2016-2017 Goals/Performance Objectives/Strategies Cummings ... · Classroom writing teachers. Meeting agendas and lesson plans. State System Safeguard Strategy Federal System Safeguard

Alief Independent School District

Cummings Elementary

2016-2017 Goals/Performance Objectives/Strategies

Cummings ElementaryGenerated by Plan4Learning.com 1 of 83

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Mission StatementWe are committed to building brighter tomorrows for all students and staff by providing a nurturing environment, encouraging independent and creativethinking, developing life-long learners, fostering a respect for individual and cultural differences, and promoting good citizenship through good behavior.


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Table of Contents

Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Goal 2: Alief ISD will improve student preparation for college and career. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Goal 3: Alief ISD will maintain a safe and orderly environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Goal 5: Alief ISD will continue to build positive relationships with all stakeholders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Goal 6: TAIS Targeted Improvement Plan ANNUAL GOAL: By May 2017, 20% of fourth grade students and 22% of third grade students willreach level III performance on Reading STAAR. PROBLEM STATEMENT: 8% of fourth grade students and 13% of third grade students achieveda level III performance on STAAR reading in the 2015-2016 school year. ROOT CAUSE: Teachers did not look deeply at their own data to selfreflect on individual students' needs. STRATEGY: Our strategy will be differentiation for students in the classroom for enrichment purposes. WhatINDEX does this address? EOY REPORT: Did you meet your annual goal? Provide the data that supports you meeting or not meeting your annualgoal? If you did meet your annual goal, to what do you attribute your success? If you did not meet your annual goal, to what do you attribute yourlack of success? Provide information as to how the identified elements and their impact on your success, or lack of success, will inform/influenceyour planning for the 2017-2018 school year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Goal 7: TAIS Targeted Improvement Plan ANNUAL GOAL: By May 31, 2017, 19% of 4th grade and 17% of 3rd grade students will reach LevelIII proficiency on STAAR Math. PROBLEM STATEMENT: 10% of 4th grade and 9% of 3rd grade students scored Level III on STAAR Math in2016. ROOT CAUSE: Teachers lack the time to prepare and learn how to teach with deeper rigor. STRATEGY: Differentiation through enrichmentactivities What INDEX does this address? Index #1 EOY REPORT: Did you meet your annual goal? Provide the data that supports you meeting ornot meeting your annual goal? If you did meet your annual goal, to what do you attribute your success? If you did not meet your annual goal, towhat do you attribute your lack of success? Provide information as to how the identified elements and their impact on your success, or lack ofsuccess, will inform/influence your planning for the 2017-2018 school year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Federal System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80


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Goals

Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 1: SMART Goal: STAAR Reading Test Grades 3 and 4. At least 72% of all students in Grades 3 and 4, and at least 68% of Blackor African American students in Grades 3 and 4, will score proficient or higher in reading as measured by STAAR Reading test in spring of 2017.

Evaluation Data Source(s) 1: iStation ISIP reports, CCAs, DCA / DMAC Data, STAAR Reading, meeting agendas and lesson plans.

Summative Evaluation 1:

Strategy Description Title I Staff Responsible forMonitoring Evidence that Demonstrates Success

ReviewsFormative Summative

Oct Jan Mar JuneCritical Success Factors

CSF 1 CSF 2 CSF 4

1) First Line Instruction will follow research-basedpractices designed to accelerate student achievement andwill address individual student needs, including ECD, AA,ELL/ESL, SE, and GT, through the use of 1.) Small groupinstruction in Reading for Gr. K-4, following the JanRichardson model. 2.) Sustained reading as part of nightlyhomework. 3.) Book bags with appropriately leveled bookssent home. 4.) Classroom libraries in all classes, containinga wide variety of levels and genres. 5.) Implemention ofThinking Maps in Reading. 6.) Inclusion of high qualityquestioning following Webb's Depth of Knowledge model7.) Novel Studies in grades 2-4.

Research: ELA1, ELA5, ELA9

Language ArtsContent Specialists,Spec Ed in-classsupport teachers,classroom readingteachers, ILT

iStation ISIP reports, CCAs, DCA / DMAC Data, STAARReading, lesson plans.

Funding Sources: State Comp Ed - $0.00

Critical Success FactorsCSF 1 CSF 4

2) Special reading programs such as the Boys ReadingClub, and Battle of the Books.

Research: ELA4, IL7, SAP8

10 Library InformationSpecialistContent Specialists,and Classroomteachers.

Lesson Plans and Student Participation records.


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State System Safeguard StrategyFederal System Safeguard Strategy

Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7

3) Prescriptive Intervention: Identified students willreceive one or more of the following interventions - 1.)Push-in instruction by Special Education support staff 2.)Push-in or pull-out instruction by reading interventionists3.) Computer interventions using iStation, ImagineLearning, and Unique Learning software for Life Skillsstudents.

Research: ELA1

9 Language ArtsSpecialists, ReadingInterventionists, Parttime Interventionists,Tutorial Teachers,Spec Ed Teachers,REID Specialist, allclassroom readingteachers.

Formative Evaluation: Interventionists, Special Education,and classroom teacher lesson plans along withadministrators walkthroughs. ISIP/ iStation and ImagineLearning reports showing usage and growth.

Funding Sources: Title I - $0.00, State Comp Ed - $0.00

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 7

4) During PLC, STAT, and Data analysis meetingsteachers will: 1.) Analyze STAAR Data to identifystudents who need immediate interventions in Reading 2.)Review and Analyze Student Reading CCAs and DCAs inorder to plan instruction. 3.) Analysis of student work inPLC. 4.) Use of tracking sheets to track studentimprovement. 5.) Discuss CCAs and formativeassessments.

8 Reading Specialists,REID Specialist,Special Ed teachersand All ClassroomReading teachers.

Student daily work, CCAs, DCAs, STAAR Reading Test



5) Teacher Planning. 1.) Teachers will meet weekly withtheir teams, and with the appropriate ILT Members tocollaboratively plan for all subject areas. 2.) ESL Specialistwill meet with teams periodically during planning tosuggest ways to modify instruction for ESL students. 3.)Teachers will participate in long range planning withcontent specialists before each marking period.

Research: PD1, PD2

10 Content Specialistsand ILT Members,Classroom Teachers

Meeting agendas, Lesson plans.

Funding Sources: Title I - $0.00

Critical Success FactorsCSF 1

6) High interest eBooks added to online collection,including non fiction, Science and Social Studies titles.

Research : ELA5, ELA6, IL1, IL7, TEC5

Language ArtsContent Specialist andClassroom Teachers

Student usage of eReaders during Independent Practiceduring Reading.

Funding Sources: Title I - $2,600.00


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= Accomplished = Considerable = Some Progress = No Progress = Discontinue


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Performance Objective 2: SYSTEM SAFEGUARDS INDICATOR: Writing for All Students, and African American, ECD, and ELL Sub-populations:66% of all students in Grade 4 will score proficient or higher in writing, as measured by STAAR STAAR Writing test in spring of 2017.

Evaluation Data Source(s) 2: Student Writing Samples, Writing DCA Data / DMAC Reports, STAAR Writing Test.




Oct Jan Mar JuneState System Safeguard Strategy

Federal System Safeguard StrategyCritical Success Factors

CSF 1 CSF 4 CSF 7

1) First Line Instruction in Writing: will follow research-based practices designed to accelerate student achievementand will address individual student needs, including ECD,AA, ELL/ESL, SE, and GT, through the use of 1.) Gradelevel specific rubrics which focus on the foundational skillsat each level 2.) Teachers will implement the RandyWhitney Writing Academy training for expository writingin 4th grade. 3. Thinking Maps will be used for prewriting.4.) Writing across ALL content areas as part of dailyinstruction. 5.) Revising and editing will be doneperiodically while writing in all content areas to checkCUPS (Capitalization / Usage / Punctuation / Spelling)

2, 10 Classroom Teachers,Co-Teachers and In-class support, ILTTeam, Spec Ed, ESL

Student Writing Samples, Writing CCA, DCA Data /DMAC Reports, STAAR Writing Test.



2) Prescriptive Intervention: Identified students willreceive one or more of the following interventions - 1.)Push-in instruction by Spec Ed in-class support teachers 2.)Computer interventions using iStation and UniqueLearning software for Life Skills students. 3.) Push-in orpull-out instruction by ESL Interventionist

9 Language ArtsSpecialists,Interventionists,Classroom writingteachers.

Student writing samples, CCAs, DCAs, STAAR Writingtest.


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3) During PLC, STAT, and Data analysis meetingsteachers will:1.) Analyze student work to guide Instructional decisions2.) Vertical Teams will practice scoring across grade levelsand will work to ensure that students are prepared for thefollowing grade. 3.) Develop / refine rubrics used forassessing student writing 4.) Use tracking sheets to trackstudent improvement.

8 Language ArtsSpecialists,Interventionists,REID Specialist,Classroom writingteachers.

Meeting agendas, lesson plans, CCAs, DCAs / DMACReports and STAAR Writing test.




4) Teacher Planning. 1.) Teachers will meet weekly withtheir teams, and with the appropriate ILT Members tocollaboratively plan for all subject areas. 2.) ESL Specialistwill meet with teams periodically during planning tosuggest ways to modify instruction for ESL students. 3.)Teachers will participate in Long Range planning withcontent specialists before each 9 week grading period.

8, 10 Language ArtsSpecialists,Classroom writingteachers.

Meeting agendas and lesson plans.



5) Special Writing Program: All 4th grade students willwork with consultants from "The Writing Academy" in aone day session on Expository Writing.

Research: ELA20

10 The WritingAcademy, LanguageArts Specialists, 3rdand 4th gradeclassroom writingteachers.

Student work samples.




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Performance Objective 3: SYSTEM SAFEGUARDS INDICATOR: STAAR Math Test Grades 3 and 4. At least 73% of all students in Grades 3 and 4, andat least 67% of Black or African American students in Grades 3 and 4, will score proficient or higher in math as measured by STAAR Math test in spring of2017.

Evaluation Data Source(s) 3: Math CCAs, DCA Data / DMAC Reports, STAAR Math Test.






CSF 1 CSF 2 CSF 4

1) First Line Instruction will follow research-basedpractices designed to accelerate student achievement andwill address individual student needs, including ECD, AA,ELL/ESL, SE, and GT, through the use of 1.) Use of smallgroups in Math for Grades K - 4 using Math Binders 2.)Focus on Math Vocabulary during daily review 3.)Continued use of Math in Focus in K-4th grade 4.)Teachers will implement MIF Strategies learned duringtheir Professional Development by MIF Coaches.5.)Problem Solving using Bar Modeling 5.)Implementationof instructional strategies from the book "Number Talks".

Research: EM1

10 Math Specialist andAll Classroom Mathteachers

Math CCAs, DCA Data / DMAC Reports, STAAR MathTest.




2) Prescriptive Intervention: Identified students willreceive one or more of the following interventions - 1.)Push-in instruction by Specialists and Interventionists 2.)After school tutorials 3.) Computer interventions usingSuccess Maker, Think Through Math and Unique Learningsoftware for Life Skills students.

9 Math Specialists,Interventionists,REID Specialist,Interventionists andTutorial Teachers,Spec Ed Teachers,Math teachers.

Formative Evaluation: Interventionists, Special Education,and classroom teacher lesson plans along withadministrators walkthroughs. SuccessMaker reports andusage and growth

Funding Sources: State Comp Ed - $0.00, Title I - $3,625.00


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3) During PLC, STAT, and Data analysis meetingsteachers will: 1.) Analyze STAAR Data to identifystudents who need immediate interventions in Math 2.)Review and Analyze Student Math CCAs and DCAs inorder to plan instruction. 3.) Review of problem solvingstudent work in PLC. 4.) Use of tracking sheets to trackstudent improvement. 5.) Analysis of student work duringPLC.

