core classes
Grade-level transitions
199/211
6300
NLT DATE
STATUS
Materials/Resources
8/26/13
NOT STARTED
Materials/Resources
8/26/13
NOT STARTED
D1 Conduct separate 9th grade Professional Development
Grade-level transitions
199/211
6300
Reform strategies
211
6300
Materials/Resour ces Materials/Resour ces
AMOUNT
8/26/13 8/26/13
NOT STARTED NOT STARTED
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?) A2 Teachers will implement Classroom Management through student's House. B2 Staff will support the leadership in the first year of change and growth
HQ PD
C2 Timelines will be shared with staff and Cadre will discuss possible challenges
HQ PD
Other SR Fund Other SR Fund
Materials/Resources
8/26/13
NOT STARTED
PD
8/19/13
NOT STARTED
PD
8/19/13
NOT STARTED
KEY ACTION (Briefly state the specific goal or objective.)
NO. 5 NO. 1 2 3 4 5
Implement Student-centered Administrative Services - serve ninth grade separately INDICATORS OF SUCCESS (Measurable results that describe success.) Survey of parents, teachers, and students will reflect that 66% know the House their student is in and who their administrators are. Completed plan that outlines new structure Clear roles and responsibilities for all stakeholders Timeline and actionable steps to support the transition
REF SPECIFIC ACTION(S) LINK TO INDICATOR SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
TITLE I
FUND
OBJ
ITEM
AMOUNT
NLT DATE
STATUS
Skyline High School [25]
2013-14 School Action Plan
Division 4 SKYLINE FP KEY ACTION PROGRESS REPORT KEY ACTION 1 Develop a campus vision for effective student culture and discipline management. SCHOOL LEADERSHIP ACTIONS SPECIFIC ACTION(S) Administration will develop mission statement, vision, values, and goals with staff for whole campus by focusing on human philosophy by August 31, 2013. Staff Development - Lead4ward.com
STAFF ACTIONS NLT DATE
STATUS
7/1/13
IN PROGRESS
Administration will regularly recognize staff and students through six weeks gatherings in which admin gives back to staff. EOC Performance Standards; Book Studies: Strengths Finder 2.0
SPECIFIC ACTION(S)
NLT DATE
STATUS
Staff will meet and greet students daily and instruction will be Bell to Bell
8/26/13
NOT STARTED
Staff will understand their role in the Skyline school action plan as evidenced on the district survey.
11/30/13
NOT STARTED
Utilize the Student Culture Rubric to assess student culture. Book Studies: Leverage Leadership
8/19/13
NOT STARTED
Staff will participate in and offer input into action planning sessions during April and May of 2014 and quarterly reviews during the 2013-14 school year.
11/30/13
NOT STARTED
Utilize the Student Culture Rubric to assess student culture. Book Studies: Leverage Leadership
11/30/13
NOT STARTED
Teachers need to develop classroom management plans that reflect the campus culture
8/26/13
NOT STARTED
Develop House parameters and procedures designed to facilitate redesign and restructure for a campus culture plan of high expectations as evidenced by bell to bell learning, quality student work, student and adult behaviors, learning inspiring environment, positive signage, and celebrations.
7/1/13
IN PROGRESS
College Readiness- Staff will assist students with opportunities to visit colleges, be exposed to various careers and college information, etc.
8/26/13
IN PROGRESS
College Readiness- Students will be provided opportunities to visit colleges, be
8/26/13
IN PROGRESS
KEY ACTION 2 Provide support and coaching in all content areas and grade levels to build capacity among teachers in the alignment of curriculum, instruction, and assessments to the level of rigor of the assessed
SCHOOL LEADERSHIP ACTIONS SPECIFIC ACTION(S)
STAFF ACTIONS NLT DATE
STATUS
Online Binder available and constantly maintained with accurate up to date Information
7/1/13
COMPLETED
Spot Observations will include constructive feedback
8/26/13
Recognition of staff Administration staff will calibrate observation data weekly Leadership will search for and develop highly qualified staff (including special consultants in the areas of Japanese and Chinese)
Leadership will encourage staff to participate on-going professional staff development training sessions/conferences provided through professional organizations.
