Grand Prairie Independent School District Grand Prairie ...€¦ · Grand Prairie Collegiate Institute 2014-2015 Campus Improvement Plan Grand Prairie Collegiate Institute Generated

Grand Prairie Independent School District

Grand Prairie Collegiate Institute

2014-2015 Campus Improvement Plan

Grand Prairie Collegiate InstituteGenerated by Plan4Learning.com 1 of 47

December 12, 2014 5:18 pm

Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Goal 1: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writingof the English language and in the understanding of mathematics, science and social studies. [TEC 4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10)(GPISD 5 Plays: Engaged Instruction via the 5E Model) (SIP Requirements: 1, 2, 4, 5, 6) (CNA Family/Community, Student Achievement andDemographics Sections) (H.B. 5 Requirements) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Goal 2: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculumprovided to all students. [TEC 4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays: Vertically and Horizontally AlignedCurriculum) (SIP Requirements: 1, 2, 5) (CNA Curriculum/Instruction, Student Achievement and Demographics Sections) (H.B. 5 Requirements) . 23Goal 3: GPCI will exercise financial responsibility and increase fiscal transparency to ensure well planned, reasonable and necessary expendituresto support facilities and programs for teaching and learning. [TEC 44.025-44.026] (FAR Module 2, 2.6) (CNA Context/Organization) The Boardand Superintendent will provide strong fiscal oversight to ensure fiscal solvency of the District. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Goal 4: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development ofcreative and innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC4.001(b)(6)(9)] (T1,A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model)(SIP Requirements: 3, 7) (CNA Student Achievement, Staff and Context/Organization Sections) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Goal 5: Parents and community members will be full partners with educators in the education of GPISD students. [TEC 4.001(b)(1)] (T1,A SW #6)(GPISD 5 Plays: Relationship Capacity, Intentional Leadership) (SIP Requirement: 8) (CNA Family/Community Section) . . . . . . . . . . . . . . . . . . . . . 35Goal 6: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff developmentand administration. [TEC 4.001(b)(10)] (T1,A SW #2, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model, Instructional Leadership, DataDriven Management) (SIP Requirements: 2, 3) (CNA Student Achivement, Technology and Staff Sections) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Goal 7: GPCI will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning, promoting physical andmental health in all students, their families and employees. [TEC 4.001(b)(8)] [TEC 11.252 (3)(B)(E) and 11.253 (8)] [HB 1041 (reducing sexualabuse of children] [TEC 11.253 Coordinated health services] (GPISD 5 Plays: Relationship Capacity, Engaged Instruction via the 5E Model,Intentional Leadership) (SIP Requirements: 2, 6) (CNA Staff, Culture/Climate and Demographics Sections) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40



Goal 8: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC 4.001(b)(3)](T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management) (SIP Requirements: 1, 2, 5) (CNACurriculum/Instruction, Student Achievement and Demographics Sections) (H.B. 5 Requirements) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Personnel for Grand Prairie Collegiate Institute: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

2014-2015 Campus Improvement Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47



Comprehensive Needs Assessment

Demographics

Demographics Summary

Ethnic distribution is 50% Hispanic, 15% White, 17 % African American, 6% reporting in two or more races, 9% American Indian, and 2% Asian. At-riskdata shows Limited English Proficiency (LEP) as the top category with 25 student designations (20%). At the time of this report, 74 (60%) students arereceiving free or reduced fee meals.

GPCI is dedicated to the support for improved coordination of programs and services that support students at risk of dropping out of school.

Demographics Strengths

The GPCI charter was established with goals set to address students of all backgrounds who are typically under served. The initial demographic andeconomic data currently represents the breakdown seen at the district level (GPISD).

Demographics Needs

Coordination of planning for instruction, budgeting expenditures to improve services for at-risk students, and providing learning opportunities as well assupplemental materials to address individual student needs are current needs.



Student Achievement

Student Achievement Summary

Advanced, rigorous instruction and course offerings are provided to all students of Grand Prairie Collegiate. Despite the varied backgrounds andachievement levels of incoming GPCI scholars, they are subjected to advanced academics (Pre-AP 6-9 coursework; accelerated above grade level whenapplicable). An embedded support system within the AVID curriculum and weekly RTI plans allow GPCI to evaluate and address individual scholar needsalmost daily.

Continued data collection, adjustment, and acceleration for every individual scholar will aid GPCI in achieving its goal of higher accountability ratings andhigher percentages of endorsements on graduating student transcripts.

Student Achievement Strengths

GPCI stays true to the promise to provide smaller classroom settings (22:1 ratio in all core classes).

Embedded blended learning that provides instruction on an individual's performance level versus whole group.

To overcome at-risk factors, an intentional creation of a master schedule that allows time for reinforcement, enrichment, and intervention during theacademic school day.

Purposeful creation of a campus culture that requires parent involvement and student commitment.

Student Achievement Needs

Continued data collection

Training & utilization of Compass Learning and Naviance (supports purchased for the purpose of obtaining our goals)

A focus on Index 2 will be implemented through training and purposeful data collection to ensure scholar growth.



School Culture and Climate

School Culture and Climate Summary

The Campus Improvement Committee (CIC) includes parents and community members as well as campus teachers and administrators as prescribed by theTexas Education Agency (TEA) and GPISD Board Policy. The CIC operates throughout the year in an advisory capacity in addition to the work they doduring the Comprehensive Needs Assessment (CNA) process. This ongoing work includes discussion of culture and climate issues from expectations andvalues to a safe and disciplined environment for teaching and learning.Grand Prairie Collegiate considers its culture and climate of utmost importance. A focus on staff, student and parentdevelopment is maintained through frequent surveys, parent university opportunities/topics, and campus improvement committee recommendations.

DIP Goal 7: GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning, promotingphysical and mental health in all students, their families and employees. [TEC §4.001(b)(8)] [TEC §11.252 (3)(B)(E) and 11.253 (8)] [HB 1041(reducing sexual abuse of children] [TEC §11.253 Coordinated health services] (GPISD 5 Plays: Relationship Capacity, Engaged Instruction viathe 5E Model, Intentional Leadership) (SIP Requirements: 2, 6) (CNA Staff and Demographics Sections) All GPCI staff will complete training in Capturing Kids Heart, Rachel's Challenge, Bullyingtraining, Suicide prevention, and CPR/First Aid. All students will have a voice in the creation and implementation of scholar and school expectations, leadership organizations and programs andcommunity involvement.

Current campus efforts are in compliance with GPISD guidelines. Data analysis includes review efforts to better coordinate special funding to maximizeinstruction and services to at-risk students.

School Culture and Climate Strengths

GPCI scholars create the GPCI social contract (code of ethics). They also create the organization of needed/necessary clubs and organizations. After theirrecommendations are taken, GPCI instructors use their knowledge and skills to create the pathways needed for the scholars to be successful in theirendeavors.

2014-2015 selections include: Student Council, National Junior Honor Society, Community Leadership Club (future Kiwanis/Rotary connections), LegoRobotics (future robotics program), Math Club (future Mu Alpha Theta & UIL competition teams), Science Club (future UIL science competition team(s)),Rachel's Challenge (100% participation), Destination Imagination, Craft club, Media/Photography Club (yearbook, newspaper, blog...), Wood Shop(partnerships w/ Dad's club , Home Depot and begining Engineering design),Gaming club, Anime, Recycle club (partnership w/ GP green community), and



Debate club (future UIL and debate competitions). Future enrichment opportunities in the fine arts and second languages are to be added throughout the year.Chancellor's Cabinet was formed in 14-15 to provide student leaders the opportunity to give direct feedback and ideas to campus administration.

College level instructors and tutors are utilized for continuous access to the college/career environment and promotion of college/career readiness standards.

School Culture and Climate Needs

Awareness of any opportunities and organizations to help foster and sustain our goals/expectations/standards.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

In an effort to provide the most qualified staff and offer GPCI scholars the advantage of quality instruction above grade level, a focused effort was placed onthe recruitment and hiring of GPCI Instructors from the onset. Though Master's degrees were not required, 77% of the GPCI staff has an advanced degree(above Bachelors). Having one current college adjunct professor along with staff with experience on all levels of secondary education, GPCI is able tofacilitate the accelerated needs of its scholars.

All staff members are highly qualified and have established goals on personal and professional continued education and certifications. GPCI staffdevelopment is like no other traditional campus as we feel it necessary to address the diverse needs of all GPCI scholars in every class.

The GPCI 2014-2014 Instructor and Administration development plan includes:

100% Gifted and Talented Certified Instructor Status

80% ESL Certified Instructor & Administrator Status

100% AP College Board/advanced academic training Instructor & Administrator

100% AVID implementation Instructor & Administrator Status (with at least one corea area reference training and/or Tutorology)

100% Compass Learning training Instructor & Administrator

100% Capturing Kids' Hearts Instructor & Administrator

100% College & Career Readiness (district overview) Instructor & Administrator

PLC utilization

Ongoing training in blended learning

Ongoing training in STAAR requirements, accountability & endorsements

Ongoing training in college/career pathway options for STEM & Medical Sciences



Ongoing training in differentiation to esure all schars receive rigorous course work

Staff Quality, Recruitment, and Retention Strengths

GPCI along side its CIC has created a well prepared staff development plan with direct ties to GPCI needs, goals, and vision. This plan will be carried outthrough administrative fidelity, organization of time and funds by campus administration, and periodic scrutiny by the CIC and GPCI outside auditor. TheEduphoria program will keep accurate records and track GPCI staff development progress.

