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Directions: The School Action Plan template has several tabs. They include:
Achievement Targets (Red Tab) Page to enter and review data. Metrics aligned with the District Action Plan are
listed; however, please feel free to add any other achievement targets relevant to your campus
Needs Assessment (Red Tab) Open-ended areas to record needs with respect to critical areas.
Key Action 1-5 (Blue Tabs) 5 tabs are provided for Key Actions and Specific Action Steps to be entered.
Summary (Green Tab) To assist in continual review of the Specific Actions, this tab shows only the Action steps, NLT
Date, and status. An additional area for comments and next steps are provided.
Funds (Green Tab) A summary of the budget information from the action steps. Also a summary of Title I
Components addressed is included to help ensure all 10 components are addressed at least once.
- The purpose of this section is to synthesize your team's assessment of the campus needs.
- Open-ended space is provided to synthesize the metrics into a Needs list. The Excel cells are designed to expand as you type;
however, multiple lines are also provided if you wish to list them.
- Other than the pre-populated school information at the top, there are no formulas on this section. Feel free to add rows as you
need.
- The purpose of this section is to synthesize your team's assessment of the campus needs.
- Open-ended space is provided to synthesize the metrics into a Needs list. The Excel cells are designed to expand as you type;
however, multiple lines are also provided if you wish to list them.
- Other than the pre-populated school information at the top, there are no formulas on this section. Feel free to add rows as you
TABneed.
5-7: KEY ACTION (Briefly state the specific goal of objective.)
- The purpose of this section is to outline the 3-5 key actions and associated specific actions your school will take to address the
identified needs and are likely to lead to achieving the school's achievement targets. Please note that you do not need to use
all five sheets.
All of the following fields have a drop down list with the most used choices for each field; HOWEVER, you may enter in values
that are not listed in the drop down. For example, special grants may have funding codes not listed or if the step uses split
funding (i.e. 199/211). Know that you are not limited to the choices in the drop down list. It is merely a drop down list for your
convenience
Title I – This asks campuses to justify Title I Expenditures by Action Step
FUND – Funding Sources
OBJ – Object code
TABAMOUNT
EIGHT: –SUMMARY
Amount of funds needed for action
Status – The progress of the action step (aligned to Mid-Year and Summative terminology) color coded.
NLT Date – The date that the step will “NO LATER THAN” be completed.
There are formulas in this page, so please be careful with inserting and deleting rows and columns if at all possible.
- The purpose of this section is to show the progress of the Campus Action Plan. The timelines and statuses are highlighted for
each Key Action on one workbook page, with a section for comments and next steps.
TAB NINE: FUNDS
Area for Principal to see all action steps and their statuses. Area for comments and next action steps made available to the right of
the summary.
- The purpose of this section is to show a summary of utilized funds of the specific action steps. A total expediture by funding
source and object code is shown. In addition, campuses can check if they have successfeully addressed each of the 10
components of Title I at least once.
This area shows total expenditures by Funding Source and Object Codes. In addition, it gives the counts of action steps which are
designated to address one of the ten components on Title I.
If a principal can find a specific action that follows with the campus’ key actions, then they can update the Key Action Plan. In
fact, if there is a component at 0, it is indicated red and a note appears.
- The purpose of this section is to show a summary of utilized funds of the specific action steps. A total expediture by funding
source and object code is shown. In addition, campuses can check if they have successfeully addressed each of the 10
components of Title I at least once.
This area shows total expenditures by Funding Source and Object Codes. In addition, it gives the counts of action steps which are
designated to address one of the ten components on Title I.
If a principal can find a specific action that follows with the campus’ key actions, then they can update the Key Action Plan. In
fact, if there is a component at 0, it is indicated red and a note appears.
If the component that is lacking in the plan does not align with the Key Actions the campus is addressing, the principal can add
Title I Specific Actions in the table to the right. Adding actions there will adjust the counts in the table.
Also, add staff funded by Title I and SCE funds in the table to the right.
CAMPUS/SCHOOL NAME 2013-14 School Action Plan
CONRAD SELECT YOUR CAMPUS FROM THE DROP DOWN MENU 28
Achievement Targets
Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014.
