Robinson Middle School

Plano ISD

School Improvement Plan: 2015-2016

School Based Improvement Committee

Robinson Middle School

Principal: Billie Jean Lee

Mission Statement: Students are the foundation at Robinson Middle School. We are dedicated to promoting confident, responsible learners who achieve their personal best.

Middle School Improvement Plan 2015-2016 Robinson Middle School

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Verification Page

Planning Timelines Analysis of Critical Actions, and STAAR 2014-2015 Gap Analyses: 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): Thursday, October 22, 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): Tuesday, May 24, 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

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

LaTasha Goodwin Faculty Member 2008

Libby DeLeon Faculty Member 2012

Deborah Dabbs Faculty Member 2014

Laurie Koss Faculty Member 2005

Nick Thomason Faculty Member 2015

Becky Caddell Faculty Member 2009

Becky Weathers Faculty Member 2014

Hoda Abdel-Ghani Faculty Member 2015

Billie Jean Lee Principal 2010

Lori Saenz District Professional 2015

Martine Whitten Campus Professional, Non-teaching 2015

Jamie Engle Campus Professional, Non-teaching 2015

Christie Camizzi Support Staff Member 2015

Susan Baer Parent-Selected by PTA 2015

Patty Hollenkamp Parent-Selected by Principal 2015

Celeste Latham Parent 2015

Janet Dolginoff Parent 2015

Libby Holtmann Parent 2015

Padma Enjeti Parent 2015

Ormie Melton Community Member 2015

Malinda Cannon Community Member 2015

Dr. Barbara Ashmore Business Representative 2015

TBA Business Representative 2015

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

Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:

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

Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:

3. Monitor instructional practice using student performance data and classroom observations. (CA 15)

Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:

4.

☐ Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:

5.

☐ Campus Wide

☐ Reading

☐ Writing

☐ ELA

☐ Mathematics

☐ Science

☐ Social Studies

☐ Other:


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Critical Action 1

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

Project Lead: Billie Jean Lee

Staff, Title I Staff: Robinson Administrators (Libby DeLeon, LaTasha Goodwin); Department Chairs

Materials and Resources: District Curriculum; Lesson Plans; Meeting Notes

2015-2016 Timeline: August 2015 – June 2016

Targeted Area:

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

Title I Components:

☐ 1 (CNA) ☐ 2 (RS) ☐ 3 (HQ) ☐ 4 (PD) ☐ 5 (R/R) ☐ 6 (PI) ☐ 7 (Tran) ☐ 8 (A) ☐ 9 (M) ☐ 10 (Coord) Program Funding:

Strategies for Accomplishing Critical Action:

Action Step Implementation Timeline

per Action Step Formative & Summative Notes

(Evidence of Implementation and Impact)

Be fully aware of learning outcomes of the district curriculum 1. Identify exactly how to access the districts written curriculum for each grade and subject. While no principal—especially at the secondary level—has rote knowledge of the academic objectives for every grade and subject, every principal should be able to easily access those objectives for every grade and subject. 2. Be certain that all school leaders can access the stated learning outcomes in the districts written curriculum for any grade or subject. Far too often, principals and school leaders assume that district and/or school subject specialists "take care of" the curriculum. While those individuals may well develop, monitor, and refine the curriculum, school leaders must spend appropriate time and energy to ensure that they can USE that curriculum in school improvement efforts. Study the format and structure of the written curriculum and be certain all leaders regularly access that curriculum to facilitate instructional discussions. 3. Brainstorm as a leadership team to discuss how each leader will use his/her knowledge of the written curriculum

September 2015 – June 2016 September 2015 – June 2016 September 2015 – June 2016

Master schedule for 2015 – 16 was created so that grade-level core subjects could meet and plan together during the school day (common planning periods.) Administrators are able to be a part of the planning meetings to increase their knowledge of the district’s curriculum and ensure that it is being implemented. Administration will invite curriculum specialists to be a part of planning meetings at least once per semester. Leadership team meets once per month, usually the 3rd Thursday of the month.


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to positively impact teaching and learning in your school (e.g., will reference a specific academic objective being taught during every classroom visit or observation). Remember that it is impossible to evaluate any instructional practice, strategy, or outcome unless you know exactly what it was students were to have learned.