Staff Quality, Recruitment, and Retention Needs

Campus administration will need to place a conservative effort on allowing the time and resources to accomplish the staff development plan withoutoverwhelming instructional staff.

Administration will need to create a safe, reliable method of collecting feedback from teachers with regard to their feelings and needs (i.e blind surveys).

A culture and climate of respect and value will need to be strongly rooted in order to keep a high level of motivation and retention that will be necessary dueto the rigor of training GPCI instructors participate.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

GPCI will utilize several sources of data to evaluate the impact of lesson design and delivery on student achievement. Established processes for creatinglessons that provide rigorous, differentiated content driven by state mandated student expectations as well as college board expectations, will be adhered.Using best practices to embed ELPS (English Language Proficiency Standards), GT (Gifted & Talented), and CCR (College/Career Readiness) standardsinto every lesson is a focal point. Instructors will look at scholar work products to determine the effectiveness of lesson delivery as well as adjust lessondesign when necessary. GPCI will continuously fuel the desire for a campus truly dedicated to 21st century skills in a college preparatory environment.

A commitment has been made by GPCI administration to be purposeful in allowing instructors time to collaborate, support for continued learning, and theability to view and model with/for other high achieving campuses around the United States.

GPCI will pull exemplar content from several sources: TRS (to allow the use of district summative assessments), Discovery ED (to supplement a morescience driven focus), APEX and Compass systems (to allow us to remediate, reinforce and even accelerate a scholar's learning weekly).

The Needs Assessment process identified the need for improvements in progress monitoring assessments. Previous Benchmark assessments were geared tothe STAAR test but were not always aligned with our units of instruction and timeliness. The Data Review process now consists of short studentassessments, in quiz format, at the 3 week and 6 week timeframe. At the end of the 9 week period a more detailed assessment is given. Teachers andadministrators review these data reviews for performance adjustments necessary to ensure student success. Goal 2 in the DIP and all CIPs includes aperformance objective on better alignment of curriculum to instruction to assessments to reflect this change.

The Needs Assessment process identified the need for improvements in progress monitoring assessments. Previous Benchmark assessments were geared tothe STAAR test but were not always aligned with our units of instruction and timeliness. The Data Review process now consists of short studentassessments, in quiz format, at the 3 week and 6 week timeframe. At the end of the 9 week period a more detailed assessment is given. Teachers andadministrators review these data reviews for performance adjustments necessary to ensure student success. Goal 2 in the DIP and all CIPs includes aperformance objective on better alignment of curriculum to instruction to assessments to reflect this change.

Curriculum, Instruction, and Assessment Strengths

Access to varied scientific researched based materials, curriculums and resources

PLC time built into all core instructor schedules



Access to district facilitator personnel to assist with ongoing research of best practices and proven methods

Grant funds purposely set aside to assist with the development of master teachers in each core area

Curriculum, Instruction, and Assessment Needs

In order to obtain continued success in the area of curriculum, instruction, and assessment, ongoing efforts in content collaboration, STAAR testing content,AP College board content and staff development must be a primary focus.

1. Data Reviews at the 9 weeks period for Progress Monitoring and instructional adjustments

2. A focus on Index 2 regarding scholar growth



Family and Community Involvement

Family and Community Involvement Summary

Grand Prairie Collegiate actively seeks parent and community involvement. GPCI follows local board policy in creating a campus inrpovement committeewhich utilizes staff, parents, community members, business representatives, and representatives from the district level. We are unique in several other areas.2014-2015 will also include scholar representation in CIC meetings.

GPCI requires parents/guardians to sign and adhere to an involvement contract. This commitment begins with identifying the needs parents and students(through surveys). GPCI administration creates a Parent University schedule that directly addresses the needs conveyed by the GPCI stakeholders. The goalsof the campus are clear and the parent expectations are set from the time one registers his/her scholar. Parent Universities then utilize experts in the topics topresent to the stakeholders.

GPCI has an established district council which aides in the research, evaluation, and implementation of all support systems. The members includerepresentatives from every major department at the district level: Teaching and learning, School Improvement, Finance, Technology, CATE, Transportation,Food Services and Student Services. This board also holds representation from the GPCI administration and instructional staff. Together we collaborate toensure all GPCI areas are well supported and have access to continued growth.

GPCI has an established Advisory Council which includes campus administration, district leadership, college representation, business representation, andregional education service center representation.

To ensure fidelity in our program and authenticity with regard to parent/community involvement, GPCI has spent campus funds to hire an outside auditor tolook at data, give critical feedback, and ensure we meet the goals set forth by the charter and campus.

Family and Community Involvement Strengths

GPCI requires a parent and student contract that holds two purposes: clearly outline the expectations of parent/student involvement as well as allow for thecontinued education of our parents in the process of becoming college and career ready. This practice sets the culture/climate of the school and ensures allstakeholders are held accountable for being active participants in their scholar's education.

GPCI actively seeks valued community and business partnerships which allow access to industry for our scholars: Bronze Eagles, Lockheed Martin, TexasHealth Services, DCC network, GPPD, Region XI...

Open communication with parents/guardians to have access to small businesses and organizations. (Schoology, Remind 101, website, Skyward- all tools



used to open lines of communication effectively)

Family and Community Involvement Needs

A more continued focus on community publicity/visibility.

Establish a PTA and monthly feedback opportunities directly to the GPCI administration with the understanding the information will be disseminated toother councils and CIC.



School Context and Organization

School Context and Organization Summary

Content and organization of GPCI includes addressing data and stakeholder feedback to support changes and improvements. The campus improvementcommittee reviews effective implementation of the required decision-making process and proper documentation of these efforts. The GPCI auditor ensuresdata is used, which includes feedback from GPCI scholars, GPCI instructors and GPCI parents, to identify areas to be researched and/or addressed.

School Context and Organization Strengths

Innovative instructor and student scheduling allow more time for engagement with curriculum and experiencing topics beyond basic student expectationslaid forth by the state. The addition of STEM and Humanities curriculums allow for more authentic research and interactions with subject matter.

Dedicated to ensuring more time for learning, processes are carefully scrutinized to ensure maximized efficiency (i.e. transition time between classes, lunchschedules, flexible Friday schedule).

Well planned, frequently issued, and always considered stakeholder surveys allow a unique flow of information to be addressed and create an environment ofownership.

School Context and Organization Needs

A continued investigation of the most effective ways to communicate with parents. We have several methods and are still navigating which are best (Remind101, Skyward, website).

Continued efforts to make the learning more accessible to all: Schoology, Compass

Make sure a clear path of communication, with regard to "chain-of- command", when problems arise is established.



Technology

Technology Summary

GPCI is a charter school that is focused on the use of technology to better its instructional design and delivery. GPCI maintains compliance with the GPISDTechnology plan, but utilizes grant funds to ensure areas of specialty. GPCI addresses the needs, training and use of technology on an ongoing basis.

GPCI is committed to the on-going learning of best practices with regard to lesson design and delivery rooted in technology. The use of flipped classroommethods, blended learning, and virtual classroom ideologies will continue to be a explored and focused upon.

Technology Strengths

1:1 device distribution (Every GPCI scholar is issued a Mac book air for personal use)

Face-to-face APPLE training for GPCI instructors

Face-to-face and blended Compass Learning training for GPCI instructors

Schoology learning management system to allow access to all students to their coursework, assistance, and instructors

Ability to go virtually paperless

Well trained, creative staff that seeks ways of using innovative apps and software

Continuous technology training for GPCI scholars

Technology Needs

Ensure a continued focus on learning and utilizing best practices with regard to accessing technology in an efficient, innovative manner.

Monitor the training needs of every scholar to ensure he/she may apply the technology to better his/her learning experience as well as increase his/heracademic achievement level.



Investigation, identification, and acquisition of a valuable, rigorous, authentic STEM curriculum.

A focus on blended learning best pratices and applicataions



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsPBMAS dataCommunity and student engagement rating dataAnnual Measurable Achievement Objectives (AMAO) data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records results

Student Data: Student Groups



Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcCareer and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender, etcSection 504 dataGifted and talented dataDyslexia DataResponse to Intervention (RTI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactTeacher STaR Chart Technology DataPDAS data

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataBudgets/entitlements and expenditures dataStudy of best practices



Goals

Goal 1: Students will demonstrate exemplary performance in comparison to national and international standards in theareas of reading and writing of the English language and in the understanding of mathematics, science and social studies.[TEC 4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model) (SIP Requirements:1, 2, 4, 5, 6) (CNA Family/Community, Student Achievement and Demographics Sections) (H.B. 5 Requirements)

Performance Objective 1: GPCI student achievement data will reflect continuous academic growth while continuing to make progress towards the highestlevel of student achievement as defined by the State of Texas.

Summative Evaluation: STAAR results, Indices 1-4 and Distrinctions.

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Nov Jan Mar June

Critical Success FactorsCSF 1

1) GPCI will implement progress monitoring for each studentutilizing data and assessment tools to improve the assessmentprocess and to link results to effective instructional strategies.The data review process of student assessments will occurduring the 5th and 9th weeks and factor teacher as well asdistrict assessment results. Performance adjustment reviewsare in place for each 9 week institutional period.