SPECIFIC ACTION(S)
NLT DATE
STATUS
Staff will receive feedback and alter instruction accordingly
8/26/13
IN PROGRESS
IN PROGRESS
Each staff member will honor school-wide non-negotiables
11/30/13
NOT STARTED
8/19/13
IN PROGRESS
Faculty Advisory Committee and SBDM will communicate morale concerns regarding to feedback
9/20/13
IN PROGRESS
8/30/13
IN PROGRESS
Staff will be required to conduct peer observations
9/20/13
IN PROGRESS
7/1/13
IN PROGRESS
Teachers will utilize technology to increase rigor and engagement in classroom
8/26/13
IN PROGRESS
8/26/13
IN PROGRESS
KEY ACTION 3 Administrators will effectively follow the 6 step feedback process to conduct frequent face to face feedback sessions with teachers to improve the quality of instruction.
SCHOOL LEADERSHIP ACTIONS SPECIFIC ACTION(S)
STAFF ACTIONS NLT DATE
STATUS
Administrators will mentor and observe classrooms to ensure alignment of curriculum
8/26/13
NOT STARTED
Administration team will ensure that all teachers effectively plan lessons with instructional calendars or curriculum maps through observations of posted lesson objectives, DOLs and activities by attending PLC meetings
8/26/13
Horizontal teams will collect 6-weeks unit plans; submit weekly lesson plans and six weeks common assessments that were developed within the Professional Learning Community (PLC)
SPECIFIC ACTION(S)
NLT DATE
STATUS
Teachers and support staff have written curriculum maps for subjects and will meet in teams
8/26/13
NOT STARTED
NOT STARTED
Teachers will clearly communicate the specific learning objective & demonstration of mastery visually for each lesson cycle
8/26/13
NOT STARTED
8/26/13
NOT STARTED
Teachers will create a 6-weeks unit plan calendar, weekly lesson plans and six weeks common assessments within the PLCs
8/26/13
NOT STARTED
Teachers will be provided with differentiated support based upon the Tiering of the teachers
8/26/13
NOT STARTED
Administrators will provide resources to facilitate evaluation of student performance ie. (Eduphoria Software; grade-level general supplies)
7/1/13
IN PROGRESS
KEY ACTION 4
Strengthen Leadership Density SCHOOL LEADERSHIP ACTIONS SPECIFIC ACTION(S) House Structure - 2 administrators are team leads During spot observations, administrators will ask students what they are to know and do by the end of the class, the purpose of the lesson and mark this on the spot Administration will hold weekly team meetings in which the departmental assessment data and district assessment data will be analyzed and interventions will be discussed/planned Leadership Team will attend workshops for school improvements ie.: Advanced Improvement in Education, Annual Conference
STAFF ACTIONS NLT DATE
STATUS
NLT DATE
STATUS
7/1/13
IN PROGRESS
Staff will form and participate in Cadre leadership groups positively impacting the campus
SPECIFIC ACTION(S)
8/19/13
NOT STARTED
11/30/13
NOT STARTED
Teachers will attend content-specific training on strategies and interventions during PLC
8/19/13
NOT STARTED
8/19/13
NOT STARTED
Departmental assessment data and district assessment data will be analyzed and interventions will be discussed/planned
8/19/13
NOT STARTED
9/3/13
NOT STARTED
Teachers will reflect upon feedback and implement suggestions to enhance rigor and alignment on their 6weeks unit plan calendar, lesson plans and six weeks common assessments using ORID
8/19/13
NOT STARTED
KEY ACTION 5 Implement Student-centered Administrative Services - serve ninth grade separately
SCHOOL LEADERSHIP ACTIONS SPECIFIC ACTION(S) All functions of student support have been reorganized into House concept Administration restructure to a student-centered school. 9th Grade students contained in main building for core classes Conduct separate 9th grade Professional Development
STAFF ACTIONS NLT DATE
STATUS
8/26/13 8/26/13 8/26/13 8/26/13
NOT STARTED NOT STARTED NOT STARTED NOT STARTED
SPECIFIC ACTION(S) Teachers will implement Classroom Management through student's House. Staff will support the leadership in the first year of change and growth Timelines will be shared with staff and Cadre will discuss possible challenges
NLT DATE
STATUS
8/26/13 8/19/13 8/19/13
NOT STARTED NOT STARTED NOT STARTED
Skyline High School [25]
2013-14 School Action Plan
Division 4 SKYLINE FP
SUMMARY OF KEY ACTION EXPENDITURES
FUND
6100
6200
6300
6400
6500
6600
TOTAL
199
$ 20,142,339.00 $
1,014,622.00 $
390,894.00 $
5,200.00
#VALUE!