BIOLOGY 250 78 52 27.2 41 13.2 8 3.2 167 52.8 36.4 19.6 6 2 1.6 1.2
CHEMISTRY 151 86.09 67.55 34.44 36 17.22 13.25 6.62 100 59.6 46.36 23.18 0 0 0 0
PHYSICS 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0!
ENGLISH I - READING 317 42.9 29.02 17.98 50 5.99 4.42 2.84 185 30.91 21.14 13.25 8 1.89 1.58 0.32
ENGLISH II - READING 204 66.67 56.86 48.04 45 14.71 11.76 10.29 119 43.14 38.24 31.86 5 2.45 1.96 1.96
ENGLISH III - READING 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0!
ENGLISH I - WRITING 339 26.84 17.7 10.03 57 4.13 2.06 1.18 198 19.17 13.86 7.96 8 0.88 0.29 0.29
ENGLISH II - WRITING 205 24.88 12.2 3.9 46 5.85 2.44 0.49 119 15.61 8.78 2.44 5 0.98 0.49 0.49
ENGLISH III - WRITING 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0!
WORLD GEOGRAPHY 278 60.79 35.25 15.83 51 9.35 3.24 1.08 177 43.88 27.7 12.59 7 1.8 1.8 0.72
WORLD HISTORY 191 58.64 39.27 19.9 43 10.99 8.38 2.62 114 35.6 22.51 11.52 0 0 0 0
U S HISTORY 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0! 0 #DIV/0! #DIV/0! #DIV/0!
Emmett J Conrad High School [28] 2013-14 School Action Plan
Division 2
CONRAD FP
C1 Train all staff on Building Background within the SIOP Model. 1,2,4 HQ PD 199 6399 Materials/Resour
ces
Timely Add'l
D1 Hire and utilize Instructional Coaches for teacher support and training. 1,2,3,4 Assistance 211 6119 PD
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
Materials/Resour
A2 Teachers will post Content and Language Objectives daily. 1,2,4,5 Instr by HQ tchrs 199 6399 ces
Materials/Resour
B2 Teachers will post and use interactive word walls in their lessons. 1,2,4,5 Instr by HQ tchrs 199 6399 ces
Timely Add'l
C2 Conduct writing workshops to target specific areas of concern in writing. 1,2 Assistance 21M 6118 Other
NO. KEY ACTION (Briefly state the specific goal or objective.)
Improve student reading and writing proficiency from 29% (Reading I Phase II) and 18% (Writing I Phase II) to a total of 50% (ELA-R I Phase II; from 57% (Reading II Phase II) and 12% (Writin
1 Phase II). (Student Achievement).
NO. INDICATORS OF SUCCESS (Measurable results that describe success.)
1 Using the state's Phase II English 1 and 2 standard passing rate, at least 50% of students who are testing in the subject for the first time will be proficient on Spring 2014 EOC's.
2 50% of students who were not proficient on English I and English II in the 2012/2013 school year will meet Phase I standards after completion of Spring 2014 EOC's.
3 100% of staff members will post and use Content and Language Objectives in their lessons by September 15, 2013.
4 100% of staff members will use interactive word walls to facilitate content vocabulary infusion by December 15, 2013.
$ 165,174.00
2% (Writing II Phase II) to a total of 60% (ELA-R
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
A1 Implement a 'Charger' Unity Implementation Team with every other week meetings. 1 Needs assessment 199
B1 Implement a CHAMPs Implementation Team with every other week meetings. 1,2 Reform strategies 199
C1 Implement a Positive Behavior Interventions and Supports (PBIS) Team with every other week 1 Reform strategies 199
meetings.
D1 Conduct CHAMPs training at the beginning of the year and supplement throughout the year. 1,2 HQ PD 199
E1 School Leadership will send out a weekly newsletter highlighting positive student and staff actions. 1 Needs assessment 199
F1 The staff and students will be reviewed on our common core beliefs. 1,2 Reform strategies 199
G1 There will be a staff event once each month to promote campus camradery. 1 Needs assessment 199
Grade-level
H1 Implement a Student Advisory Committee. 1 transitions 199
I1 Re-train staff on Professional Learning Communities. 1 HQ PD 199
J1 Hire and utiliize a Community Liaison to foster ties with the community 1 Parent involvement 211 6129 Other $ 32,600.00
Vertically Team with Feeder Schools to ensure commensurate Professional Development and Grade-level
K1 calibration of data. 1 transitions 199
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
A2 All teachers will create and post CHAMPs expectations for their classes. 1,2 Instr by HQ tchrs 199
B2 Teachers will submit student and staff names and actions for positive recognition weekly. 1 Needs assessment 199
C2 Teachers will know and understand our common core beliefs. 1,2 Reform strategies 199
D2 Establish norms for working within their Professional Learning Communities. 1 Coordination of Svcs 199
NO. KEY ACTION (Briefly state the specific goal or objective.)