1 ChancellorAcademicCoordinatoricoach

Progress monitoring forms District and campus assessmentsLesson frames Walk through data PDAS evaluationsFeedback from GPCI Independent auditor

Funding Sources: CAMPUS FUNDS: - $8000.00

2) Provide school day and extended summer opportunity toincrease instructional time to maximixe prescribedinterventions. Ensure that programs and materials fortutoring/Summer bridge meet the requirement strategy.

1, 2, 3, 8,9, 10

Chancellor AcademicCoordinator icoachGT Specialists

Tutoring Schedules (GPCI Camp - embedded in masterschedule_ RTI documentation District SummativeAssessments District Benchmark Assessments Nine Weekprogress reports grades Teacher Feedback forms for both Fall& Spring student data conferences.

Funding Sources: CAMPUS FUNDS: - $7000.003) All scholars will have access to an embedded supportsystem within AVID, Teachers will attend training in AVIDimplementation, AVID Tutorology, one AVID strand thatrelates to each professional's assigned content area in order toimprove instructional delivery and foster academic rigor.

1, 3, 4 Chancellor AcademicCoordinator icoach

District Summative assessment scores, Instructional Deliveryimprovement as evidenced through classroom formative walkthrough data, increased teacher effectiveness instructionalplanning and strategy incorporation

4) Use icoach to assist and supplement with regard toclassroom instructional delivery, training, follow-up andaccelerated learning strategies

1, 3, 4, 8,9

Chancellor AcademicCoordinatorDepartmental Leads

District Summative assessment scores, Instructional deliveryimprovement as evidenced through classroom formative walkthrough data, increased teacher effectiveness withinstructional planning and strategy incorporation.



5) All GPCI instructors will participate in SIOP traininggeared toward minimizing the achievement gap within ELLpopulation. 80% of GPCI instructors will successfully be ESLcertified.

1, 3, 4, 8 Chancellor AcademicCoordinatorDepartmental LeadsGPISD bilingualdepartment

Chancellor Academic Coordinator Departmental LeadsGPISD bilingual department district summative assessmentscores, Instructional Delivery improvement as evidencedthrough classroom walk through data, increased teachereffectiveness with instructional planning and strategyincorporation.

6) MAP (Measures of Academic Progress) Tests will begiven to all scholars to identify areas of strengths andweaknesses in the areas of : Math, reading, science andLanguage

1, 2, 8, 9 Chancellor AcademicCoordinator GTSpecialists All GPCIinstructors

Longitudinal success STAAR scores increased success inIndex 2

Funding Sources: CAMPUS FUNDS: - $5000.00

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



Goal 1: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of theEnglish language and in the understanding of mathematics, science and social studies. [TEC 4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays:Engaged Instruction via the 5E Model) (SIP Requirements: 1, 2, 4, 5, 6) (CNA Family/Community, Student Achievement and Demographics Sections) (H.B.5 Requirements)

Performance Objective 2: GPCI will implement effective gifted and talented services that are modified and updated annually

Summative Evaluation: GT department guidelines and content. Campus GT Plans.




Nov Jan Mar June

Critical Success FactorsCSF 1 CSF 2

1) All GPCI Instructors will undergo differentiation trainingto address the needs of its GT population.

1 Instructional staffAcademicCoordinatorChancellorGT Specialist

Training agendasEduphoriaWalk through data

Funding Sources: CAMPUS FUNDS: - $3000.00Critical Success Factors

CSF 1 CSF 22) A comprehensive review of all AAR folders will be doneby the GT strategist to ensure all scholars are accuratelycoded and serviced.

1 GT SpecialistAcademicCoordinator

Review and list of those coded GTIdentification for any that may have perhaps been over lookedprior to enrolling in GPCI





Performance Objective 3: GPCI will increase Dual credit and Advanced Placement course enrollment and successful completion rates by 5% annually.

Summative Evaluation: DC and AP enrollment numbers and completion rates


Performance Objective 4: GPCI will implement effect gifted and talented services that are modified and updated annually. (legal requirement)

Summative Evaluation: AEIS reports, GT Department data




Nov Jan Mar June

1) GT students will be monitored by GT strategist each 9weeks using student performance on assessments forevidence of growth with specific interventions provided asneeded

10 GT Strategist icoach STAAR results

2) Implementation of courses designed to meet the needs ofadvanced learners. Courses include but not limited to PreAPand GT classes; courses for high school credit

10 AcademicCoordinatorChancellorGT Strategist icoach

Master Schedule student transcripts verifying erollment

3) All GPCI instructors will have a PD plan implementedwith and by the GT strategiest

AcademicCoordinatorChancellorGT Strategist

100% staff GT initial 30 hour/ 6 hour refresher certificationverified in eduphoria, AP summer institute

4) All GPCI instructors will participate in Differentiationtraining to identify and utilize best practices

1, 2, 3, 4,9

AcademicCoordinatorChancellor All GPCIinstructors

Eduphoria transcripts differentiated Lesson Frames






Goal 2: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced andappropriate curriculum provided to all students. [TEC 4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays:Vertically and Horizontally Aligned Curriculum) (SIP Requirements: 1, 2, 5) (CNA Curriculum/Instruction, StudentAchievement and Demographics Sections) (H.B. 5 Requirements)

Performance Objective 1: GPCI will refine and expand activities for building college-bound and workforce-ready students with strong character, ethics andintegrity.

Summative Evaluation: Index 4, District Plan, Campus Plans




Nov Jan Mar June

1) Develop a campus plan for college and career readinesswith resources and assistance form post secondary readinessstaff addressing traditons an student needs

Chancellor AcademicCoordinator Collegeand Career districtpersonnel, AVIDcoordinator

Approved CCR campus plan documented campus CCRactivities

2) Post secondary investigation: Students will review sourcesof information about colleges and explore different optionsbased on their interest and goals.

10 Chancellor AcademicCoordinator Collegeand Career districtpersonnel, AVIDcoordinator

Scholar interest survey College letters (by scholars) careerinvestigations course for all 8th graders school wide collegeand career highlights via field trips, guest speakers, video

3) Embed Texas (but also look at National) college and careerreadiness standards in Lesson frames

Chancellor AcademicCoordinator Collegeand Career districtpersonnel, AVIDcoordinator

Lesson frames with documented CCRs (2013-2014; no lessthat 50% of all frames will have this distinction)

4) All 8th grade scholars will participate and receivecounseling/training on improvement for the College Board'sRedistep assessment

9 AcademicCoordinator GTSpecialist

Scores from the Redistep Assessment Future enrollment andscores on PSAT/SAT

5) All Scholars will have an AVID/advisory course andopportunity for daily tutorials (WICOR strategies utilizedthroughout all curriculum areas)

9 Chancellor AcademicCoordinator Collegeand Career districtpersonnel, AVIDcoordinator GTSpecialist

Master schedule transcripts walk through data



6) College visits will occur no less than twice a year in aneffort to promote campus life and college program exposure

2 Chancellor AcademicCoordinator Collegeand Career districtpersonnel, AVIDcoordinatorInstructional Staff

PO invoices for travel Pictures student feedback forms abouttheir visit and information learned

7) GPCI will participate fully in GEN Tex week, AVIDsuccess week and participate in no less than 2 college fairsyearly.

2 Chancellor AcademicCoordinator Collegeand Career districtpersonnel, AVIDcoordinatorInstructional Staff

Meting notes/agendas communication to parents PicturesTravel Request




Goal 2: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to allstudents. [TEC 4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays: Vertically and Horizontally Aligned Curriculum) (SIP Requirements: 1,2, 5) (CNA Curriculum/Instruction, Student Achievement and Demographics Sections) (H.B. 5 Requirements)

Performance Objective 2: GPCI will implement instructional alignment to ensure student growth.

Summative Evaluation: Teaching and learning documentation.




Nov Jan Mar June

1) Utilize district Instructional facilitators to assist teacherswith alignment of curriculum, instruction, and assessment andto provide classroom assistance for connecting curriculum,instruction and assessment for improved instructionsalignment.

1, 8 Chancellor, AcademicCoordinator &InstructionalFacilitators

Instructional coache documentation Progress monitoringdocument Lesson Frames Nine Week Assessment scores

2) Continued use of TRS Vertical Alignment Document andInstructional Focus Document


Lesson Plans District Assessment

3) Nine Week overview of curriculum and program resourcesto ensure all resources are in alignment to district and statestandards


Lesson Plans Progress Monitoring Data and DocumentContent Facilitator documentation Strategist documentationNotes regarding resources (i.e Compass learning, DiscoveryEducation...)

4) Improved planning during PLC time to improve lessonframes. Breaking down of unit PI's Aligned objectives andproducts per content area and identifying ways to incorporateblended learning


Lesson Frames edited to show areas of strength and weaknessLesson frames with edits to show evidence of alteredmethodologies to address areas of weakness 2012-2014 noless than 50% of lesson frames to show evidence of blendedlearning





Performance Objective 3: GPCI will implement all School Improvement Program requirements for the District and designated campuses as measured byimplementation reports to the Texas Education Agency.

Summative Evaluation: School Improvement Program reports and end of the year data.




Nov Jan Mar June


1) GPCI will submit a targeted improvement plan whichaddresses academic growth for all scholars.