8 Math Specialists,REID Specialist andAll Classroom Mathteachers.

Student daily work, CCAs, DCAs, STAAR Math Test





Research: PD2





5) Math Action Based Learning Lab (MABLL): 1.)Classroom teachers will direct students in the use of theMath Action Based Learning Lab during math instruction.2.) Identified students will use the ABL lab before school.

Research: MISC1, HPW2, HPW9, Action Based Learning( http://abllab.com/ ), ABL Book "Thinking on Your Feet".

9, 10 Classroom teachers,Speci Ed teachers andAction BasedLearning Labcoordinator.

MABLL usage records / schedules.



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Performance Objective 4: SMART GOAL: FOCUS SCHOOL DESIGNATION. (Identified as a Focus School due to the gap between our students'STAAR test scores and the Federal targeted passing rate of 75%.) Cummings Elementary will increase students' STAAR Test scores, with a goal of attainingtargets of 72% for Reading and 73% for Math in 2017 for the seven federal student subgroups. The African American subgroup scored 68% in Reading and67% in Math for 2016.

Evaluation Data Source(s) 4: STAAR Reading, Math and Writing, DMAC Reports / DCA Data for Reading, Math, Writing






CSF 1 CSF 2 CSF 4

1) First Line Instruction will follow research-basedpractices designed to accelerate student achievement andwill address individual student needs, including ECD, AA,ELL/ESL, SE, and GT, through the use of 1.) Use of smallgroups in Reading and Math for Grades K - 4 usingReading and Math Small Group Binders 2.)Implementation of instructional strategies from the books"Next Step to Guided Reading", and "Number Talks".

Content specialistsand classroomteachers

Reading and Math CCAs, DCA Data / DMAC Reports,STAAR Reading and Math Tests, ISIP reports fromiStation.



2) Prescriptive Intervention: Identified students willreceive one or more of the following interventions - 1.)Push-in instruction by Specialists, Special Education in-class support teachers, and Interventionists 2.) After schooltutorials 3.) Computer interventions using iStation,Imagine Learning, Success Maker, Think Through Mathand Unique Learning software for Life Skills students.

9 Content Specialists,Interventionists,Tutorial Teachers,REID Specialist, SpecEd Teachers,classroom teachers.

Formative Evaluation: Interventionists, Special Education,and classroom teacher lesson plans along withadministrators walkthroughs. Computer intervention reportsshowing usage and growth.



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3) During PLC, STAT, and Data analysis meetingsteachers will: 1.) Analyze STAAR Data to identifystudents who need immediate interventions in Reading andMath 2.) Review and Analyze Student Reading and MathCCAs and DCAs in order to plan instruction. 3.) Reviewstudent work in PLC. 4.) Use tracking sheets to trackstudent improvement.

8 Content Specialistsand classroomteachers.

Student daily work, CCAs, DCAs, STAAR Reading andMath Tests.

State System Safeguard StrategyCritical Success Factors

CSF 1 CSF 2 CSF 3 CSF 4 CSF 7


Research: PD1, PD2





5) Brain Development through Action Based Learning,which fosters neurological development in studentsthrough the use of cross-lateral movement. - The principlesof ABL will be applied both within the ABL Lab, and inthe regular classroom setting through the following: 1.)Classroom teachers will direct students in the use of theMath Action Based Learning Lab during math instruction.2.) Identified students will use the ABL lab before school.3.) ABL equipment such as wobble chairs, pedal tables,and stationary bikes will be utilized within the classroomas a routine part of instructional time. 4.) Teachers willbuild "Brain Boosts" into their classroom routines.

Research: MISC1, HPW2, HPW9, Action Based Learning( http://abllab.com/ ), ABL Book "Thinking on Your Feet "

9, 10 All teachers. MABLL usage records / schedules. Classroom walk throughobservations.

Funding Sources: Local-DNT - $180.00


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6) Summer School: Eligible students will have theopportunity to attend summer school and participate inextended learning opportunities.

2, 9 Classroom teachers,ILT Team andSummer School staff.

Summer school records and reports.



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Performance Objective 5: SMART Goal: SPECIAL POPULATION STAAR Tests: 45% of Special Education and 50% of Dyslexia Students in 3rd & 4thgrade will score proficient and higher in reading, math and writing as measured by the STAAR, STAAR A and STAAR Alt Tests in Reading, Math andWriting, in spring of 2017.

Evaluation Data Source(s) 5: STAAR, STAAR Alt and STAAR-A Reading, Math and Writing, DCA Data for Reading, Math, Writing





CSF 1 CSF 2 CSF 4

1) First Line Instruction: 1.) The ICS (In Class Support)Teacher will provide classroom teachers with instructionalstrategies designed to accelerate reading, math, and writingprogress for Spec Ed students. 2.) Classroom teachers willutilize ESL strategies, including Sentence Stems andSentence Frames, with SE as well as ESL students as astrategy to accelerate writing progress. 3.) Life Skillsclasses will utilize the Unique Learning software andcurriculum.

Special Educationteachers, classroomteachers.

Student work, CCAs, DCAs, STAAR tests.


2) Prescriptive Intervention will include: 1.) work withSpec Ed teachers or interventionists 2.) computerinterventions including iStation, Success Maker, ImagineLearning, Think Through Math, and Unique Learning.

Research: RTI5, RTI6, RTI8, RTI9, RTI10, RTI13.

Special EducationTeachers, ContentSpecialists andClassroom teachers.

Student work, CCAs, DCAs, computer intervention programreports, STAAR tests.

Critical Success FactorsCSF 1 CSF 4 CSF 7

3) Teacher Planning: Classroom and Special Education in-class support teachers will collaborate to planmodifications that will be embedded into first lineinstruction.

Research: PD1, PD2.

Special EducationTeachers andClassroom teachers.

Student IEPs, lesson plans and student work


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Performance Objective 6: SMART Goal: Primary Grades District and Campus Assessment: 55% of students will perform at grade level or higher, asmeasured by the 2017 end-of--year IStation for K-2 and PK by circle assessment in Reading, and by the SuccessMaker for K-2 and PK by circle assessmentin Math for At-Risk students.

Evaluation Data Source(s) 6: ISIP, Success Maker






1) First Line Instruction will follow research-basedpractices designed to accelerate student achievement andwill address individual student needs, including ECD, AA,ELL/ESL, SE, and GT, through the use of 1.) Use of smallgroups in Reading and Math for Grades K - 4 usingReading and Math Small Group Binders 2.)Implementation of instructional strategies from the books"Next Step to Guided Reading", and "Number Talks".

Content specialistsand classroomteachers

Reading and Math CCAs, DCA Data / DMAC Reports,STAAR Reading and Math Tests, ISIP reports fromiStation.


CSF 1 CSF 2 CSF 4 CSF 7

2) Prescriptive Intervention: Identified students willreceive one or more of the following interventions - 1.)Push-in instruction by Specialists, Special Education in-class support teachers, and Interventionists 2.) After schooltutorials 3.) Computer interventions using iStation,Imagine Learning, Success Maker, Think Through Mathand Unique Learning software for Life Skills students.

Research: RTI5, RTI6, RTI8, RTI9, RTI10, RTI13.

Content Specialists,Interventionists,Tutorial Teachers,Spec Ed Teachers,PreK andKindergartenParaprofessionals,TechnologyParaprofessional inComputer Lab,Classroom teachers.

Formative Evaluation: Interventionists, Special Education,and classroom teacher lesson plans along withadministrators walkthroughs. Computer intervention reportsshowing usage and growth.

Funding Sources: Title I - $0.00, State Comp Ed - $0.00


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3) During PLC, STAT, and Data analysis meetingsteachers will: 1.) Analyze STAAR Data to identifystudents who need immediate interventions in Reading andMath 2.) Review and Analyze Student Reading and MathCCAs and DCAs in order to plan instruction. 3.) Reviewstudent work in PLC. 4.) Use tracking sheets to trackstudent improvement.

Content Specialistsand classroomteachers.

Student daily work, CCAs, DCAs, STAAR Reading andMath Tests.




Research: PD1, PD2.

Content Specialistsand ILT Members,Classroom Teachers





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Performance Objective 7: SMART Goal: ScienceBy May 2017, EOY Benchmark scores will have increased in all grade levels by at least 15%.

Evaluation Data Source(s) 7: EOY Science Benchmark Test. Lesson Plans.






1) First Line Instruction will include: 1.) ScienceNotebooks used consistently with students as an approachto science and literacy integration. 2.) Thinking Mapsutilized as a routine part of Instruction 3.) Routine use ofInteractive Word Walls. 4.) Observational walk throughsby specialists and administrators to ensure adherence to theMaster Schedule for Science, and the pacing guides. 5.)Use multiple copies of Science books during small groupguided reading. 6)CER

Science Specialist,Administrators,Classroom teachers

EOY Science Benchmark Test. Lesson Plans. Walk throughforms.



2) Teacher Planning. 1.) Planning for Science will includethe incorporation of science notebooks, thinking maps,utilizing the 5E Model of instruction and the Alief ISDPacing and Curriculum Guide.

3, 4 Science Specialist andClassroom Teachers



3) Weekly GirlStart Program to encourage 4th grade girlsto enter STEM fields.

Science ContentSpecialist

Program participationStudent Showcase



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Performance Objective 8: SMART Goal: Social Studies concepts will be embedded in the Curriculum during Language Arts at least once each semester asdemonstrated by use of Social Studies books being used for Guided Reading.

Evaluation Data Source(s) 8: Teacher Lesson Plans, SS / LA Walkthroughs each semester.





CSF 1 CSF 4

1) First Line Instruction Integrating Social Studies: 1.)Thinking Maps will be utilized during SS instruction. 2.)Reading Groups will utilize literature that supports theSocial Studies TEKS, and assessment of studentcomprehension will focus on understanding the relatedSocial Studies concepts, such as maps and charts whenteaching nonfiction text features.

Social StudiesContent Specialists,Classroom SSTeachers.

Lesson plans, and walkthroughs.


2) Teacher Planning. 1.) Teachers will meet weekly withtheir teams, and with the appropriate ILT Members tocollaboratively plan for all subject areas. 2.) Teachers willparticipate in Long Range planning with content specialistsbefore each 9 week grading period. (3) Develop qualityquestioning for Social Studies during long range planning.

Content Specialistsand ILT Members,Classroom Teachers


3) Social studies concepts integrated into other content areainstruction:1) Social studies eBooks on Nooks for 2nd and 3rd grade2) Social studies concepts highlighted during field trips3) Use multiple copies of social studies books during smallgroup guided reading.




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Performance Objective 9: SMART Goal: Technology - StudentsStudents will achieve 75% or higher Mastery on grade level Technology Competencies.

Evaluation Data Source(s) 9: Lesson plans Student Competencies Checklist Student work samples





CSF 1 CSF 4

1) Students will be given multiple opportunities to practicespecific grade level TEKS, integrated into core contentassignments.

TeachersContent SpecialistsAdministrators(Once each semester)

Lesson plansStudent Competencies ChecklistStudent work samples



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Performance Objective 10: SMART Goal: Technology - Digital Classroom EnvironmentAt least 90% of classrooms will offer students 24/7 access to classroom learning and materials.

Evaluation Data Source(s) 10: Screenshots of updated classroom webpages (Fall / Winter / Spring)Family night attendanceFamily Center records




Oct Jan Mar June1) Teachers will maintain updated digital learningenvironments Schoology, Webpages and other LearningManagement Systems (LMS) that provide access tolearning resources and homework help.

TeacherContent SpecialistsCampus TechSpecialistLibrary InformationSpecialistAdministrators

Screenshots of updated classroom webpages (Fall / Winter /Spring)

2) Students and parents will be trained on how to use smartphones and other mobile devices to access CummingsOnline Resources.

