Download - Skyline Action Plan 2013-2014
School Action Plan: Template Overview
Directions: The School Action Plan template has several tabs. They include:
TAB ONE: Achievement Targets
TAB TWO: Needs Assessment
TAB 5-7: KEY ACTION (Briefly state the specific goal of objective.)
SELECT YOUR CAMPUS FROM THE DROP DOWN LIST AT THE TOP OF THE PAGE. THIS POPULATES YOUR SCHOOL INFORMATION TO ALL TABS FOR PRINTING PURPOSES. - The purpose of this section is to help the campus align on student achievement targets. - Space is provided for you to enter the data for your campus for last year as well as set targets for the coming year. For this reason, the metrics may be broader than at the - campus level (e.g., combining ACP performance from both semesters and all content areas) and you may feel the need to disaggregate this metrics further and add it to this sheet. - There are no formulas in this page, so feel free to delete items that are not applicable to your school.
- 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.
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
TAB EIGHT: SUMMARY
TAB NINE: FUNDS
- 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 AMOUNT – 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. 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
- 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
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
SKYLINE SELECT YOUR CAMPUS FROM THE DROP DOWN MENU
Achievement Targets
MetricSY2013
Score
SY2014
Goal
High School (9-12)
STAAR at Level III-Advanced (%) ? ?
STAAR gap at Level II Recommended (% Gap: State white vs. School
African American Results 76 83
STAAR gap at Level II Recommended (% Gap: State white vs. School
Hispanic Results) 82 83
Average of Campus End- and Mid-year Course ACPs (% passing) ? ?
AP (% exams passed - score of at least 3) ? ?
Grade 12 SAT/ACT (Sum of average SAT Critical Reading and
Mathematics or ACT Reading and Mathematics ? ?
College Readiness (% of seniors: ACT 21 or SAT of 1110) 87 90
STAAR at Level III-Advanced (%) Reading I 3.1 3.3
STAAR gap at Level II Recommended (% Gap: State white vs. School
African American Results 26 40
STAAR gap at Level II Recommended (% Gap: State white vs. School
Hispanic Results) 34 40
Average of Campus End- and Mid-year Course ACPs (% passing) ? ?
AP (% exams passed - score of at least 3) ? ?
Grade 12 SAT/ACT (Sum of average SAT Critical Reading and
Mathematics or ACT Reading and Mathematics ? ?
College Readiness (% of seniors: ACT 21 or SAT of 1110) ? ?
STAAR at Level III-Advanced (%) Reading II 7.5 7.7
STAAR gap at Level II Recommended (% Gap: State white vs. School
African American Results 26 40
STAAR gap at Level II Recommended (% Gap: State white vs. School
Hispanic Results) 34 40
Average of Campus End- and Mid-year Course ACPs (% passing) ? ?
AP (% exams passed - score of at least 3) ? ?
Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014.
Grade 12 SAT/ACT (Sum of average SAT Critical Reading and
Mathematics or ACT Reading and Mathematics ? ?
College Readiness (% of seniors: ACT 21 or SAT of 1110) ? ?
STAAR at Level III-Advanced (%) Writing I 0.3 0.5
STAAR gap at Level II Recommended (% Gap: State white vs. School
African American Results 20 25
STAAR gap at Level II Recommended (% Gap: State white vs. School
Hispanic Results) 24 25
Average of Campus End- and Mid-year Course ACPs (% passing) ? ?
AP (% exams passed - score of at least 3) ? ?
Grade 12 SAT/ACT (Sum of average SAT Critical Reading and
Mathematics or ACT Reading and Mathematics ? ?
College Readiness (% of seniors: ACT 21 or SAT of 1110) ? ?
STAAR at Level III-Advanced (%) Writing II 0.3 0.5
STAAR gap at Level II Recommended (% Gap: State white vs. School
African American Results 20 25
STAAR gap at Level II Recommended (% Gap: State white vs. School
Hispanic Results) 24 25
Average of Campus End- and Mid-year Course ACPs (% passing) ? ?
AP (% exams passed - score of at least 3) ? ?
Grade 12 SAT/ACT (Sum of average SAT Critical Reading and
Mathematics or ACT Reading and Mathematics ? ?
College Readiness (% of seniors: ACT 21 or SAT of 1110) ? ?
STAAR at Level III-Advanced (%) Algebra I 1 1.3
STAAR gap at Level II Recommended (% Gap: State white vs. School
African American Results 13 24
STAAR gap at Level II Recommended (% Gap: State white vs. School
Hispanic Results) 21 24
Average of Campus End- and Mid-year Course ACPs (% passing) ? ?