1, 2 ChancellorAcademicCoordinatorInstructional Staff

Academic growth statisticsIndex 2Progress Monitoring documents





Performance Objective 4: GPCI will document state required curriculum regarding citizenship for a free enterprise society, a coordinated school healthprogram, anti-bullying and the prevention of domestic and dating violence.

Summative Evaluation: Social Studies curriculum, Departmental documents, campus session records.




Nov Jan Mar June

1) Lessons focused on citizenship for a free enterprise societyvia social studies will be presented to students

2, 4, 8 Social studiesInstructors DistrictSocial StudiesFacilitators AcademicCoordinatorChancellor

Use of GPISD Marketplace participation in announcements tohighlight good citixenship

2) Students will be engaged in lessons involving anti-bullyingprograms and the prevention of domestic and dating violencethrough advisory classes and guidance counseling programs

2, 4, 8 AcademicCoordinatorChancellor

Counseling/Guidance plan Participation in Rachel'sChallenge GPCI Scholar social contract

3) GPCI will coordinate leadership training for all scholars topromote and develop personal, school and communityaccountability

2 AcademicCoordinatorChancellor

Agendas Meeting notes Electronic communication pictures (ifallowed)

4) GPCI will fully participate in Red Ribbon Week(drug/alcohol awareness and prevention)

2 AcademicCoordinator

Fliers Agendas Meeting Notes Pictures





Performance Objective 5: GPCI will continue to develop and support Programs and Schools of Choice opportunities to meet the needs of each learner andimplement a full review process for these programs to address effectiveness and necessary improvements.

Summative Evaluation: Choice programs, enrollment data. Review process documentation.




Nov Jan Mar June

1) GPCI Scholars will participate in STEM activities both inand outside of their required STEM course. The coursefocuses on exposure to STEM in general, career pathwaysthat are STEM based, and college options which align withvaried career options and specializations.

1 AcademicCoordinatorChancellor GPCIInstructors GPISDCATE Facilitators &GPISD College &Career ReadinessDepartment

Student presentations Agendas from any meetings LessonFrames

2) Scholars will engage in authentic problem basedchallenges and show case their discoveries, inventions,processes no less than twice a year.

1, 8 AcademicCoordinatorChancellor GPCIInstructors GPISDCATE Facilitators &GPISD College &Career ReadinessDepartment

Student presentations

3) Scholars, community and parents will receive informationthrough but not limited to Skyward Messages, website,banners and registration packets

1 AcademicCoordinatorChancellor

Skyward Message Log Website Registration Process

4) GPCI will parcipate in the annual Grand Prairie Experience(area wide showcase of GPISD schools of Choice

AcademicCoordinatorChancellor ParentLiaison

Meeting notes Agendas Set up and training notes

5) GPCI will present no less than twice a year to outsideagencies/community groups highlighting our school andprograms

AcademicCoordinatorChancellor GPCIInstructional Staff

Agendas Fliers copies of presentations



6) GPCI will fully utilize a learning management system toaddress scholar needs, provide reference/resource materialsand build on relational capacity

1, 2, 9 All GPCI faculty Increased use of Schoology Scholar ownership of postings




Goal 3: GPCI will exercise financial responsibility and increase fiscal transparency to ensure well planned, reasonable andnecessary expenditures to support facilities and programs for teaching and learning. [TEC 44.025-44.026] (FAR Module 2,2.6) (CNA Context/Organization) The Board and Superintendent will provide strong fiscal oversight to ensure fiscalsolvency of the District.

Performance Objective 1: GPCI will continue to operate with a balanced budget.

Summative Evaluation: BOE Reports, Finance records




Nov Jan Mar June

1) Strict adherence to the business Operations procedures-ALL staff members will review the processes and proceduresfor purchasing.

School AdministrativeAssistantChancellorAcademicCoordinatorAP Intern

Return of acknowledgement andtimely completion of district forms

Staff attendance to business operation procedure training




Goal 3: GPCI will exercise financial responsibility and increase fiscal transparency to ensure well planned, reasonable and necessary expenditures to supportfacilities and programs for teaching and learning. [TEC 44.025-44.026] (FAR Module 2, 2.6) (CNA Context/Organization) The Board and Superintendentwill provide strong fiscal oversight to ensure fiscal solvency of the District.

Performance Objective 2: GPCI staff and stakeholders will work together to prepare its first Stakeholders Report Card under the guidenles of H. B. 5.

Summative Evaluation: Process updates. Stakeholders Report Card

Goal 4: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast ofthe development of creative and innovative techniques in instruction and administration, using those techniques asappropriate to improve student learning. [TEC 4.001(b)(6)(9)] (T1,A SW #3, #4, #5) (GPISD 5 Plays: IntentionalLeadership, Data Driven Management, Engaged Instruction via the 5E Model) (SIP Requirements: 3, 7) (CNA StudentAchievement, Staff and Context/Organization Sections)

Performance Objective 1: GPCI will annually document the Highly Qualified (HQ) Continuous Improvement Plan equity analysis for 100% compliancewith proper certifications and equitable assignments for experienced teachers.

Summative Evaluation: HQ evaluation data: 100%.




Nov Jan Mar June

1) All teachers will have their certifications checked by thecampus administration and a log of certifications will be keptin the office for parents to review if they require proof ofcertification.

4 ChancellorDistrict HumanResourcesDepartment

Teacher Certification check

2) GPCI will create a stipend structure to provide incentiveand promote on going learning and increased certificationamongst GPCI staff.

4, 5 ChancellorDistrict HumanResource DepartmentDistrict Financialteam




Goal 4: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creativeand innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC 4.001(b)(6)(9)] (T1,ASW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model) (SIP Requirements: 3, 7) (CNAStudent Achievement, Staff and Context/Organization Sections)

Performance Objective 2: GPCI will implement a Human Capital Development Initiative and training plan approved by the Campus ImprovementCommittee, to align instruction with evidence based practices.

Summative Evaluation: Eduphoria records. Plan documentation




Nov Jan Mar June


1) Design and implement a campus based professionaldevelopment plan that includes but is not limited to relationalcapacity, research based instructional strategies, lesson designand delivery, technology instructional applications andprograms.

4, 10 ChancellorAcademicCoordinatorCICGPISD StaffDevelopmentDepartment

Records in EduphoriaMeeting agendasLesson plansMonitoring documentationTeacher feedback

Funding Sources: CAMPUS FUNDS: - $20000.00Critical Success Factors

CSF 1 CSF 72) GPCI instructors will participate in SIOP training andattend ESL certification courses to better serve our ELLpopulation and to address achievement gaps.

1, 3, 4, 10 ChancellorAcademicCoordinatorGPISD StaffDevelopmentDepartmentGPISD Bilingualdepartment

Sign in sheets and agendas from trainingsEduphoriaBilingual Department FeedbackNewly acquired ESL certificationsSuccess in Progress Measure Index 3

3) All GPCI instructors will be trained in an AVID a coursestrand relevant to individual teaching assignments, andtutorology

Funding Sources: CAMPUS FUNDS:




Goal 4: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creativeand innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC 4.001(b)(6)(9)] (T1,ASW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model) (SIP Requirements: 3, 7) (CNAStudent Achievement, Staff and Context/Organization Sections)

Performance Objective 3: GPCI will develop a culture that promotes the exercise of leadership skills among staff and students.

Summative Evaluation: Leadership training records




Nov Jan Mar June


1) A comprehensive leadership program will be provided tointerning administrators for the purpose of groomingeducational leaders. GPCI will also actively see futureadministrators and recommend them to the districtadministrative cohort.

4 ChancellorDistrict Teaching &LearningCollaboratingUniversities

Successful completion of university programsSuccessful completion of district leadership cohortNotes and evaluations of future teacher leaders


2) All scholars will participate in leadership activities andencouraged to take active roles in the functions of thecampus:Skills USA LeadershipAVIDChancellor's CabinetStudent CouncilNJHSRobotics

OrganizationalsponsorsAcademicCoordinator

Organizational Constitutions & bylawsMembership rostersActivity calendarsAcademic Coordinator calendars with activities/experiences

Funding Sources: 199 - General Fund - $500.00




Goal 5: Parents and community members will be full partners with educators in the education of GPISD students. [TEC4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership) (SIP Requirement: 8) (CNAFamily/Community Section)

Performance Objective 1: GPCI will build a positive school connection with families and parents by increasing the number of contacts betweenfamilies/parents and teachers by 10% annually.

Summative Evaluation: Parent/School Compacts signed an on file. Schedule and attendance for parent sessions and visits.




Nov Jan Mar June


1) GPCI will create and maintain clear lines ofcommunication with parents/stakeholders through the use of,but not limited to: weekly bulletin {Gazette}, Skyward,School Messenger, Scholar planner, Remind 101, and theschool website.

1, 6 ChancellorAcademicCoordinatorInstructional StaffPTA

Copies of bulletinsData regarding calls/messages from School messengerAttendance percentages of parents remaining at or above 80%




Goal 5: Parents and community members will be full partners with educators in the education of GPISD students. [TEC 4.001(b)(1)] (T1,A SW #6) (GPISD5 Plays: Relationship Capacity, Intentional Leadership) (SIP Requirement: 8) (CNA Family/Community Section)

Performance Objective 2: GPCI will build capacity of parents to support student learners by offering a minimum of five academic workshops per year.(Include USDE Parent and Community Guidelines, Tiitle I Parent Liaiasons, Customer Service focus.)