#VALUE!
#VALUE!
211 240
$
1,464,713.00 $ #VALUE!
30,000.00 $ #VALUE!
14,209.00 $ #VALUE!
12,891.00 #VALUE!
#VALUE! #VALUE!
#VALUE! #VALUE!
#VALUE! #VALUE!
286
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
199/211
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
21M
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
SCE
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
SCE/199
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
Other SR Fund
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
TOTAL
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
#VALUE!
$
15,476.00
#
TITLE I COMPONENT
NO. OF ACTIONS
1
Needs assessment
4
2
Reform strategies
7
3
Instr by HQ tchrs
10
4
HQ PD
26
5 6
Attracting HQ staff Parent involvement
2 1
7
Grade-level transitions
2
8
Asssessment Dec-Mak
2
9
Timely Add'l Assistance
5
10
Coordination of Svcs
3
Note: In order to meet Title I requirements, Specific Action steps may be added to the Key Action Tabs OR in the Title I
Specific Actions in the table to the right.
6777 5715 5715 5715 5715 5715
5715 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 4935
TITLE I SPECIFIC ACTION STEPS TITLE I COMPONENT Asssessment Dec-Mak Coordination of Svcs
Instr by HQ tchrs
Needs assessment
Instr by HQ tchrs
Timely Add'l Assistance Instr by HQ tchrs
HQ PD
RESPONSIBLE STAFF- Program Specialist PRINCIPAL-Harold Wright PRINCIPAL
2013-14 School Action Plan ACTION STEP 1.1 Regular collection and evaluation of data sources. 1.2 Staff/student supplemental supplies and resources for core content areas 1.3 Extended learning opportunities 1.4 Supplemental staff to reduce class size or provide supplemental service such as teacher, counselor, or nurse
STAFF-Admin./Instr. 2.1 Observation/Feedback eight times a year. Coaches TEACHERS
2.2 Multiple Response Strategies (MRS) Scientifically researchbased differentiated instruction 2.3 AVID Strategies
STAFF- Technologist 2.4 Increase technology resources/usage TEACHERS
2.5 Teachers will improve instruction by using small groups, differentiating learning, progress monitoring, and tutorials to increase students' knowledge and skills
2.6 Provide long-term and sustained services and development to new teachers and mentors such as learning walks, Instructional STAFF-Asst.Principal Rounds, Facilitation of PLC's, Collaborative planning sessions (CIA2), independent studies, book studies, and conferences.
Instr by HQ tchrs
PRINCIPAL
Instr by HQ tchrs
PRINCIPAL
HQ PD
STAFF-Asst.Principal
Instr by HQ tchrs
TEACHERS
3.1 Review of HQ Report from Human Capital Management and sign Principal attestation form. 3.2 Provide timely notification to each individual parent if child has been assigned to or taught by teacher who is not HQ for 4 or more consecutive weeks. 3.3 Ensure non-HQ teachers are attending (SRS) staff development including conferences needed for certification purposes. 4.1 Development of learning objectives and demonstration of learning.
FUND
OBJ
ITEM
AMOUNT
NLT DATE
STATUS
HQ PD
STAFF-Leadership Team
HQ PD
STAFF
HQ PD
STAFF
Timely Add'l Assistance
STAFF-Asst.Principal
HQ PD
STAFF-Leadership Team
4.5 Staff will have opportunities for peer mentoring.
Attracting HQ staff
STAFF-Leadership Team
5.1 Actively recruit HQ teachers for the campus through attending job fairs, recommendations from the respected colleague and attending professional conferences.