Technology ContentSpecialistLibrary InformationSpecialistFamily Center Liaison

Family night attendanceFamily Center recordsContent Night

3) Provide parents with information about the InternetEssentials Program offered by Comcast.

Technology ContentSpecialist LibraryInformation SpecialistFamily Center Liaison

Family night attendanceFamily Center records



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Performance Objective 11: SMART Goal: English Language Learners : 75% of ESL Students who have not yet achieved a rating of Advanced-High on theTELPAS will attain at least one year of growth as measured by the TELPAS Assessment in Spring 2017.

Research: 36, 37, 38

Evaluation Data Source(s) 11: End of Year TELPAS Data





CSF 1

1) ELL Students First Line Instruction highlightingvocabulary.First Line Instruction will provide opportunities forstudents to learn vocabulary through classroom discussion,student to student conversations, sentence stems, visualvocabulary cards, etc.

ELL ComplianceTeacher, Lang. ArtsSpecialist, ClassroomTeachers

Lesson Plans. Student work shared in PLC. SIOP/Turn andTalk Walkthroughs campus wide and SIOP ChecklistWalkthroughs for the seven teachers who received the threeday SIOP Training



2) ELL Students First Line Instruction Writing: First LineInstruction will provide scaffolded writing assignmentsthrough the use of Sentence Frames and Sentence Stems asa way to accelerate writing progress for ESL Students ingrades K-4.

ELL ComplianceTeacher, Lang. ArtsSpecialists,Classroom Teachers

Lesson Plans. Student work shared in PLC. SIOPWalkthroughs.


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3) ELL Students First Line Instruction - Oral Language:First Line Instruction will include modeling oral language,direct vocabulary instruction, increased time for student tostudent conversations and providing opportunities to orallypractice correct sentence structure and vocabulary throughguided student interactions in order to accelerate EnglishLanguage acquisition.

ELL ComplianceTeacher, Lang. ArtsSpecialists,Classroom Teachersand ILT Members.



4) ELL Students First Line Instruction - ShelteredInstruction in Content Area Instruction:District SIOP Training for 2 Teachers and 1 Specialist.ESL Lead, Content Specialists, and Teachers willcollaborate during content planning, long range planning,and PLCs on how to modify and prepare for lessons andthe delivery of lessons for ESL students using the SIOPmethod to ensure that content vocabulary and concepts areaccessible.

Research: SLE 2





5) Prescriptive Intervention - English LanguageDevelopment : * Part-time Interventionists and ClassroomTeachers will assist individual students who did notachieve growth on the 2016 EOY Telpas. ** ImagineLearning computer software will be utilized by ELLBeginning Level students.


Lesson Plans. Student work shared in PLC. SIOP/Turn andTalk Walkthroughs campus wide and SIOP ChecklistWalkthroughs for the seven teachers who received the threeday SIOP Training Imagine Learning Reports.


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6) ELL Data Analysis. Analysis of at risk ELL students'DCA, DRA, and TELPAS scores will be used to createindividualized ELL Student Writing Growth Plans. Eachmonth teachers will track ELL student progress to monitorgrowth on the TELPAS Continuum.

ELL ComplianceTeacher, Lang. ArtsSpecialist, ClassroomTeachers.

Lesson Plans. Student work shared in PLC. SIOP/Turn andTalk Walkthroughs campus wide and SIOP ChecklistWalkthroughs for the seven teachers who received the threeday SIOP Training. Progress Monitoring Rubric, StudentWriting Growth Plans.


7) SIOP Coaching: peer coaching and modeling forteachers that have been SIOP trained starting the secondgrading period and direct coaching of SIOP leaders by theSLE department throughout the school year during SLEmeetings.

Research: SLE 2

ELL ComplianceTeacher, SLEdepartment

Peer Coaching reflection sheets, SIOP coaching agendas,SLE agendas


8) The Library will provide Bilingual Resources to be usedby students and families so that they can read together inboth languages at home.

ELL Lead Teacherand Librarian.

Bilingual section of the library.




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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 1: Smart Goal: College and Career - Students at all grade levels will participate in multiple events each school year aimed atdeveloping an awareness of different careers and the training that is needed.

Evaluation Data Source(s) 1: School Calendar: Guest Speakers, Lesson Plans, Weekly college question answers.





CSF 1

1) Multiple opportunities will be provided throughout theyear for students at all grade levels to learn about careersthrough activities such as: 1.) Career Bingo 2.) Guestspeakers 3.) Career Guidance Day (PBMAS Requirement)4.) Research opportunities using Online Databases to learnabout careers 5.) Classroom read-alouds 6.) Classroomdiscussions linking class lessons to career / collegepreparation.

Counselor, LibraryInformationSpecialist, Classroomteachers.

School calendar, guest speakers, lesson plans, circulation ofcareer related Library resources, use of career related onlinedatabases.


2) Students in all grade levels will develop an awareness ofcollege as an educational goal through: 1.) college questionof the week on morning announcements 2.) Staff memberdisplays of college information around the school building3.) Wednesday "College Day" where students and staffwear college shirts 4.) College Field Trips for 2nd, 3rd and4th grades.


3) School Library Collection: The school will provide printand online resources to support 1.) Career studies 2.)Students researching topics of personal interest 3.)Curriculum and Instruction in the classroom.Research: ELA9, IL1, IL4, IL5, IL7,

1, 2, 4, 10 Library InformationSpecialist

Library usage reports, and Collection Analysis reports.


March 23, 2017 12:02 pm


4) 3rd and 4th Grade teachers will implement AVIDstrategies related to organization.

Research: AVID 1

Site Coordinator andDistrict AVIDRepresentative

Student binders and planners



March 23, 2017 12:02 pm


Performance Objective 2: Opportunities to Excel: Every year 100% of students will have opportunities outside of the classroom to excel in areas ofpersonal interests through a variety of clubs and activities.

Evaluation Data Source(s) 2: Student participation records, projects and performances.





CSF 1 CSF 4 CSF 6

1) Gifted and Talented Program: Identified students ingrades 3 and 4 will meet weekly for 3 hours to work ondifferent units of study throughout the year. Identifiedstudents in grades K, 1 and 2 will meet at least once eachsemester to work on a major project.

ILT Members,Classroom teachers.

Student work.


2) Fine Arts and Communications opportunities will beoffered to all students before and after school, including:Morning Choir, After School Art Club (Abrakadoodle)Music Doing Good in Schools, Guitar lessons, CardinalDance/Cheerleading Team, Ballet Folklorico, and violin.

Individual teachersfor each class, andcampus Counselor.

Participation records, projects and performances.


3) Sports and Fitness opportunities will be offered to allinterested students through programs such as Playworks(soccer and volleyball), and Jr. Coaches.Research: MISC1, HPW2, HPW9, ABL Book "Thinkingon Your Feet ".

10 School Coach andPlayworks Coach.

Student participation records, games and special events.



March 23, 2017 12:02 pm


4) Leadership opportunities: Cummings will host a GirlsConference 2017 for selected girls in grades 3 through 6throughout the Alief School District. Participants will hearguest speakers on the topics of health and fitness, personalleadership skills, management of money, and communityservice. Each girl will also plan a community serviceproject which will be completed by June, 2017.

Counselor and theGirls ConferenceCommittee Members.

Registration and participation numbers, feedback from thecampus sponsors/chaperons, and records of completedcommunity service projects.



March 23, 2017 12:02 pm


Performance Objective 3: Student Responsibility and Leadership: Every year 100% of students will have opportunities to exhibit leadership skills and totake responsibility for their own actions through a variety of school clubs, organization and councils.

Evaluation Data Source(s) 3: Student responses / participation records, observation by Staff Sponsors for each group.





CSF 1 CSF 3 CSF 6

1) Students will prepare for college and careers bydeveloping responsibility, necessary skills and confidencethat will ready them for the college and career applicationprocess through: 1.) Independently running a school store2.) Planning Morning Announcements, (3rd and 4thgrades) 3.)Serving on the Student Council and 4.) Servingon the school Safety Patrol

Classroom teachers,Staff Sponsors foreach activity,Administration.

Student responses / participation records, observation byStaff Sponsors for each group.


2) Esquire's Club will work with identified boys, and teachthem core values designed to develop self-responsibilityand leadership skills.

1 Coach RhodesClassroom teachers

Esquire's Club activities, membership attendance andmember's on probation records.


3) The Ladies of Cummings Club will work with identifiedgirls in grades 3 & 4 and teach them core values designedto develop self-responsibility and foster leadership skills.

1 Health/Tech teacherMs. Pena, andclassroom teachers.

Girl's Club activities, membership attendance and member'son probation records.



March 23, 2017 12:02 pm

Goal 3: Alief ISD will maintain a safe and orderly environment.

Performance Objective 1: By June 2017 discipline offenses in Persistent Level 1, 2 and 3 Misbehaviors will decrease by 10%.

Evaluation Data Source(s) 1: Alief ISD Campus Offense Incidents Summary Report in the areas of Persistent Level 1, 2 & 3 Misbehaviors.





CSF 4 CSF 6

1) Teachers will implement CHAMPS consistently, andhandle low level misbehaviors within the classroom.

1 All staff members andSAC Room personnel.

Alief ISD Campus Offense Incidents Summary Report inthe areas of Persistent Level 1, 2 & 3 Misbehaviors.


2) Teachers will communicate with parents through ClassDojo and behavior sheets to report positive behaviors as away of building positive relationships and reinforcingdesired behaviors.

1 Classroom teachers Alief ISD Campus Offense Incidents Summary Report inthe areas of Persistent Level 1, 2 & 3 Misbehaviors.


3) Teachers who attend SAP training will utilize the skillsand lessons learned to help students develop social andpsychosocial skills in any of the following settings i.e. in aone-on-one relationship with students, in a classroom, or ina group setting.Research: SAP2, SAP8.

1 Trained classroomteachers, Counselorand SAC Roompersonnel.

Alief ISD Campus Offense Incidents Summary Report inthe areas of Physical Aggression towards student, Physicalor verbal aggression against employee, and Physical/Verbalthreat to another Level 3.

4) "Communities in Schools" will work with identifiedstudents in small groups such as the Dare to DreamProgram, to teach and reinforce positive student behaviorsthat will enhance academic achievement.

1 Communities inSchools personnel andclassroom teachers.SAC Room personnel.

Communities in Schools records and Alief ISD CampusOffense Incidents Summary Report in the areas of PhysicalAggression towards student, Physical or verbal aggressionagainst employee, and Physical/Verbal threat to anotherLevel 3.


5) Esquire's Club will work with identified girls and boys,and teach them core values designed to develop self-responsibility and leadership skills.

1 Coach RhodesClassroom teachers

Esquire's Club activities, membership attendance andmember's on probation records.


March 23, 2017 12:02 pm


6) The Ladies of Cummings Club will work with identifiedgirls in grades 3 & 4 and teach them core values designedto develop self-responsibility and foster leadership skills.

1 Health/Tech teacherMs. Pena, andclassroom teachers.

Girl's Club activities, membership attendance and member'son probation records.


7) Programs such as Red Ribbon Week to promote safeand drug-free schools will include activities that helpstudents learn to make responsible choices about their ownbehaviors.

Research: PASS1, PASS7, PASS13,

ABC CommitteeMembers, classroomteachers andCounselor.

Staff and student participation in Red Ribbon Weekactivities.



8) Campus prevention program coordinator will train allteachers, counselors, and administrators in bullyingprevention and the district bullying policy.

Research PASS 3, PASS 4

Campus preventionprogram coordinator

Incident reports



March 23, 2017 12:02 pm


Performance Objective 2: By June 2017 discipline offenses in Physical and Verbal Aggression to another will decrease by 10%.

Evaluation Data Source(s) 2: Alief ISD Campus Offense Incidents Summary Report in the areas of Physical Aggression towards student,Physical or verbal aggression against employee, and Physical/Verbal threat to another Level 3.





