Vines High School€¦ · Vanessa Ferrara Faculty Member 2008-2009 Shauna Sanchez Principal...

Plano ISD

School Improvement Plan: 2015-2016

School Based Improvement Committee

Vines High School

Principal: Shauna Sanchez

Mission Statement: At Vines High School, we work together to build a community of academically, socially, and emotionally well-rounded individuals through meaningful interactions.

High School Improvement Plan 2015-2016 Vines High School

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Verification Page

Planning Timelines Analysis of Critical Actions, and STAAR 2014-2015 Gap Analysis: June 2015

Needs analysis, goal setting and strategic planning: June – September 2015

Campus teacher data analysis day: August-September, 2015

SBIC Plan due for DBIC review: October 30, 2015

Meeting Dates Meeting 1: SBIC approves the improvement plan (by October 23, 2015): Wednesday, October 21, 2015

Meeting 2: Progress monitoring and review of strategic plan (by February 1, 2016): Tuesday, January 26, 2016

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 10, 2016): Thursday, May 26, 2016

2015-2016 Campus Status

Check all that apply

Title III English Language Learner Campus Non-Title I Campus

☐ Title I Targeted Assistance Campus

☐ Targeted Assistance Campus Transitioning to Title I School-wide

☐ Title I School-wide Campus

Title I Information

Title I Components

1 (CNA) Comprehensive Needs Assessment 6 (PI) Strategies to Increase Parental Involvement

2 (RS) Reform Strategies 7 (Tran) Transition (Elementary schools only)

3 (HQ) Instruction by Highly Qualified Staff 8 (A) Teacher Decision-Making Regarding Assessments

4 (PD) High-Quality Professional Development 9 (M) Effective and Timely Assistance to Students

5 (R/R) Strategies to Attract Highly Qualified Teachers 10 (Coord) Coordination and Integration

Program Funding

Multilingual i.e. Parent programs, Assistance with ESL and/or Bilingual program utilizing Multilingual Specialists

Title I i.e. Parent programs, Tutorial Program, RAMP up for Kindergarten Program

Sp.Ed. i.e. Special Education emergency aid

Local i.e. Parent programs

PDAS SBIC Waiver Approval Form: To provide an alternative appraisal process to the PDAS for experienced eligible teachers, the School Based Improvement Committee has to submit a waiver

(first approved at the campus level) for consideration by the District Based Improvement Committee at its first regularly scheduled meeting. The PDAS SBIC

WAIVER APPROVAL FORM may be accessed here: http://inside.pisd/hr/services/documents/PDASSBICWAIVERAPPROVALFORM.pdf

http://inside.pisd/hr/services/documents/PDASSBICWAIVERAPPROVALFORM.pdf


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SBIC Committee (HS) Committee Member’s Name Role Year 1st Participated on SBIC

Debbie Schmittou, Traci Borsattino, Ellen Miller, Trevor Dean, Lane Pippen, Teresa Reynolds

Faculty Member 2015-2016

Brittany Cloud Faculty Member 2013-2014

Abby Hines- Homer, Laura Spear Faculty Member 2012-2013

Meredith Smith Faculty Member 2011-2012

Laurie Liefer Faculty Member 2009-2010

Vanessa Ferrara Faculty Member 2008-2009

Shauna Sanchez Principal 2010-2011

James Thomas District Professional 2012-2013

Melissa Crane Campus Professional, Non-teaching 2015-2016

Rhonda Gibson- Lazarus Support Staff Member 2013-2014

Ellen Messer Parent-Selected by PTA 2015-2016

Carol Doyle Parent-Selected by Principal 2015-2016

Robert Eppler Parent 2015-2016

Richard Hamilton Parent 2015-2016

Marsha Lee Parent 2015-2016

Beverly Moudy Parent 2015-2016

Gregory Moudy Parent (High and Senior High only) 2015-2016

Michael Doyle Community Member 2012-2013

Alice Santillanes Community Member 2015-2016

Simon Santillanes Business Representative 2015-2016

Bryan Messer Business Representative 2015-2016

Abigail Hosterman Student (High and Senior High only) 2015-2016

Kathleen Dobrott Student (High and Senior High only) 2015-2016

Ethan Shan Student (High and Senior High only) 2015-2016

William Hays Student (High and Senior High only) 2015-2016

Information regarding the SBIC Committee (BQB Local) may be accessed here: http://pol.tasb.org/Policy/Code/312?filter=BQB