Develop a collaborative and positive culture for staff and students with a focus on our common core beliefs leading to an increase from 39% in Improved Morale (Climate Survey) to 75% in Improved Morale.
2 (Philosophy/Culture)
NO. INDICATORS OF SUCCESS (Measurable results that describe success.)
1 At least 60% of staff will note improved morale in the Fall 2013 Climate Survey, and at least 75% of staff will note improved morale in the Spring 2014 Climate Survey.
2 All teachers will post and use CHAMPs expectations 100% of the time.
3 A preliminary comprehensive Master Schedule will be loaded at no less than 80% by May 15, 2013.
REF SPECIFIC ACTION(S) LINK TO INDICATOR TITLE I FUND OBJ ITEM AMOUNT NLT DATE STATUS
SCHOOL LEADERSHIP ACTIONS (What specific action steps will the building leaders take to accomplish the objective?)
E2 Establish daily agendas for working within Professional Learning Communities. 1 Coordination of Svcs 199
F2 Establish a timeline and meeting schedule with Counselors to facilitate Master Scheduling. 1,3 Coordination of Svcs 199
Emmett J Conrad High School [28]
Division 2
CONRAD FP
Admininistration and Instructional Coaches will keep a calendar of Spot Observations along with Asssessment Dec-
C1 1,2 199
scheduled conference times. Mak
F1 Hire and utilize quality instructional staff to deliver quality instruction based upon data. 1,2,3 Attracting HQ staff 211,255 6119 Other
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
A2 Teachers will review data from Interim Assessments and ACP's with Department Chairs, 3 Asssessment Dec-
199
Instructional Coaches, and Administration within 48 hours of the assessment. Mak
NO. KEY ACTION (Briefly state the specific goal or objective.)
3 Increase quality use of data to drive instruction (Quality of Instruction).
NO. INDICATORS OF SUCCESS (Measurable results that describe success.)
1 Administration will conduct 6 Spot Observations with Post-Observations per teacher per semester.
2 65% of teachers will be at Proficient or above on Spot Observations by the end of Fall 2013 and 75% of teachers will be at Proficient or above by the end of Spring 2014.
3 At least 65% of students will be at 70% or above on common interim assessments for core subjects.
Coordination of
B2 Establish daily agendas for working within Professional Learning Communities. 1,2,3 Svcs 199
Interim common assessments shall be created for all core subjects (6 for Math, Science, and Asssessment Dec-
C2 Social Studies; 5 for ELA-R). 3 Mak 199
$ 165,174.00
$ 230,000.00
$ 12,000.00
AMOUNT NLT DATE STATUS
$ 12,000.00
Emmett J Conrad High School [28]
Division 2
CONRAD FP
KEY ACTION 1
Hire and utilize Instructional Coaches for teacher support and training.
KEY ACTION 2
The staff and students will be reviewed on our common core beliefs.
There will be a staff event once each month to promote campus camradery.
Leadership will review campus data with staff and stakeholders on a regular
basis.
Admininistration and Instructional Coaches will keep a calendar of Spot
Observations along with scheduled conference times.
Re-train staff on Professional Learning Communities.
Hire and utilize Instructional Coaches for teacher support and training.
Hire and utilize quality instructional staff to deliver quality instruction based
upon data.
STAFF ACTIONS
All teachers will create and post CHAMPs expectations for their classes.
Teachers will submit student and staff names and actions for positive
recognition weekly.
Teachers will review data from Interim Assessments and ACP's with
Department Chairs, Instructional Coaches, and Administration within 48 hours
of the assessment.
Interim common assessments shall be created for all core subjects (6 for Math,
Science, and Social Studies; 5 for ELA-R).
Staff will attend Kilgo Training and other Staff Development.