Summative Evaluation: Customer Service training records, Title I Liaisons schedules




Nov Jan Mar June


1) Parent Universities will be offered 5 times a year, as wellas two technology courses. Parents and scholars are requiredto participate in the district college night, and all scholars andparents are provided with a one-on-one data conference tobetter understand their scholar and accountability.

1, 6 ChancellorAcademicCoordinatorInstructional Staff

Copies of bulletinsParent sign-inRegistration formsSurveys




Goal 5: Parents and community members will be full partners with educators in the education of GPISD students. [TEC 4.001(b)(1)] (T1,A SW #6) (GPISD5 Plays: Relationship Capacity, Intentional Leadership) (SIP Requirement: 8) (CNA Family/Community Section)

Performance Objective 3: GPCI will measure and increase parent/community satisfaction through planned information gathering strategies including butnot limited to surveys.

Summative Evaluation: Satisfaction surveys, session feedback




Nov Jan Mar June


1) Surveys will be implemented throughout the year to allstakeholders in an effort to continuously improve ourprograms and school climate:Fall survey over data conferences and parent universityofferingsSpring survey over school climate and events as well assuggestions for beginning of the following year.

1, 6 ChancellorAcademicCoordinator

Survey results




Goal 6: Technology will be implemented and used to increase the effectiveness of student learning, instructionalmanagement, staff development and administration. [TEC 4.001(b)(10)] (T1,A SW #2, #10) (GPISD 5 Plays: EngagedInstruction via the 5E Model, Instructional Leadership, Data Driven Management) (SIP Requirements: 2, 3) (CNA StudentAchivement, Technology and Staff Sections)

Performance Objective 1: GPCI will increase STaR ratings in all areas to the Advanced or Target levels.

Summative Evaluation: STaR ratings longitudinal data.




Nov Jan Mar June


1) Maintain a comprehensive technology package andschedule support as necessary to further our technologicalneeds.

1, 2, 4 IMSChancellor

Target rating on STaR chart




Goal 6: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development andadministration. [TEC 4.001(b)(10)] (T1,A SW #2, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model, Instructional Leadership, Data DrivenManagement) (SIP Requirements: 2, 3) (CNA Student Achivement, Technology and Staff Sections)

Performance Objective 2: GPCI will implement a comprehensive digital integration plan to incorporate technology and effective applications into theteaching and learning process.

Summative Evaluation: Training completion records. Feedback from campus personnel. Inventory records. Purchasing records. Applications




Nov Jan Mar June

1) Training specific to software and functions of all issueddevices for all GPCI staff will be required.

1, 2, 4 ChancellorAcademicCoordinatorInstructional staff

Documentation in EduphoriaRegistration


2) Instructors will produce blended lessons incorporatingvaried technologies and programs by 10% over the previousyear.

1, 2, 4 ChancellorAcademicCoordinatorInstructional Staff

Lesson FramesWalk through dataStudent products




Goal 7: GPCI will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning,promoting physical and mental health in all students, their families and employees. [TEC 4.001(b)(8)] [TEC 11.252 (3)(B)(E)and 11.253 (8)] [HB 1041 (reducing sexual abuse of children] [TEC 11.253 Coordinated health services] (GPISD 5 Plays:Relationship Capacity, Engaged Instruction via the 5E Model, Intentional Leadership) (SIP Requirements: 2, 6) (CNA Staff,Culture/Climate and Demographics Sections)

Performance Objective 1: GPCI will use the 2013-2014 Safety Audit as a benchmark to ensure the safety and well-being of students, staff, parents andcommunity members.

Summative Evaluation: Safety Plan document. Training data.




Nov Jan Mar June

1) GPCI will create, communicate and train for acomprehensive safety plan which includes Houston PD {Weshare a building}.

AcademicCoordinatorChancellorInstructional StaffSRO

AgendasTraining registrationSafety drill feedback forms

2) All GPCI faculty and staff will be CPR & AED certifiedby the end of the first 9 weeks.

All GPCI personnel Certification documents




Goal 7: GPCI will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning, promoting physical and mentalhealth in all students, their families and employees. [TEC 4.001(b)(8)] [TEC 11.252 (3)(B)(E) and 11.253 (8)] [HB 1041 (reducing sexual abuse of children][TEC 11.253 Coordinated health services] (GPISD 5 Plays: Relationship Capacity, Engaged Instruction via the 5E Model, Intentional Leadership) (SIPRequirements: 2, 6) (CNA Staff, Culture/Climate and Demographics Sections)

Performance Objective 2: GPCI will utilize research based curriculum to create a culture where students are safe and secure emotionally while at school tolearn.

Summative Evaluation: Program documentation (CKH, Rachel's Challenge, campus based)




Nov Jan Mar June


1) All instructors will attend Capturing Kids Hearts and beexpected to grow their relational capacity with all scholars.

2 Instructional StaffChancellorAcademicCoordinator

Daily transition into campusWalk through data


2) All scholars will participate in programs that support a safeacademic environment:Rachel's challengeBullying preventionActs of kindnessScholar code of ethicsScholar mediation

2 All stakeholders ofGPCI

Program notesCalendar invitationsreduced disciplinary referrals




Goal 8: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high schooldiploma. [TEC 4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data DrivenManagement) (SIP Requirements: 1, 2, 5) (CNA Curriculum/Instruction, Student Achievement and Demographics Sections)(H.B. 5 Requirements)

Performance Objective 1: GPCI will support process improvements for at-risk student identification and services.

Summative Evaluation: Identification process document. Campus records. CIP references.




Nov Jan Mar June


1) Review the guidelines from GPISD PEIMS and activelyensure all process reviews are completed with fidelity.

2, 9 PEIMS clerkChancellorAcademicCoordinator

Written documentation of process for at-risk studentidentification




Goal 8: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC 4.001(b)(3)] (T1, ASW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management) (SIP Requirements: 1, 2, 5) (CNA Curriculum/Instruction,Student Achievement and Demographics Sections) (H.B. 5 Requirements)

Performance Objective 2: GPCI will reduce dropout rates and increase graduation rates for all students to the rate set by the Texas Education Agency.

Summative Evaluation: AEIS data.

Goal 8: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC 4.001(b)(3)] (T1, ASW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management) (SIP Requirements: 1, 2, 5) (CNA Curriculum/Instruction,Student Achievement and Demographics Sections) (H.B. 5 Requirements)

Performance Objective 3: GPCI will implement H. B. 5 requirements regarding Accelerated Instruction for at risk students.

Summative Evaluation: AI records, 2 AI Strategists added (schedules and services)




Nov Jan Mar June


1) Scholars will be challenged to take rigorous course workdespite at risk factors. They will be supported academicallythrough AVID to assist with the overcoming of risks.

1, 2 AVID CoordinatorAcademicCoordinatorChancellorInstructional StaffSocial Worker

Transcripts and course offerings


2) GPCI will purposely plan and implement performancecelebrations, competitions, and trips to engage scholars in theprocess of relating the importance of education to their lives.

1, 2 AcademicCoordinatorChancellorPTA InstructionalStaff

Calendar of eventsFliers

3) Continuously monitor attendance and academicperformance.

1 PEIMS clerkAcademicCoordinatorChancellor

Attendance recordsProgress MonitoringRTI




State Compensatory

Personnel for Grand Prairie Collegiate Institute:

Name Position Program FTE

Christopher Rust InstructorCrissy Franco Assistant Principal (intern)Debra Sala InstructorJennifer Conner InstructorJennifer Ellison ChancellorJennifer Lopez InstructorMary Shaw InstructorMona Navejar Administrative AssistantRachel Simmons InstructorRoberto Lopez InstructorSarah Saenz InstructorSteven Saenz InstructorTimothy Whiting Academic CoordinatorTracy Bruce Instructor



2014-2015 Campus Improvement Committee

Committee Role Name PositionBusiness Representative Kathy BrundretteBusiness Representative James ZalinskiCampus Admin Jennifer EllisonCampus Admin Crissy FrancoCampus Admin Timothy WhitingClassroom Teacher Jennifer ConnerClassroom Teacher Roberto LopezClassroom Teacher Jennifer LopezClassroom Teacher Sarah SaenzClassroom Teacher Debra SalaClassroom Teacher Mary ShawClassroom Teacher Rachel SimmonsCommunity Representative Robin HesigCommunity Representative Michael PotterDistrict-level Professional Susan MooreParaprofessional Mona NavejarParent Tracy BruceParent Julie MitchellParent Steven SaenzParent Sherry Young



Campus Funding Summary

CAMPUS FUNDS:Goal Objective Strategy Resources Needed Account Code Amount

1 1 1 $8,000.001 1 2 $7,000.001 1 6 $5,000.001 2 1 Contracted services 258 $3,000.004 2 1 AVID, "November" Learning (blended learning), AP Training 258 $20,000.004 2 3 Funding above $0.00

Sub-Total $43,000.00199 - General Fund

Goal Objective Strategy Resources Needed Account Code Amount

4 3 2 State/Regional Membership and Participation fees for organizedgroups $500.00

Sub-Total $500.00Grand Total $43,500.00



Addendums



Grand Prairie ISD

Targeted Improvement Plan Summary

2014-2015

Campus: Grand Prairie Collegiate Institute

1. Index/indices that the campus did not meet standard

• Index 1: Student Achievement

• ✔Index 2: Student Progress (GPCI reported 24% and TEA progress measure was 28%)

• Index 3: Closing Achievement Gaps

• Index 4: Postsecondary Readiness

2. Problem identified through data analysis: Analysis of school wide processes and procedures

showed an area of student awareness, regarding their individual data, to be lacking.

