lee a. mcshan jr. elementary school 2017-2018 action plan · pdf file ·...

Lee A. McShan Jr. Elementary School 2017-2018 Action Plan

Mission-We are committed to improving academic achievement through effective instruction.

Believing there is no excuse for poor quality instruction, we pledge to have all learners achieve

at the same rate while valuing and embracing cultural diversity.

Motto: “Excellence Begins With Me”

2017-2018 Leadership Team

In accordance with TEC 11.251, District Performance Goals/Objectives (approved by Dallas ISD Board of Trustees, February 23, 2017) are aligned with

Campus Performance Goals/Objectives.

Dayanna Kelly- Principal

Paulette Daniels- Assistant Principal

Rafael Haddock- Instructional Coach (Reading)

Lissa Collins- Instructional Coach (Reading/ESL)

Aaron McAdams- Instructional Coach ( Math and Science)

Kristen Martinez (Counselor)

DALLAS INDEPENDENT SCHOOL DISTRICT BOARD GOALS

GOAL 1: All students will exhibit Satisfactory or above on performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth.

GOAL 2: Dallas ISD schools will be the primary choice for families in the district. GOAL 3: The achievement gap by race, ethnicity, and socio-economic status will be no greater than 10% on all academic measures. GOAL 4: 95% of students will graduate. Of the graduates, 90% have the qualifying scores for community college, college, military, or industry certification. GOAL 5: 95% of entering kindergarten students are school-ready on a multidimensional assessment. GOAL 6: All students will participate in at least one extracurricular or co-curricular activity each year.



DALLAS INDEPENDENT SCHOOL DISTRICT STUDENT OUTCOME GOALS

GOAL 1: Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022. GOAL 2: Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022. GOAL 3: Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and in the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION GOALS

GOAL #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the



English language. GOAL #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. GOAL #3: The students in the public education system will demonstrate exemplary performance in the understanding of science. GOAL #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained. Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards. Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning. Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development,

and administration.

COMPREHENSIVE NEEDS ASSESSMENT SUMMARY SCHOOL YEAR:

Data Sources Reviewed: ● Surveys and Questionnaires: climate, parent (district and campus-issued), student, SBDM, PTA

● Achievement data: STAAR, ACPs, Campus data packet

Area Reviewed Summary of Strengths What were the identified strengths?

(Facts not actions)

Summary of Needs What were the identified needs?

(Facts not actions)

Priorities What are the priorities for the campus, including how federal and state program funds will be used?

Demographics McShan Elementary School is a very Supports are needed to further Federal and state funding will be utilized to



diverse population. Our demographics are as follows:We currently have 693 scholars on campus. Out of the 693 students, 669 are considered economically disadvantaged. The ethnicities are as follows: Asian 43%, Hispanic 37.7%, African American 16.6%, and Other 2.7%. We have 49.5% male and 50.5% female students. We have 584 total LEP students. There are a total of 59 TAG students. We have a high refugee and immigrant population. We have 6 students in early childhood, 53 in Pre- K, and 107 in Kindergarten. We have a PPCD and FLS unit.

develop our high refugee and immigrant populations in language and literacy development.

support academic interventions which include extra duty pay. This extra duty pay will support academic tutoring and clubs three days a week, Saturday schools, and spring break camps. This will support the academic development and growth of our students.

Student Achievement

The bilingual scholars historically perform at or above their peer groups on the Reading STAAR assessment in accordance with the 2015-2016 data. In accordance with our school report card for 2016-2017, our state accountability was as follows: index 1- 70, index 2-51, index 3- 44, and index 4- 40. Our school effectiveness index was above the district with a score of 57.6. The Fall ACP scores show that our students achieved at or above the district in math with the exception of a few sections. The data shows further supports are needed in reading.

We will continue to focus on a school-wide instructional intervention system to support our balanced literacy initiative from PK- 5. We have been focused on balanced literacy for the past 4 years. We will support reading and writing across the curriculum school-wide. With students being new to the country, there is a need to support their language development and literacy skills. Our General/ESL scholars will continue to demonstrate improvement in the subject area of reading. Our goal is for all of our tested ELL students to increase language proficiency levels as measured by the TELPAS assessment. We also expect for

Our highest priority is meeting the language needs of our newcomer scholars. We will continue to implement a rigorous phonics and language program vertically to address the achievement gap. Funding will be utilized to support the implementation of resources and programs to support oral language and literacy proficiency.



students to reach their ELL measure on the STAAR assessment in all tested content areas. Teachers will be involved in assessment and instructional decisions.

