|
|
|
2004-05 Goal: Ensure Continued Improvement in Student Learning
Strategic Areas
Student Learning
Description: The major district goal is student learning with an emphasis on closing the achievement gap and ensuring learning for all students through high standards, integrated technology and the district-wide coherent curriculum.
Benchmark: Ensuring Learning for all Students
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Assist teachers and paraprofessionals in meeting and maintaining “highly qualified” status under the No Child Left Behind Act.
- Human Resources completed review of files for teachers and paraprofessionals to determine highly qualified status. Approximately 99 percent of teachers met the standard for highly qualified status. Plano ISD is completing the proper notification to these teachers so that standards may be met by May 2006. Information resources are being communicated to these teachers. For paraprofessionals, the district has established a partnership with Collin County Community College District to provide necessary coursework, which is paid for through Title I funds. In addition, these staff members have the option of attending another college or university and having their expenses reimbursed or they may participate in a paraprofessional institute developed by the district for this purpose. Approximately 61 percent of paraprofessionals met the highly qualified standard. The deadline to meet requirements is the end of the 2005-2006 school year.
- Provided English and Spanish TOPT training for teachers.
- Provided workshop for teachers who were scheduled to take the Special Education TeXES test.
- Provided online Paraprofessional Institute for 59 paraprofessionals at Title I campuses
- Provided laptop computers to paraprofessionals to assist them in completing online courses.
- Funded exit tests for teachers.
Ensure that the Learning Leadership Team establishes a district focus on high expectations for all students.
- District leaders upgraded PACE services from part-time to full-time at campuses with lower PACE participation in order to increase services to students and teachers in support of higher expectations for all students and increased participation of students in the district’s advanced academic programs.
Ensure that teachers master a variety of instructional strategies to address diverse learning needs of all students.
- All elementary and secondary professional development plans include training in differentiation for all learners, including high performing students.
- Updated curriculum in all subject areas to address diverse learning needs and to implement best practices.
- Provided Literacy Specialists on each elementary campus to train teachers in instructional strategies, scaffolded instructional delivery, and multitasking to facilitate diverse learning needs.
- Identified and shared strategies in Mathematics, Reading/Language Arts, and Science to address the needs identified on the TAKS tests.
- Began Secondary Reading Initiative and provided foundation training for all Secondary Reading Teachers 6-12 in best practices in reading instructional strategies and in scaffolding the delivery of instruction.
- Provided SIOP Trainer of Trainers Institute for all district campuses.
- Provided SIOP training for all middle and high school math teachers as well as staff at Weatherford, Meadows, and Sigler Elementary Schools.
- Provided Accelerated Learning math strategies for all fifth grade teachers and Accelerated Learning reading instruction for all K-5 teachers.
- Trained on Marzano's Essential 9 for the East Cluster vertical team, Marzanos Background. Knowledge with all middle and high school Social studies teachers, all subject Bowman Middle School and Armstrong Middle School teachers.
- Webccat training helped teachers differentiate testing strategies.
- Reviewed science TAKS scores and developed strategies to meet needs of a variety of students. Trained elementary campus and bilingual teachers in these stragegies.
- Studied ‘Why Kids Can't Read’ and applied strategies to 6th grade language arts curriculum.
- Trained ESL teachers in Color Grammar and TAKS writing skills strategies.
- 61 district employees, primarily teachers, attended the Sopris West "Closing the Achievement Gap" conference.
- Health/PE Leadership Team met throughout the year in small curriculum groups to ensure curriculum expectations and vertical alignment.
- Health/PE conducted staff development for teachers and teacher assistants to address different learning styles and meet the needs of all students(July 2004, February 2005).
- Presented professional development to at-risk specialists and Title I teachers on best practices and differentiated instruction.
- Highly-qualified outside presenter developed and presented a workshop to art staff that addressed the goal of improving learning for all students.
- February 2005 Choral and Elementary Music Inservice sessions "Middle Eastern Music in Cultural Context" presented by Joan Litman, United Nations International School - New York, NY.