• Root cause: Scholars were not fully engaged in the data collection and analysis process.

• Annual goal: By year’s end, 100% of GPCI scholars will posses an understanding of the state

accountability system with an emphasis on personal academic growth and track their individual

progress quarterly.

• Strategy:

o Campus presentation to ensure scholar awareness and understanding of state

accountability system, the purpose of 9 weeks assessments, and measuring academic

progress

o The scholar planner will be utilized quarterly to conduct assessment analysis and set

academic needs/goals

o Tutoring/enrichment/reinforcement will be provided for all scholars not demonstrating

quarterly growth in core subject area. A specific intervention plan will be created and

monitored by both the scholar and a mentor.

o Evaluate the master schedule so that scholar time on curriculum is sufficient for progress

3. Problem identified through data analysis: Review of district progress monitoring documents

showed to inadequacy with regard to monitoring progress of those who pass district common

assessments.

• Root cause: Traditional progress monitoring documents did not address additional areas of intervention

and at times did not capture areas that could be targeted for growth.

• Annual goal: All GPCI Instructors will participate in progress monitoring quarterly using newly

created/edited documents that encapsulate all scholars.

• Strategy:

o All instructors and administrators will participate in district accountability training,

accessing scholar data and setting targets

o Collaborate with teaching and learning “chief” to create/modify progress monitoring

documents which monitor all scholars at all times

o Systematic meetings and processes of collecting data, addressing areas of concern, results

based goal setting.

o Conduct a more comprehensive parent/scholar conference to allow all stakeholders an

opportunity to monitor and goal set

4. Problem identified through data analysis: A comprehensive review of assessments given

illustrated gaps in measuring growth among those who have traditionally been successful/high achievers

on state tests.

• Root cause: Progress measure with regard to like SE's was not captured often enough to adequately show

areas of growth as well as areas still in need of improvement.

• Annual goal: School wide systems and procedures will be put into place that give GPCI the

opportunity to more adequately determine/predict scholar growth both quarterly and yearly

• Strategy:

o Identify more conducive programs to facilitate quality data collection and allow a more

comprehensive collection as well as monitoring over the course of a year

o All instructors will be trained on any new data programs and how to read data reports.

The information gained will become an action plan for individuals, small groups, and/or

whole class instruction

o Use data factors from multiple sources to predict areas of possible weakness and areas of

possible growth potential

o Lesson design altered to all reteach/reinforcement/spiraling of areas where progress was

stagnate.

5. Campus Leadership Team Membership

• Jennifer Ellison Chancellor

• Tim Whiting Academic Coordinator

• Crissy Franco AP Intern

• Debra Sala Instructor

• Roberto Lopez Instructor

• Jennifer Conner Instructor

• Sarah Saenz Instructor

• Steven Saenz Instructor

• Jennifer Lopez Instructor

• Christopher Rust Instructor

• Mary Shaw Instructor

• Tracy Bruce Instructor

• Rachel Simmons Instructor

• Susan Moore GT/Advanced Academic Specialist

LEA Name:

Campus Name:

Definition/Purpose:

PS 1: is occurring because of

Root Cause #1Root Cause 1:



PS 3:

A comprehensive

review of assessments

given illustrated gaps in

measuring growth

is occurring because of


PS 4:is occurring because of














0

Needs Assessment Summary and Improvement Plan

After your data analysis yields a summary of findings that results in a set of problem statements, the next step is to engage in the needs assessment process to identify root causes. The 5 steps of the root causes assessment include:

Step 1: Clarify and prioritize problem statements

Step 2: Establish the purpose of assessing root causes and establish the team

Step 3: Gather data

Step 4: Data analysis

Step 5: Root cause analysis

The needs assessment process is intended to safeguard against planning or implementing strategies before the root cause of a problem is understood.

*** Important Notice! Improvement Required (IR) districts/campuses must complete the following Attestation Statement to fulfill TEC §39.106 requirements.***

Identified and Prioritized Root Causes:

It is important to prioritize your Root Causes so that your improvement plan is targeted and focused. Although a Campus IP/Districy IP is critical to overall success, the targeted improvement plan is intended to address the specific reasons for low performance in the state accountability, PBM, or RF system. To ensure a

plan, identify what focus areas will have the greatest impact on the reason(s) for low performance in an index, system safeguard, or PBM indicator and ensure those are your prioritized Root Causes.

If the district or campus would like to identify more than 10 Root Causes contact the support specialist assigned to the review.

Attestation Statement:

Problem Statements

(PS):

Problem statements are

carried over from Section

V of the Campus Data

Analysis tab

OR

Section VI of the District

Data Analysis Summary

tab.

By checking the box, I attest that an on-site needs assessment has been conducted according to TEC §39.106 (b) and recommendations were made by the intervention team when considered appropriate. In addition, these findings have been

available upon request.

Scholars were not fully engaged in the data collection and analysis process.

Traditional progress monitoring documents did not address additional areas of intervention and at times did not capture areas that could be targ

Progress measure with regard to like SE's was not captured often enough to adequately show areas of growth as well as areas still in need of imp

Grand Prairie ISD


Analysis of school wide processes and procedures showed an area of

student awareness, regarding their individual data, to be lacking.

Review of district progress monitoring documents showed to inadequacy with

regard to monitoring progress of those who pass district common

assessments.

LEA Name:

Campus Name:


Grand Prairie ISD


Q1 Goal: Q2 Goal: Q3 Goal: Q4 Goal:

1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

Annual Goal:

Strategy:

o Campus presentation to ensure scholar awareness and understanding of state accountability syst

weeks assessments, and measuring academic progress

o The scholar planner will be utilized quarterly to conduct assessment analysis and set academic

o Tutoring/enrichment/reinforcement will be provided for all scholars not demonstrating quarterly

area. A specific intervention plan will be created and monitored by both the scholar and a mentor

By year’s end, 100% of GPCI scholars will posses an understanding of the state accountability syst

on personal academic growth and track their individual progress quarterly.

Root Cause 1:

Scholars were not fully engaged in the data collection and analysis process.

Not Applicable

Index 1: Student Achievement

Index 2: Student Progress

Index 3: Closing Achievement Gaps

Index 4: Postsecondary Readiness

CSF 1-Improve Academic Performance/ESEA TP: Strengthen the School’s

Instruction

CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction

CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership

CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar

CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community

Engagement

CSF 6-School Climate/ESEA TP: Improve School Environment

CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers

PLC notes

Professional Staff Development Agenda and sign in sheets;

survey of effectiveness

Copies of goals set by students in planners

Staff intervention and progress tracking of all students- data

base

PLC notes

Professional Staff Developme

sheets

Copies of goals set by studen

Staff intervention and progress

data base

Set goals for Quarter 3 based on each individual's findings and

identify areas where goals were not met.

Disaggregate 2nd Nine weeks district common assessments

Staff intervention and progress

and review state assessment

Set goals for Summer Bridge

data.

Disaggregate 3rd Nine weeks

assessments.

Critical Success Factors (CSFs)/

ESEA Turnaround Principles (TPs)/

Major Systems

Hold parent data meetings to inform parents of student goals for

additional involvement.

Set goals for Quarter 2 based on each individual's findings.

Disaggregate 1st Nine weeks district common assessments.

Agenda and sign in sheets; survey of effectiveness

Copies of goals set by students in planners

Copies of student reflection forms

Agenda and scheduling of student presentations

All stakeholders will evaluate the interventions, progress, and

needs regarding individual student academic growth.

All students and parents will be engaged in learning about the data

process and goal setting.

Interventions:Interventions: Interventions:

How will addressing this Root Cause

impact the index/indicator/CSF?

A specific, systematic look at student progress as well as engaging the individual students will lea

performance results.

Interventions:

All students meet with administrative team to learn about the state

progress measure and its impact on accountability.

If this is your first

submission (October

31st) of the 2014-

2015 targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.

What data will be collected to monitor interventions? What data will be collected to monitor interventions?

Interventions by Quarter

Q4 (May, June, July)Q3 (Feb, Mar, Apr)Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan)

All stakeholders will evaluate

progress, and needs regardin

academic growth.

100 % of the students will receive an academic

planner that will be utilized to track personal

growth.

Staff review of interventions and progress tracking of all

students.

What data was collected to monitor inWhat data will be collected to monitor interventions?

Index Number:

?

? ? ? ?

?

?

LEA Name:

Campus Name:


Grand Prairie ISD


Are you on track to meet

the annual

goal?

Are you on track to meet the

annual

goal?


the annual goal?

Are you on track to

meet the annual goal?

Describe the data or

evidence used to

determine if the goal will or

won't be met.


evidence used to determine

if the goal will or won't be

met.


evidence used to


won't be met.


evidence used to

determine if the goal

will or won't be met.

What, if any, adjustments

must be made in order to








What, if any,

adjustments must be

made in order to meet

the annual goal?