School Culture and Climate

The school has a longitudinal history of scoring in the green on the district’s culture and climate survey. McShan’s scores have been in the 4th and 5th quartile. In many domains the scores are higher than the feeder and magnet school scores.

We will continue to build upon the board goals as we implement our school mission. In the spirit of continuous growth, we will continue to strive for excellence and performing at the top tier. We have applied for The Leader in Me grant and hope to integrate this program into our culture and climate.

We will continue to have a culture of high expectations as we seek continuous improvement. We will continue to focus on our mission and vision in alignment with the board goals. We will implement The Leader in Me philosophies pending grant approval to further enhance leadership within our scholars and academic achievement.

Staff Quality/ Professional Development

We have a high retention of our staff. Several of our teachers are DTR teachers. Professional development is focused on the key actions of the campus improvement plan which are as follows: balanced literacy, curriculum alignment, and language and vocabulary development.

Our PD needs are focused on supporting teachers in best practices to foster pedagogy and further increase student achievement. Our PD is based upon the following: balanced literacy, curriculum alignment, and language/vocabulary development.

Teachers will engage in collaborative planning to foster curriculum alignment and implement strategies to reinforce reading and writing across the curriculum to support literacy development schoolwide.

Curriculum, Instruction, Assessment

We will continue to have a strong cycle of interim assessments based upon curriculum mapping of the standards. Teachers will constantly plan rigorous lessons based upon standards and weak SE’s. Teachers will engage in data discussions and plan interventions frequently. Data will constantly be monitored for growth. Both teachers and students will be responsible for profiling their

We will continue to implement a more viable aligned curriculum from PK- 5 in all subject areas with a focus on the foundational lower grades. Our scholars will be apart of an assessment cycle which consists of assessments designed to build stamina and to provide data to teachers regarding their lesson delivery and student mastery of the SE’s. Teachers will engage in professional dialogue

Systems are in place to refine lesson delivery, data evaluation, and student interventions We will constantly analyze the systems. Funding is utilized to support technology integration, instructional resources, and tutoring to further strengthen our instructional program and the academic growth of our students.



data. Teachers will receive spot observations and feedback regarding their instruction. They will also conduct departmental learning walks with the academic team periodically.

regarding lesson planning, curriculum mapping, and data analysis.

Family and Community Involvement

We currently have partnerships with Preston Hollow Presbyterian Church, SMU, and teacher candidates from Texas Tech University. Parents volunteer on the campus as a result of the Job Ready program. Parents benefit from the Brighter Bites Program in partnership with The North Dallas Food Bank. This program provides fresh fruits and vegetables to over 300 families. Parents serve on various committees such as LPAC, SBDM, PTO, etc. Volunteer training is provided periodically and parents receive information through flyers, school messenger, parent portal, and Coffee with the Principal meetings. Parents volunteer on field trips and enjoy attending various school events throughout the year. We have a goal to increase parental involvement.

Additional supports are needed to support the English language development of parents.

We will continue to involve our parents and foster partnerships to support our school and greater community.



School Context and Organization

At McShan Elementary school, we have high expectations for excellence and we are committed to the academic achievement of our scholars. We are focused on research- based measures which are factors in successful schools. Our goals are based upon the framework of critical success indicators of high achieving schools. They are as follows: to improve academic performance, increase the use and quality of data to drive instruction, increase leadership effectiveness, increase learning time, increase family and community engagement, further foster a positive school climate, and increase our teacher quality. Our staff work together collaboratively in the pursuit of excellence daily. We work cohesively to support the varied academic needs of our scholars since many come from all over the world. Our teachers and staff serve on various committees and provide feedback regarding student achievement, school initiatives, processes, and systems. We have a system of data disaggregation and supports for those scholars in need of academic support. Our school is the heart of the community and we seek resources to support our students

Additional supports are needed to further support our newcomer and immigrant populations. There is a need to further provide supports for parents in the development of English language skills. We will also support newcomers and also the transition of students from Pre-K to Kinder.

Priorities are aligned with providing resources to further support our newcomer students in developing their language and literacy skills. In review of the 7 critical success factors of successful schools, our goals it to continue to increase parental engagement.



and The Vickery Meadows Community.

Technology

Teachers have equipment in classrooms to support instruction through technology. Software has been purchased in the past years to support reading, science, and math (e.g. Reading A-Z, Stemscopes, etc.) We also utilize Achieve 3000,

As technology development increases, there is a need to further integrate new advancements in technology to support good, first instruction and address the diverse learning styles of students.