The master schedule for 2015-16 allowed grade-level core subject partners opportunity to meet within the school day to plan. The committee feels that teachers are diligent in following the district’s curriculum. The committee identified areas where additional support will be needed next year, particularly with new and relatively inexperienced teachers.

Use the curriculum to diagnose learning problems 1. 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: A. 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. B. 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 K-2 math curriculum.) When diagnosing a learning problem, always ask questions about the curriculum! 2. Discuss the role of school leaders relative to understanding and using the districts written curriculum beyond the above diagnostic process. Traditionally, school leaders have allowed curricular issues to reside with district specialists or teachers while they concentrate more heavily on instructional or assessment issues—teaching strategies, classroom management, and student performance outcomes. While school leaders may not be directly involved with writing the curriculum, their knowledge of the curriculum must be the foundation to understanding all

September 2015 – June 2016

This analysis is ongoing in every planning meeting. Grade-level administrators will make it a priority to attend and be a part of grade-level core subject planning meetings to continue to diagnose needs in this area.


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instructional decisions. 3. 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.)?"

Study curricular connections across school levels 1. Communicate with the appropriate district leaders to determine how you might structure meetings with principals and leaders from the school levels both before and/or after yours. The purpose of these meetings is to study curricular connections to ensure that learning transitions across schools are seamless. Smooth transitions from school to school ensure that achievement gains accomplished at one level are not lost at the next. Many principals and school leaders behave as if what happens before and what happens after a student is in their particular grade span is "none of their business" even when those students are continuing in the exact same district. Principals need to actively work with principals of grade spans before and/or after their own. Learning deficits when students enter or learning losses when students leave a school are VERY MUCH the business of each principal. 2. Begin to forge a PreK-12 team of principals to study the progress of students from kindergarten through graduation. Each principal should view his/her student performance data relative to this continuum. Consider both student performance data (i.e., do student achievement scores dip when they change school levels?) as well as teacher feedback (i.e., do teachers typically indicate that students enter your school prepared to do grade-level work?) in your studies with other principals. The size of your district will dictate the structure of these teams. Build skills to collaboratively address issues openly and honestly. Do students always come from one school better prepared than another? The ability to objectively analyze what is

January 2016 – June 2016`

Some work began in 2014-15 to address elementary to middle school transition. Committee would like to continue this work and expand to high school campus. Leadership team collaborated periodically with the high school campus, primarily in end-of-year transition meetings. More work needs to be done in this area for 2016-17.


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happening across school transitions serves students extremely well, but it may challenge or threaten some adults. Your job as leaders is to work through any obstacles that keep you from this type of objective analysis and problem solving. 3. 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.


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Critical Action 2

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


Staff, Title I Staff: Administration (LaTasha Goodwin, Libby DeLeon); Department Chairs; Instructional Specialists; Core Teachers

Materials and Resources: Notes from walkthroughs; staff surveys; notes from meetings


Targeted Area:


Title I Components:






Promote a common understanding of high-yield instructional strategies 1. 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, flexible grouping). *For instance, see Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Denver, CO: McREL. 2. 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. **Start with a list of no greater than three strategies. Once competencies for each strategy have been determined,

December 2015 – January 2016

Meetings are currently underway with principal/instructional specialists and grade-level core teachers. Walkthrough visits are scheduled for December and January. Meetings will be held in January to identify strategies to target for feedback in spring. This work will be continued during 2016-17 to insure that new hires are familiar with high-yield instructional strategies and have identified an area in which they would like to receive targeted feedback during administrative classroom visits.


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assess which teachers need training with which strategies. Some teachers may have already mastered all three. Others will need work to build competencies in all three. Be certain that you customize the training to teachers’ current skill levels. 3. Determine how leaders will ensure that all faculty members are skilled in the use of the identified strategy. Perhaps teachers who demonstrate the strongest skills in each strategy can lead brief sessions across a number of weeks for colleagues. Carefully structure the opportunity for all teachers to master the instructional strategies that have been identified as important for all staff members to employ. This support might include master teachers, instructional coaches, or collaborative team study.