http://pol.tasb.org/Policy/Code/312?filter=BQB


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District-Wide Goals 1. Increase the percentage of students meeting STAAR Satisfactory performance rates.

2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas.

3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group – Closing Performance Gaps.

4. Increase the percentage of students meeting STAAR Advanced performance rates.

5. Increase high school graduation rates and ensure students are on track to graduate.

6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness.

7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (60% meet Phase-in 1 Level II on STAAR/EOC).

District-Wide Goals Title I Components Applicable Student

Groups Health, Fitness and Attendance:

The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students.

10 (Coordination and Integration) All

Violence Prevention and Bullying 10 (Coordination and Integration) All

Parental Involvement: The campus will provide a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

1 (Comprehensive Needs Assessment)

6 (Strategies to Increase Parental Involvement)

10 (Coordination and Integration)

All

Highly Qualified Staff: The highly qualified rate of teaching staff (Teachers and Paraprofessionals) will meet the 100% target measure.


3 (Instruction by Highly Qualified Staff)

4 (High-Quality Professional Development)

5 (Strategies to Attract Highly Qualified Teachers)

10 (Coordination and Integration)

All

Transition of Pre-KN Students: The transition from early childhood to elementary school is supported by the campus and district. (Title I Campuses only)


7 (Transition) 10 (Coordination and Integration)

Title I only


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Improvement Plan Critical-Actions The areas for school-wide and/or targeted core-subject Critical Actions were identified using the following sources:

Comprehensive Needs Assessment;

Plano Professional Practice Analysis (PPP Analysis);

STAAR/EOC Gap Analysis;

State of Texas Accountability Reports (specifically addressing any student groups that did not meet State and Federal Accountability Safeguards)

Critical-Actions Targeted Area

1. Supplement classroom interventions with targeted support for students who perform below grade level or demonstrate early mastery of the curriculum. (CA 17)

☐ Campus Wide

☐ Reading

☐ Writing ELA

Mathematics Science Social Studies

☐ Other:

2. Study and use the district's written curriculum. (CA 1)

☐ Campus Wide

☐ Reading

☐ Writing ELA


☐ Other:

3. Model and promote substantive collaboration to foster a learning community. (CA 9)

☐ Campus Wide

☐ Reading

☐ Writing ELA


☐ Other:

4. Supplement district professional development to address school-specific needs. (CA 7)

☐ Campus Wide

☐ Reading

☐ Writing ELA

☐ Mathematics Science Social Studies

☐ Other:

5. Define high-yield instructional strategies and reinforce their use in all classrooms. (CA 11)

☐ Campus Wide

☐ Reading

☐ Writing

☐ ELA


☐ Other:


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Critical Action 1

Critical Action: Supplement classroom interventions with targeted support for students who perform below grade level or demonstrate early mastery

of the curriculum. (CA 17)

Project Lead: PLC Administrators, Math, Science, Social Studies, ELA Department Heads, and All Core Subject Team Leaders

Staff, Title I Staff: Eng 1, 2, Biology, Chemistry, Algebra 1, 2, Geometry, World Geography, and World History Teachers

Materials and Resources: TEKS, PISD Curriculum Planner, Textbooks, Online Resources

2015-2016 Timeline: Beginning Sept. 2015-June 2016

Targeted

Area: ☐ School-wide ☐ Reading ☐ Writing ELA Mathematics Science Social Studies ☐ Other:

Strategies for Accomplishing Critical Action:

Action Step Implementation Timeline

per Action Step Formative & Summative Notes

(Evidence of Implementation and Impact) A. Use student assessment data and teacher input to identify the

students at each grade level in your school who are going to require additional instructional supports from the first day of the school year. Ensure that these students receive these services.