COMMENTS/ NEXT ACTION STEPS
COMMENTS/ NEXT ACTION STEPS
COMMENTS/ NEXT ACTION STEPS
Emmett J Conrad High School [28] 2013-14 School Action Plan
Division 2
CONRAD FP
Note: In order to meet Title I requirements, Specific Action steps may be added to the Key Action Tabs OR in the Title I
Specific Actions in the table to the right.
TOTAL
$ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
TITLE I SPECIFIC ACTION STEPS 2013-14 School Action Plan
211
TITLE I OR SCE FUNDED STAFF
FEEDER PATTERN
ADAMS B FP
SAMUELL FP
WHITE FP
ADAMSON FP
CARTER FP
PINKSTON FP
LINCOLN FP
SPRUCE FP
CONRAD FP
SKYLINE FP
PINKSTON FP
CARTER FP
KIMBALL FP
SPRUCE FP
ADAMS B FP
MOLINA FP
SPRUCE FP
SAMUELL FP
N DALLAS FP
ADAMSON FP
ADAMSON FP
KIMBALL FP
KIMBALL FP
ROOSEVELT FP
ROOSEVELT FP
SPRUCE FP
JEFFERSON T FP
WHITE FP
SOUTH OAK CLIFF FP
MADISON FP
WHITE FP
WHITE FP
SKYLINE FP
#N/A FP
KIMBALL FP
PINKSTON FP
CARTER FP
PINKSTON FP
JEFFERSON T FP
ADAMS B FP
SEAGOVILLE FP
N DALLAS FP
JEFFERSON T FP
MOLINA FP
SPRUCE FP
SKYLINE FP
CONRAD FP
MOLINA FP
SPRUCE FP
MADISON FP
WHITE FP
WHITE FP
WHITE FP
PINKSTON FP
KIMBALL FP
SPRUCE FP
SPRUCE FP
MADISON FP
PINKSTON FP
PINKSTON FP
KIMBALL FP
WILMER-HUTCHINS H S FP
MADISON FP
JEFFERSON T FP
SAMUELL FP
JEFFERSON T FP
HILLCREST FP
HILLCREST FP
ADAMSON FP
MOLINA FP
ADAMS B FP
ADAMS B FP
WILMER-HUTCHINS H S FP
SPRUCE FP
WHITE FP
SUNSET FP
SKYLINE FP
CONRAD FP
KIMBALL FP
SEAGOVILLE FP
SAMUELL FP
MADISON FP
KIMBALL FP
N DALLAS FP
ADAMS B FP
ADAMS B FP
HILLCREST FP
ADAMSON FP
SOUTH OAK CLIFF FP
ROOSEVELT FP
KIMBALL FP
SAMUELL FP
SUNSET FP
#N/A FP
CONRAD FP
N DALLAS FP
SAMUELL FP
WOODROW FP
JEFFERSON T FP
N DALLAS FP
#N/A FP
ROOSEVELT FP
SUNSET FP
SOUTH OAK CLIFF FP
WHITE FP
SUNSET FP
WILMER-HUTCHINS H S FP
ADAMS B FP
KIMBALL FP
SEAGOVILLE FP
JEFFERSON T FP
HILLCREST FP
KIMBALL FP
SPRUCE FP
WOODROW FP
SKYLINE FP
PINKSTON FP
MADISON FP
WOODROW FP
LINCOLN FP
WOODROW FP
WOODROW FP
JEFFERSON T FP
CONRAD FP
SPRUCE FP
MADISON FP
N DALLAS FP
WHITE FP
SOUTH OAK CLIFF FP
WHITE FP
PINKSTON FP
WOODROW FP
CONRAD FP
CARTER FP
CONRAD FP
JEFFERSON T FP
N DALLAS FP
ADAMSON FP
N DALLAS FP
ROOSEVELT FP
ROOSEVELT FP
MADISON FP
MOLINA FP
KIMBALL FP
SPRUCE FP
WOODROW FP
N DALLAS FP
WILMER-HUTCHINS H S FP
MADISON FP
MADISON FP
SOUTH OAK CLIFF FP
SAMUELL FP
PINKSTON FP
KIMBALL FP
SUNSET FP
SOUTH OAK CLIFF FP
ADAMSON FP
HILLCREST FP
PINKSTON FP
JEFFERSON T FP
HILLCREST FP
SUNSET FP
MADISON FP
MADISON FP
N DALLAS FP
ADAMSON FP
ADAMS B FP
LINCOLN FP
LINCOLN FP
HILLCREST FP
ROOSEVELT FP
SUNSET FP
SUNSET FP
SUNSET FP
SKYLINE FP
#N/A FP
SAMUELL FP
N DALLAS FP
SOUTH OAK CLIFF FP
SAMUELL FP
MOLINA FP
JEFFERSON T FP
SAMUELL FP
ADAMS B FP
KIMBALL FP
MADISON FP
SEAGOVILLE FP
SEAGOVILLE FP
SEAGOVILLE FP
SEAGOVILLE FP
LINCOLN FP
SKYLINE FP
ADAMS B FP
MOLINA FP
SOUTH OAK CLIFF FP
N DALLAS FP
SPRUCE FP
ROOSEVELT FP
KIMBALL FP
MOLINA FP
MADISON FP
MADISON FP
CONRAD FP
SOUTH OAK CLIFF FP
JEFFERSON T FP
SUNSET FP
MADISON FP
CONRAD FP
SKYLINE FP
CARTER FP
SOUTH OAK CLIFF FP
SAMUELL FP
KIMBALL FP
N DALLAS FP
N DALLAS FP
SKYLINE FP
ADAMS B FP