- PACE department collaborated with the elementary curriculum department in devising curriculum, models, and training opportunities for all staff in differentiation.
- Over 300 staff members were trained in differentiation and other instructional strategies during a G/T Academy, a conference in Dallas hosted by the Texas Association for the Gifted and Talented and workshops delivered by SMU Gifted and Talented division.
Ensure adequate resource allocation to all classrooms.
- The 2004-05 budget was amended throughout the year to ensure adequate resources were allocated to all classrooms. The original instructional budget relating directly to classrooms was $217.1 M. An additional amount of $4.1 M was added throughout the year to accommodate other staffing and student growth issues in instruction.
- Provided additional Title III funding for bilingual / ESL campuses.
- Utilized Accelerated Reading Instruction grant funds to support targeted intervention resources on each elementary campus.
- Provided additional resources in math and science for teachers of students receiving Special Education services.
- Allocated supplemental federal funds to qualifying campuses.
- Health/PE continued to update the elementary physical education rotation equipment and expanded rotation choices at the secondary level.
Focus resources on specific student groups to close the achievement gap.
- The administration and staff continue to look at ways to close the achievement gap. Board Work Sessions focused on specific programs to accomplish this goal. Closing the Gap initiatives involving designated funds for Key Schools, STAR Program, AVID Program and Completion Rate Initiatives totaled $831,125 in additional funds for the 2005-06 budget.
- Statistical models are under development that identify human resources that are highly effective in improving the performance of difficult-to-reach populations.
- Provided additional resources for elementary campuses with higher student enrollment and/or learning needs.
- Identified and ordered instructional resources to facilitate the implementation of best practices in secondary reading classrooms.
- Held ESL Saturday School at Armstrong Middle School.
- Purchased Teacher's Edition materials for teachers of students in centralized classrooms to maintain students' progress in the general curriculum.
- Career Ed has purchased Keyboarding textbooks in Spanish for student use.
- Art department focused inservice on improving learning for all subgroups.
- Supplemental federal funds were allocated to qualifying campuses.
- District leaders added an additional full-time Discover teacher and expanded Discover services to 3 additional campuses.
- PACE hosted 3 study committees that investigated the issues and proposed areas of need surrounding increasing the participation of African-American, Hispanic/second language learners, and students from poverty in the district’s gifted program.
- PACE submitted a Javits Grant application to fund critical support services deemed necessary to accomplish many of the goals outlined by PACE study committees.
- Discover and PACE are studying the possibility of offering an east-side summer learning experience that focuses on the needs of traditionally under-represented students in advanced academic programs.
Study the impact of student completion rate indicators on district accountability.
- Primary data resources have been identified for use in data-mining.
- Assessment and Accountability staff members have been trained in data-mining for the purpose of surfacing cause-effect variability of completion rate.
- Curriculum staff served on completion rate committee.
Continue to create expanded school programs on identified campuses such as STARS, Davis bilingual extended day, and tutorials at designated apartment complexes to better meet the needs of all students.
- Provided federal funds to implement tutorials and extended day opportunities at Title I schools.
Elementary school initiative to pair PACE teacher and Literacy Specialist to provide on-going professional development focused on closing the gap through differentiated instruction.
- District committee was formed to develop plan of action on elementary campuses for the 2005 - 2006 school year.
- PACE staff are collaborating with the elementary curriculum department to devise a model for pairing the PACE Specialist with the Literacy Specialist to improve services to students through more effective differentiation.
Meet with central cluster bilingual schools twice a month to discuss strategies that would lead to raising the achievement level of our most needy students.
- Central Cluster bilingual schools and West Cluster campus of Jackson Elementary met twice a month with elementary and multilingual coordinators throughout the year discussing and sharing strategies and initiatives to improve bilingual student learning.
Implement the Ellis English instruction software program districtwide.
- Ellis software is now available to all K-12 campuses from a district application server.
- Provided Ellis English training for ESL staff districtwide.
Implement Destination Reading and Mathematics software for all elementary schools.