ELA: Use past STAAR/EOC results and past assessment data to place students in our Reading class for extra support. Math/Science/Social Studies: Use past STAAR/EOC results and past assessment data to develop needed tutorials or pull out reviews.

ELA: 3 times a year- Fall, Spring, Late Spring Math/Science/Social Studies: Every six weeks

Reading Team Lead and English Department Chair have begun to look at EOC/STAAR results and are submitting names to counselors to place in our Reading Support Classroom.

B. Ensure that any school-level learning opportunity* you provide for students who demonstrate early mastery of the stated curriculum** extends their thinking about the standard(s) being studied. A classic error when providing additional activities for early-mastery students is to give them more of the same. Extended learning opportunities and activities should be carefully crafted to require deeper levels of thinking and investigation relative to the same standard for which they have demonstrated mastery.

ELA: - Flexibility in writing prompts - Continuous assessment of early mastery through writing - Implement technology for early mastery

Math: - Use the PLC model for questions when planning

Science: - Independent research projects

Social Studies: - Use the PLC model for questions when planning

ELA: Ongoing/weekly team meetings Math: Ongoing Science: 1 time per six weeks Social Studies: Ongoing

PLC planning form has been developed for departments to use when planning extension activities. This will be used as a guide for teachers in their planning.


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(Evidence of Implementation and Impact)

- continued practice and inform new team members of PLC

C. Determine your course of action to begin providing intellectually demanding learning opportunities for students who demonstrate early mastery of specific curricular content.

Social Studies:

- continued PD opportunities for teachers

ELA/Math/Science/Social Studies: Weekly team meetings-incorporate into lesson plans

PD is being planned and will be offered for technology extension activities in the classroom.


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Critical Action 2

Critical Action: Study and use the district's written curriculum. (CA 1)



Materials and Resources: TEKS, PISD Curriculum Planner, Textbooks, Online Resources


Targeted





(Evidence of Implementation and Impact) A. Build your teams awareness of the importance of the curriculum.

Encourage every school leader to ask, "What is it that you were wanting students to know or be able to do as a result of this lesson (or homework assignment, strategy, or field trip, etc.)?"

ELA/Math/Science: Use the PLC model of lesson planning- start with, “What do we want students to learn?” Then plan from there. Social Studies:

- Use the PLC model of lesson planning- start with, “What do we want students to learn?” Then plan from there.

- look at CAPS and plan backwards

ELA/Math/Science/Social Studies: Ongoing/weekly

This question is one listed on the PLC guide for students. This should be a topic of conversation to go along with extension activities.

B. Analyze the written curriculum when diagnosing learning problems. Develop the skill to distinguish when student performance problems are likely the result of curricular rather than instructional issues. Making such a distinction is essential for providing appropriate solutions to identified problems. Several questions may help you "use" the curriculum in your problem solving:1.Is the problem widespread or fairly specific? The more common or widespread the learning issue (i.e., "none of the ninth-graders can write a three-paragraph essay"), the more likely that the problem needs to be solved by using the curriculum. 2.Does a review of the curriculum for prior grades include learning objectives taught at a sufficient level to provide students with the necessary prerequisite skills to do grade-level work? (A learning problem in algebra could be the result of the KÐ2 math curriculum.) When diagnosing a learning problem, always ask questions about the curriculum!

ELA: Keep record of positives and negatives in curriculum.

ELA/Math/Science/Social Studies: Ongoing/ weekly team meeting discussions

Vertical alignment meeting calendar has been established.


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(Evidence of Implementation and Impact) C. Build the skills of your team as you discuss how transitions across

schools affect achievement gains for each core subject area and how you might minimize any disruptions in learning.

