Plan of Action to Address

Student Achievement
Chasiti McKissic

Campus STAAR Data Comparison 2012-2014 Reading

STAAR Reading Data Comparison

80%
70%

66%

69%
64%

60%
51%

63% 65%

55% 57%
49%

50%
40%
30%
20%
10%
0%
3rd Grade

4th Grade

5th Grade
2012

2013

2014

Campus STAAR Data Comparison 2012-2014 Math

STAAR Math Data Comparison

70%
60%

64%
57%

56%

59%

51%

49%

50%

45%
41%

41%

40%
30%
20%
10%
0%
3rd Grade

4th Grade

5th Grade
2012

2013

2014

Campus STAAR Data Comparison 2012-2014 Writing & Science

STAAR Writing Data Comparison

90%

70%
78%

80%
70%

60%
64%
50%

60%

50%

STAAR Science Data Comparison

49%

58%
50%
47%

40%

40%

30%

30%
20%

20%

10%

10%

0%
0%

4th Grade
Writing
2012

2013

2014

5th Grade
Science
2012

2013

2014

Campus Areas of Opportunity

3rd 5th Math
3rd 5th Reading
Tier I & II Instruction

Intervention with consistent documentation in DMAC

Teacher development
Use of effective research based strategies & resources

Frequent progress monitoring

Addressing the Needs

Beginning of Year
Campus Wide Professional Development
How to Read and Write in Math: Improving Problem Solving and Communication in
Mathematics ~ $350 (Region 10)
Coaching to Improve Reading ~ $350 (Region 10)
Multi-Level Instruction ~ $60 (Region 10)

Individual Content Specific Professional Development

Free Region 10 Online Courses

Preschool

Math

Literacy

Response to Intervention (RtI) for Problem Solving in Algebraic

Preschool (4 hours)
Thinking (6 hours)

Figure 19 Comprehension Skills (1

Hour)

Standards-Based IEPs for

Preschool (4 hours)

Interactive Math Journaling (6

hours)

Reeling in Readers (1 hour)

Questioning Strategies to
Enhance Learning (6 hours)

Running Records 101 (3 hours)

Addressing the Needs

Tier 1 Instruction
Madeline Hunters Lesson Plan Cycle
Review previous knowledge/material
relevant to lesson
Anticipatory Set Hook
State objective & how assessed
Direct Instruction/Modeling
Guided Practice with teacher monitoring
Closure by reinforcing major points of
lesson
Independent Practice of applying new
learning

CRA Model (Concrete-RepresentationalAbstract)

Pulse Check six-week assessments

Tier 2 Instruction
Use student performance data to determine
if re-teach or small group instruction is
needed
Mandatory daily campus wide intervention
with frequent monitoring. Ensure
intervention content and materials are
embedded in lesson plans
Bi-weekly intervention progress monitoring
Before & after school tutoring opportunities
Computer based intervention with teacher
assistance
Direct teacher instruction by group (Tier 2
or Tier 3 by foundational skills)

Addressing the Needs

Campus Wide use of RtI Documentation in DMAC
Comprehensive & consistent approach to monitoring interventions
Detail instructional strategies being used
Set goals and a plan of action to monitor student growth

Addressing the Needs

Interventions

Weekly workstations spiraling previously taught Student Expectations during small group
instructional time
Researched based strategies & programs
Technology Intervention Programs
Reading

Math

Istation*

Think Through Math *

Readingrockets.org/strategies *

Study Island

Study Island

V-Math

MobiMax

MobiMax

Require each class to use technology (IPads, Netbooks,Computerlab, etc.) one hour per week for
technology based intervention/enrichment programs
Weekly usage reports generated by TOSA & CLL to monitor usage and student progress
* Free or state provided resource

Addressing the Needs

Istation usage with fidelity

Campus Istation usage

Addressing the Needs

Additional Interventions
Cross Grade Level Intervention
PreK-2nd grade teachers support 3rd-5th

Elective teachers incorporate Core Curriculum

into classrooms
Daily word problems incorporating elective
course, subject integration through assignments,
etc.

Morning Tiger Lair

Computer lab sessions 2 days Math, 2 days
Reading per week

Family Fun Nights

Families participate in games, hands-on avidities
that support core curriculum and areas of
opportunity

Addressing the Needs

Collaboration
Weekly/bi-weekly Vertical Alignment Meetings

Assess intervention/enrichment programs being used

Analyze Pulse Check Assessments for instructional strategies and misconceptions
Update data monitoring walls
Recognize teacher effectiveness and build moral of increasing quantitative data by 10% each six
weeks ~ Teachers that meet or exceed campus goal could receive free jean passes ~

Data is not the destination, but the inspiration

Addressing the Needs

Building Capacity of Underperforming/Struggling Teacher
Observe teachers instructional practices & decide if a campus or individual professional
development is needed to specifically target teachers need
Side-by-side coaching/modeling
Frequent informal/formal observations with feedback
Assign underperforming/struggling teacher a mentor
Assign articles and/or book study based on teachers area of opportunity
Generate plan for improvement

Building Capacity of Underperforming/Struggling Teachers

6 Steps for Coaching to Building Capacity

Meet with teacher

to describe the
problem

Collaborate on
ways to solving the
problem

Be specific.
Refer to data.
Point out acceptable
level of performance
and show exactly where
his/her output doesnt
meet level.
Be positive.

Create buy-in.
Value his/her ideas.

Discuss the causes

of the problem
Ask open-ended
questions.
Listen and respond with
empathy.

Identify & write

down possible
solutions
Decide on how to
correct problem.
Create written record of
all possible solutions.

Decide on specific
actions to be taken

Agree on specific
follow-up date

Pinpoint exactly what

must be done, by whom,
and by when.
Assign responsibilities
for specific actions.

Set a date to meet

again.
Discuss any progress or
problems and plan
further action.