We will continue to ensure that technology integration is evident to support instruction and seek additional resources to differentiate instruction, meet the needs of the diverse learning styles of our students, and further enhance the quality of instruction in our classrooms.



Reasoning Minds, Think Through Math, and I- Station). We utilize electronic components of STAAR ready to support grades 3-5.



Title I, Part A

Schoolwide Components:

1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).

2. Schoolwide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement, use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program.

3. Instruction by state certified teachers. 4. In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and

paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.

5. Strategies to attract high-quality teachers to high-need schools. 6. Strategies to increase parent and family involvement in accordance with section 1118, such as family literary services. 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-

run preschool program, to local elementary school programs. 8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide

information on, and to improve, the achievement of individual students and the overall instructional program. 9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards

required by section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.



Title I Schoolwide Components Reference Numbers 1. Comprehensive Needs Assessment 2. Reform Strategies 3. Instruction by State Certified Teachers 4. High Quality Professional Development 5. Strategies to Attract State Certified Teachers

6. Strategies to increase family, community and parent engagement 7. Transition 8. Teacher Decision-Making Regarding Assessments 9. Effective and Timely Assistance to Students 10. Coordination and Integration

Strategic Priority Reference Numbers 1. Recruiting, supporting, and retaining teachers and principals 2. Building a foundation of math and reading 3. Connecting high school to career and college 4. Improving low-performing schools

Student Outcome Goals 1. Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022. 2. Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022. 3. Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.

Goal: (Key Action)Key Action #1- Balanced Literacy- With a foundation of the core beliefs and a shared vision, the quality of the RLA instruction will improve within every classroom by implementing a rigorous, balanced, and comprehensive reading and writing program which will include phonemic awareness, fluency, reading comprehension, and writing skills.

Student Outcome Goal #2, Goal #3

Objective: Indicators of Success: As measured by Reading fluency probes administered every three weeks, 80% of scholars will demonstrate mastery of reading skills or 10% growth in December and 20% growth by May. As measured by Reading interim assessments and scholar artifacts, 90% of all K-2 students will write on grade level or show a 10% growth by December and 20% growth by May. As measured by STAAR level II performance, all scholars will meet the standard on the STAAR reading test, show 15% growth from their prior score, or meet their ELL progress measure score.



REF #

Strategies and Action Steps Person(s) Responsible

Resources Timelines Evidence of Implementation

Evidence of Impact

Formative/ Summative

Title I Schoolwide Components (Code by #)

Strategic Priority

1A School leaders will implement the assessment and fluency cycle. Teachers will implement a fluency assessment cycle and evaluate the personalized plan for every newcomer student. Teachers will assess the fluency and comprehension of scholars every six weeks. R/LA teachers will implement consistent phonics and reading comprehension routines school-wide through a viable school-wide program to foster phonics, blending, and reading comprehension skills to support reading and writing development within our scholars.

Administrators, All R/LA teachers & Academic Team

I- Station ( Title 1- $3500, Journeys Fluency Probes, Reading A-Z ( Title 1 211-$3500, Saxon Phonics, Achieve 3000, PD, conferences

08/2017-06/2018

Fluency Charts within every Reading/LA classroom, Data from I- station, Assessments, and Spot Observation Data

Students will be reading at or above grade level

Interim Assessments STAAR Scores Terra Nova/Supera Data

1,2 2

1B School leaders will support teachers with effective lesson planning to assure purposeful activities are designed to meet the needs of students in reading and

Administration, Teachers, & Instructional Coaches

Curriculum Maps, Lead Forward Resources,

08/2017-06/2018

Effective lesson delivery as measured by spot observations and lesson planning

Increased student academic achievement

Interim Assessments, STAAR scores, Terra Nova/Supera scores

1,2 2



writing. Teachers will effectively plan lessons vertically and horizontally.

rubric reflections

1C School leaders will engage in data profiling consistently post assessments to monitor student growth and foster RtI support. Teachers will analyze data consistently to drive instruction and evaluate student academic growth.

Administrators, Teachers,& Instructional coaches

Driven By Data Book, All in Learning, STAAR Test Maker ($3000), My Data Portal, School Net, All in Learning ($3000) (199/211)

8/2016-6/2017

Data Room- charts and Teacher data forms

Increased academic achievement

Interim Assessments, STAAR scores, Terra Nova/Supera

1,2,7,9 1,2,3

1D School leaders will implement the RtI rubric to profile students for interventions based upon assessments and host data discussions with individual teachers and teams. Teachers will also evaluate tiering of students and provide RtI to scholars in need of intervention.