Reinforce the use of high-yield instructional strategies 1. Identify high-yield instructional strategies during classroom visits and make sure that you acknowledge or discuss these strategies with teachers after your visit. For example, carry 3-by-5-inch cards and quickly jot a note about the outstanding strategies that you observe during a classroom visit. Share your notes with each teacher you visit. 2. Reinforce high-yield instructional strategies by presenting a summary of your classroom visitation notes during faculty meetings. Give examples of strategies that you observed and perhaps share additional research on the effectiveness of the strategy. You may also wish to ask one of the teachers who you observed to be particularly skilled in the strategy to give a quick demonstration. 3.Be certain to incorporate the use of these strategies into formal evaluation processes as well.


Each core area will work to identify strategies to target for the 2015 -16 school year. Targeted feedback on these strategies will be provided by administrators. This will be continued in 2016-17 through the use of Google feedback forms which will provide immediate feedback to the teacher.

Identify best instructional practices based on student performance data 1. 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


Training sessions for assessment data, in particular Gap Analysis and PES, were held in the fall to assist teachers in using information more effectively.


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student performance you will use to determine how you will identify best practice. 2. Study the benefits of using teacher-constructed common assessments*across a particular grade or subject area. Determining which teacher achieved best results over a relatively short period of time (e.g., one to two weeks) can be an excellent method of helping teachers become more comfortable with this practice. (Using higher-stakes assessments such as district benchmarks or state assessments to identify best practices in your school may trigger unintended competition or anxiety.) *Consider using value-added student performance data to identify which teachers have had the most success with different groups of students (e.g., students who are performing below grade level, students performing at grade level). Since students enter teachers’ classrooms at very different levels, some consideration of this starting point must be given before you determine who achieved the best outcomes. 3. Make your selection criteria for identifying high-yield instructional practices within your school completely transparent to teachers. Once you have identified these practices, determine how you will use the information to accelerate learning for all teachers.

Google document will be created to give instant feedback to teachers on identified strategies. - goal continued for 2016-17


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Critical Action 3

Critical Action: Monitor instructional practice using student performance data and classroom observations. (CA 15


Staff, Title I Staff: Robinson Administrators (Libby DeLeon/LaTasha Goodwin); Core Department Chairs; Instructional Specialists

Materials and Resources: Walkthrough Google Forms; Walkthrough Notes


Targeted Area:


Title I Components:






Conduct frequent and focused classroom walkthroughs 1. Carefully and consistently monitor instruction through focused walkthroughs in all classrooms. Extend your current walkthrough practices to include every classroom in your school. The gold standard goal is to attempt to have at least one leader visit every classroom every day. Department chairs, instructional coaches, and assistant principals make this possible in larger secondary schools. 2. Use five-minute walkthroughs, learning team walks, or other systematic approaches to develop a deep understanding of instructional practices in your school. Provide specific feedback to each teacher relative to observed instructional quality of lessons following any walkthrough. Instituting a quick, easy, and consistent way for school leaders to provide meaningful instructional feedback relative to high-yield instructional strategies is essential to the development of those strategies in every classroom (e.g., provide pre-formatted 3-by-5-inch cards that leaders fill out quickly following their visits and place in teachers mail). 3. Develop the capacity of all school leaders to identify common instructional elements to monitor and ensure that every visit leads to some form of feedback on these elements.


Plano Walkthroughs will be continued through the end of the first semester, with walkthroughs shifting to targeted strategies identified by each subject area. Google targeted feedback form will be continued in 2016-17.


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Use student performance to monitor instructional practices 1. Examine the extent to which your current school leaders use student performance data to monitor the use of specific instructional strategies. Ask leaders to be prepared to provide examples of how they enact this practice. 2. Ask the leadership team to discuss how they could use performance data to monitor specific instructional practices.* If there is uncertainty, you may need to seek outside expertise to help train all school leaders. Your goal is to be able to develop an understanding of instructional practices in your school based on the study of student performance data (i.e., to identify specific instructional strengths and/or needs in each classroom). The ability to accurately diagnose these strengths and needs becomes possible particularly when more formative assessments are used—a single state assessment simply provides the opportunity to make broad statements based on a somewhat limited sample of objectives. *As you and your leadership team become stronger in identifying specific strengths and needs, remember that monitoring instructional practice requires both firsthand observation and a study of the learning results that the instruction produces. 3. Identify a specific instructional strategy as a team (e.g., the use of gifted and talented strategies) and determine how you would use student performance data to monitor the use of this technique in your classrooms. For example, put a representative sample of items requiring higher-order analysis on a common assessment and determine if students have equal success across classrooms in responding to the items. Practice in this way until the school leaders develop the competencies to enact this practice successfully.


