Maypearl Junior High School Vision

2014 -2015

MaypearlJuniorHigh

Action Plan

Maypearl Junior High School Vision:

At Maypearl Junior High School, our vision is to be an exemplary campus that motivates and inspires our future leaders, by empowering our students with the skills to become successful and productive citizens.

Assessment of Needs:

Critical areas:

Increase Attendance percentage from 96.5% to 98% or higher to move to Q1

STAAR Performance: -

*Economically Disadvantaged - Writing, Social Studies

*Hispanic - Science, Social Studies

*7th Math

*Post-Secondary Readiness

Achievement Data:

Index 1 Student Achievement / Index 2 Student Progress / Index 3 Closing Performance Gaps / Index 4
605 out of 734
Score: 82 / 613 out of 1600
Score: 38 / 557 out of 1400
Score: 40 / Points Earned: 38.7
82% of all tests met Phase In 1 Satisfactory Standard / Distinction Earned – Top 25 Percent of Student Progress / Areas for growth to close achievement gap:
Economically Disadvantaged:
Writing and Social Studies / Post Secondary Readiness: only 42% met the standard for PSR
Hispanic only 29%
Areas for growth: Writing, Science, Social Studies – Specifically in Special Education and Econ. Dis. / Number of students who met or exceeded progress 74% Reading and 84%Math / Hispanic:
Science, Writing, Social Studies / Level III Advanced:
Only 99 students out of 238 met PSR standard (which is STAAR Level II Final Phase In) Areas of Critical Need – 7th Math and 7th Writing

Also see attached STAAR Campus Summary

2014-2015 Key Actions

Strengthen curriculum alignment in all content areas.

Key Actions

Administrators and Leaders

Review curriculum/instructional maps tied to State Standards - all ELAR, Math, Science, and Social Studies teachers by August 23, 2014.
Monitor 6-week common assessments aligned to the rigor and format of STAAR for all ELAR, Math, Science, and Social Studies courses.
Provide in-depth training on effective Lesson Objectives and Demonstrations of Learning by September 5, 2014.
Monitor curriculum alignment through weekly review of Lesson Plans by Administrator(s).
Monitor curriculum alignment through SPOT Observations/Power Walks.
Use previous year’s data to drive instructional decisions for campus.

Faculty

Create/Update, review, and utilize curriculum/instructional map and assessment blueprints to generate and implement well-aligned lesson plans following the GANAG template.
Generate and post effective Lesson Objective and DOL daily, aligned to the rigor and format of state and campus assessments.
Create and administer 6-week common assessments in all core content areas and utilize a comprehensive data-tracking/profiling tool to monitor student concept mastery.
Attend curriculum alignment professional learning, as appropriate.
Use previous year’s data to drive instructional decisions for the content area.

Indicators of Success

100% of teachers have and utilize a curriculum/instructional map that are aligned to the standards in order to plan and implement high-quality lessons by August 25, 2014.
100% of core-content teachers have access to and can explain the STAAR Blueprints.
Proficient Lesson Objectives that are tightly aligned to the state standards and assessments are posted in 90% of classrooms by December 19, 2014 and 100% of classrooms by May 29, 2015, as measured by at least 8 SPOT Observations and/or Power Walks per semester.
Proficient Demonstrations of Learning that are tightly aligned to the state standards and assessments are posted in 90% of classrooms by December 19, 2014 and 100% of classrooms by May, 2015, as measured by at least 8 SPOT Observations and/or Power Walks per semester.
Data Meetings the following Friday after 6 week common assessments.

Improve the quality of instruction, especially in the domains of Purposeful Instruction, Student Engagement, and level of academic rigor.