- Destination Reading and Mathematics software has been installed for all elementary campuses. One teacher at each campus was trained in June and will train all other teachers at their campus.
Benchmark: Integrating Standards
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Maintain and update curriculum to correlate lessons with Texas Essential Knowledge and Skills (TEKS) and national standards.
- Completed updates to the elementary curriculum in all subject areas in the online curriculum planner.
- Entered Reading and Language Arts Curriculum in Elementary Online Curriculum Planner. Provided training for all elementary teachers during August Curriculum Professional Development days.
- Began revision of Secondary Reading Curriculum to reflect instructional best practices, standards, and TEKS.
- All secondary curriculum areas continued to expand, revisit, modify and align their curricula to the Texas Essential Knowledge and Skills and national standards.
- Career Ed is currently writing curriculum for 21 courses. All lessons are correlated to course TEKS. Correlating activities to TAKS objectives are being written when possible.
- The high school art sculpture curriculum was updated with all lessons addressing the TEKS.
- Health/PE worked on curriculum revision throughout the school year and this summer to align with TEKS, national standards and update instructional content and reviewed textbook adoption materials to ensure that TEKS and national standards were met in the new material being presented.
- Began the development of on-line curriculum for HS Oral Interpretation and Debate courses based on TEKS.
Provide graphing calculators to the secondary campuses to meet state testing requirements.
- 4300 calculators were delivered last spring to campuses to meet the TAKS testing requirements.
Benchmark: Incorporating Innovative Practice
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Study and explore the use of online instruction as an efficient curriculum implementation tool.
- Credit recovery programs utilizing online courses were implemented at PESH this past spring and will be expanded to two senior highs and one high school for the 2005-06 school year. Students at the three senior high schools have an opportunity to take English and Social Studies courses online as part of their regular course of study.
- Conducted a pilot of middle school and high school ESL students to determine if online instruction is a viable option for curriculum delivery.
- Health/PE continued use of online instruction with the middle school health curriculum. Began placing secondary physical education online.
Identify and test innovative practices focusing on closing the achievement gap.
- Regression models were developed that surface most-effective teachers in 6th grade mathematics.
- Evaluative interviews were conducted to investigate the methods of the most-effective teachers.
- Self-efficacy measures were obtained on most-effective and least-effective teachers.
- Established and evaluated Newcomers classroom and curriculum at Meadows, Forman, Weatherford, Mendenhall, Hickey, Sigler, and Davis Elementary Schools and at Armstrong Middle School, Bowman Middle School, and Williams High School.
- Implemented Dual Language programs for bilingual Kindergarten through Second Grade students at all bilingual schools.
- Developed and implemented Accelerated Instruction in Mathematics (AIM) for Grade 5 and trained all teachers.
- Implemented Accelerated Reading Instruction for Fifth Grade (PAR-5 development and training in 2003-2004) in all elementary fifth grade classrooms.
- Literacy Specialists assisted classroom teachers in monitoring progress and adjusting instructional methods and practices on an on-going basis.
- Continued districtwide Reading/Language Arts diagnostic assessments (3 times/year) to analyze student progress and evaluate program effectiveness of K-5 curriculum and PAR intervention for all student groups.
- Revised Sixth Grade Reading/Language Arts curriculum to reflect latest best practices that support the implementation of reading intervention. (PAR-6).
- Developed initial phase of Secondary Reading Curriculum and trained Secondary Reading Teachers 7-12 (August 2005 Professional Development days) on program implementation and instructional delivery of the new curriculum.
- Developed and trained (August 2005 Professional Development days) 6th Grade Reading/Language Arts teachers and Secondary Reading teachers 7-12 on Plano Accelerated Reading Instruction for Sixth Grade (PAR-6).
- District coordinators / specialists attended SIOP II training in preparation for the 2005 - 2006 school year.
- Elementary coordinators and curriculum specialists attended differentiation trainings so that a differentiation model can be developed for the 2005 - 2006 school year.
- Developed APEX web based learning system at Williams High School for students who failed the first semester Algebra I for credit recovery.