CSF 4 CSF 6

1) Teachers who have been trained in the StudentAssistance Program will implement SAP lessons in theirclassroom.

1 Trained classroomteachers, Counselorand SAC Roompersonnel.



2) Teachers who have been trained in SAP will identifystudents and develop support groups to help studentdevelop social and psycho-social skills that will developself-awareness and self control.

1 Trained classroomteachers, CummingsCounselor and SACRoom personnel.



3) Anti-bullying programs such as Oskar the Bully will bepresented to all students on October 12, 2016.

Research: PASS3, PASS8.

10 ABC CommitteeMembers and SACRoom personnel,classroom teachers,counselor

Alief ISD Campus Offense Incidents Summary Report inthe areas of Physical Aggression towards student, Physicalor verbal aggression against employee, and Physical/Verbalthreat to another Level 3. Student evaluations.

October 14, 2015 OSKARFunding Sources: Title I - $500.00


4) All grade levels will participate in "No Place for Hate"activities designed to foster nonviolence, and mutualrespect and collegiality among diverse student populations.

Research: PSS3, PASS8.

1 ABC Committeemembers, Classroomteachers. SAC Roompersonnel

Student pledges, student participation in campus wideactivities.


March 23, 2017 12:02 pm

5) "Communities in Schools" will work with identifiedstudents in small groups such as to teach and reinforcepositive student behaviors that will enhance academicachievement.




6) Communities in Schools will implement the Dare toDream program to assist in improving student behavior.




7) The Counselor will meet with classes and individualstudents to present lessons designed to help studentsdevelop appropriate social skills.

Research: PASS8, PASS12.

Counselor Communities in Schools records and Alief ISD CampusOffense Incidents Summary Report




March 23, 2017 12:02 pm


Performance Objective 3: Student Motivation: Students and families will have multiple opportunities to participate in programs and events that helpstudents become responsible, foster pride and leadership skills, develop relationships and build a sense of community.

Evaluation Data Source(s) 3: Records of student / family participation in extracurricular activities and events.





CSF 6

1) Students, family and staff members will haveopportunities to participate in off-campus events onweekends and after school events designed to developrelationships, motivate students, and create a sense ofcommunity. Examples include the Alief InternationalParade, The Cummings Elementary Breast CancerAwareness Walk, Marathon Kids, and off-campus fine artsand sports activities.

Alief ISD FamilyEngagementpersonnel, andpersonnel workingwith students in after-school sports andfine-arts clubs.

Participation records of students and family members ateach event.


2) Students will have multiple opportunities to developnew skills, build a sense of responsibilty, and developleadership skills by participating in before and after-schoolactivities such as Music Doing Good in Schools,Abracadoodle Art Club, Ballet Folklorica, Morning Choir,Guitar Lessons, Spanish Club, Junior Coaches and sportsteams such as soccer and volleyball.

Individual teachers ofeach extracurribularactivity.

Attendance, participation and performance / event recordsfor each extracurricular club or program.


3) Students will have multiple opportunities to view guestspeakers and performers on campus during a school day,designed to improve school climate, develop a sense ofcommunity and experience a variety of fine artsperformances.

ILT members Participation by students and staff.




March 23, 2017 12:02 pm


Performance Objective 4: Student Fitness: Students will participate in regularly scheduled health and fitness activities designed to develop a healthy mindand body.

Evaluation Data Source(s) 4: Student fitness test records, and participation / attendance records.




Oct Jan Mar June1) All students will be measured for Height and Weightyearly. Parents of children who are over 95% for BMI willbe sent a letter to advise an MD visit.

Nurse. Health records for each child.


2) Dental Health: Students will learn about dental hygienethrough an annual presentation each Spring. Students willbe offered the opportunity to participate in the MobileDentist checkups twice each year, and the City of Houston2nd Grade Dental Program once a year.

6 Nurse, City ofHouston and visitingMobile Dentist

Health records for each child.

3) Students will participate in regularly scheduled fitnessactivities, including: 1.) Weekly PE class 2.) WeeklyPlayworks activities 3.) ABL Lab and Brain Boostactivities and 4.) optional activities such as Marathon Kids,Jump Rope for Heart, Jr. Coaches, and after schooldance/cheer and sports teams.

Research: MISC1, HPW2, HPW9, ABL Book "Thinkingon Your Feet ".

Coach, PlayworksCoach, Classroomteachers.

Class schedules, attendance and participation records.



March 23, 2017 12:02 pm


Performance Objective 5: Cummings Elementary School will follow all PBMAS Guidelines for addressing student behavior concerns, and monitoring /tracking student behavior.

Evaluation Data Source(s) 5: ARD IEP's, and Alief ISD Campus Offense Incidents Summary Report





CSF 6

1) Behavior consequences which result in assignment toSAC and ALC will use Student ID numbers as the primaryform of identification and obtain approval from pupilpersonnel services for placement of any student under 6years of age. (PBMAS requirement)

SAC RoomMonitor/BehaviorInterventionist.

Alief ISDE Campus Offense Incidents Summary Report.


2) Every year during individual ARDs, staff members willutilize the special education staffing process to addresssbehavioral concerns within the IEP. (PBMASRequirement)

Classroom teachers,Spec Ed teachers.

ARD calendar and individual IEPs.


3) Implement Texas Behavior Support Initiative trainingfor staff members to reduce the number of out-of-schooland/or ALC placements for SPED students. (PBMASRequirement)

PASS Specialist,Campusadministrators andclassroom teachers.

Campus Professional Development calendar, staff meetingagendas, student behavior plans.


4) SAC Monitor will track the number of special educationstudents placed in ISS (PBMAS Requirement)

SAC Monitor Alief ISD Campus Offense Incidents Summary Report.


March 23, 2017 12:02 pm


5) Coordination of Services Identifying Spec Ed students:Continue coordination with the Central Special EducationDepartment to track the number of students referred forinitial FIES and Psychological Evaluations by ethnicity toensure campus SPED enrollment mirrors campusdemographics. (PBMAS Requirement)

STAT Team, REIDSpecialist, CentralSpec Ed Department.

Individual IEPs, and Alief ISD Campus Offense IncidentsSummary Report.




March 23, 2017 12:02 pm

Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 1: Cummings Elementary will establish clearly defined practices to recruit and retain highly qualified teachers.

Evaluation Data Source(s) 1: Percentage of HQ staff, and percentage of teachers who are retained each year. Records provided by HRDepartment.





CSF 3 CSF 7

1) 100% of teachers who are new to CummingsElementary will receive systematic support from highlyqualified members of the Cummings Staff in the followingways: 1.) Mentors will advise, support, and instruct newteachers regarding school and district policies. 2.) Studentteachers will be trained by highly qualified teachers. 3.)The ILT will model academic and behavioral guidelines inthe classroom to ensure teachers who are not highlyqualified in all core academic areas become highlyqualified in a reasonable time frame. (NCLBRequirement).

3, 4, 5 Mentors / AssignedBuddies for teachersnew to Cummings.Administrators. ILTMembers.

Mentor and Buddy Assignments, and ILT Schedules.


2) Make use of the district provided letter of intent forcandidates when interviewing and hiring new employees

Administrators Letter of intent



March 23, 2017 12:02 pm


Performance Objective 2: SMART Goal: Staff Development and Professional Growth. Each month throughout the year Cummings teachers will be offeredmultiple opportunities for on-going professional growth presented by campus and district personnel, and outside consultants.

Evaluation Data Source(s) 2: Campus Staff Calendar, Professional Development Records, PLC Agendas, Staff meeting agendas.






CSF 1 CSF 3 CSF 7

1) The RTI Specialist, Spec Ed Teacher, ELL Specialist,Interventionists, Content Specialists and ILT Members willprovide training for classroom teachers to assist them withmore effective first line instruction and in-classinterventions during PLC, Long Range Planning and StaffMeetings.

3, 4 All ILT members,Interventionists andSpec Ed teachers.

PLC / LR Planning / Staff Meeting Agendas, meetingattendance / sign-in sheets, teacher lesson plans, andobservational walk throughs.




2) Writing Academy: 4th grade teachers will observelessons with their students that is presented by the WritingAcademy, with two days of training in expository writing.

Research: PD1

3, 4, 10 ILT, Classroomteachers.

Weekly lesson plans, and observational walk throughs.




3) Math in Focus Coaches will train all classroom mathteachers and Spec Ed teachers in the MIF Curriculum.

Research: PD1

2, 3, 4 Math specialists andclassroom teachers.

Professional Development records and teacher lesson plans.



March 23, 2017 12:02 pm



4) Observational walk throughs by Administrators and ILTMembers will be used to ensure that teacher training isreflected in teacher lesson plans, and then consistentlyimplemented in the classroom.

2, 3, 4 Administrators andILT Members.

Lesson Plans and walk through data.



5) The Library will provide a Professional Developmentlibrary that will be utilized by Administrators and Staff as aresource for instruction, teacher training and lessonplanning.

Research: IL4, IL5

2, 3, 4, 10 Library InformationSpecialist.

Library Collection analysis.



6) Each month throughout the year Cummings teacherswill be offered multiple opportunities for on-goingprofessional growth presented by campus and districtpersonnel, outside consultants, or by attending off-campusconferences and training sessions.

Research: PD1

1 Administrators andILT Members.

Professional Development records and teacher lesson plans.




March 23, 2017 12:02 pm


Performance Objective 3: Team Planning will include grade level planning, vertical alignment team planning, and professional collaboration during weeklyplanning sessions, PLCs, and Long Range Planning sessions.

Evaluation Data Source(s) 3: Agendas, attendance records, and lesson plans.







1) Teams will work together with content specialists todevelop assessment tools, response guides and rubrics.Teachers will review the released STAAR reading, mathand writing tests and study state assessment guidelines andrubrics to develop formative and Campus CommonAssessments.

4, 5, 8 Content specialists,and classroomteachers.

Planning time and PLC agendas and attendance records, andteacher lesson plans.



2) Monitoring RTI: Each month during STAT Meetings orPLC, teachers will work with ILT Members to ensure thatstudents are successfully responding to instruction andinterventions. PLC will include analysis of student workand student data as the foundation for planning, reteaching,and prescriptive intervention.

6, 8 Classroom teachers,ILT members.

STAT Calendar, PLC Agendas, Student tracking sheets.


March 23, 2017 12:02 pm



3) ELL Writing: Planning for grades K - 4.

Teams will work together with the ELL Specialist todevelop scaffolded writing assignments through the use of"Sentence Frames" and "Sentence Stems" as a way toaccelerate writing progress for ESL Students.

2, 8, 9 Classroom Teachers,ELL Specialist, LASpecialists

Lesson Plans, Writing samples and SIOP Walkthroughs forthe five teachers who have received the three day SIOPTraining..



March 23, 2017 12:02 pm


Performance Objective 4: SMART Goal: Technology Professional DevelopmentAt least 100% of teachers will complete 3 or more hours of Technology Professional Development.

Evaluation Data Source(s) 4: Teacher Professional development transcripts (tracked monthly)Attendance records / sign-in sheets.





CSF 3 CSF 7

1) Teachers will receive notifications of upcomingtechnology professional development being offered at thedistrict and campus level that is relevant to their teachingassignment.

3, 4 Campus technologyspecialistLibrary InformationSpecialists

Teacher Professional development transcripts (trackedmonthly)



March 23, 2017 12:02 pm


Performance Objective 5: SMART Goal: Technology proficienciesAll classroom teachers will be Level 1 Technology proficient, and at least 25% of classroom teachers will be Level 2 Technology proficient.

Evaluation Data Source(s) 5: Professional development transcripts(Fall, Winter, Spring)Ongoing walkthrough observations.





CSF 3 CSF 7

1) All new & returning teachers will complete Level 1Technology professional development online, after school,or in a self-paced environment as needed.