AP (% exams passed - score of at least 3) ? ?
Grade 12 SAT/ACT (Sum of average SAT Critical Reading and
Mathematics or ACT Reading and Mathematics ? ?
College Readiness (% of seniors: ACT 21 or SAT of 1110) ? ?
STAAR at Level III-Advanced (%) Biology 5.2 5.4
STAAR gap at Level II Recommended (% Gap: State white vs. School
African American Results 21 33
STAAR gap at Level II Recommended (% Gap: State white vs. School
Hispanic Results) 28 33
Average of Campus End- and Mid-year Course ACPs (% passing) ? ?
AP (% exams passed - score of at least 3) ? ?
Grade 12 SAT/ACT (Sum of average SAT Critical Reading and
Mathematics or ACT Reading and Mathematics ? ?
College Readiness (% of seniors: ACT 21 or SAT of 1110) ? ?
STAAR at Level III-Advanced (%) U.S History 0 0.2
STAAR gap at Level II Recommended (% Gap: State white vs. School
African American Results 17 20
STAAR gap at Level II Recommended (% Gap: State white vs. School
Hispanic Results) 27 30
Average of Campus End- and Mid-year Course ACPs (% passing) ? ?
AP (% exams passed - score of at least 3) ? ?
Grade 12 SAT/ACT (Sum of average SAT Critical Reading and
Mathematics or ACT Reading and Mathematics ? ?
College Readiness (% of seniors: ACT 21 or SAT of 1110) ? ?
2013-14 School Action Plan
Instructions: The metrics below are aligned with the metrics in the District Action Plan. Using your most recent data, determine goals for SY2014.
Skyline High School [25] 2013-14 School Action Plan
Division 4
SKYLINE FP
Needs Related to Student Achievement Data:
Increase number of students taking ACT/SAT tests
STAAR EOC scores are above district in most areas, Increase STAAR Level III Advanced results for Phase II
Increase number of students Passing overall on ACP
Need to offer students immediate remediation in a course after failing a 6 weeks through reconnect to recover
Increase College Readiness (% of seniors: ACT 21 or SAT of 1110)
Teacher SAT/ACT training; student prep sessions; parent training sessions; college campus visits
Decrease STAAR gap at Level II Recommended (% Gap: State white vs. School African American & Hispanic Results)
Needs Related to Improving the Quality of Instruction:
Leadership to complete 6 classroom observations and help provide next steps, working individually with teachers
Identify areas of poor performance on AYP and/or EOC. Administrators and instructional coaches will provide feedback to staff
Professional Development to strengthen staff tools for Student-centered classrooms.House re-structure project to improve Administration effectiveness to facilitate better and more consistent support of teachers,
parents and students Increase the number of faculty proficient and certified in ESOL strategies; SYOP training; and Thinking Maps to support acquisition of
academic language in all grades
The campus will need to implement differentiated instruction, provide hands-on manipulatives, implement research based “best
practices” strategies (i. e. Marzano, Bloom’s, Dufour and Dufour, questioning techniques to promote academic rigor, vocabulary
strategies, the use of graphic organizers, etc.) and additional supplemental resources (i. e. Thinking Maps, AVID, interactive learning,
and materials from Region 10) that tie to district curriculum to address student needs.
Needs Related to System Evaluation (philosophy, processes, implementation, capacity):
SHS needs to improve Positive Student Culture and Environment, specifically discipline
All staff will have the opportunity to participate in leadership decision making and implementation
Staff need opportunities to develop leadership skills. 80% of staff will acknowledge that administration provides recognition, is
approachable, and listens to and considers their ideas
Teachers need to develop classroom management plans that reflect the campus culture
Staff need opportunities to revisit Core Beliefs related to new House structure parameters stressing student needs
Increase administrator, parent, student, teacher, staff involvement through clear lines of communication through PTSA; SBDM; FSAC;
Parent Connection and other organizations to increase shared staff leadership and decision-making
Goals Developed from Needs Assessment:
1. Develop a campus vision for effective student culture and discipline management.
2. Provide support and coaching in all content areas and grade levels to build capacity among teachers in the alignment of curriculum, instruction,
and assesments to the level of rigor of the assessed3. Administrators will effectively follow the 6-step feedback process to conduct frequent face to face feedback sessions with teachers to improve
the quality of instruction.
4. Strengthen Leadership density
5. Implement Student-centered Administrative Services
Skyline High School [25] 2013-14 School Action Plan Division 4SKYLINE FP
NO.
1
NO.
1
2
3
4
5
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?)