Parent involvement
PRINCIPAL/SBDM
6.1 Convene a meeting of parents, students, teachers, and administrators to discuss school's Title I status, and solicit active participation developing the school's Parent Involvement Policy.
Parent involvement
PRINCIPAL STAFF-Community Liaison
Parent involvement
Grade-level transitions
Parent involvement
Needs assessment
HQ PD
4.2 Professional literature/trainings/conferences 4.3 Engage in small group instructional strategies, book studies, and RTI training. 4.3a Attend conferences (SBS) and engage in the sharing of instructional practices in PLCs 4.4 Utilize instructional coaches to support and develop teacher instructional skill base to improve the quality of instruction.
6.2 Support and activey involve PTA/SBDM 6.3 Family involvement nights such as Community Liaison
7.1 Ensure smooth student transistions into new school environments (for example new students to campus, 5th grade STAFF-Asst.Principal students into middle school, 8th grade students into high school and preschool student to Kindergarten) through parent meetings, orientation days/meeting. 7.2 Increase parent involvement and participation and transition with Early Childhood children, through Pre-K and Kindergarten roundups, Virtual Pre-K, HIPPY, etc. STAFF-Admin./Instr. 8.1 Feedback Sessions Coaches 8.2 Teachers will receive professional development, collaborate STAFF-Admin./Instr. and make evidenced-based instructional decisions and determine Coaches extended day programs based on assessments to improve performance for the three tier groups.
Timely Add'l Assistance
STAFF
Timely Add'l Assistance
STAFF-Leadership Team
Coordination of Svcs Parent involvement
Coordination of Svcs
9.1 Staff will utilize data to strengthen student weaknesses through early intervention and more rigorous instruction and review the data to develop and implement common and formative assessments that will drive instruction and lesson plans. 9.2 Teacher will implement RTI
10.1 Students will learn more about Career Exploration through a STAFF-College/Career College and Career Day Program, and campus wide participation in Spec. promoting colleges and careers. STAFF-Community 10.2 Provide information on community resources to parents who Liaison may need referrals to outside agencies.
STAFF-Community Liaison
10.3 Collaborate with different programs and organizations, such as Youth and Family centers, SST, Girl Scouts, Boy Scouts, and Big Thought to promote involvement of parents and members of the big community in supporting academic success for our school and students.
TITLE I OR SCE FUNDED STAFF JOB CODE
EMPLOYEE ID
6870 6870 6777 6777 6777 6777 5715 5715 5715 5715 5715
53790 61168 40243 60227 71386 23159 10946 28711 49880 19510
EMPLOYEE GROOM, LOUIS D REED, JENNIFER ELAINE JEANLOUIS, DARNELL VAC MASON, TRACY COLEMAN, MONIQUE ESPARZA, MINERVA HENDRICKS, GWENDOLYN D JACKSON, CHARLOTTE A STANLEY, STACEY MIRANDA, ISABELL
FUND
FTE
211 211 211 211 211 211 211 211 211 211 211
1 1 1 1 1 1 1 1 1 1 1
5715 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 6150 4935
43134 72819 72558 72690 50255 71912 74730 74820 72944 71369 72526 74084 66660 73400 59029 67856 67767 74548 73472 73479 48931
RODRIGUEZ, MARTHA STONE, CAROLINE ELAINE BUSTER, BRITTNEY SHIQUAY OBIANYANWU, BENNETH JOHNSON, SABREE ANTOINETTE GREEN, TERRY PHILLIPS, HEATHER HAMATY, JOSHUA KIM, JASON JENO SCHERMERHORN, KAMA LYNN DYKES, LAKISHA LYNELL TURNER, VERNON CORDERO, JOSE GUERRERO, MELISSA DE LA MORA CRISTINA JAMES LINDSEY A SPENCER, EBONEE MITCHELL, BARBARA VIELMA, ROXANNA VOORCHEES, BRENT BROWN, ORIEN
211 211 211 211 211 211 211 211 211 211 211 211 211 211 211 211 211
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
211 211 211
1 1 1