3, 4 Campus technologyspecialistLibrary Informationspecialist

Professional development transcripts(Fall, Winter, Spring)


2) Teachers will participate in Level 2 Technology andLevel 3 Technology professional development andintegrate new learning into the classroom.Research: IL1, IL2, IL3, TEC5.

3, 4 Campus technologyspecialstLibrary InformationspecialistAdministrators

Ongoing walkthrough observations.



March 23, 2017 12:02 pm

Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 1: Cummings Elementary School's Family Center will sponsor programs and events designed to increase family participation by30% by June 2017.

Evaluation Data Source(s) 1: Family Center participation records.





CSF 1 CSF 5 CSF 6

1) Informational sessions about parenting, Health,community resources that families can utilize, learningEnglish Language Skills, and learning how to help studentsimprove their academic success will be presented in theFamily Center each week.

Research: FAME3, FAME6, FAME14

6 Family Center Liaisonand Counselor

Sign-in sheets.



2) Students, family and staff members will haveopportunities to participate in off-campus events, onweekends and after school, designed to developrelationships, motivate students, and create a sense ofcommunity. Examples include the Alief InternationalParade, Playworks, Marathon Kids, Cheer Clinic, SecondBaptist, Museum Night, Rice-spirit team, and off-campusfine arts and sports activities.

6 Alief ISD FamilyEngagementpersonnel, andpersonnel workingwith students in after-school sports andfine-arts clubs.

Participation records of students and family members ateach event.


3) Special events and programs such as Parent CenterChristmas party, Donuts for Dad and Moms', Parent ProudDay, Girls' Conference 2016, Father Daughter dance, andguest speakers will do presentations in the Family Centerto encourage fathers and mothers to participate in the lifeof the school.

6 Family Center LiaisonFamily Center Records.



March 23, 2017 12:02 pm


4) Special events and programs such as Muffins for Momand Mother/Son game night will encourage mothers toparticipate in the life of the student.

6 Family Center LiaisonFamily Center recordes.


5) School-wide events such as Book Fairs, Family Nightsand Content Nights will be held monthly to encouragefamilies to engage in activities at their child's school.

6 F.A.M.E. CommitteeMembers, FamilyCenter Liaison, ILTMembers and otherstaff members whenappropriate.

Family Center attendance records. School Calendar.

Funding Sources: Title I - $1,150.00Critical Success Factors

CSF 5 CSF 6

6) School-wide projects such as the annual PumpkinContest, and the Holiday Display Contest, will encouragefamilies to work together on a project to share at school.

6 Staff Sponsor of theseevents (currently theLibrary InformationSpecialist).

Student projects displayed in the library.


7) Transition Activities: PreK - Each year at "Meet theTeacher Night", PreK teachers will present an orientationsession for parents of enrolled PreK students. Kindergarten- Each spring, Alief ISD will coordinate a "KindergartenRoundup" event for parents of students who will startKindergarten the following year. Fourth grade - eachspring, the Counselor will coordinate with MataIntermediate to provide transition activities for studentswho will enter 5th grade the following year.

7 PreK teachers,Kindergartenteachers, Counselor,Alief ISD TransitionTeam.

Family Center records, School calendar, Meeting agendaswhere appropriate.

8) 8) Family Engagement Week: Medical/Health, ParentalAdvice Workshops, Family Appreciation Week

6 F.A.M.E. CommitteeMembers, FamilyCenter Liaison, ILTMembers and otherstaff members whenappropriate.

Family Center attendance records. School Calendar.



March 23, 2017 12:02 pm

Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 2: Staff Development will be provided for teachers, paraprofessionals, pupil services personnel, and other staff, related to theimportance of parent and community involvement programs.

Evaluation Data Source(s) 2: Professional Development Records, Staff meeting agendas.





CSF 5 CSF 6 CSF 7

1) All staff members will view the Video Plus presentationrelated to the importance of parent and communityinvolvement programs.

6 Team Leaders Video Viewing Sign In Sheets



March 23, 2017 12:02 pm

Goal 6: TAIS Targeted Improvement Plan ANNUAL GOAL:By May 2017, 20% of fourth grade students and 22% of third grade students will reach level III performance on ReadingSTAAR.

PROBLEM STATEMENT: 8% of fourth grade students and 13% of third grade students achieved a level III performanceon STAAR reading in the 2015-2016 school year.

ROOT CAUSE: Teachers did not look deeply at their own data to self reflect on individual students' needs.

STRATEGY: Our strategy will be differentiation for students in the classroom for enrichment purposes.

What INDEX does this address?

EOY REPORT:Did you meet your annual goal?

Provide the data that supports you meeting or not meeting your annual goal?

If you did meet your annual goal, to what do you attribute your success?

If you did not meet your annual goal, to what do you attribute your lack of success?

Provide information as to how the identified elements and their impact on your success, or lack of success, willinform/influence your planning for the 2017-2018 school year.

Performance Objective 1: Quarter 1 GOAL: By October 31, 2016 80% of third and fourth grade teachers will demonstrate intermediate implementation ofthe Next Steps to Guided Reading small group reading instruction lesson plans.


March 23, 2017 12:02 pm

Evaluation Data Source(s) 1: Quarter 1 REPORT:(1) Did you meet this quarter's goal? (YES / NO / NO, BUT SOME PROGRESS / NO BUT, SIGNIFICANT PROGRESS)

No, but we made significant progress.

(2) Provide and explain the data or evidence that supports your statement above.

7 out of 11 teachers performed at at least an intermediate level. Which is 63%. We knew that new teachers and teachers that were new to theschool may perform lower than intermediate, but a few teachers that were expected to perform at intermediate performed lower.

(3) Are you on track to meet your annual goal? (YES / NO / NO, BUT SOME PROGRESS / NO BUT, SIGNIFICANT PROGRESS)

No, but there is significant progress. We have looked at the data for the school and identified which classroom teachers will need more supportwith their small reading group instruction. These teachers will be assigned a mentor teacher to work with them bi weekly on skills that will helpimprove their small reading group quality.

(4) What, if any, adjustments must be made to meet the annual goal?No adjustments will be made at this time.





CSF 1 CSF 2 CSF 7

1) Between the week of August 16th and August 19th,third and fourth grade teachers will meet in a session withcontent specialists where they will use their student cumfolders to create a tracking sheet of information about theirstudents that will be used in STAT meetings, PLCdiscussions, and student performance meetings with gradelevel supervisors.

The InstructionalLeadership Team.

Third and fourth grade classroom teacher class spreadsheets.


March 23, 2017 12:02 pm


2) Between September 1, 2016 and October 31, 2016, thelanguage arts specialists will meet with the third and fourthgrade teams at least two times a month during their readingplanning time. During this planning time, the language artsspecialist can review quality questions, review lesson plansto ensure required components are well thought out,analyze student data, or review TAIS goals and procedureswith teachers. In the event that a language arts specialistcannot attend a meeting, the language arts lead of that teamwill lead and document the meeting.

The language artsspecialist (at times thelanguage arts leadteacher)

Planning time agendas


3) On September 1, 2016 the ILT will introduce the TAISgoals and plan to the staff. Staff will learn about how thegoals were created, and get to look through the goals andstrategies that we plan to use as a campus to meet thesegoals.

The InstructionalLeadership Team

The agenda for the whole staff meeting.

4) During the week of September 19th through September23rd, Lisa Birdwell (district reading support), will come tothe campus to provide training for third and fourth gradeteachers during an extended PLC session with the topic ofRunning Records. Teachers will learn about the value ofrunning records, how to conduct a running record, how toanalyze running records, and what to do with runningrecords once they have been completed.

The readingspecialists.

Agendas from the PLC sessions.


5) Between September 12th through October 31st, theinstructional leadership team will conduct weeklywalkthroughs of third and fourth grade teachers using areading walkthrough form that will focus on the quality ofwhole group reading instruction. Walkthroughs will lastfor 15 minutes during the teacher's whole group readingblock time.

The instructionalLeadership Team.

-Walkthrough forms-Walthrough schedules


March 23, 2017 12:02 pm


6) Between September 26th through September 30th, LisaBirdwell will return to the campus to revisit with third andfourth grade teachers about their running records. Teacherswill analyze their running records and discuss results withthe group.

The readingspecialists.

Agendas from the PLC sessions.


7) During the week of September 26, 2016 throughSeptember 30, 2017 third and fourth grade teachers willcollect writing samples from their students. These writingsamples will be "cold" writing prompts where no previouswriting instruction or pre-writing has taken place in orderto complete the writing sample. This expository writingprompt will be the following: Think of something green. Itcan be an animal, a plant, or an object. Describe an animalthat would live in the forest. What does it look like, whatdoes it eat, and how does it behave?

The instructionalleadership team.

Student writing samples.


8) During the week of October 3, 2016 language artsspecialists will meet with third and fourth grade teachersduring their PLC time to dig through past DCA andSTAAR data to identify students that performed at LevelIII, students that were close to Level III, students thatpassed, students that were close to passing, and studentswho have failed. Teachers will examine these groups tostudents to reflect on how this data will drive their lessonplanning and instruction. Teachers will create goals forstudents in their classes for reading growth as well ascreate goals for upcoming DCA's. Students should beidentified into groups of expected Level III performance,expected Level II performance, and not meetingexpectations.

The language artsspecialists.

Content meeting agenda, student matrixes


March 23, 2017 12:02 pm

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 6 CSF 7

9) During the week of October 11, 2016, students whohave been identified as hitting Level III performance alongwith students identified to be potential level III performerswill begin an enrichment program during their readinginstruction time. Students will meet once a week with adesignated teacher that will provide an enrichmentintervention.

The language artsspecialist and theenrichment leadteacher.

Lessons and student work from the enrichment.


10) On October 6, 2016 the ILT will review and revisit thecampus annual and quarter goal with staff members andcheck for understanding, as well as allow time forquestions and feedback on the process.


Agendas from the staff meeting.


11) During the week of October 11, 2016, third and fourthgrade teachers will meet during their planning/content timeto review the reading common assessment that was giventhe previous week. Teachers will compare the results ofthis common assessment against the student level matrixesthat were created in September to see if students are fallingin line with where students are expected to be performing.

The language artsspecialists

Students matrixes, content meeting agendas

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 6 CSF 7

12) During the week of October 11, 2016 through October14, 2016 all third and fourth grade teachers will examineexpository writing samples across kindergarten to fourthgrade in a PLC setting with the language arts specialistsand the science specialist. Selected teachers will lead thePLC session (ILT will select the PLC lead teacher) for theother classroom teachers. The lead PLC teacher will guidethe other grade level teachers in discussion of trends in thestudent writing, as well as studying the pacing guide toidentify ways to build upon previous knowledge and buildup students to be prepared for the next school year.

The language artsspecialists and thescience specialist.

Student writing samples, PLC agendas, sign in sheets, andstaff reflection sheets.


March 23, 2017 12:02 pm


13) On October 27, 2016 the ILT team will meet to lookover data from the Small Group Walkthrough Forms.Using walkthrough rubrics, the ILT team will determinewhich teachers could serve as peer models, which teachersare progressing as expected, and which teachers wouldneed more assistance from a mentor from the ILT team.

Teachers that are deemed to need more assistance will beassigned to an ILT member who will meet with them biweekly to set goals, offer assistance, and further training inareas that needed improvement on their walkthroughforms.

The instructionalleadership team

-Walkthrough Data-Walkthrough Forms-Walkthrough Rubrics


14) During the week of October 24, 2016 through October28, 2016 Lisa Birdwell(district reading support), will cometo the campus to provide a continued training for third andfourth grade teachers during a PLC session with the topicof Jan Richardson's Next Steps to Guided Reading. Duringthe week, Lisa Birdwell will review the different lessonplan components and reading strategies of this readingtool.

-Language artsspecialists

-PLC agendas-PLC sign in sheets-Reading Small Group Walkthrough forms



March 23, 2017 12:02 pm

Goal 6: TAIS Targeted Improvement Plan ANNUAL GOAL:By May 2017, 20% of fourth grade students and 22% of third grade students will reach level III performance on Reading STAAR.