A1Administration will develop mission statement, vision, values, and goals with staff for whole campus by focusing on human
philosophy by August 31, 2013. Staff Development - Lead4ward.com
Team building
presentation and activity -
schoolwide
HQ PDOther SR
Fund PD 7/1/13 IN PROGRESS
B1Administration will regularly recognize staff and students through six weeks gatherings in which admin gives back to staff. EOC
Performance Standards; Book Studies: Strengths Finder 2.0
Positive culture staff
rewards and recognitions
through PLCs
HQ PDOther SR
Fund6400 Materials/Resources $ - 8/19/13 NOT STARTED
C1 Utilize the Student Culture Rubric to assess student culture. Book Studies: Leverage Leadership
Increased student
recognition of climate
goals
Asssessment Dec-Mak 199/211 6400 Purchased Services 11/30/13 NOT STARTED
E1
Develop House parameters and procedures designed to facilitate redesign and restructure for a campus culture plan of high
expectations as evidenced by bell to bell learning, quality student work, student and adult behaviors, learning inspiring
environment, positive signage, and celebrations.
Systems analysis to
coordinate Svcs; Positive
Signage
Coordination of Svcs 21M 6200 Purchased Services $ 15,457.00 7/1/13 IN PROGRESS
F1 College Readiness- Students will be provided opportunities to visit colleges, be exposed to various careers, etc.; College-going culture Reform strategies 211 6400Materials/Resour
ces 8/26/13 IN PROGRESS
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)A2 Staff will meet and greet students daily and instruction will be Bell to Bell Admin observations Instr by HQ tchrs 199/211 6100 Other $ - 8/26/13 NOT STARTED
As measured by the climate survey given in November of 2013 and April 2014, 80% of the staff and students will be able to state the key goals of Destination 2020
Define departmental supports to meet expectations (e.g. attendance, discipline, social/emotional/physical environment, extracurricular activities, student leadership/voice, and college-going culture)
KEY ACTION (Briefly state the specific goal or objective.)
Develop a campus vision for effective student culture and discipline management.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Completed campus vision for student culture.
School-wide expectations for common areas and procedures developed, posted, and implemented.
NO.
1
NO.
1
2
3
4
5
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?)
As measured by the climate survey given in November of 2013 and April 2014, 80% of the staff and students will be able to state the key goals of Destination 2020
Define departmental supports to meet expectations (e.g. attendance, discipline, social/emotional/physical environment, extracurricular activities, student leadership/voice, and college-going culture)
KEY ACTION (Briefly state the specific goal or objective.)
Develop a campus vision for effective student culture and discipline management.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Completed campus vision for student culture.
School-wide expectations for common areas and procedures developed, posted, and implemented.
B2 Staff will understand their role in the Skyline school action plan as evidenced on the district survey.Admin observations and
PLC reflectionsHQ PD
Other SR
FundMaterials/Resources $ - 11/30/13 NOT STARTED
C2Staff will participate in and offer input into action planning sessions during April and May of 2014 and quarterly reviews during
the 2013-14 school year.PLC and staff meeting logs HQ PD
Other SR
FundMaterials/Resources 11/30/13 NOT STARTED
D2 Teachers need to develop classroom management plans that reflect the campus culturePosted student
expectationsReform strategies 211 6300 Materials/Resources 8/26/13 NOT STARTED
F2College Readiness- Staff will assist students with opportunities to visit colleges, be exposed to various careers and college
information, etc.College-going culture Reform strategies 211 6400
Materials/Resour
ces 8/26/13 IN PROGRESS
Skyline High School [25] 2013-14 School Action Plan Division 4SKYLINE FP
NO.
2
NO.
1
23
4
5
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 Online Binder available and constantly maintained with accurate up to date InformationTimely Add'l
Assistance
Other SR
Fund Materials/Resources 7/1/13 COMPLETED
B1 Spot Observations will include constructive feedback Needs assessmentOther SR
FundPD 8/26/13 IN PROGRESS
C1 Recognition of staff HQ PDOther SR
Fund6400 Materials/Resources $ - 8/19/13 IN PROGRESS
D1 Administration staff will calibrate observation data weekly Needs assessmentOther SR
FundPD 8/30/13 IN PROGRESS
E1Leadership will search for and develop highly qualified staff (including special consultants in the areas
of Japanese and Chinese)Attracting HQ staff
Other SR
Fund6400
Materials/Resour
ces7/1/13 IN PROGRESS
F1Leadership will encourage staff to participate on-going professional staff development training
sessions/conferences provided through professional organizations.HQ PD 211 6400
Materials/Resour
ces 8/26/13 IN PROGRESS
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
A2 Staff will receive feedback and alter instruction accordingly Needs assessmentOther SR
FundPD 8/26/13 IN PROGRESS
B2 Each staff member will honor school-wide non-negotiables Instr by HQ tchrs 199/211 6100 Other $ - 11/30/13 NOT STARTED
KEY ACTION (Briefly state the specific goal or objective.)