CARTER FP
CARTER FP
CARTER FP
SKYLINE FP
WHITE FP
JEFFERSON T FP
KIMBALL FP
CARTER FP
WHITE FP
WILMER-HUTCHINS H S FP
WILMER-HUTCHINS H S FP
SUNSET FP
WHITE FP
WOODROW FP
SOUTH OAK CLIFF FP
N DALLAS FP
PINKSTON FP
SOUTH OAK CLIFF FP
1.1 Regular collection and evaluation of data sources.
1.2 Staff/student supplemental supplies and resources for core content areas
1.3 Extended learning opportunities
1.4 Supplemental staff to reduce class size or provide supplemental service such as teacher, counselor, or nurse
2.1 Observation/Feedback eight times a year.
2.2 Multiple Response Strategies (MRS) Scientifically research-based differentiated instruction
2.3 AVID Strategies
2.4 Increase technology resources/usage
2.5 Teachers will improve instruction by using small groups, differentiating learning, progress monitoring, and tutorials to incre
2.6 Provide long-term and sustained services and development to new teachers and mentors such as learning walks, Instructio
3.1 Review of HQ Report from Human Capital Management and sign Principal attestation form.
3.2 Provide timely notification to each individual parent if child has been assigned to or taught by teacher who is not HQ for 4 o
3.3 Ensure non-HQ teachers are attending (SRS) staff development including conferences needed for certification purposes.
4.1 Development of learning objectives and demonstration of learning.
4.2 Professional literature/trainings/conferences
4.3 Engage in small group instructional strategies, book studies, and RTI training.
4.3a Attend conferences (SBS) and engage in the sharing of instructional practices in PLCs
4.4 Utilize instructional coaches to support and develop teacher instructional skill base to improve the quality of instruction.
4.5 Staff will have opportunities for peer mentoring.
5.1 Actively recruit HQ teachers for the campus through attending job fairs, recommendations from the respected colleague an
6.1 Convene a meeting of parents, students, teachers, and administrators to discuss school's Title I status, and solicit active par
6.2 Support and activey involve PTA/SBDM
6.3 Family involvement nights such as Community Liaison
7.1 Ensure smooth student transistions into new school environments (for example new students to campus, 5th grade studen
7.2 Increase parent involvement and participation and transition with Early Childhood children, through Pre-K and Kindergarte
8.1 Feedback Sessions
8.2 Teachers will receive professional development, collaborate and make evidenced-based instructional decisions and determ
9.1 Staff will utilize data to strengthen student weaknesses through early intervention and more rigorous instruction and review
9.2 Teacher will implement RTI
10.1 Students will learn more about Career Exploration through a College and Career Day Program, and campus wide participa
10.2 Provide information on community resources to parents who may need referrals to outside agencies.
10.3 Collaborate with different programs and organizations, such as Youth and Family centers, SST, Girl Scouts, Boy Scouts, and