- Implemented Socratic online tutorial program for double blocked Algebra I students
- AP Middle School Spanish was implemented at Bowman Middle School and funding was secured to expand the program to Armstrong Middle School, Carpenter Middle School and Wilson Middle School.
- Subscribed to and researched articles which hold promise for closing the achievement gap.
- Staff attended informational and professional development sessions regarding innovative practices.
Research and evaluate practices that improve school climate.
- Literature review has indicated the importance of the "access" and "connection" variables.
- 4th grade PACE curriculum implemented the Lego Robolab icon-driven sequencing software as part of its science and technology unit on scientific thinking and robotics
Benchmark: Integrating Technology
2004-2005 Major Initiatives:
- Continue to support and expand the Computers@Home program at all campuses.
- Provided 64 evening Computers@Home training sessions at 25 schools during the 2004-2005 school year and gave approximately 1,500 computers to PISD students.
- Continue to support and expand the myPISD.net program at all campuses.
- 259 students from 141 families are enrolled in the program representing 49 campuses.
- Replace and upgrade equipment and software to ensure appropriate curriculum delivery.
- Replaced and upgraded 1,413 computers during April, May and June 2005. 18 software packages were upgraded or added for delivery of curriculum.
- Purchased specialized equipment and software for students with physical and sensory challenges so they could access the general curriculum.
- Add a wireless mobile laptops lab at each middle school.
- One wireless laptop lab was added to each middle school this fall.
- Add a wireless mobile laptop lab at each high school and senior high school to support the Art and Speech programs.
- This project has been delayed for one year at the request of the teachers.
- Add DLP projection systems in high schools and senior high schools to non-core content area classrooms.
- 240 DLP projection systems have been installed at high schools and senior high schools in all non-core content area classrooms
- Upgrade capabilities for classroom presentation workstations with wireless mice/keyboards and DVD/CD-RW drives.
- 3,905 DVD/CD-RW drives have been installed in all classroom presentation workstations. Wireless mice/keyboards will be added to the presentation workstations at secondary schools this fall, with elementary schools added by Fall 2006.
- Add electronic data gathering equipment in Physics labs.
- Equipment was ordered and installed Spring 2005.
- Upgrade the desktop operating system and productivity software suite for workstations districtwide.
- Over 30,000 district computer workstations have been upgraded to Microsoft Windows XP and Office 2003.
- Research and evaluate instructional software that enhances district curriculum.
- Ongoing process with the instructional technology and curriculum departments.
- Researched and purchased software for all elementary campuses to enhance student learning in all core curriculum areas.
- Acquired reading software to support new instructional resources used in the middle school (7-8) reading classrooms.
- Using Title II Funds, foreign language, mathematics, and science evaluated viable software for their programs and purchased software to enhance the curriculum.
- Health/PE 2004 Bond money has purchased Polar heart rate monitors for all Secondary campuses.
- Fitnessgram testing equipment and pulse bars have been purchased for all elementary campuses through bond money.
- Health/PE conducted staff development to ensure technology was in use as an integral part of the curriculum.
- Pedometers and heart rate monitors were purchased and piloted at elementary and secondary campuses for use in the PE program.
- Purchase of CHARMS Music Management System for all secondary music programs to increase efficiency in a number of administrative areas related to these program to provide greater time for planning and implementation of quality program instruction.
- Expand student online course request process to all middle schools.
- Implemented online course request to all eighth grade middle school regular and special education students
Benchmark: Developing a Coherent Curriculum
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Continue to develop, improve and maintain a guaranteed and viable preK-12 curriculum, which is consistent from school to school and meets the needs of diverse learners.
- All elementary curriculum areas were updated with differentiation strategies in the online curriculum planner.
- All secondary curriculum areas continued to expand, revisit, modify and align their curricula to the Texas Essential Knowledge and Skills and national standards. Special emphasis was placed on courses which were not previously addressed: English III, English IV, Algebra II, Pre Calculus, AIM 6, Government, Economics, Pre-AP/IB World Geography, Pre-AP/IB World History, GMO (Geology, Meteorology, Oceanography), Environmental Systems, Middle School ESL language arts block, Beginners ESL middle school science and history, Spanish, French, Chinese, Latin, German, American Sign Language.
