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
Background Setting the Course District Priority Goals Vision District Improvement Plan 2020 Campus Improvement Plans
Background Campus Performance & Trends Monitoring Ongoing & Support of CIP Ongoing Analysis of Data Ongoing Development of CIP Summer Leadership � Evaluation Conference/Fall of Previous CIP Spring
Background Evaluation of Previous CIP & Analysis of Data Review 2013 - 2014 CIP (June) • Complete Results Column • Review Preliminary Data STAAR, Climate Surveys � Analysis of Data • Process Approach • Collaborative • Self-Reflective • Individual Campus Goal Setting
Background Development of CIP Summer Leadership Conference 2014 � Focus Areas • Elementary - Math (K - 8) • Secondary - Writing; PBL • Teacher Retention • Leadership • Campus Survey Data
Aikin Elementary CIP Highlights New Math Curriculum Teacher Retention
Aikin Elementary CIP Identified Need Expected Change STAAR Math data indicate a need Average passing performance in Math will increase from 80% to 90% at Level II to increase average passing Phase I. � performance for all students. � 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 Identified Need Expected Change Campus data indicate a need Teacher retention will to retain highly qualified increase from 87% to teaching staff. 95%. 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 Identified Need Expected Change Staff climate survey data indicate a The overall perception of strongly agree/ agree that professional development is need to provide more connection connected and relevant to the classroom between professional development will increase from 71% to 85%. � sessions and the classroom. � 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 Highlights Teacher Retention
Apollo JH CIP Expected Change Identified Need Campus data indicate a need to Teacher retention will increase from 87% to 90%. retain highly qualified teaching staff. � 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 Expected Change Identified Need Increase parent perception of campus Parent Survey data indicate a need safety from 59% to 80%. for an increase in campus safety such as bullying prevention, violence prevention, character development, campus safety, and internet safety. � 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 Highlights Writing
Richardson HS CIP Identified Need Expected Change STAAR ELA data indicate a need to All students will meet or exceed the ELA EOC standard: 76% for Level II Phase II increase average passing performance (Hispanic 62% and ELL 46%) and 21% for for all student groups to Level II Phase Level III. II and Level III Performance. 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.
Findings 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
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.
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