Did you meet your annual

goal?Select

Distribution sheets were collected

Yes

End of Quarter Reporting

None at this time

<If there are other factors or additional explanation need

Select Select

Q2 Report

Select

Q1 Report

If this is your first submission (October 31st) of the 2014-2015 targeted

improvement plan, the quarter 1 (Q1) report section is not required to be

completed.

Q3 Report Q4 Report

End of Year Reporting

If YES, to what do you attribute your success?

If NO, to what do you attribute your lack of success?

Data Analysis Process

Data Quality

Appropriate Strategy

Identification of Need/Root Cause Chosen

Annual Goals

Quarterly Planning Process

(Specific) Interventions

Ongoing Monitoring of Interventions

CSFs and/or ESEA Turnaround Principles Planning

Training

LEA Name:

Campus Name:


Grand Prairie ISD



1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

Interventions:

Copies of individualized intervention plans Copies of individualized intervention plans Copies of individualized interve

Interventions:Interventions:

Reports generated from district program complete with item analysis.

All instructors will participate in campus wide data monitoring

with an emphasis on individual student growth.

All instructors will participate i

monitoring with an emphasis

growth.

Individual growth plans will be created for any/all students not making

progress in a core area.

Evaluate Q2 results and continue to create Individual growth

plans for any/all students not making progress in a core area.

Evaluate Q3 results and conti

growth plans for any/all stude

in a core area.

Interventions:

Index Number:

Not Applicable





Annual Goal:All GPCI Instructors will participate in progress monitoring quarterly using newly created/edited d

encapsulate all scholars.

Root Cause 2:

Traditional progress monitoring documents did not address additional areas of intervention and at times did not capture areas that could be targeted for growth.


Instruction





Engagement



All instructors will participate in campus wide data monitoring with an

emphasis on individual student growth.

Strategy:

o All instructors and administrators will participate in district accountability training, accessing sch

targets

o Collaborate with teaching and learning “chief” to create/modify progress monitoring documents

scholars at all times

o Systematic meetings and processes of collecting data, addressing areas of concern, results ba

Instructors will be empowered with improved data mining to make strategic decisions, create qua

reflect on lesson design and delivery.


Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr) Q4 (May, June, July)

Campus personnel will collaborate to create opportunity for

reinforcement in small group/individual sessions beyond scheduled

core instruction time.

Instructors will meet in PLC to identify areas of weakness on

lesson frames and/or delivery methods.



Major Systems



District common assessment will be broken by SE's both holistically

and by individual students to indicate areas of improvement/growth to

be addressed.

District common assessment will be broken by SE's both

holistically and by individual students to indicate areas of

improvement/growth to be addressed.

District common assessment

broken by SE's both holistical

students to indicate areas of i

addressed. ed

Instructors will meet in PLC to identify areas of weakness on lesson

frames and/or delivery methods.

Instructors will meet in PLC to identify areas of weakness on

lesson frames and/or delivery methods.

Campus personnel will collab

opportunity for reinforcement

sessions beyond scheduled co


submission (October

31st) of the 2014-

2015 targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.

What data will be collected to monitor interventions? What data was collected to monitor in

Instructors will meet in PLC to

weakness on lesson frames a

and evaluate the year's progre

teaching and learning.


Reports generated from district program complete with item

analysis.

PLC notes PLC notes/agenda PLC notes/agenda

Reports generated from distri

item analysis.Item analysis of

assessments.

Calendars/Notes illustrating the group/individual sessions End of year survey

?

? ? ? ?

?

?

?

LEA Name:

Campus Name:


Grand Prairie ISD



the annual

goal?


annual

goal?


the annual goal?

Are you on track to



evidence used to


won't be met.




met.


evidence used to


won't be met.


evidence used to












What, if any,

adjustments must be


the annual goal?


goal?Select

Root Cause 3:

Progress measure with regard to like SE's was not captured often enough to adequately show areas of growth as well as areas still in need of improvement.

Index Number:

Not Applicable





Annual Goal:School wide systems and procedures will be put into place that give GPCI the opportunity to more

determine/predict scholar growth both quarterly and yearly

Strategy:

o Identify more conducive programs to facilitate quality data collection and allow a more compreh

as monitoring over the course of a year

o All instructors will be trained on any new data programs and how to read data reports. The info

become an action plan for individuals, small groups, and/or whole class instruction

o Use data factors from multiple sources to predict areas of possible weakness and areas of possi



Major Systems





Data Quality



Annual Goals


Q1 Report



completed.

Q4 ReportQ3 Report

Select Select Select


Instruction





Engagement



Select

Q2 Report






Training



Collecting assessment data (formative and summative) between major summative assessment w

scholars to reflect and modify interventions being provided.

?

?

?

? ? ?

LEA Name:

Campus Name:


Grand Prairie ISD



1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


annual

goal?


the annual goal?

Are you on track to



evidence used to


won't be met.




met.


evidence used to


won't be met.


evidence used to












What, if any,

adjustments must be


the annual goal?

Q3 ReportQ2 Report


Calendars which show scope

quarter. They are to be clearly

spiraling of low SE's.

Item analysis of Quarterly assessments with clear identification of

areas which need to be addressed.

Item analysis of Quarterly assessments with clear identification

of areas which need to be addressed.

Item analysis of Quarterly asse

identification of areas which n

Select Select Select Select

Q4 Report

All instructors will edit quarterly scope & sequence calendars to be

clearly marked with dates of spiraling of low SE's.

All instructors will edit quarterly scope & sequence calendars to

be clearly marked with dates of spiraling of low SE's.

All instructors will edit quarterl

calendars to be clearly marke

of low SE's.

Interventions:


All instructors will create proactive tutoring plans for any student

needing small group/individual reinforcement.

All instructors will create proactive tutoring plans for any student

needing small group/individual reinforcement.

Q4 (May, June, July)

Instructors will disaggregate the Quarter 1 district summative

assessment and utilize the item analysis to create formative and

interim assessments that address interventions being provided whole

class and individually.

Instructors will disaggregate the Quarter 2 district summative

assessment and utilize the item analysis to create formative and

interim assessments that address interventions being provided

whole class and individually.

Instructors will disaggregate t

as well as the Quarter 3 distri

assessment, to create formati

assessments that address int

provided whole class and indi


Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr)


submission (October

31st) of the 2014-

2015 targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.

Q1 Report



completed.

Tutoring logs/pullout logs for any student receiving small

group/individual reinforcement.



Tutoring logs/pullout logs for any student receiving small

group/individual reinforcement.

Tutoring logs/pullout logs for a

small group/individual reinforce

Calendars which show scope & sequence for the next quarter. They

are to be clearly marked with dates of spiraling of low SE's.

Calendars which show scope & sequence for the next quarter.

They are to be clearly marked with dates of spiraling of low SE's.

Interventions: Interventions: Interventions:

All instructors will run an Item analysis of Quarterly assessments to

identify areas which need to be addressed.

All instructors will run an Item analysis of Quarterly assessments

to identify areas which need to be addressed.

All instructors will run an Item

assessments to identify areas

addressed.

All instructors will create proa

any student needing small gro

reinforcement.

? ? ? ?

LEA Name:

Campus Name:


Grand Prairie ISD



goal?Select


1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

Interventions:

Index Number:

Not Applicable





Annual Goal: <enter text>

Strategy: <enter text>



Major Systems




Data Quality



Annual Goals






Training

Root Cause 4:

0


Instruction





Engagement



<enter text>

Q4 (May, June, July)Q3 (Feb, Mar, Apr)Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan)

Interventions:



Interventions: Interventions:




submission (October

31st) of the 2014-

2015 targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.


?

? ? ? ?

?

?

? ? ? ? ? ?

LEA Name:

Campus Name:


Grand Prairie ISD


3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


annual

goal?


the annual goal?

Are you on track to



evidence used to


won't be met.




met.


evidence used to


won't be met.


evidence used to












What, if any,

adjustments must be


the annual goal?


goal?Select


Index Number:

Not Applicable









Major Systems

<enter text>





Data Quality



Annual Goals






Training

Select

Q4 ReportQ3 ReportQ2 Report

Q1 Report



completed.

Root Cause 5:

0

Select



Instruction





Engagement



Select Select





Interventions: Interventions: Interventions: Interventions:

?

? ? ? ?

?

?

? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:


Grand Prairie ISD


1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


annual

goal?


the annual goal?

Are you on track to



evidence used to


won't be met.




met.


evidence used to


won't be met.


evidence used to












What, if any,

adjustments must be


the annual goal?


goal?Select

Root Cause 6:

0

Index Number:

Not Applicable








Data Quality



Annual Goals




Q1 Report



completed.



submission (October

31st) of the 2014-

2015 targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.







Training

?

LEA Name:

Campus Name:


Grand Prairie ISD



1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


annual

goal?


the annual goal?

Are you on track to




Index Number: Index 2: Student Progress






Major Systems


Instruction





Engagement




submission (October

31st) of the 2014-

2015 targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.

Q1 Report



completed.


impact the index/indicator/CSF?<enter text>




What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data was collected to monitor in



?

? ? ? ?