- Updated curriculum in all subject areas to address diverse learning needs and to implement best practices.
- Held elementary vertical and horizontal meetings in all core curriculum areas.
- Met with elementary team leaders throughout the school year.
- Teachers receive training in vertical as well as grade-level teams.
- Vertical team meetings held in all TAKS subject areas and ESL, with additional vertical team meetings concentrated at Bowman and Armstrong focusing on specific campus needs.
- Began development of Secondary Reading Program to solidify a seamless progression PreK-12 for all struggling readers.
- Career Ed has developed course outlines to ensure curriculum is consistent from campus to campus.
- Health/PE continued to update and vertically align our current curriculum.
- Restructured the current Secondary Physical Education curriculum offering more choices for the students.
- Began the development of on-line curriculum for HS Oral Interpretation and Debate courses based on TEKS.
- 4th grade PACE curriculum implemented a unit emphasizing science and technology through scientific thinking and robotics at all campuses
Study and evaluate career education course offerings.
- A career ed study committee worked this year to study and evaluate course offerings.
Data-Driven Decision Making
Description: The district will continue to use a variety of data effectively to improve instructional practices and student learning. The district will use data to evaluate investment with student outcomes.
Benchmark: Using a Variety of Data Effectively
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Work with principals and central department heads on closing the achievement gap, focusing on formula for staffing allocations based on student demographics and recommendations from Summit Response Teams.
- Staffing allocation formulas based on student demographics were implemented in 2004-2005 for general education. Work is ongoing for similar formulas for special populations in 2005-2006.
- Primary resource data has been identified.
- Data-mining theory has been developed through summer training.
- Qualitative research in the form of principal discussions have surfaced variables of interest.
- New teacher survey was statistically improved to surface data that is focused on teacher retention.
- Provided Title II funds to reduce class size at identified schools.
Continue to use assessment data collected over time to guide improvement efforts.
- Site-based decision-making cycle was changed to enable campus leadership to maximize resources that address current year's goals. Principals received documents and training on the new planning cycle.
- Compared yearly scores on state and national tests to guide improvement efforts.
- Semester exam and TAKS data were used to make curriculum revisions and to determine needs for staff development.
- Reviewed TAKS data, course completion and graduation rates for students in special academic programs and identified areas in need of improvement.
- Graphical modeling for communicating improvement indicators were tested and best models were identified.
- Scale-score training of principals and area superintendents was initiated.
- Elementary Assessment Committee met to determine most effective assessments to impact the Kindergarten through Fifth Grade instructional program.
- Elementary Curriculum Department and principals received training on the Performance Based Monitoring System.
- Campus Literacy Specialists trained and assisted teachers in assessment administration, data entry, data analysis, and instructional decisions.
- Teachers used data gathered via Edsoft to guide instructional decisions in the classroom.
- Health/PE continued to collect data on the fitness levels of our students to improve instructional time.
Develop models of student performance to guide curriculum/instruction decisions.
- Regression modeling techniques have been refined to better identify variability of student performance.
- Elementary coordinators, literacy specialists, principals, teachers, and summer school curriculum specialists analyzed student performance on formal and informal assessments to identify patterns of strengths and weaknesses in student groups to tailor curriculum/instruction and professional development.
- Scale-score models have been tested for 2005-06 use.
- Data-mining software was purchased and district statisticians were trained in data-mining theory.
- Continued online component of assessment.
- Foreign Language developed an online student survey to determine student expectations for course goals.
- Performance bench marks in Level I and II foreign language have been developed to implement in 2005-2006.
- Developed English/language arts diagnostic reading and writing assessments to be administered in 2005-2006.
- Grade 9 Science Diagnostic Exam was used to determine the adjustments needed in the middle school science curriculum.