Provide support and coaching in all content areas and grade levels to build capacity among teachers in the alignment of curriculum, instruction, and assessments to the level of rigor of the assessed
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Evidence that the Campus Action Plan implementation is monitored and evaluated
Tiered teacher lists with differentiated supportCycle of data reviews to monitor the progress of each content
NO.
2
NO.
1
23
4
5
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?)
KEY ACTION (Briefly state the specific goal or objective.)
Provide support and coaching in all content areas and grade levels to build capacity among teachers in the alignment of curriculum, instruction, and assessments to the level of rigor of the assessed
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Evidence that the Campus Action Plan implementation is monitored and evaluated
Tiered teacher lists with differentiated supportCycle of data reviews to monitor the progress of each content
C2 Faculty Advisory Committee and SBDM will communicate morale concerns regarding to feedback Parent involvement 211 6300Materials/Resour
ces9/20/13 IN PROGRESS
D2 Staff will be required to conduct peer observations HQ PDOther SR
FundPD 9/20/13 IN PROGRESS
F2Teachers and administrators and staff will attend and/or participate in on-going professional staff
development training sessions/conferences provided through professional organizations.HQ PD 211 6400
Materials/Resour
ces 8/26/13 IN PROGRESS
Skyline High School [25] 2013-14 School Action Plan Division 4SKYLINE FP
NO.
3
NO.
1
2
3
4
5
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 Administrators will mentor and observe classrooms to ensure alignment of curriculumTimely Add'l
Assistance21M 6200 $ 15,457.00 8/26/13
NOT
STARTED
B1
Administration team will ensure that all teachers effectively plan lessons with instructional calendars
or curriculum maps through observations of posted lesson objectives, DOLs and activities by attending
PLC meetingsHQ PD
Other SR
Fund PD 8/26/13 NOT STARTED
C1Horizontal teams will collect 6-weeks unit plans; submit weekly lesson plans and six weeks common
assessments that were developed within the Professional Learning Community (PLC)HQ PD
Other SR
Fund PD 8/26/13 NOT STARTED
D1 Teachers will be provided with differentiated support based upon the Tiering of the teachersTimely Add'l
Assistance21M 6200 $ 15,457.00 8/26/13
NOT
STARTED
E1Administrators will provide resources to facilitate evaluation of student performance ie. (Eduphoria
Software; grade-level general supplies)
Systems analysis to
coordinate Svcs;
Coordination of
Svcs211 6300
Materials/Resour
ces 7/1/13 IN PROGRESS
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
A2 Teachers and support staff have written curriculum maps for subjects and will meet in teams HQ PDOther SR
Fund PD 8/26/13 NOT STARTED
Alignment of rigor will be assessed
KEY ACTION (Briefly state the specific goal or objective.)
Administrators will effectively follow the 6 step feedback process to conduct frequent face to face feedback sessions with teachers to improve the quality of instruction.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Observation and feedback calendar for administrative team
Spot observations indicates engagement, indicated on feedback tracker
Teachers will utilize rubrics on 100% of major projects that outline student performance expectations for content mastery in relation to the TEKS, State Assessment Standards & Curriculum Planning Guides
NO.
3
NO.
1
2
3
4
5
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?)
Alignment of rigor will be assessed
KEY ACTION (Briefly state the specific goal or objective.)
Administrators will effectively follow the 6 step feedback process to conduct frequent face to face feedback sessions with teachers to improve the quality of instruction.
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Observation and feedback calendar for administrative team
Spot observations indicates engagement, indicated on feedback tracker
Teachers will utilize rubrics on 100% of major projects that outline student performance expectations for content mastery in relation to the TEKS, State Assessment Standards & Curriculum Planning Guides
B2Teachers will clearly communicate the specific learning objective & demonstration of mastery visually
for each lesson cycleInstr by HQ tchrs 199/211 6100 Other $ - 8/26/13 NOT STARTED
C2Teachers will create a 6-weeks unit plan calendar, weekly lesson plans and six weeks common
assessments within the PLCsHQ PD
Other SR
Fund PD 8/26/13 NOT STARTED
Skyline High School [25] 2013-14 School Action Plan Division 4SKYLINE FP
NO.
4
NO.