This is ongoing in weekly planning meetings.


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Use formal follow-up activities to ensure professional development application 1. Begin to develop the format to allow teachers to share classroom applications following any professional development activity. From as informal a format as asking teachers to share their applications in emails to formal demonstrations offered by a number of teachers during faculty meetings, it is important to follow up on all training. 2. Consider forging a team—leaders and teachers—to conduct a learning walk on a specified day following a professional development training (i.e., two weeks after the original training). Make all teachers aware that you are visiting to observe evidence of the specific training (e.g., gifted and talented strategies in the classroom). Ask for volunteers of teachers who would like the team to visit their classrooms. Summarize your findings as a team following the visits and share the report with teachers. 3. Ensure that every professional development activity includes a follow-up to study the application of the training in your school.


Department chairs will participate in a full-day of shadowing a student looking for applications of professional development training. Campus will explore the idea of learning walks for 2016-17 after PPPA assessment is completed for the new school year and goals are identified.


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Health, Fitness and Attendance

Critical Action: The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Critical Action:

Applicable

Students Action Step Responsible Staff/Resources

Formative & Summative Notes (Evidence of Implementation and Impact)

COORDINATED SCHOOL HEALTH:

K-8 Designate a Campus Wellness Captain and

establish a Campus Wellness Team; set meetings,

establish measurable goals and document

progress toward goal completion.

(Required - Form Provided)

Principal

Campus Wellness

Plan

Nurse Camizzi has taken on this responsibility this year and

will continue in this role for 2016-17.

K-8 Include at least one Parent on Campus Wellness

Team. (Required)

Campus Wellness

Captain

Campus Wellness

Plan

Campus nurse is coordinating with PTA representatives to

increase student health initiatives on campus.

K-8 Ensure that all components of the Coordinated

School Health curriculum are delivered in an

appropriate setting, i.e. classroom component

requires use of a classroom. (Required)

Principal Coordinated School

Health Curriculum

K-8 Create a Coordinated School Health bulletin board

inside the school building for students, staff and

parents to view. (Required)

P.E. Teacher/

Staff

Coordinated School

Health Curriculum

Bulletin boards are located in staff lounge and in the hallway

by the cafeteria/gym.

K-8 Notify parents/community members of Family

Wellness Nights/Health Fairs through use of

marquee, newsletter, web page, and/or myPISD.

Campus Wellness

Captain/Principal

Campus Wellness

Plan

FITNESS:

3-8 Analyze student fitness data to set program goals

for school year. (Required - Form Provided)

P.E. Teacher Program Goal Form

3-8 Assess all eligible students using fitness test

components. (Required - Form Provided)

P.E. Teacher Student Exemption

Form

4th & 7th Ensure all data for 3rd -8th grade students is

entered on timely basis, fitness report cards are

printed (4th and 7th grade) and sent to parents or

linked through myPISD. (Required)

P.E. Teacher Fitnessgram Student

Report


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Applicable

Students Action Step Responsible Staff/Resources

Formative & Summative Notes (Evidence of Implementation and Impact)

PHYSICAL ACTIVITY REQUIREMENTS:

K-8 Ensure students are receiving required physical

education classes/minutes for each school year

and achieving moderate to vigorous physical

activity (MVPA) 50% of the physical education

class period. (Required - Form Provided)

Principal Recommended

sample schedules

are available upon

request

MVPA Form

K-8 Measure MVPA and physical activity time using

pedometers and heart rate monitors. (Required)

P.E. Teacher Pedometers; heart

rate monitors

K-8 Ensure physical education staff is using a

sequential and developmentally appropriate

curriculum which has students active at least 70%-

90% of class time. (Required - Form Provided)

Principal Yearly Plan Form,

Lesson Plans Visible

During Class Time

Observation

ATTENDANCE: Forms are available on inside.pisd (Please complete cells below)

K-8 Monitor attendance of students and follow up on

prominent and chronic absences. (Required)

Principal Admin. Team;

Truancy Warning

Letters;

Documentation of

Interventions

(Detentions; Make-

up Time; Friday

Night Live)

K-8 Using Fitnessgram and attendance data, set

measurable goals for students who have

prominent and chronic absences and whose

fitness test scores fall outside the Healthy Fitness

Zone. (Required)

Principal Student Goal Form


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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

Duty schedule is tweaked to ensure that all high-risk

areas are covered.