Administration Instructional Coaches

Driven By Data

08/2017-06/2018

Reduction of scholars in tier 2 and tier 3 per grade level , Tutorial documentation with tiering of students, The Leader in me student profiling system

Increased student achievement

Interim Assessments, STAAR, Terra Nova scores

1,2,7,9 1,2,3

1E School leaders will support the writing process and balanced

Administrators,

Curriculum Resources, Write

8/2017-6/2018

PD Agendas with sharing of writing

Increased academic achievemen

Writing Artifacts, Interim

4 1,2,3



literacy through professional development and the examination of student writing artifacts every three weeks. Teachers will implement the writing process, design grade level rubrics, and provide artifacts. Teachers will be responsible for posting writing artifacts every six weeks.

Instructional coaches, Teachers

Source, Lucy Calkins Writing Resources

artifacts, posted artifacts through-out the campus

t Assessments, Increased Academic Performance on Writing ACP’s for designated grade levels

1F School leaders will utilize general resources to support phonics development, oral language proficiency, and writing across the curriculum.

Administration, Teachers, Coaches

Phonics Kits, Books, Writing Resources, General Supplies

8/2017 - 6/2018

Learning Walks, Spot Observations

Increased academic achievement.

Student Artifacts

4 1,2,3







Goal: (Key Action) Key Action # 2: Newcomer Scholars Support Refugee and immigrant students will receive support academically to address their needs and will be provided with a personalized education plan in reading and math in order to evaluate progression to exit the program. Oral language proficiency will be fostered to support literacy development.

Student Outcome Goal # 1,2,& 3

Objective: Indicator of Success: As measured by interim assessments, Newcomer students in grades PK-2 will achieve mastery on interim assessments, or demonstrate 10% growth by December, and 20% growth by may in all content areas. As measured by fluency probes, newcomer students will read and write at or above grade level or show a 10% increase by December and 20% increase by May. As measured by SST documentation, students in need of support will be referred to the SST committee. As measured by teacher professional development attendance and artifacts of implementation, educators will implement best practices and ESL strategies to support student learning. REF #



Evidence of Impact



Strategic Priority

2A Building leaders will ensure the implementation of assessments and monitor the progress of students in accordance with individualized plans and foster a system of progress monitoring. Teachers will implement a fluency assessment

Administrators, Instructional Coaches, Teachers

Journeys, Fluency Probes, Saxon Phonics, etc.

8/2017- 6/2018

Testing Data, Fluency Probes

Increased Academic Performance of Newcomers

Fluency Probes, Interim Assessments, ACP’s, STAAR

1,2,8 1,2,3



cycle and evaluate the personalized plan for each newcomer student. Teachers will implement phonics routines throughout the literacy block to support the developmental reading skills and oral language development of newcomer students.

, Terra Nova/Supera

2B Building leaders will provide professional development in the ELPS, the literacy block, phonics routines, and balanced literacy. Teachers will be trained in the most effective research-based practices

Administrators, Teachers, Instructional Coaches

None Required

8/2016-6/2017

PD Agendas, Sign In Sheets, Teacher Feedback Surveys

Increased academic achievement of newcomers

Increased spot observation scores, PD plans, Artifacts

1,2,4 1,2,3

2C Support- Newcomer /Immigrant students will be provided with additional support with reading comprehension skills through RtI and Saturday schools. Students will be referred for SST as needed for

Administrators, Teachers, Instructional Coaches, Volunteer Support ( Reading Homeroom, Conrad PALS), SST committee

None Required

8/2017-6/2018

I Station, Journeys, Reading A-Z ($3000) 199 and 211, Achieve 3000 ($3000),

Increased academic performance of newcomers

Fluency Probes, Interim Assessments

1,2,9 1,2,3



additional support as needed through the SST committee.

Think Through Math

, ACP’s, STAAR, Terra Nova/Supera

2D Newcomer students will transition from the newcomer classroom to General/ESL classrooms in accordance with their abilities and growth.