ELA/Math/Science: - Plan transition and spiral curriculum training with feeder

middle schools. - Note vertical alignment disparities.

Social Studies: - Plan transition and spiral curriculum training with feeder

middle schools. - Note vertical alignment disparities. - create opportunities to collaborate

ELA/Math/Science/Social Studies: 2-3 year timeline. Once started- meet twice a year with feeder middle schools.


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Critical Action 3

Critical Action: Model and promote substantive collaboration to foster a learning community. (CA 9)



Materials and Resources: Peer Walkthrough Form and Discussion Topics


Targeted





(Evidence of Implementation and Impact) A. Identify the specific behaviors that you expect to see in

collaborative team meetings (e.g., full involvement of all team members, openness in discussing what is and is not working, questioning techniques), and share these expectations with all team members.

PLC ADMIN/ELA/Math/Science/Social Studies: - Develop norms and expectations. - PD on successful PLC’s. - Possible book Study on developing PLC’s.

ELA/Math/Science/Social Studies: Ongoing in weekly PLC meetings. 2-3 year plan to build successful PLC’s.

Norms have been established for each department. The reading team has developed a mission statement for their reading class.

B. Begin to provide opportunities for teachers to visit one another’s classrooms. To institutionalize this practice in your school, you may wish to ask for volunteers at first. Your goal is to establish a culture in which all teachers expect to visit and be visited by their peers.

ELA/Math/Science/Social Studies: -Provide time/a day for teachers to observe other classrooms - Subject areas assigned to departments

ELA/Math/Science/Social Studies: Twice per year for each subject area- Fall/Spring

Peer observations dates have been added to the calendar for the Fall semester. There will be a walk-thru guide sheet for teachers as they do their observations.

C. Meet with teachers who have participated to determine how you can facilitate meaningful discussions following the visits. It is highly likely that teachers will need structure and coaching to develop the skills to talk about what worked and what didn’t work in an observed lesson.

ELA/Math/Science/Social Studies: Use time to debrief during Leadership Team Meetings and then take to Department and Grade Level Meetings.

ELA/Math/Science/Social Studies: Twice per year for each subject area- Fall/Spring

Discussion times will take place after observation dates. Guided questions will be provided.


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Critical Action 4

Critical Action: Supplement district professional development to address school-specific needs. (CA 7)

Project Lead: PLC Administrators, Science, Social Studies, ELA Department Heads, and All Core Subject Team Leaders except Math

Staff, Title I Staff: Eng 1, 2, Biology, Chemistry, World Geography, and World History Teachers

Materials and Resources: Student/Staff Survey and Peer Observation Form and Discussion


Targeted

Area: ☐ School-wide ☐ Reading ☐ Writing ELA ☐ Mathematics Science Social Studies ☐ Other:




(Evidence of Implementation and Impact) A. Ensure that all professional development activities have clear and

direct applications for the work of the teacher and the outcomes for students. Then, set high expectations for teachers to apply the content of any training.

Admin and Leadership Team- Student/staff survey and data analysis

Survey/Initial Data Analysis- By January 2016. Implement PD based on survey and data, starting in Feb 2016.

Teacher survey was sent out in Spring 2016 to see what areas teachers were needing or wanting their professional development in. Professional development topics will be modeled after the survey results.

B. Set the stage and prepare the conditions for every day to be a learning day for both teachers and students. Begin by considering some of the primary means to embed professional development activities in your school: structured collaborative learning teams, opportunities for peer observations, and instructional coaching.

ELA/Science/Social Studies: Providing time for peer observation and discussion of observation.

ELA/Science/Social Studies: Collaborative learning teams- ongoing during weekly PLC meetings. Peer Observation and discussion- : Twice per year for each subject area- Fall/Spring

See 3B

C. Have your leadership team continue to brainstorm what activities might be used to develop this practice in your school (e.g., creating common assessments, developing model lessons, analyzing standards, etc.). Develop your specific plan to begin establishing this practice in your school.