Key Actions

Administrators and Leaders

Provide professional learning on student-teacher engagement indicators and practices that include bell-to-bell-instruction, multiple response techniques, checks for understanding, advanced reasoning to bolster cognitive thinking skills for all teachers duringschool-wide professional learning and collaborative planning.
Lead a school-wide book study using a text designed to increase instructional delivery capacity and authentic student engagement. Books utilized: Fundamental Five, Classroom Instruction that Works.
Lead ongoing content-specific professional learning in the areas of purposeful instruction, student engagement, and academic rigor.
Add more resources to the professional resource library, housed in the school library, with generic as well as content-specific pedagogical resources.
Utilize SPOT observations and Power Walks to provide teachers with instructional feedback specific to purposeful instruction, student-teacher engagement indicators and practices, and level of academic rigor.
Review lesson plans weekly for evidence of planned student-teacher engagement practices, sound instructional techniques, and rigor level of lesson activities and assessments.
Model multiple response systems during all school-wide professional learning and content collaborative planning.
Monitor academic rigor, student engagement, and use of multiple response systems through spot observations and/or Power Walks.

Faculty

Incorporate student engagement strategies, bell-to-bell instruction, multiple-response techniques, and check-for-understanding strategies into lesson plans and daily instruction.
Attend professional learning, as appropriate
Engage in the school-wide book study.
Seek advice and support from school leaders and peers in order to develop instructional capacity.

Indicators of Success

Purposeful instruction tied to state standards occurs at the Proficient level daily in 80% of classrooms by December 19, 2014 and 95% of classrooms by May 29, 2015, as measured by at least 8 SPOT Observations or Power Walks per semester.
Authentic Student Engagement including the use of Multiple Response Strategies occurs at the Proficient level daily in 80% of classrooms by December 19, 2014 and 95% of classrooms by May 29, 2015, as measured by at least 8 SPOT Observations and/or Power Walks per semester.

Provide regular and effective instructional feedback.

Key Actions

Administrators and Leaders

Review the SPOT Observation Form,and introduce the new Power Walks form by August 25, 2014.
Conduct goal-setting conference (SMART goals) with each teacher and collaborate to create a professional improvement action plan for the school year by September 5, 2014.
Conduct mid-year review conference with each teacher and evaluate progress on professional improvement action plan by December 20, 2014.
Provide exemplars of Proficient Lesson Objectives, Demonstrations of Learning, Purposeful Instruction, Student Engagement, and provide a Practical Rigor Rubric. Exemplars may be written, observed, or video-recorded.
Administrators conduct at least 8 SPOT Observations and/or Power Walks per semester for all teachers and provide constructive feedback in written and/or verbal form within 24-hours.
Review lesson plans weekly and provide specific feedback to teachers prior to lesson implementation.
Collect and organize data from the SPOT Observations/Power Walks and utilize the data to assess progress on district and building key actions.
Maintain records of spot observations, Power Walks, and instructional feedback. Records will be used to guide professional learning opportunities for teachers throughout the school year.

Staff

Participate in goal-setting and mid-year review conferences with an open mind and a focus on professional growth and improvement.
Develop and implement an action plan for professional growth in collaboration with building leaders.
Seek feedback on instruction within 24hours from instructional leaders based on SPOT Observations/Power Walks.
Seek feedback on instructional practices from colleagues with a focus on best practices.
Change instructional practices based on instructional feedback.
Submit lesson plans every two weeks and modify/adapt lesson plans based on instructional feedback provided

Indicators of Success

The school has a SPOT Observation form and Power Walks that align with campus priorities and a data-tracking device to accumulate SPOT Observation/Power Walk data.
100% of teachers receive at least 8 SPOT observations and/or Power Walks from administrators each semester and are provided with written feedback (at minimum) within 24 hours.
95% of the teachers feel that instructional feedback helps to improve the quality of instruction as measured by a climate survey in fall 2014 and 90% in Spring 2015.

Improve campus culture, student respect, and discipline.