1
2
3
4
5
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 House Structure - 2 administrators are team leads Reform strategies 211 6300 Materials/Resources 7/1/13 IN PROGRESS
B1During spot observations, administrators will ask students what they are to know and do by the end of
the class, the purpose of the lesson and mark this on the spotInstr by HQ tchrs 199/211 6100 Other $ - 11/30/13 NOT STARTED
C1Administration will hold weekly team meetings in which the departmental assessment data and district
assessment data will be analyzed and interventions will be discussed/plannedHQ PD
Other SR
Fund PD 8/19/13 NOT STARTED
D1Leadership Team will attend workshops for school improvements ie.: Advanced Improvement in
Education, Annual ConferenceHQ PD 211 6411 PD 9/3/13
NOT
STARTED
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
A2 Staff will form and participate in Cadre leadership groups positively impacting the campus HQ PDOther SR
Fund PD 8/19/13 NOT STARTED
B2 Teachers will attend content-specific training on strategies and interventions during PLC HQ PDOther SR
Fund PD 8/19/13 NOT STARTED
KEY ACTION (Briefly state the specific goal or objective.)
Strengthen Leadership Density
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Staff survey results will reflect 80% feel they have a leadership role on campus, 60% view PLC's as effective
Cadres developed and managed by staff to lead campus initiatives and reflect ownership in CIP
Increase of two way communication among all staff and leadership coaches, principals, and stakeholders
NO.
4
NO.
1
2
3
4
5
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?)
KEY ACTION (Briefly state the specific goal or objective.)
Strengthen Leadership Density
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Staff survey results will reflect 80% feel they have a leadership role on campus, 60% view PLC's as effective
Cadres developed and managed by staff to lead campus initiatives and reflect ownership in CIP
Increase of two way communication among all staff and leadership coaches, principals, and stakeholders
C2Departmental assessment data and district assessment data will be analyzed and interventions will be
discussed/plannedHQ PD
Other SR
Fund PD 8/19/13 NOT STARTED
D2Teachers will reflect upon feedback and implement suggestions to enhance rigor and alignment on
their 6-weeks unit plan calendar, lesson plans and six weeks common assessments using ORID HQ PD
Other SR
Fund PD 8/19/13 NOT STARTED
Skyline High School [25] 2013-14 School Action Plan Division 4SKYLINE FP
NO.
5
NO.
1
2
3
4
5
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 All functions of student support have been reorganized into House concept Reform strategies 211 6300 Materials/Resources 8/26/13 NOT STARTED
B1 Administration restructure to a student-centered school. Reform strategies 211 6300 Materials/Resources 8/26/13 NOT STARTED
C1 9th Grade students contained in main building for core classes Grade-level transitions 199/211 6300Materials/Resour
ces8/26/13
NOT
STARTED
D1 Conduct separate 9th grade Professional Development Grade-level transitions 199/211 6300Materials/Resour
ces8/26/13
NOT
STARTED
STAFF ACTIONS (What specific action steps will the staff take to accomplish the objective?)
A2 Teachers will implement Classroom Management through student's House. Reform strategies 211 6300 Materials/Resources 8/26/13 NOT STARTED
B2 Staff will support the leadership in the first year of change and growth HQ PDOther SR
Fund PD 8/19/13 NOT STARTED
C2 Timelines will be shared with staff and Cadre will discuss possible challenges HQ PDOther SR
Fund PD 8/19/13 NOT STARTED
Timeline and actionable steps to support the transition
KEY ACTION (Briefly state the specific goal or objective.)
Implement Student-centered Administrative Services - serve ninth grade separately
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Survey of parents, teachers, and students will reflect that 66% know the House their student is in and who their administrators are.
Completed plan that outlines new structure
Clear roles and responsibilities for all stakeholders
NO.
5
NO.
1
2
3
4
5
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?)
Timeline and actionable steps to support the transition
KEY ACTION (Briefly state the specific goal or objective.)
Implement Student-centered Administrative Services - serve ninth grade separately
INDICATORS OF SUCCESS
(Measurable results that describe success.)
Survey of parents, teachers, and students will reflect that 66% know the House their student is in and who their administrators are.
Completed plan that outlines new structure
Clear roles and responsibilities for all stakeholders
Skyline High School [25] 2013-14 School Action Plan
Division 4
SKYLINE FP
KEY ACTION PROGRESS REPORT
KEY ACTION 1
Develop a campus vision for effective student culture and discipline
management.
SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS
Administration will develop mission statement, vision, values, and goals with staff for whole campus by
focusing on human philosophy by August 31, 2013. Staff Development - Lead4ward.com7/1/13 IN PROGRESS Staff will meet and greet students daily and instruction will be Bell to Bell 8/26/13 NOT STARTED
Administration will regularly recognize staff and students through six weeks gatherings in which admin gives
back to staff. EOC Performance Standards; Book Studies: Strengths Finder 2.0 Staff will understand their role in the Skyline school action plan as evidenced on the district survey. 11/30/13 NOT STARTED
Utilize the Student Culture Rubric to assess student culture. Book Studies: Leverage Leadership 8/19/13 NOT STARTEDStaff will participate in and offer input into action planning sessions during April and May of 2014 and quarterly
reviews during the 2013-14 school year.11/30/13 NOT STARTED
Utilize the Student Culture Rubric to assess student culture. Book Studies: Leverage Leadership 11/30/13 NOT STARTED Teachers need to develop classroom management plans that reflect the campus culture 8/26/13 NOT STARTED
Develop House parameters and procedures designed to facilitate redesign and restructure for a campus
culture plan of high expectations as evidenced by bell to bell learning, quality student work, student and adult
behaviors, learning inspiring environment, positive signage, and celebrations.
7/1/13 IN PROGRESSCollege Readiness- Staff will assist students with opportunities to visit colleges, be exposed to various careers
and college information, etc.8/26/13 IN PROGRESS
College Readiness- Students will be provided opportunities to visit colleges, be 8/26/13 IN PROGRESS
SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS
KEY ACTION 2Provide support and coaching in all content areas and grade levels to build capacity
among teachers in the alignment of curriculum, instruction, and assessments to the level
of rigor of the assessed
SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS
Online Binder available and constantly maintained with accurate up to date Information 7/1/13 COMPLETED Staff will receive feedback and alter instruction accordingly 8/26/13 IN PROGRESS
Spot Observations will include constructive feedback 8/26/13 IN PROGRESS Each staff member will honor school-wide non-negotiables 11/30/13 NOT STARTED
Recognition of staff 8/19/13 IN PROGRESS Faculty Advisory Committee and SBDM will communicate morale concerns regarding to feedback 9/20/13 IN PROGRESS
Administration staff will calibrate observation data weekly 8/30/13 IN PROGRESS Staff will be required to conduct peer observations 9/20/13 IN PROGRESS
Leadership will search for and develop highly qualified staff (including special consultants in the areas of
Japanese and Chinese)7/1/13 IN PROGRESS Teachers will utilize technology to increase rigor and engagement in classroom 8/26/13 IN PROGRESS
Leadership will encourage staff to participate on-going professional staff
development training sessions/conferences provided through professional
organizations.
8/26/13 IN PROGRESS
SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS
KEY ACTION 3
Administrators will effectively follow the 6 step feedback process to conduct frequent
face to face feedback sessions with teachers to improve the quality of instruction.
SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUS
Administrators will mentor and observe classrooms to ensure alignment of curriculum 8/26/13 NOT STARTED Teachers and support staff have written curriculum maps for subjects and will meet in teams 8/26/13 NOT STARTED
Administration team will ensure that all teachers effectively plan lessons with instructional calendars or
curriculum maps through observations of posted lesson objectives, DOLs and activities by attending PLC
meetings
8/26/13 NOT STARTEDTeachers will clearly communicate the specific learning objective & demonstration of mastery visually for each
lesson cycle8/26/13 NOT STARTED
Horizontal teams will collect 6-weeks unit plans; submit weekly lesson plans and six weeks common
assessments that were developed within the Professional Learning Community (PLC)8/26/13 NOT STARTED
Teachers will create a 6-weeks unit plan calendar, weekly lesson plans and six weeks common assessments
within the PLCs8/26/13 NOT STARTED
Teachers will be provided with differentiated support based upon the Tiering of the teachers 8/26/13 NOT STARTED
Administrators will provide resources to facilitate evaluation of student performance ie. (Eduphoria Software;
grade-level general supplies) 7/1/13 IN PROGRESS
SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS
KEY ACTION 4
Strengthen Leadership Density
SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUSHouse Structure - 2 administrators are team leads 7/1/13 IN PROGRESS Staff will form and participate in Cadre leadership groups positively impacting the campus 8/19/13 NOT STARTED