ELA/Science/Social Studies: Staff survey by department.

ELA/Science/Social Studies: Ongoing- Leadership Team Meetings. 2 year timeline

Continue to survey the staff (Spring 17) to see where they need additional professional development or new areas of growth.


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Critical Action 5

Critical Action: Define high-yield instructional strategies and reinforce their use in all classrooms. (CA 11)

Project Lead: PLC Administrators, Math, Science, Social Studies Department Heads, and All Core Subject Team Leaders except ELA

Staff, Title I Staff: Biology, Chemistry, Algebra 1, 2, Geometry, World Geography, and World History Teachers

Materials and Resources: Walkthrough Data


Targeted

Area: ☐ School-wide ☐ Reading ☐ Writing ☐ ELA Mathematics Science Social Studies ☐ Other:




(Evidence of Implementation and Impact) A. Work collaboratively with teachers to identify a set of high-yield

instructional strategies* that all teachers will master and use in their classrooms. The chosen strategies must have supporting research that links their use to gains in student learning when properly employed (e.g., mastery teaching, development of higher-order thinking skills,

Math/Science/Social Studies: Admin shares walkthrough data of seen instructional strategies. Department heads and Grade Levels- use data to improve instructional strategies based on research.

Math/Science/Social Studies: Monthly in Leadership Team meetings.

Do a book study with departments on what data shows is the most effective instructional strategy. Each department will pick a strategy to implement.

B. Determine how many strategies you will include on your school-wide list.** Next, list the set of competencies that teachers must have to be skilled in each instructional strategy. This practice provides an excellent opportunity for teachers to collaborate across subjects and grades.

Math/Science/Social Studies: - Collaborate with Leadership Team to compile list of top

instructional strategies that we want to focus on. - Use peer observation data to spur discussion - Use new PD to help teachers improve on strategies.

Math/Science/Social Studies: Ongoing weekly team meetings.

When we do cross- curricular peer observations, each department will see a different instructional strategy and will be tasked with trying that strategy next.

C. Begin to rely on evidence of student learning as the means for identifying best instructional practices in your school. As a leadership team, discuss what measures of student performance you will use to determine how you will identify best practice.

Math/Science/Social Studies: Monthly in Leadership Team Meetings.

CAPS and Unit assessments will be used as data


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Violence Prevention and Bullying

Critical Action: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal

aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283)

Strategies for Accomplishing Goals:

Applicable Group

Action Step Responsible Staff/Resources Formative & Summative Notes


Staff PREVENTION:

Identify high risk areas. (Required) Principal/Admin Intern/Asst. Principal

Staff feedback/ survey

PBIS has helped us identify hallways and restrooms as

high risk areas.

Monitor high risk areas. (Required) Principal Designee Staff assignments/ schedule

The duty stations and rosters will change to help

accommodate supervision in these high risk areas.

Follow Campus Rules/Expectations. (Required) Principal Code of Conduct, District Handbook Campus Handbook

PBIS will help us develop lessons to use with the

students on appropriate expectations.

Staff EDUCATION:

Participate in annual staff training on bullying/sexual harassment. (Required)

Principal or designee Handouts/PowerPoint Counseling will provide this staff training

Review referral process. (Required) Principal or designee Campus referral plan PBIS team reviewed and revised Spring 2016

Staff INTERVENTION:

Establish recommended intervention strategies for classroom/campus. (Required)

Principal or designee (campus discipline staff)

Discipline Management Plan

Campus Intervention Chart has been created and will be

delivered to help support teachers in August 2016.

Implement campus referral plan. (Required) Principal or designee Campus Referral Plan On- going -admin

Utilize Discipline Management strategies. (Required)

Principal or designee Discipline Management Plan

PBIS and positive discipline trainings offered through

PBIS


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Applicable Group

Action Step Responsible Staff/Resources Formative & Summative Notes


All Students

PREVENTION:

State clear student expectations/campus rules/citizenship. (Required)

Principal or designee Code of Conduct/ Student-Parent Handbook

PBIS will help us develop lessons to use with the students

on appropriate expectations.