PROBLEM STATEMENT: 8% of fourth grade students and 13% of third grade students achieved a level III performance on STAAR reading in the 2015-2016 school year.








Provide information as to how the identified elements and their impact on your success, or lack of success, will inform/influence your planning for the 2017-2018 school year.

Performance Objective 2: Quarter 2 GOAL: At least 15% of fourth grade students will score at least an 86% on their reading DCA #1 and at least 12% ofthird grade students will score at least an 85% on their reading DCA #1.


3rd Grade: No. Last year our 3rd grade students had 8% (8 students) reach 85% or higher on 3rd grade DCA 1, and for the 2016-2017 schoolyear our 3rd grade students had 5% (5 students) reach 85% or higher on 3rd grade DCA 1.


March 23, 2017 12:02 pm

4th Grade: No, but some progress. Last year 4% (4 students) of 4th grade students scored an 86% or higher on their reading DCA 1. For the2016-2017 school year, 8% (7 students) scored an 86% or higher on their reading DCA 1.(2) Provide and explain the data or evidence that supports your statement above.


No.

(4) What, if any, adjustments must be made to meet the annual goal?






1) During the week of October 31, 2016 throughNovember 4, 2016 Lisa Birdwell(district reading support),will come to the campus to provide a continued training forthird and fourth grade teachers during a PLC session withthe topic of Jan Richardson's Next Steps to GuidedReading. During the week, Lisa Birdwell will review thedifferent lesson plan components and reading strategies ofthis reading tool.

-The language artsspecialists

-PLC agendas-PLC sign in sheets-Reading Small Group Walkthrough forms


2) Between November 1, 2016 and January 31, 2017, theinstructional leadership team will conduct weeklywalkthroughs of third and fourth grade teachers using areading walkthrough form that will focus on the quality ofwhole group reading instruction. Walkthroughs will lastfor 15 minutes during the teacher's whole group readingblock time.


-Walkthrough forms-Walkthrough data-Walkthrough schedule


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3) Between November 1, 2016 and January 31, 2017, thelanguage arts specialists will meet with the third and fourthgrade teams at least two times a month during their readingplanning time. During this planning time, the language artsspecialist can review quality questions, review lesson plansto ensure required components are well thought out,analyze student data and student work, or review TAISgoals and procedures with teachers. In the event that alanguage specialist cannot attend a meeting, the languagearts lead of that team will lead and document the meeting.

The language artsspecialists (at timesthe language arts leadteacher and/or teamleader)

-Planning time agendas-Planning time sign in sheets


4) On November 3, 2016 the ILT will review and revisitthe campus annual and quarter goal with staff membersand check for understanding, as well as allow time forquestions and feedback on the process.



5) On November 18, 2016 the ILT team will meet to lookover data from the Reading Small Group InstructionWalkthrough Forms. Here, the ILT team will determinewhich teachers could serve as peer models, which teachersare progressing as expected, and which teachers wouldneed more assistance from a mentor from the ILT team.Teachers that are deemed to need more assistance will beassigned to an ILT member who will meet with them biweekly to set goals, offer assistance, and provide furthertraining in areas that need improvement on theirwalkthrough forms.

The ILT team members will each share their progressduring an ILT meeting about working with teachers thatwere deemed to need more assistance. The ILT willcompare data from the first round to the second round tosee if there was improvement.


-Walkthrough forms-Data spreadsheets


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6) On November 4, 2016 the ILT team will meet to lookover data from the Reading Small Group InstructionWalkthrough Forms. Here, the ILT team will determinewhich teachers could serve as peer models, which teachersare progressing as expected, and which teachers wouldneed more assistance from a mentor from the ILT team.Teachers that are deemed to need more assistance will beassigned to an ILT member who will meet with them biweekly to set goals, offer assistance, and provide furthertraining in areas that need improvement on theirwalkthrough forms.


-Walkthrough forms-Walkthrough data-Walkthrough rubrics-Walkthrough schedule


7) On December 1, 2016 the ILT will review and revisitthe campus annual and quarter goal with staff membersand check for understanding, as well as allow time forquestions and feedback on the process.




8) On January 5, 2017 the ILT will review and revisit thecampus annual and quarter goal with staff members andcheck for understanding, as well as allow time forquestions and feedback on the process.




9) On January 6, 2016, the ILT team will meet to look overdata from the Small Group Walkthrough Forms. Usingwalkthrough rubrics, the ILT team will determine whichteachers could serve as peer models, which teachers areprogressing as expected, and which teachers would needmore assistance from a mentor from the ILT team.

Teachers that are deemed to need more assistance will beassigned to an ILT member who will meet with them biweekly to set goals, offer assistance, and further training inareas that needed improvement on their walkthroughforms.


-Walkthrough data-Walkthrough forms-Walkthrough rubrics


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10) On January 13, 2016 the ILT team will meet to lookover data from the Reading Small Group InstructionWalkthrough Forms. Here, the ILT team will determinewhich teachers could serve as peer models, which teachersare progressing as expected, and which teachers wouldneed more assistance from a mentor from the ILT team.Teachers that are deemed to need more assistance will beassigned to an ILT member who will meet with them biweekly to set goals, offer assistance, and provide furthertraining in areas that need improvement on theirwalkthrough forms.

The ILT team members will each share their progressduring an ILT meeting about working with teachers thatwere deemed to need more assistance. The ILT willcompare data from the first round to the second round tosee if there was improvement.


-Walkthrough forms-Walkthrough data-Walkthrough rubrics-Walkthrough schedule



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Performance Objective 3: Quarter 3 GOAL: At least 17% of fourth grade students will score at least an 86% on their reading DCA #2 and at least 17% ofthird grade students will score at least an 85% on their reading DCA #2.




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CSF 1 CSF 2 CSF 7

1) Between February 1, 2017 and March 31, 2017, theinstructional leadership team will conduct monthlywalkthroughs of third and fourth grade teachers using areading walkthrough form that will focus on the quality ofsmall group reading instruction. Walkthroughs will last for15 minutes during the teacher's small group reading time.




2) Between February 1, 2017 and April 30, 2017 thelanguage arts specialists will meet with the third and fourthgrade teams at least three times a month during theirreading planning time. During this planning time, thelanguage arts specialist can review quality questions,review lesson plans to ensure required components are wellthought out, analyze student data and work with students,or review TAIS goals and procedures with teachers. In theevent that a language specialist cannot attend a meeting,the language arts lead of that team will lead and documentthe meeting.

The language artsspecialist (at times thelanguage arts leadteacher)

Planning agendas


March 23, 2017 12:02 pm


3) Between Febraury 1, 2017 and March 31, 2017, theinstructional leadership team will conduct weeklywalkthroughs of third and fourth grade teachers using areading walkthrough form that will focus on the quality ofwhole group reading instruction. Walkthroughs will lastfor 15 minutes during the teacher's whole group readingblock time.




4) On February 2, 2017 the ILT will review and revisit thecampus annual and quarter goal with staff members andcheck for understanding, as well as allow time forquestions and feedback on the process.




5) On March 2, 2017 the ILT will review and revisit thecampus annual and quarter goal with staff members andcheck for understanding, as well as allow time forquestions and feedback on the process.





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Performance Objective 4: Quarter 4 GOAL:By May 31, 2017 100% of third and fourth grade teachers will reflect on their reading teaching practices anddevelop a plan of improvement based on data collected throughout the year.




March 23, 2017 12:02 pm








1) On April 6, 2017 the ILT will review and revisit thecampus annual and quarter goal with staff members andcheck for understanding, as well as allow time forquestions and feedback on the process.


Agendas from the staff meetings.


2) Between May 1, 2017 and June 5th, the language artsspecialists will meet with the third and fourth grade teamsat least two times during their reading planning time.During this planning time, the language arts specialist canreview quality questions, review lesson plans to ensurerequired components are well thought out, analyze studentdata and work with students, or review TAIS goals andprocedures with teachers. In the event that a languagespecialist cannot attend a meeting, the language arts lead ofthat team will lead and document the meeting.

The language artsspecialists (at timesthe language arts leadteacher)

Planning agendas


3) On May 4, 2017 the ILT will review and revisit thecampus annual and quarter goal with staff members andcheck for understanding, as well as allow time forquestions and feedback on the process.




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4) On June 1, 2017 the ILT will review and revisit thecampus annual and quarter goal with staff members andreflect on the TAIS process for the year.





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Goal 7: TAIS Targeted Improvement Plan ANNUAL GOAL: By May 31, 2017, 19% of 4th grade and 17% of 3rd gradestudents will reach Level III proficiency on STAAR Math.

PROBLEM STATEMENT: 10% of 4th grade and 9% of 3rd grade students scored Level III on STAAR Math in 2016.

ROOT CAUSE: Teachers lack the time to prepare and learn how to teach with deeper rigor.

STRATEGY: Differentiation through enrichment activities

What INDEX does this address? Index #1





Provide information as to how the identified elements and their impact on your success, or lack of success, willinform/influence your planning for the 2017-2018 school year.

Performance Objective 1: Quarter 1 GOAL: By October 31, 2016 at least 90% of third and fourth grade teachers will demonstrate implementation ofenrichment activities as part of Math In Focus instruction lesson plans and instruction.

Evaluation Data Source(s) 1: Quarter 1 REPORT:(1) Did you meet this quarter's goal? (YES / NO / NO, BUT SOME PROGRESS / NO BUT, SIGNIFICANT PROGRESS)No, we did not meet the goal but we made significant progress with nine out of eleven 3rd and 4th grade teachers have a system in place forenrichment activities.

(2) Provide and explain the data or evidence that supports your statement above. ILT will analyze data provided by Math walkthroughs,following the schedule for weekly walkthroughs along with conversations with teachers.


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(3) Are you on track to meet your annual goal? (YES / NO / NO, BUT SOME PROGRESS / NO BUT, SIGNIFICANT PROGRESS)Yes, we are on track to meet our annual goal after viewing results from our CCAs.

(4) What, if any, adjustments must be made to meet the annual goal?We will continue conversations with teachers regarding specific students currently in Level III and those in Level II with the likelihood ofreaching Level III.




Oct Jan Mar JuneFederal System Safeguard Strategy


1) By August 8, 2016 long range Math planning for 3rdand 4th grade will have occurred.

Math Specialist Agenda1st 9 Weeks Road Map


CSF 1 CSF 2

2) On September 1, 2016 ILT will introduce the TAISgoals and have staff review 2016 STAAR Math data. Staffwill learn about how the goals were created, and get tolook and have input on the goals and strategies that weplan to use as a campus to meet these goals.

ILT members Agenda for staff meeting


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CSF 1 CSF 4

3) Between September 5, 2016 and October 31, 2016 thirdand fourth grade teachers will meet at least three times amonth with math specialists during their planning time inorder to support Level III instruction in the classroom.

Lesson plan elements will include:* teaching methods* create quality questions with sentence stems* math content and language objectives* enrichment activities

Math Specialists, 3rdand 4th grade teachers

Planning agendassign in sheetslesson planswalkthrough forms with written observations of questioningin the classroom


4) Between September 19, 2016 and October 31, 2016,ILT will conduct weekly walkthroughs in third and fourthgrade classrooms observing math classroom instruction.The ILT will use a specific rubric that is created by ILTwith input from classroom teachers. After the walkthroughis complete, ILT willmake a copy of the walkthrough and give it to theclassroom teacher for their own records and reflection.


Walk through forms that have been completed by theinstructional leadership team. Math data spreadsheetthat compiles the school data for math instruction.


CSF 1 CSF 2 CSF 7

5) By October 31, 2016, observations/concerns wereshared at ILT the following Friday of each week todetermine support and next steps. After the disaggregationof the data, teacher support and next steps will bedetermined for quarter 2.