Key Actions

Administrators and Leaders

Update and train staff members on a school wide behavior plan, which sets clear expectations for students as well as outlines rewards and consequences for misbehavior.
Hold teachers and staff members accountable for adherence to the school-wide behavior plan.
Train teachers on being Fired Up for Success.
Design engaging behavior lesson plans that focus on teaching students what behaviors are school-appropriate as well as what the good habits of mind look like at the Proficient and Advanced levels.
Develop programs that help meet the needs of middle school students such as after school organizations, extracurricular activities, community partnerships, etc.
Partner with community members and organizations to mentor students of promise.
Publicly recognize exemplar students and their associated positive behaviors each six weeks.
Provide logical consequences for misbehavior that minimized or eliminates disruption to the learning environment.
Lead School Culture SPOT Observation studies (at least 6 per semester) conducted by campus personnel, parents, and community members.
Conduct a student survey twice per semester in order to gather student perception data.
Provide and explain the Social and Emotional Learning standards for teachers and students.

Faculty/Staff

Adhere to the school-wide behavior plan.
Hold students accountable for demonstrating good habits of mind and acceptable school behaviors. Recognize behavior dilemmas as an opportunity to teach appropriate behavior.
Sponsor an after school extra-curricular activity or club.
Publicly recognize students and their associate positive behaviors on an ongoing basis.
Provide logical consequences for classroom misbehavior that does not detract from the learning process.
Seek an understanding and awareness of social, physical, emotional, and academic triggers and causes of particular student behaviors.
Understand and implement the Social and Emotional Learning standards for both teachers and students.

Student

Adhere to the school-wide behavior plan.
Demonstrate the characteristics outlined in the Positive Habits of Mind semester checklist. To be completed in 4th Period Homeroom.
Take steps to prevent peer cruelty, bullying, and violence and deal with it effectively when it occurs whether digitally, verbally, physically and/or relationally.
Take steps to foster caring attachments between fellow students, staff, and the community.
Develop, implement, and model responsible decision making and problem solving skills.
Identify, assess, and access personal strengths and external support systems.
Set, monitor, adapt, and evaluate goals to achieve success in school and in life.

Indicators of Success

The overall number of student discipline referrals for each six weeks decrease by 25% when compared with the same time period during the 2013-2014 school year.
100% of students receive character education classes provide by the school counselor.
90% of faculty and staff believe that discipline is handled consistently and that disruptive students are not permitted to interrupt the learning process as measured by the fall 2014 climate survey. This increases to 95% by spring 2015.
80% of students report that they have a significant and meaningful relationship with an adult at school as measured by a student survey in fall 2015. This increases to 90% by spring 2015.
85% of students report that they enjoy attending school and feel safe while at school as measured by a student survey in fall 2014. This increases to 95% by spring 2015.
100% of students have created a student portfolio which includes personal, education, and career goals by December 2014.
90% of parents and students surveyed indicate that the Jr. High website, Counselor Corner correctly and accurately provided information on our character education program and progress.

Seek, create opportunities for, and nurture parental involvement.

Key Actions

Administrators and Leaders

Recommend structured face-to-face conference with grade level-teachers with all students and their parents in order to review expectations and set goals for the school year.
Hold PGP meetings with all students who did not perform satisfactorily either during the 2013-2014 school year or on a state assessment within the first three weeks of school.
Train teachers and staff on effective teacher/parent communication by October 20, 2014.
Utilize and keep updated numerous communication avenues to maintain open lines of communication with parents. (Parent Portal, Six-Week newsletter, flyers, social media, marquee, School Messenger callout system, Facebook, School website, etc.)
Host monthly PTA, SBDM, and Coffee with the Principal meetings.

Faculty/Staff

Conduct regular professional parent conferences. Communicate regularly with parents throughout the school year.
Encourage parent attendance at parent workshops, PTA, SDBM, and Coffee with the Principal meetings.
Make positive phone calls home.
Regularly update Gradebook so that information reflected in Parent Portal is accurate and up to date.
Participate in professional learning, as appropriate.
Maintain grade level and teacher website pages to be updated every two weeks or less.

Indicators of Success

90% of parents attend scheduled conference with grade level teachers of their child.
At least 20 parents per each grade attend each fall 2014 Parent Workshop and or Community Night, increasing to at least 35 for each spring 2015 Parent Workshop.
80% of parentsreport feeling welcome and viewed as partners in their child’s education as measured by a parent survey in spring 2015.