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

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

Staff EDUCATION:

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

Principal or designee Handouts/PowerPoint Trainings take place in August during professional

development days.

Review referral process. (Required) Principal or designee Campus referral plan

Staff INTERVENTION:

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

Principal or designee (campus discipline staff)

Discipline Management Plan

Staff was trained in restorative discipline in November.

Implement campus referral plan. (Required) Principal or designee Campus Referral Plan

Utilize Discipline Management strategies. (Required)

Principal or designee Discipline Management Plan


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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

Administrators visit every advisory class in

August/September to review campus expectations.

Campus formulated a PBIS team and participated in

Region 10 training this year. The PBIS initiative will be

presented school-wide for 2016-17.

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

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

Employ discipline interventions: (Required) Designated staff

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

Administrative staff or counselors

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


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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: Billie Jean Lee, Principal

Staff, Title I Staff:

Materials and Resources:

2015-2016 Timeline: Beginning July 2015 and continuing through June 2016

Title I Components:

1 (CNA) ☐ 2 (RS) ☐ 3 (HQ) ☐ 4 (PD) ☐ 5 (R/R) 6 (PI) ☐ 7 (Tran) ☐ 8 (A) ☐ 9 (M) 10 (Coord) Program Funding:

Title I: $1000 SCE, Local, PTA





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

Parent Communication in Spring 2015/Summer 2015; Summer Mailer July 2015; Student Walkabout August 2015

Computer labs are utilized during walkabout, as well as one-on-one assistance from administration/counselors

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

Registration and Student Walkabout August 2015

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

July 2015 – June 2016

Communicate information through eNews. July 2015 – June 2016

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

July 2015 – June 2016 Still an area in need of improvement

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

August 2015 – June 2016 PTA has offered programs on cyberbullying for both students and parents. A program will be offered in December on the middle school brain.


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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

Title I Components:

1 (CNA) ☐ 2 (RS) 3 (HQ) 4 (PD) 5 (R/R) ☐ 6 (PI) ☐ 7 (Tran) ☐ 8 (A) ☐ 9 (M) 10 (Coord) Program Funding:

Title I: $500, Title II part of the planning budget $25K, SCE, State and Local





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

Biannually Administration participates in PISD Recruitment Open House as well as college visits, as invited. Campus also participated in the summer recruitment event on June 14, 2016.

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 Robinson hosts observation students and student teachers each year.

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


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Annual Measurable Objective (AMO) Title I – Targeted Assistance and Schoolwide Campuses Only

A measurement used to determine compliance with the federal No Child Left Behind Act (NCLB). States must develop annual measurable objectives (AMOs) that will determine if a school, district, or the state as a whole is making adequate yearly progress (AYP) toward the goal of having all students proficient in English language arts and mathematics

by 2019-20. For Texas, the AMO target for all grades combined is 83% on the State of Texas Assessments of Academic Readiness (STAAR) English Language Art and mathematics tests.

Critical Action:

For student groups with 25 or more tests, the campus will implement and provide a plan to increase the performance of student groups that did not meet the NCLB Reading or

Mathematics Annual Measurable Objective (AMO) of 83%.

Reading AMO

Project Lead:



2015-2016 Timeline:

Title I Components:






All African American Hispanic White Special Ed Economically

Disadvantaged ELL

Current & Monitored % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

97% 855 91% 67 96% 95 98% 367 87% 23 93% 111 86% 51


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Math AMO

Project Lead:



2015-2016 Timeline:

Title I Components:






All African American Hispanic White Special Ed Economically

Disadvantaged ELL

Current & Monitored % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

Documents

Robinson Middle School