During spot observations, administrators will ask students what they are to know and do by the end of the
class, the purpose of the lesson and mark this on the spot11/30/13 NOT STARTED Teachers will attend content-specific training on strategies and interventions during PLC 8/19/13 NOT STARTED
Administration will hold weekly team meetings in which the departmental assessment data and district
assessment data will be analyzed and interventions will be discussed/planned8/19/13 NOT STARTED
Departmental assessment data and district assessment data will be analyzed and interventions will be
discussed/planned8/19/13 NOT STARTED
Leadership Team will attend workshops for school improvements ie.: Advanced Improvement in Education,
Annual Conference9/3/13 NOT STARTED
Teachers will reflect upon feedback and implement suggestions to enhance rigor and alignment on their 6-
weeks unit plan calendar, lesson plans and six weeks common assessments using ORID 8/19/13 NOT STARTED
SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS
KEY ACTION 5
Implement Student-centered Administrative Services - serve ninth grade separately
SPECIFIC ACTION(S) NLT DATE STATUS SPECIFIC ACTION(S) NLT DATE STATUSAll functions of student support have been reorganized into House concept 8/26/13 NOT STARTED Teachers will implement Classroom Management through student's House. 8/26/13 NOT STARTED
Administration restructure to a student-centered school. 8/26/13 NOT STARTED Staff will support the leadership in the first year of change and growth 8/19/13 NOT STARTED
9th Grade students contained in main building for core classes 8/26/13 NOT STARTED Timelines will be shared with staff and Cadre will discuss possible challenges 8/19/13 NOT STARTED
Conduct separate 9th grade Professional Development 8/26/13 NOT STARTED
SCHOOL LEADERSHIP ACTIONS STAFF ACTIONS
Skyline High School [25] 2013-14 School Action Plan
Division 4
SKYLINE FP
SUMMARY OF KEY ACTION EXPENDITURES
FUND 6100 6200 6300 6400 6500 6600 TOTAL
199 $ 20,142,339.00 $ 1,014,622.00 $ 390,894.00 $ 5,200.00 #VALUE! #VALUE! #VALUE!
211 $ 1,464,713.00 $ 30,000.00 $ 14,209.00 $ 12,891.00 #VALUE! #VALUE! #VALUE!
240 #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!
286 #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!
199/211 #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!
21M #VALUE! $ 15,476.00 #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!
SCE #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!
SCE/199 #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!
Other SR Fund #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!
TOTAL #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!
# TITLE I COMPONENT NO. OF ACTIONS
1 Needs assessment 4
2 Reform strategies 7
3 Instr by HQ tchrs 10
4 HQ PD 26
5 Attracting HQ staff 2
6 Parent involvement 1
7 Grade-level transitions 2
8 Asssessment Dec-Mak 2
9 Timely Add'l Assistance 5
10 Coordination of Svcs 3
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.
6777
5715
5715
5715
5715
5715
5715
6150
6150
6150
6150
6150
6150
6150
6150
6150
6150
6150
6150
6150
6150
6150
6150
6150
6150
6150
4935
TITLE I SPECIFIC ACTION STEPS 2013-14 School Action Plan
TITLE I COMPONENT RESPONSIBLE ACTION STEP FUND OBJ ITEM AMOUNT NLT DATE STATUS
Asssessment Dec-MakSTAFF- Program
Specialist1.1 Regular collection and evaluation of data sources.
Coordination of SvcsPRINCIPAL-Harold
Wright
1.2 Staff/student supplemental supplies and resources for core
content areas
1.3 Extended learning opportunities
Instr by HQ tchrs PRINCIPAL1.4 Supplemental staff to reduce class size or provide supplemental
service such as teacher, counselor, or nurse
Needs assessmentSTAFF-Admin./Instr.
Coaches2.1 Observation/Feedback eight times a year.
Instr by HQ tchrs TEACHERS2.2 Multiple Response Strategies (MRS) Scientifically research-
based differentiated instruction
2.3 AVID Strategies
Timely Add'l Assistance STAFF- Technologist 2.4 Increase technology resources/usage
Instr by HQ tchrs TEACHERS
2.5 Teachers will improve instruction by using small groups,
differentiating learning, progress monitoring, and tutorials to
increase students' knowledge and skills
HQ PD STAFF-Asst.Principal
2.6 Provide long-term and sustained services and development to
new teachers and mentors such as learning walks, Instructional
Rounds, Facilitation of PLC's, Collaborative planning sessions (CIA2),
independent studies, book studies, and conferences.
Instr by HQ tchrs PRINCIPAL3.1 Review of HQ Report from Human Capital Management and
sign Principal attestation form.
Instr by HQ tchrs PRINCIPAL
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 or more
consecutive weeks.
HQ PD STAFF-Asst.Principal3.3 Ensure non-HQ teachers are attending (SRS) staff development
including conferences needed for certification purposes.
Instr by HQ tchrs TEACHERS4.1 Development of learning objectives and demonstration of
learning.
HQ PDSTAFF-Leadership
Team4.2 Professional literature/trainings/conferences
HQ PD STAFF4.3 Engage in small group instructional strategies, book studies, and
RTI training.