?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:


Grand Prairie ISD



evidence used to


won't be met.




met.


evidence used to


won't be met.


evidence used to












What, if any,

adjustments must be


the annual goal?


goal?Select


1) 1) 1)

2) 2) 2)

3) 3) 3)


Index Number:

Not Applicable









Major Systems







Data Quality



Annual Goals






Training

Root Cause 7:

0


submission (October

31st) of the 2014-

2015 targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.




Instruction





Engagement





?

? ? ? ?

?

?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:


Grand Prairie ISD


4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


annual

goal?


the annual goal?

Are you on track to



evidence used to


won't be met.




met.


evidence used to


won't be met.


evidence used to












What, if any,

adjustments must be


the annual goal?


goal?Select





Data Quality



Annual Goals






Training



What data will be collected to monitor interventions? What data was collected to monitor inWhat data will be collected to monitor interventions? What data will be collected to monitor interventions?


ESEA Turnaround Principles (TPs)/How will addressing this Root Cause


Root Cause 8:

0

Index Number:

Not Applicable






Strategy:

<enter text>

<enter text>

Q1 Report



completed.


Instruction





?

?

?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:


Grand Prairie ISD



1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


annual

goal?


the annual goal?

Are you on track to



evidence used to


won't be met.




met.


evidence used to


won't be met.


evidence used to












What, if any,

adjustments must be


the annual goal?


Major Systems






Q1 Report



completed.


Q4 Report


Q3 Report


Q2 Report



Engagement





submission (October

31st) of the 2014-

2015 targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.

? ? ? ?

LEA Name:

Campus Name:


Grand Prairie ISD



goal?Select


1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

Root Cause 9:

0




Data Quality



Annual Goals


Index Number:

Not Applicable






Strategy:


<enter text>





Major Systems



What data will be collected to monitor interventions? What data will be collected to monitor interventions? What data was collected to monitor in


submission (October

31st) of the 2014-

2015 targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.





Training



Instruction





Engagement



What data will be collected to monitor interventions?

?

? ? ? ?

?

?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:


Grand Prairie ISD


3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


annual

goal?


the annual goal?

Are you on track to



evidence used to


won't be met.




met.


evidence used to


won't be met.


evidence used to












What, if any,

adjustments must be


the annual goal?


goal?Select


Q2 Report


Q4 Report

Q1 Report



completed.




Data Quality



Annual Goals


Root Cause 10:

0

Select Select Select

Index Number:

Not Applicable









Major Systems


Q2 (Nov, Dec, Jan) Q3 (Feb, Mar, Apr) Q4 (May, June, July)




Q1 (Aug, Sept, Oct)

Select

Q3 Report





Training



Instruction





Engagement



?

? ? ? ?

?

?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

LEA Name:

Campus Name:


Grand Prairie ISD


1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)


the annual

goal?


annual

goal?


the annual goal?

Are you on track to



evidence used to


won't be met.




met.


evidence used to


won't be met.


evidence used to












What, if any,

adjustments must be


the annual goal?


goal?Select



submission (October

31st) of the 2014-

2015 targeted

improvement plan,

the quarter 1 (Q1)

goal section is not

required to be

completed.


Q1 Report



completed.

Q4 Report


Q3 ReportQ2 Report




Data Quality



Annual Goals






Training


sure a targeted improvement

been recorded and are

e targeted for growth.

d of improvement.

bility system, the purpose of 9

demic needs/goals

rterly growth in core subject

mentor.

bility system with an emphasis

lopment Agenda and sign in

students in planners

rogress tracking of all students-

rogress tracking of all students

ssment data.

Bridge and review STAAR/EOC

weeks district common

:

s will lead to improved personal

uly)

luate the interventions,

garding individual student

itor interventions?

needed, please explain here>

intervention plans

:

cipate in campus wide data

hasis on individual student

continue to create Individual

students not making progress

ited documents that

ng scholar data and setting

ments which monitor all

sults based goal setting.

te quality interventions, and

uly)

ssment and STAAR/EOC will be

listically and by individual

as of improvement/growth to be

collaborate to create

ment in small group/individual

uled core instruction time.

itor interventions?

PLC to identify areas of

mes and/or delivery methods

s progress with regard to

m district program complete with

ysis of the STARR/EOC

to more adequately

mprehensive collection as well

e information gained will

of possible growth potential


ssment will allow instructors and

scope & sequence for the next

clearly marked with dates of

rly assessments with clear

hich need to be addressed.

uarterly scope & sequence

marked with dates of spiraling

itor interventions?

uly)

gate the STAAR/EOC results,

district summative

ormative and interim

ss interventions being

d individually.

s for any student receiving

reinforcement.

:

n Item analysis of Quarterly

y areas which need to be

e proactive tutoring plans for

small group/individual


uly)

:

itor interventions?


uly)

:


itor interventions?

uly)

:

itor interventions?


uly)

:


itor interventions?

uly)

itor interventions?

:


uly)

itor interventions?

:


uly)

:

itor interventions?


CIC Agenda

Wednesday, November 12, 2014

I. PTA‐ (Family Involvement) Mrs. Mitchell Introduction and update

a. Executive Committee meeting December 1st @ 6:00 pm

b. School PTA meeting December 9th (Parent University)

c. Parent Committee Spreadsheet

II. CIP‐ strategies to be submitted by Friday, November 14th

a. TIP‐ look at more time on content (master schedule revised)

i. Data‐

1. Grouping of scholars should be complete

2. Interventions begun

3. Reflect on lesson design

4. Next steps: complete lesson frame analysis

ii. Data Conferences with parents:

1. Debrief 11/19

2. Parent conference goal 100%

3. Agenda:

a. See attached

III. Campus Training Plan:

a. Look at our CIP targeted “non‐negotiables” for better scholar

intervention & relationships

i. CPR/AED

ii. ESL & SIOP

iii. GT 30 hour and/or 6 hour update

b. Look at our targeted areas of focus for instructional delivery &

design

iv. Blended learning & technology (November Learning)

v. AVID Demo. Status: practices & trainings

vi. AP/PAP

vii. PLTW

GPCI Professional Development Plan 2014‐15GPCI 100% plan GPCI 100% plan GPCI 100% plan GPCI 100% plan

Instructor ESL Certification/Planned Test Date CPR/AED

Differentiation‐

Campus wide GT Basic 30

Bruce Tracy Taken district prep classes‐2015 February Complete Complete 18 of 30

Conner Jennifer Certified Complete Complete 12 of 30

Lopez Robert 2015 March Complete Complete 12 of 30

Lopez Jennifer 2015 March Complete Complete 12 of 30

Rust Chris Taken district prep classes‐2015 March Complete Complete 24 of 30

Saenz Sarah Certified:Renewal scheduled for 14‐15 Complete Complete Complete

Saenz Steven 2015 January Complete Complete Complete

Sala Debra 2015 March Complete Complete 22 of 30

Shaw Mary 2015 March Complete Complete 15 of 30

Simmons Rachel Certified Complete Complete Complete

* All Instructors plan to complete the GT Basic 30 by June 2015

AdministratorEllison 2015 Summer: Dallas Summer Institute AV

Whiting November Learning Summer Conference

Franco 2015 Summer: AVID Summer Institute (Imp

Planned Staff Development (Individual) Planned Staff Development Campus Wide

2015 Summer : Biomedical Institute (PLTW‐ 80 hours) 2015 Summer: AVID Summer Institute (Implementation)

None planned at this time AVID: Implementation

2015 Summer: CAMT, Apple Teacher Certification, Schoology; ;November Learning Summer Conference

2015 Summer: AVID Summer Institute (Implementation) November Learning Summer Conference

2015 Summer: AVID Summer Institute November Learning Summer Conference

2015 Summer: TMSFA & APSI; 2015 Summer: AVID Summer InsNovember Learning Summer Conference

2015 Summer: Lego/Robotics, APSI, November Learning Summer Conference

2015 Summer: CAE Project Lead the Way (80 hrs) November Learning Summer Conference

2015 Summer: Dallas Summer Institute AVID‐ Demo progress November Learning Summer Conference

None planned at this time November Learning Summer Conference

te AVID (Leadership); November Learning Summer Conference

ce

(Implementation); November Learning Summer Conference

CIC Agenda

Wednesday, November 12, 2014

I. PTA‐ (Family Involvement) Mrs. Mitchell Introduction and update

a. Executive Committee meeting December 1st @ 6:00 pm

b. School PTA meeting December 9th (Parent University)

c. Parent Committee Spreadsheet

II. CIP‐ strategies to be submitted by Friday, November 14th

a. TIP‐ look at more time on content (master schedule revised)

i. Data‐

1. Grouping of scholars should be complete

2. Interventions begun

3. Reflect on lesson design

4. Next steps: complete lesson frame analysis

ii. Data Conferences with parents:

1. Debrief 11/19

2. Parent conference goal 100%

3. Agenda:

a. See attached

III. Campus Training Plan:

a. Look at our CIP targeted “non‐negotiables” for better scholar

intervention & relationships

i. CPR/AED

ii. ESL & SIOP

iii. GT 30 hour and/or 6 hour update

b. Look at our targeted areas of focus for instructional delivery &

design

iv. Blended learning & technology (November Learning)

v. AVID Demo. Status: practices & trainings

vi. AP/PAP

vii. PLTW

Documents

Grand Prairie Independent School District Grand Prairie ...€¦ · Grand Prairie Collegiate Institute 2014-2015 Campus Improvement Plan Grand Prairie Collegiate Institute Generated