ILT NIne out of eleven 3rd and 4th grade teachers exhibitedusage of an enrichment activity piece in their classrooms.Follow up of Schoology adaptation to assist in recordingactual usage of enrichment pieces to be held in November.


CSF 1 CSF 2

6) During Team Planning, Long-Range Planning and MathPLC's teachers will use past years and current CCA's andassessment data to identify students plan enrichmentactivities.


Usage of enrichment activities by students


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CSF 1

7) Reiterate quarterly goals at Team Leader Meetings.

Team Leaders Agendas

Federal System Safeguard Strategy8) On Sept. 15, 2016, 3rd grade will receive trainingregarding implementing an enrichment system. On October20, 2016, teachers will receive additional trainingregarding enrichment system through Schoology.


Agenda



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Goal 7: TAIS Targeted Improvement Plan ANNUAL GOAL: By May 31, 2017, 19% of 4th grade and 17% of 3rd grade students will reach Level IIIproficiency on STAAR Math.










Performance Objective 2: Quarter 2 GOAL: At least 15% of third grade students will score at least a 89% on the Math DCA 1 and at least 17% of fourthgrade students will score at least a 83% on the Math DCA 1 on December 6, 2016.

Evaluation Data Source(s) 2: Quarter 2 REPORT:(1) Did you meet this quarter's goal? (YES / NO / NO, BUT SOME PROGRESS / NO BUT, SIGNIFICANT PROGRESS) No, but significantprogress for Fourth grade and some progress for Third grade.


Looking at the Math DCA 1 results, 3% (3 out of 105 students) of Third grade students scored at least an 89% and 14% (12 out of 88 students)of Fourth grade students scored at least an 83%.



March 23, 2017 12:02 pm

Significant progress for Fourth grade. We had 12 out of 88 students make 83% which is 14% of the grade level. 4 students were very close withan 80%. By continuing the Schoology plan and having conversations with the students we are hoping to reach the goal. In Third grade we arebehind in making our goal. 3 students scored at an 89% (about 3% of grade level). 8 students scored at an 83% and above which is close and 7students scored a 79. These students will be our focus for Schoology enrichment activities. Teachers are aware of who the students are and wewill be having a conversation with them about their target score for the next DCA. 6 studennts are from Mrs. Wickliffe's class, 3 from Naqvi, 3from Roy, 3 from Kanu, 2 from Brown and 1 from Moore.

(4) What, if any, adjustments must be made to meet the annual goal? We are going to continue with our strategies and consistently check andpush the use Schoology.






CSF 1 CSF 2 CSF 7

1) Between November 1, 2016 and December 31, 2016,the instructional leadership team will conduct weeklywalkthroughs of third and fourth grade teachers using aMath walkthrough form that will focus on the quality ofmath instruction and the classroom environment.

1, 2 ILT Members Walk through forms that have been completed by theinstructional leadership team. Math data spreadsheetthat compiles the school data for math instruction.

2) In November, District Math Strategist, BridgetMcKinney, will meet with teams during planning to createan enrichment course in Schoology for their level 3students. Prior to this teachers will look at which studentsmet level 3 and final level 2 on previous STAAR test in4th grade. In third grade we will take an average of theCCAs to determine which students are performing at alevel 3 and final level 2 by using the STAAR percentages.

Math Specialists Number of Level III scores from CCA data

3) In December, District Math Strategist BridgetMcKinney will meet with level 3 and potential level 3students in grades 2-4 to have the students learn how to useSchoology and access the enrichment materials.

Math Specialists Number of Level III scores from CCA data

4) During Team Planning, Long Range Planning and MathPLCs, teachers will plan for quality questions in theirlessons using DOK level 2 and 3 stems.

ILT members Walkthrough forms


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5) By January 31, 2017, ILT will analyze mathwalkthroughs data to evaluate quality questioning and todetermine next steps.

6) By January 31st, 2017 math specialist will check mathenrichment usage in Schoology and report findings toteachers.

7) Week of December 5th, math specialists will meet withthird and fourth grade teachers to disaggregate DCA data.They will look at the percentage of students whoperformed at level 3 and determine if quarter 2 goal wasmet. Students who need to be targeted to meet quarter 3goal will be determined as well.

8) In January, during PLC time, math specialists will meetwith level 3 targeted students in Third and Fourth and talkabout their goal to reach level 3 on the next DCA andSTAAR and offer incentive when their goal has beenreached on DCA 2.



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Performance Objective 3: Quarter 3 GOAL: At least 15% of third grade students will score at least a 89% on the Math DCA 2 and at least 19% of fourthgrade students will score at least a 83% on the Math DCA 2 in March.


(2) Provide and explain the data or evidence that supports your statement above. Feb. 2017 DCA Data, looking closely at the quintile results.




March 23, 2017 12:02 pm




Oct Jan Mar June1) Between February 1st, 2017 and April 30th, 2017, theinstructional leadership team will conduct bi weeklywalkthroughs of third and fourth grade teachers that stillneed to be monitored using a Math walkthrough form thatwill focus on the quality of math instruction and classroomenvironment.


3) By April 30th, 2017, ILT will analyze mathwalkthroughs data to evaluate quality questioning and todetermine next steps.

4) By April 30th, 2017 math specialist and third and fourthgrade teachers will check math enrichment usage inSchoology bi-weekly during planning.

5) Week of February 28th, math specialists will meet withthird and fourth grade teachers to disaggregate DCA 2data. They will also look at the percentage of students whoperformed at level 3 and determine if we met quarter 3goal. Students who need to be targeted to meet end of yeargoal will be determined as well.

6) Give incentive to those level 3 students who reachedtheir level 3 goal on DCA 2



March 23, 2017 12:02 pm











Performance Objective 4: Quarter 4 GOAL: By May 31, 2017 100% of third and fourth grade teachers will reflect on their math teaching practices anddevelop a plan of improvement based on data collected throughout the year.


(2) Provide and explain the data or evidence that supports your statement above. A reflection/action plan protocol will be created to be used in areflection meeting with teams during the month of May, 2017.




March 23, 2017 12:02 pm




Oct Jan Mar June1) For the month of May, the instructional leadership teamwill conduct bi weekly walkthroughs of third and fourthgrade teachers using a Math walkthrough form that willfocus on the quality of math instruction and classroomenvironment.


3) Week of May 1st, math specialists will meet with level 3students and have conversations about doing their best onthe STAAR test and reaching their goal.

4) By June 2nd, 2017, Third and Fourth grade teachers willlook at Math walkthrough data and look for strengths andweaknesses and develop a plan to address a weal area.



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State System Safeguard Strategies

Goal Objective Strategy Description

1 1 3Prescriptive Intervention: Identified students will receive one or more of the following interventions - 1.) Push-in instruction bySpecial Education support staff 2.) Push-in or pull-out instruction by reading interventionists 3.) Computer interventions usingiStation, Imagine Learning, and Unique Learning software for Life Skills students. Research: ELA1

1 2 1

First Line Instruction in Writing: will follow research-based practices designed to accelerate student achievement and willaddress individual student needs, including ECD, AA, ELL/ESL, SE, and GT, through the use of 1.) Grade level specific rubricswhich focus on the foundational skills at each level 2.) Teachers will implement the Randy Whitney Writing Academy trainingfor expository writing in 4th grade. 3. Thinking Maps will be used for prewriting. 4.) Writing across ALL content areas as partof daily instruction. 5.) Revising and editing will be done periodically while writing in all content areas to check CUPS(Capitalization / Usage / Punctuation / Spelling)

1 2 2Prescriptive Intervention: Identified students will receive one or more of the following interventions - 1.) Push-in instruction bySpec Ed in-class support teachers 2.) Computer interventions using iStation and Unique Learning software for Life Skillsstudents. 3.) Push-in or pull-out instruction by ESL Interventionist

1 2 3During PLC, STAT, and Data analysis meetings teachers will: 1.) Analyze student work to guide Instructional decisions 2.)Vertical Teams will practice scoring across grade levels and will work to ensure that students are prepared for the followinggrade. 3.) Develop / refine rubrics used for assessing student writing 4.) Use tracking sheets to track student improvement.

1 2 4

Teacher Planning. 1.) Teachers will meet weekly with their teams, and with the appropriate ILT Members to collaborativelyplan for all subject areas. 2.) ESL Specialist will meet with teams periodically during planning to suggest ways to modifyinstruction for ESL students. 3.) Teachers will participate in Long Range planning with content specialists before each 9 weekgrading period.

1 2 5 Special Writing Program: All 4th grade students will work with consultants from "The Writing Academy" in a one day sessionon Expository Writing. Research: ELA20

1 3 1

First Line Instruction will follow research-based practices designed to accelerate student achievement and will addressindividual student needs, including ECD, AA, ELL/ESL, SE, and GT, through the use of 1.) Use of small groups in Math forGrades K - 4 using Math Binders 2.) Focus on Math Vocabulary during daily review 3.) Continued use of Math in Focus in K-4th grade 4.) Teachers will implement MIF Strategies learned during their Professional Development by MIF Coaches.5.)Problem Solving using Bar Modeling 5.)Implementation of instructional strategies from the book "Number Talks". Research:EM1

1 3 2Prescriptive Intervention: Identified students will receive one or more of the following interventions - 1.) Push-in instruction bySpecialists and Interventionists 2.) After school tutorials 3.) Computer interventions using Success Maker, Think Through Mathand Unique Learning software for Life Skills students.


March 23, 2017 12:02 pm


1 3 3

During PLC, STAT, and Data analysis meetings teachers will: 1.) Analyze STAAR Data to identify students who needimmediate interventions in Math 2.) Review and Analyze Student Math CCAs and DCAs in order to plan instruction. 3.)Review of problem solving student work in PLC. 4.) Use of tracking sheets to track student improvement. 5.) Analysis ofstudent work during PLC.

1 3 4

Teacher Planning. 1.) Teachers will meet weekly with their teams, and with the appropriate ILT Members to collaborativelyplan for all subject areas. 2.) ESL Specialist will meet with teams periodically during planning to suggest ways to modifyinstruction for ESL students. 3.) Teachers will participate in Long Range planning with content specialists before each 9 weekgrading period. Research: PD2

1 4 1

First Line Instruction will follow research-based practices designed to accelerate student achievement and will addressindividual student needs, including ECD, AA, ELL/ESL, SE, and GT, through the use of 1.) Use of small groups in Reading andMath for Grades K - 4 using Reading and Math Small Group Binders 2.) Implementation of instructional strategies from thebooks "Next Step to Guided Reading", and "Number Talks".

1 4 2

Prescriptive Intervention: Identified students will receive one or more of the following interventions - 1.) Push-in instruction bySpecialists, Special Education in-class support teachers, and Interventionists 2.) After school tutorials 3.) Computerinterventions using iStation, Imagine Learning, Success Maker, Think Through Math and Unique Learning software for LifeSkills students.

1 4 3During PLC, STAT, and Data analysis meetings teachers will: 1.) Analyze STAAR Data to identify students who needimmediate interventions in Reading and Math 2.) Review and Analyze Student Reading and Math CCAs and DCAs in order toplan instruction. 3.) Review student work in PLC. 4.) Use tracking sheets to track student improvement.

1 4 4

Teacher Planning. 1.) Teachers will meet weekly with their teams, and with the appropriate ILT Members to collaborativelyplan for all subject areas. 2.) ESL Specialist will meet with teams periodically during planning to suggest ways to modifyinstruction for ESL students. 3.) Teachers will participate in Long Range planning with content specialists before each 9 weekgrading period. Research: PD1, PD2

1 4 6 Summer School: Eligible students will have the opportunity to attend summer school and participate in extended learningopportunities.