Administrators LPAC Committee Teachers

None Required

8/2017-6/2018

Student profiles, Assessments,

Increased language proficiency of students

TELPAS

1,2,9 1,2,3

2E We will increase and community involvement with events and purchasing supplies to support our scholar

All stakeholders None Required

8/2017-6/2018

Sign in sheets, parent portal numbers

Increased parental support

Parent survey

6 4

2F We will support students transitioning from early childhood programs

Administrators, Teachers, Coaches

None Required

8/2017-6/2018

Sign in sheets, program implementation

Increased numbers in Pre- K, activities to support the transition

Grade level readiness

7 2







Goal: (Key Action) Key Action # 3: Curriculum Alignment- Every classroom will provide good, first instruction through effective lesson delivery as measured by all teachers receiving proficiency or above on spot observations and 90% or above on peer lesson plan rubric scores.

Student Outcome Goal #

1,2,&3

Objective: Indicator of Success: As measured by spot observations, 70% of teachers will consistently score and average of 2 or above in December and 85% in May. As measured by teacher professional development attendance and student artifacts, educators will be kept abreast of creative and innovative techniques to improve student achievement and implement PD best practices. All teachers will receive 90-100% on the lesson plan peer evaluation rubric implemented every three weeks. Lesson plans will be assessed for alignment with standards, rigor, purposeful activities, and engagement strategies to support student mastery. All teachers will participate in vertical and horizontal lesson planning delivery and participate in curriculum alignment PD as measured by spot observations, peer observations, learning walks, and feedback from administrators and instructional coaches. As measured by technology utilization from software reports, technology will be utilized to increase the effectiveness of student learning in alignment with grade level standards. All teachers will implement the cycle of common assessments and data analysis. REF #



Evidence of Impact



Strategic Priority

3A Building leaders will conduct spot observations and provide feedback and coaching to support good, first , instruction. Teachers will include spot and peer observation feedback to

Administrators,Department Chairs, Instructional Coaches

TEI Rubric

8/2017-6/2018

Increased scores on spot observations and campus composite scores on TEI domains

Increased student academic performance on Interims, ACP’s, STAAR,

Increased spot observation scores- Teacher pedagogy, Increase on TEI

1,2,3 1,2,3



improve the quality of instruction.

Terra Nova/Supera

effectiveness levels over time

3B School leaders will engage in lesson planning to ensure curriculum alignment and participate in the peer evaluation of plans. Teachers will work collaboratively with colleagues to plan effective lessons for instruction and participate in lesson plan examination for feedback and continuous growth.

Administrators Instructional Coaches Teachers

District Curriculum Maps, Feeder Maps,

8/2017-6/2018

Lesson Plan Artifacts, Lesson Plan Rubric Scores, Spot Observation Scores

Increased spot observationscores and teacher pedagogy, Increased student achievement

Increase in campus spot observation scores and student achievement data, TEI teacher effectiveness level increase over time

1,2 1,2,3

3C School leaders will ensure that teachers engage in a system of data analysis, student profiling, and intervention. Teachers will be involved in Assessment/Instructional decisions. Teachers will utilize data and technology to drive instruction and intervention. Students will profile themselves in

Administrators Teachers Instructional Coaches

Campus Data Forms, All in Learning ($3000), I- station, Reading A-Z($3000) ( 199, 211),

8/2017-6/2018

Campus Data Forms, Student Profiles, Data Room Charts/Graphs, Student Leader in Me Notebooks

Increased student academic achievement and motivation, teacher knowledge of strategies that are successful based upon

Increased academic achievement- Interims, ACP’s, STAAR, Terra Nova/Supera

4,9 1,2,3



accordance with The Leader in Me profiling system utilizing scholar notebooks and technology resources.

The Leader in Me Resources $3000 (199,211)

data

3D School leaders will lead professional development and book studies/articles on curriculum alignment and best practices in alignment with key actions. Staff will attend trainings on The Leader in me and content area professional development. Teachers will share and adopt best practices from master teachers. Teachers will share and adopt best practices. New teachers will be provided with support.

Administrators Instructional Coaches ILT Team Teachers

Books, Articles, The Leader in Me resources, TEI rubric, Content Resources

8/2017-6/2018

Agendas, Sign In Sheets, Peer Spot Observation Scores, Aligned Plans, Aligned Instructional Artifacts

Increased student academic achievement and teacher pedagogy

Spot Observation Scores, Interim Assessments, STAAR, ACP’s, Terra Nova/Supera

1,2,4,5 1,2,3







Goal: (Key Action) (Key action is to address a student Outcome goal, elect from above and add # to column on the right.) Student Outcome Goal #

Objective: Indicator of Success: REF #



Evidence of Impact



Strategic Priority



lee a. mcshan jr. elementary school 2017-2018 action plan · pdf file ·...

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