Setting the Course through collaboration District & Campus - - PowerPoint PPT Presentation

Setting the Course…through collaboration

District & Campus Improvement Plans

Presentation Overview

Purpose

• To review the overall Campus Improvement

Planning (CIP) Process

• To highlight changes to the process for the

2014 - 2015 school year

• Background
• Findings
• Benefits
• Challenges
• Recommendations
• Next Steps

Vision 2020

Setting the Course

Background

Campus Improvement Plans District Improvement Plan District Priority Goals

Campus Performance & Trends

Ongoing

Analysis

• f Data

Ongoing

Evaluation

• f Previous

CIP

Spring

Monitoring & Support

• f CIP

Ongoing

Development

• f CIP

Summer Leadership Conference/Fall

Background

Evaluation of Previous CIP & Analysis of Data

Analysis of Data

• Process Approach
• Collaborative
• Self-Reflective
• Individual Campus Goal Setting

Background

Review 2013 - 2014 CIP (June)

• Complete Results Column
• Review Preliminary Data

STAAR, Climate Surveys

Summer Leadership Conference 2014

• Focus Areas
• Elementary - Math (K - 8)
• Secondary - Writing; PBL
• Teacher Retention
• Leadership
• Campus Survey Data

Background

Development of CIP

Aikin Elementary CIP

Teacher Retention Highlights New Math Curriculum

Aikin Elementary CIP

STAAR Math data indicate a need to increase average passing performance for all students.

Identified Need

Average passing performance in Math will increase from 80% to 90% at Level II Phase I.

Expected Change Actions

• 1. Math PLC will provide guidance to support the new curriculum in order
• to ensure effective implementation in each grade level.
• 2. Administrators and campus specialists will meet weekly with all
• classroom teachers to discuss new TEKS, new curriculum adoption,

implementation of new instructional time standards, and effective lesson planning.

Aikin Elementary CIP

Campus data indicate a need to retain highly qualified teaching staff.

Identified Need

Teacher retention will increase from 87% to 95%.

Expected Change Actions

• 1. Implement and maintain a new teacher mentor program to

include academic coaching, discipline training, stress management, working with parents, and effective teamwork.

• 2. All first and second year teachers participate in the Richardson

Promotes Mentors program.

Aikin Elementary CIP

Staff climate survey data indicate a need to provide more connection between professional development sessions and the classroom.

Identified Need

The overall perception of strongly agree/ agree that professional development is connected and relevant to the classroom will increase from 71% to 85%.

Expected Change Actions

• 1. Campus administrators will discuss staff development opportunities
• during teacher formatives. Teachers will identify a staff development

focus that directly connects to their teacher assignments.

• 2. Administrators and campus specialists will provide teachers with on-

going opportunities (during planning, staff meetings, and site-based days) to collaborate about their professional development.

Apollo JH CIP

Teacher Retention Highlights

Apollo JH CIP

Campus data indicate a need to retain highly qualified teaching staff.

Identified Need

Teacher retention will increase from 87% to 90%.

Expected Change Actions

• 1. Develop and implement teacher mentoring program to ensure support
• for new teachers under the guidelines of the Richardson Promotes
• Mentoring Program (RPM) targeting teachers with 0-2 years
• experience.
• 2. Implement "Coffee Talk" where the principal meets with new teachers
• (0-2 years experience) once a month.

Apollo JH CIP

Parent Survey data indicate a need for an increase in campus safety such as bullying prevention, violence prevention, character development, campus safety, and internet safety.

Identified Need

Increase parent perception of campus safety from 59% to 80%.

Expected Change Actions

• 1. Provide Internet Safety Program for students (during assembly) and parents

(during the evening).

• 2.

Implement school wide service projects that promote health awareness

• sponsored by various clubs and organizations.

Richardson HS CIP

Writing Highlights

Richardson HS CIP

STAAR ELA data indicate a need to increase average passing performance for all student groups to Level II Phase II and Level III Performance.

Identified Need

All students will meet or exceed the ELA EOC standard: 76% for Level II Phase II (Hispanic 62% and ELL 46%) and 21% for Level III.

Expected Change Actions

• 1. Implement a structured PLC team for 9th, 10th and 11th grade ELA
• teachers. Teachers will analyze writing/reading objectives and devise

remediation strategies which will be used for targeted students struggling in those areas.

• 2. Provide on-going staff development for faculty on writing critically across the

curriculum and include ways teachers can incorporate writing/thinking skills in all content areas.

Monitoring and Support of CIP

This slide contains a video of what Monitoring and Support looks like on our campuses.

Benefits

• Strengthens K-12 Alignment
• Supports RISD Vision and Goals
• Increases Focus on District Priority Goals
• Continues Throughout Entire Year
• Provides Transparency to All Stakeholders
• Provides Clear Focus for On-going Campus

Improvement

Findings

Challenges

• Providing Additional Opportunities for

Meaningful Collaboration Between All Stakeholders

• Providing Additional Collaboration Opportunities

for K-12 Campus Administrators

• Determining Which Actions Need to Remain on

CIP

Findings

Recommendations

• Continue Gathering Feedback from Campus

Staff on Possible Improvements/Changes to Process

• Provide Opportunities for Principals to

Collaborate K - 12

Next Steps

• Implement Action Items at Campus Level
• Monitor Actions Developed for Campus

Improvement Plan

• Gather Feedback from Stakeholders
• Continue to Update Campus Improvement Planning

Process to Reflect District and Campus Goals

• Evaluate Implementation of Action Items
• Celebrate

Where all students learn, grow and succeed.