Monitor high risk areas. (Required) All staff Schedule (if necessary)

The duty stations and rosters will change to help

accommodate supervision in these high risk areas.

All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan



All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers

Code of conduct,

teacher classroom

expectations



Employ discipline interventions: (Required) Designated staff

Code of Conduct Campus Intervention Chart has been created and will be


Use other intervention strategies as necessary/appropriate. (Required)

Administrative staff or counselors

Code of Conduct.

Student Expectation

Talks. PBIS and positive discipline trainings offered through PBIS

Conference with parents/students. (Required) Teachers or other staff

Code of Conduct.

District Resources. Campus Intervention Chart has been created and will be


Utilize UDrive curriculum to improve student awareness and understanding

Administrative staff, ISS Staff

Computer Program, Log-In Spreadsheet

Use as part of positive behavior intervention


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Parent Involvement

Critical Action: The campus will provide a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

Project Lead: Administrators, Lead Counselor

Staff, Title I Staff: Staff, Counselors, PTSA

Materials and Resources: Online Resources and Information

2015-2016 Timeline: Beginning September 2015-June 2016





Require all parents to register students via Parent Portal in order to have access to eNews, grades, attendance, and electronic information.

Administration- Fall 2015, as the need arises

At schedule pick up

Identify parents without computer/internet access to offer hard copies of school information.

Counselors- As the need arises At schedule pick up

PTA representative meets with the principal on a monthly basis to gain insight to student/parent needs.

Principal, PTSA- Monthly (September – May)

On- going

Communicate information through eNews and provide the eNews link on Twitter. Reformat eNews.

Principal, Webmaster, Administration, PTSA, Librarian, as the need arises

On- going

Upgrade and maintain the campus website for easy access and increased communication with the community.

Webmaster, Principal, as the need arises

On - going

Partner with PTA to offer parental programs on a variety of topics (academic, social, etc…).

PTSA, Principal, August 2015 – May 2016

On- going

Continue use of Naviance to help with college/career readiness.

Counselors- Fall 2015 On-going

Continue use of Twitter to communicate information and celebrate success.

Administration- As the need arises

Twitter classroom training – August 2016

Have teachers use one central location, i.e. Parent Portal, that links or communicates the location of their information feed.

Teachers- Parent Portal updated by Spring

Google classroom training. August 2016


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Highly Qualified Teacher Improvement Plan Critical Action: The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure.

Project Lead: Plano ISD HR Employee Recruitment & Retention Department

Staff, Title I Staff: HR Employee Recruitment & Retention Dept., HR Certification Officers, Curriculum Department, Campus Administrators

Materials and Resources: Operating Fund, HR Budget, Campus/Curriculum Budget

2015-2016 Timeline: Throughout the year, as needs arise





Plano ISD Human Resources Dept. reviews and modifies the recruitment schedule biannually.

Biannually

Recruiting trips by Human Resources Dept./Campus Administrators are used to identify highly qualified candidates interested in teaching in Plano ISD.

May, June

To attract and retain highly qualified applicants for bilingual students,

Plano ISD offers a salary stipend. Monthly

To attract highly qualified applicants, Plano ISD offers pre-service

teachers at local universities the opportunity to student teach at Plano

ISD campuses.

Monthly

Local on-going high quality professional development based on

campus/district need is provided to all teachers in all core subject

areas by the Curriculum Department/Campus Administrators.

Monthly

The Plano ISD Certification Office follows district hiring procedures to

ensure that teachers are not hired if they do not meet “highly

qualified” standards.

Monthly

Vines High School€¦ · Vanessa Ferrara Faculty Member 2008-2009 Shauna Sanchez Principal...

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