Instruction by highly qualified teachers High-Quality Professional Development--High-quality and on-going professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s students’ academic standards. Strategies to attract high-quality teachers to high-need schools Strategies to increase parental involvement Transition--Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs. Teacher Decision Making Regarding Assessments--Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall educational program. Effective and Timely Assistance to Students--Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. Coordination and Integration--Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. Critical Success Factors for School Improvement: Improve Academic Performance Increase the Use of Quality Data to Drive Instruction Increase Leadership Effectiveness Increase Family and Community Engagement Increased Learning Time Improve School Climate Increase Teacher Quality Goal 1: Academic achievement as assessed by student performance in all indexes of TAPR accountability will meet or exceed performance targets for all student groups. Annual Performance Goal 1: Increase performance target for All Students as follows: Reading scores in grade 3 will increase. As measure in meets blank by 3% at the standard progression. Math: STAAR scores will increase. by 3%. Strategy: Refine the implementation of Professional Learning Communities to build collaborative cultures, empower teachers, and differentiate instruction to meet the needs of all students.
Vertical Alignment AVID Elementary Foundations/Self Certification Study Student work samples 1, 2,3,4 Local Implementation of Reading Counts Program Cantrell Classroom room teachers 1x per month Sept. 1 Monthly incentive Class winner, Individual winners Overall top 2 winner of each grade level. Monthly point report Teacher posting of student points in hallway. 1.2.3.4 I-Station Class and student goal setting. Student recognition Moore, Day Teachers 1x per recognition for most growth per reporting period 1, 2, 3, 8 N/A Walk through focusing on explicit instruction. Lesson design incorporates cross curricular reading in core areas beyond the textbook. Use of AVID/Lead4ward Instructional Playlist Strategies in all areas to increase student engagement. Moore Teachers Support Staff Ongoing: T-Tess Domain Instruction Wicorized lesson plan AVID: Foundations Implementation Resource Lead4ward Instructional Playlist 1,2,3,8 N/A Continue the Lead4Ward Vetting and Validation Process for all common assessment items to increase test reliability and validity. Moore Teachers Ongoing: T-Tess Domains Planning/Instruction 5% increase of STAAR scores 1,2,3 N/A Continue to implement Response to Intervention process and monitor identified intervention programs. Provide professional development and support to district and campus administrators and teachers. Moore, Teachers Support Ongoing: T-Tess Domain Instruction/2.4Differentiation SDI (Specially Designed Instruction) BOY PD Scheduled 6wk RTI meetings 1,2,3,9 N/A Monitor student attendance and PEIMS reporting compliance procedures to ensure adequate time for Teachers Support Staff Ongoing: T-Tess Domain Professional Practices Daily reporting required at 10:00 a.m. $1870 Provide Gifted and Talented program services to students identified as GT/Advanced Learning opportunities for students who are accelerating grade level TEKS. Teachers Support Staff Ongoing: T-Tess Domain: Instruction 90% Target goal on CBA Calendar for scheduled community service events and projects. Calendar of projects Monthly newsletter for parents 10 $2800 Provide Special Education program services to identified students. Moore Classroom Teachers Special Education Teachers Ongoing: T-Tess Domain; Instruction/2.4 Differentiation Improve mastery on STAAR. SDI(Specially Designed Instruction) IEP Goals Co Teaching between Spec Ed/Classroom Teacher 9,
1, 2, 3,4,5,9 N/A Teachers will develop lesson plan collaboratively that notate accommodations and scaffolds needed. Co-instructional pairs will plan and teach together, delivering scaffold instruction in the classroom. Moore Classroom Teachers Nov. 1 Lesson plans observations 1, 2, 3, 4,5 9 Observe instruction for the degree of successful implementation. Ensure instructional time is maximized and all staff are engaged with student learning. Utilization of a specific co instructional model should be evident monitor’s student level data for the degree of successful implementation instruction. Moore Classroom Teachers Special Ed Teachers Jan. 1 Observations Needs-based Professional Development 1, 2, 3, 4, 10 $29,000 Title 1,2 AVID Provide high quality professional development in effective teaching strategies through T-Tess orientation, Region 12, AVID Summer Institute and Lead4ward Moore AP Campus Leadership Team Classroom Teachers Interventionist All Monthly T-Tess Domain: Professional practice and Responsibilities Roster Sign-in sheets PD plan 1, 2, 3, 4 N/A Provide professional development that supports improvement of instruction includes: T-Tess orientation, calibration of T-Tess modules, explicit vocabulary routine, explicit instruction, AVID strategies. Moore Campus Leadership Team Support Staff Teachers Ongoing: August-June T-Tess Domain: Professional Practices and Responsibilities Sign-in sheets T-Tess Orientation Campus Orientation Lesson Design 1, 2, 3, 4 $7800 TLI Continue to refine peer model in Grades to aide in the sustainability of the Texas Literacy Initiative. Campus Leadership Team Peer Coaches Ongoing: August-June T-Tess Domain: Planning instruction/Professional Practices Coaching reports Coaching calendar 1, 2, 3, 4 $10,000 Title 1 Provide job embedded professional development to be provided to math teachers Grades 1-3 through Region 12 Moore Region 12 Ongoing: August-June ESC 12 reports 1, 2, 3, 4 $25,000 Title 1 Campus and district administrators, teachers will attend and engage in professional development activities that support and are aligned with targeted campus student achievement needs assessments through participation in the enhanced cooperative with ESC 12 and local district efforts. Moore Campus Leadership Team Teachers Ongoing: August-June ESC 12 reports N/A Review quarterly data Including Walk-throughs) to monitor implementation. Moore Gerik Nov.1 Jan1 April 1 Student performance data on CBA Walk through data