HQ PD STAFF4.3a Attend conferences (SBS) and engage in the sharing of
instructional practices in PLCs
Timely Add'l Assistance STAFF-Asst.Principal4.4 Utilize instructional coaches to support and develop teacher
instructional skill base to improve the quality of instruction.
HQ PDSTAFF-Leadership
Team4.5 Staff will have opportunities for peer mentoring.
Attracting HQ staffSTAFF-Leadership
Team
5.1 Actively recruit HQ teachers for the campus through attending
job fairs, recommendations from the respected colleague and
attending professional conferences.
Parent involvement PRINCIPAL/SBDM
6.1 Convene a meeting of parents, students, teachers, and
administrators to discuss school's Title I status, and solicit active
participation developing the school's Parent Involvement Policy.
Parent involvement PRINCIPAL 6.2 Support and activey involve PTA/SBDM
Parent involvementSTAFF-Community
Liaison6.3 Family involvement nights such as Community Liaison
Grade-level transitions STAFF-Asst.Principal
7.1 Ensure smooth student transistions into new school
environments (for example new students to campus, 5th grade
students into middle school, 8th grade students into high school
and preschool student to Kindergarten) through parent meetings,
orientation days/meeting.
Parent involvement
7.2 Increase parent involvement and participation and transition
with Early Childhood children, through Pre-K and Kindergarten
roundups, Virtual Pre-K, HIPPY, etc.
Needs assessmentSTAFF-Admin./Instr.
Coaches8.1 Feedback Sessions
HQ PDSTAFF-Admin./Instr.
Coaches
8.2 Teachers will receive professional development, collaborate
and make evidenced-based instructional decisions and determine
extended day programs based on assessments to improve
performance for the three tier groups.
Timely Add'l Assistance STAFF
9.1 Staff will utilize data to strengthen student weaknesses through
early intervention and more rigorous instruction and review the
data to develop and implement common and formative
assessments that will drive instruction and lesson plans.
Timely Add'l AssistanceSTAFF-Leadership
Team9.2 Teacher will implement RTI
Coordination of SvcsSTAFF-College/Career
Spec.
10.1 Students will learn more about Career Exploration through a
College and Career Day Program, and campus wide participation in
promoting colleges and careers.
Parent involvementSTAFF-Community
Liaison
10.2 Provide information on community resources to parents who
may need referrals to outside agencies.
Coordination of SvcsSTAFF-Community
Liaison
10.3 Collaborate with different programs and organizations, such as
Youth and Family centers, SST, Girl Scouts, Boy Scouts, and Big
Thought to promote involvement of parents and members of the
big community in supporting academic success for our school and
students.
TITLE I OR SCE FUNDED STAFF
JOB CODE EMPLOYEE ID EMPLOYEE FUND FTE
6870 53790 GROOM, LOUIS D 211 1
6870 61168 REED, JENNIFER ELAINE 211 1
6777 40243 JEANLOUIS, DARNELL 211 1
6777 VAC 211 1
6777 60227 MASON, TRACY 211 1
6777 71386 COLEMAN, MONIQUE 211 1
5715 23159 ESPARZA, MINERVA 211 1
5715 10946 HENDRICKS, GWENDOLYN D 211 1
5715 28711 JACKSON, CHARLOTTE A 211 1
5715 49880 STANLEY, STACEY 211 1
5715 19510 MIRANDA, ISABELL 211 1
5715 43134 RODRIGUEZ, MARTHA 211 1
6150 72819 STONE, CAROLINE ELAINE 211 1
6150 72558 BUSTER, BRITTNEY SHIQUAY 211 1
6150 72690 OBIANYANWU, BENNETH 211 1
6150 50255 JOHNSON, SABREE ANTOINETTE 211 1
6150 71912 GREEN, TERRY 211 1
6150 74730 PHILLIPS, HEATHER 211 1
6150 74820 HAMATY, JOSHUA 211 1
6150 72944 KIM, JASON JENO 211 1
6150 71369 SCHERMERHORN, KAMA LYNN 211 1
6150 72526 DYKES, LAKISHA LYNELL 211 1
6150 74084 TURNER, VERNON 211 1
6150 66660 CORDERO, JOSE 211 1
6150 73400 GUERRERO, MELISSA 211 1
6150 59029 DE LA MORA CRISTINA 211 1
6150 67856 JAMES LINDSEY A 211 1
6150 67767 SPENCER, EBONEE 211 1
6150 74548 MITCHELL, BARBARA 211 1
6150 73472 VIELMA, ROXANNA 211 1
6150 73479 VOORCHEES, BRENT 211 1
4935 48931 BROWN, ORIEN