1 6 1


1 6 2

Prescriptive Intervention: Identified students will receive one or more of the following interventions - 1.) Push-in instruction bySpecialists, Special Education in-class support teachers, and Interventionists 2.) After school tutorials 3.) Computerinterventions using iStation, Imagine Learning, Success Maker, Think Through Math and Unique Learning software for LifeSkills students. Research: RTI5, RTI6, RTI8, RTI9, RTI10, RTI13.


March 23, 2017 12:02 pm



1 6 4

Teacher Planning. 1.) Teachers will meet weekly with their teams, and with the appropriate ILT Members to collaborativelyplan for all subject areas. 2.) ESL Specialist will meet with teams periodically during planning to suggest ways to modifyinstruction for ESL students. 3.) Teachers will participate in Long Range planning with content specialists before each 9 weekgrading period. Research: PD1, PD2.

1 11 2 ELL Students First Line Instruction Writing: First Line Instruction will provide scaffolded writing assignments through the useof Sentence Frames and Sentence Stems as a way to accelerate writing progress for ESL Students in grades K-4.

1 11 3ELL Students First Line Instruction - Oral Language: First Line Instruction will include modeling oral language, directvocabulary instruction, increased time for student to student conversations and providing opportunities to orally practice correctsentence structure and vocabulary through guided student interactions in order to accelerate English Language acquisition.

1 11 5Prescriptive Intervention - English Language Development : * Part-time Interventionists and Classroom Teachers will assistindividual students who did not achieve growth on the 2016 EOY Telpas. ** Imagine Learning computer software will beutilized by ELL Beginning Level students.

1 11 6ELL Data Analysis. Analysis of at risk ELL students' DCA, DRA, and TELPAS scores will be used to create individualizedELL Student Writing Growth Plans. Each month teachers will track ELL student progress to monitor growth on the TELPASContinuum.

4 2 1The RTI Specialist, Spec Ed Teacher, ELL Specialist, Interventionists, Content Specialists and ILT Members will providetraining for classroom teachers to assist them with more effective first line instruction and in-class interventions during PLC,Long Range Planning and Staff Meetings.

4 2 2 Writing Academy: 4th grade teachers will observe lessons with their students that is presented by the Writing Academy, withtwo days of training in expository writing. Research: PD1

4 2 3 Math in Focus Coaches will train all classroom math teachers and Spec Ed teachers in the MIF Curriculum. Research: PD1

4 2 4 Observational walk throughs by Administrators and ILT Members will be used to ensure that teacher training is reflected inteacher lesson plans, and then consistently implemented in the classroom.

4 2 5 The Library will provide a Professional Development library that will be utilized by Administrators and Staff as a resource forinstruction, teacher training and lesson planning. Research: IL4, IL5

4 3 1Teams will work together with content specialists to develop assessment tools, response guides and rubrics. Teachers willreview the released STAAR reading, math and writing tests and study state assessment guidelines and rubrics to developformative and Campus Common Assessments.


March 23, 2017 12:02 pm


4 3 2Monitoring RTI: Each month during STAT Meetings or PLC, teachers will work with ILT Members to ensure that students aresuccessfully responding to instruction and interventions. PLC will include analysis of student work and student data as thefoundation for planning, reteaching, and prescriptive intervention.

4 3 3ELL Writing: Planning for grades K - 4. Teams will work together with the ELL Specialist to develop scaffolded writingassignments through the use of "Sentence Frames" and "Sentence Stems" as a way to accelerate writing progress for ESLStudents.

7 2 1Between November 1, 2016 and December 31, 2016, the instructional leadership team will conduct weekly walkthroughs ofthird and fourth grade teachers using a Math walkthrough form that will focus on the quality of math instruction and theclassroom environment.


March 23, 2017 12:02 pm

Federal System Safeguard Strategies


1 1 3Prescriptive Intervention: Identified students will receive one or more of the following interventions - 1.) Push-in instruction bySpecial Education support staff 2.) Push-in or pull-out instruction by reading interventionists 3.) Computer interventions usingiStation, Imagine Learning, and Unique Learning software for Life Skills students. Research: ELA1

1 2 1

First Line Instruction in Writing: will follow research-based practices designed to accelerate student achievement and willaddress individual student needs, including ECD, AA, ELL/ESL, SE, and GT, through the use of 1.) Grade level specific rubricswhich focus on the foundational skills at each level 2.) Teachers will implement the Randy Whitney Writing Academy trainingfor expository writing in 4th grade. 3. Thinking Maps will be used for prewriting. 4.) Writing across ALL content areas as partof daily instruction. 5.) Revising and editing will be done periodically while writing in all content areas to check CUPS(Capitalization / Usage / Punctuation / Spelling)

1 2 2Prescriptive Intervention: Identified students will receive one or more of the following interventions - 1.) Push-in instruction bySpec Ed in-class support teachers 2.) Computer interventions using iStation and Unique Learning software for Life Skillsstudents. 3.) Push-in or pull-out instruction by ESL Interventionist

1 2 3During PLC, STAT, and Data analysis meetings teachers will: 1.) Analyze student work to guide Instructional decisions 2.)Vertical Teams will practice scoring across grade levels and will work to ensure that students are prepared for the followinggrade. 3.) Develop / refine rubrics used for assessing student writing 4.) Use tracking sheets to track student improvement.

1 2 4

Teacher Planning. 1.) Teachers will meet weekly with their teams, and with the appropriate ILT Members to collaborativelyplan for all subject areas. 2.) ESL Specialist will meet with teams periodically during planning to suggest ways to modifyinstruction for ESL students. 3.) Teachers will participate in Long Range planning with content specialists before each 9 weekgrading period.

1 2 5 Special Writing Program: All 4th grade students will work with consultants from "The Writing Academy" in a one day sessionon Expository Writing. Research: ELA20

1 3 1

First Line Instruction will follow research-based practices designed to accelerate student achievement and will addressindividual student needs, including ECD, AA, ELL/ESL, SE, and GT, through the use of 1.) Use of small groups in Math forGrades K - 4 using Math Binders 2.) Focus on Math Vocabulary during daily review 3.) Continued use of Math in Focus in K-4th grade 4.) Teachers will implement MIF Strategies learned during their Professional Development by MIF Coaches.5.)Problem Solving using Bar Modeling 5.)Implementation of instructional strategies from the book "Number Talks". Research:EM1

1 3 2Prescriptive Intervention: Identified students will receive one or more of the following interventions - 1.) Push-in instruction bySpecialists and Interventionists 2.) After school tutorials 3.) Computer interventions using Success Maker, Think Through Mathand Unique Learning software for Life Skills students.


March 23, 2017 12:02 pm


1 3 3

During PLC, STAT, and Data analysis meetings teachers will: 1.) Analyze STAAR Data to identify students who needimmediate interventions in Math 2.) Review and Analyze Student Math CCAs and DCAs in order to plan instruction. 3.)Review of problem solving student work in PLC. 4.) Use of tracking sheets to track student improvement. 5.) Analysis ofstudent work during PLC.

1 3 4

Teacher Planning. 1.) Teachers will meet weekly with their teams, and with the appropriate ILT Members to collaborativelyplan for all subject areas. 2.) ESL Specialist will meet with teams periodically during planning to suggest ways to modifyinstruction for ESL students. 3.) Teachers will participate in Long Range planning with content specialists before each 9 weekgrading period. Research: PD2

1 4 1


1 4 2

Prescriptive Intervention: Identified students will receive one or more of the following interventions - 1.) Push-in instruction bySpecialists, Special Education in-class support teachers, and Interventionists 2.) After school tutorials 3.) Computerinterventions using iStation, Imagine Learning, Success Maker, Think Through Math and Unique Learning software for LifeSkills students.


1 4 6 Summer School: Eligible students will have the opportunity to attend summer school and participate in extended learningopportunities.

1 11 2 ELL Students First Line Instruction Writing: First Line Instruction will provide scaffolded writing assignments through the useof Sentence Frames and Sentence Stems as a way to accelerate writing progress for ESL Students in grades K-4.

1 11 3ELL Students First Line Instruction - Oral Language: First Line Instruction will include modeling oral language, directvocabulary instruction, increased time for student to student conversations and providing opportunities to orally practice correctsentence structure and vocabulary through guided student interactions in order to accelerate English Language acquisition.

1 11 5Prescriptive Intervention - English Language Development : * Part-time Interventionists and Classroom Teachers will assistindividual students who did not achieve growth on the 2016 EOY Telpas. ** Imagine Learning computer software will beutilized by ELL Beginning Level students.

1 11 6ELL Data Analysis. Analysis of at risk ELL students' DCA, DRA, and TELPAS scores will be used to create individualizedELL Student Writing Growth Plans. Each month teachers will track ELL student progress to monitor growth on the TELPASContinuum.


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4 2 1The RTI Specialist, Spec Ed Teacher, ELL Specialist, Interventionists, Content Specialists and ILT Members will providetraining for classroom teachers to assist them with more effective first line instruction and in-class interventions during PLC,Long Range Planning and Staff Meetings.

4 2 2 Writing Academy: 4th grade teachers will observe lessons with their students that is presented by the Writing Academy, withtwo days of training in expository writing. Research: PD1

4 2 3 Math in Focus Coaches will train all classroom math teachers and Spec Ed teachers in the MIF Curriculum. Research: PD1

4 2 4 Observational walk throughs by Administrators and ILT Members will be used to ensure that teacher training is reflected inteacher lesson plans, and then consistently implemented in the classroom.

4 2 5 The Library will provide a Professional Development library that will be utilized by Administrators and Staff as a resource forinstruction, teacher training and lesson planning. Research: IL4, IL5

4 3 1Teams will work together with content specialists to develop assessment tools, response guides and rubrics. Teachers willreview the released STAAR reading, math and writing tests and study state assessment guidelines and rubrics to developformative and Campus Common Assessments.

4 3 2Monitoring RTI: Each month during STAT Meetings or PLC, teachers will work with ILT Members to ensure that students aresuccessfully responding to instruction and interventions. PLC will include analysis of student work and student data as thefoundation for planning, reteaching, and prescriptive intervention.

4 3 3ELL Writing: Planning for grades K - 4. Teams will work together with the ELL Specialist to develop scaffolded writingassignments through the use of "Sentence Frames" and "Sentence Stems" as a way to accelerate writing progress for ESLStudents.

7 1 1 By August 8, 2016 long range Math planning for 3rd and 4th grade will have occurred.

7 1 2On September 1, 2016 ILT will introduce the TAIS goals and have staff review 2016 STAAR Math data. Staff will learn abouthow the goals were created, and get to look and have input on the goals and strategies that we plan to use as a campus to meetthese goals.

7 1 3

Between September 5, 2016 and October 31, 2016 third and fourth grade teachers will meet at least three times a month withmath specialists during their planning time in order to support Level III instruction in the classroom. Lesson plan elements willinclude: * teaching methods * create quality questions with sentence stems * math content and language objectives *enrichment activities

7 1 5 By October 31, 2016, observations/concerns were shared at ILT the following Friday of each week to determine support andnext steps. After the disaggregation of the data, teacher support and next steps will be determined for quarter 2.

7 1 6 During Team Planning, Long-Range Planning and Math PLC's teachers will use past years and current CCA's and assessmentdata to identify students plan enrichment activities.


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Goal Objective Strategy Description7 1 7 Reiterate quarterly goals at Team Leader Meetings.

7 1 8 On Sept. 15, 2016, 3rd grade will receive training regarding implementing an enrichment system. On October 20, 2016, teacherswill receive additional training regarding enrichment system through Schoology.

7 2 1Between November 1, 2016 and December 31, 2016, the instructional leadership team will conduct weekly walkthroughs ofthird and fourth grade teachers using a Math walkthrough form that will focus on the quality of math instruction and theclassroom environment.


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Documents

2016-2017 Goals/Performance Objectives/Strategies Cummings ... · Classroom writing teachers. Meeting agendas and lesson plans. State System Safeguard Strategy Federal System Safeguard