- Health/PE collected data on elementary physical education time requirements and class size to assist with curriculum issues and classroom management.
- PACE implemented a new progress report in grades 1 through 5 that addresses personal growth and academic performance allowing for the assessment of performance over time.
Benchmark: Using Information to Improve Instructional Practice
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Use results of external study to improve effectiveness/efficiency of Special Education services.
- Trained principals and Special Education team leaders in a process for determining staffing that will emphasize efficiency as well as providing quality instruction.
- Pilot campuses practiced the process and provided feedback to district and other campus staff.
Determine which data are necessary to assist administration, principals and teachers to make informed instructional decisions.
- Principals and central administrators have been trained to study scale-score as a better indicator for student performance improvement to shift focus away from percent passing.
- Discussed needs with various focus groups and analyzed which data were necessary to inform instructional decisions.
- Self-efficiacy instruments were tested on sample population of teachers for wider implementation in 2005-06.
- Utilized student performance data in planning summer programs and provided summer school teachers access to student data for individual and group instructional planning.
- Adopted and trained staff on the Woodcock-Munoz Language Battery (language proficiency test).
Develop a formative assessment system that reports mid-year progress of campus goals.
- Mid-year progress expectations have been incorporated into the new planning cycle.
- Principals have received initial training on the effectiveness of a mid-year progress indicator.
- Elementary assessment committee has authorized expanded use of MAP for diagnosing progress of students in mathematics.
- Assessment and Accountability Department has performed a needs analysis of assessment instruments necessary for collecting data on formative progress.
Benchmark: Using Data to Affect Student Performance
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Use EdSoft instructional management system to gather and disseminate student performance data.
- District curriculum coordinators and directors analyzed data and synthesized information to discover trends and patterns in student performance data.
- Literacy Specialists trained to use Edsoft data to assist teachers in tracking progress and adjusting instruction accordingly.
- District vertical teams used Edsoft data to analyze programmatic and student strengths and needs across K-8, 6-10, and 9-12 vertical teams.
- Used district, state and national assessments to track student progress and evaluate program performance.
- Placed the High School Health Semester Exam in EdSoft.
Develop business intelligence objects to deliver identified performance metrics to administrators’ desktops.
- We established a partnership with SAS to provide their business intelligence platform. Initial development will be for the Assessment and Accountability Department.
- Assessment and Accountability staff received statistical training in the development of business intelligence objects.
Use Western States Benchmarking Consortium web tool to assist Site Based Improvement Committee/District Based Improvement Committee focus/work.
- The Site Based improvement process has been modified and the work involving the benchmarking tool has been delayed until the committee moves forward with their new process.
Design an assessment system that captures beginning-of-the year measures that predict end-of-year performance.
- Elementary assessment committee has authorized expanded use of MAP for diagnosing progress of students in mathematics.
- Assessment and Accountability Department has performed a needs analysis of assessment instruments necessary for collecting data on formative progress.
- Correlated district diagnostic performance with end-of-year performance in the area of elementary Mathematics and Reading / Language Arts.
- English designed 6-12th grade fall reading and writing diagnostic assessments.
Benchmark: Relating Investments, Outcomes & Improvement Strategies
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Implement second phase of Texas Education Administrative Management Solution (TEAMS) system.
- Worked with PISD campus and administrative personnel to gather requirements and conducted testing on the second phase of TEAMS software for Student Management and Financial applications.
- Continued with the implementation of TEAMS human resources applications. Implementation of the applicant search module has been completed and identified issues are in the process of resolution. HR identified implementation issues with the complete to hire module, which resulted in delay, however, those issues are being addressed at the current time. The transfer process was implemented for summer school this year, however, the overall transfer process on TEAMS is not being utilized because of ongoing challenges. Development is ongoing in the areas of position inventory, pay tables, new hire process, and an on-line substitute application process.
Conduct a cost-benefit analysis of programs impacting student achievement through the STARS initiative.
- The cost benefit analysis for the STARS Program is currently in progress. The student achievement results for 2003 – 2004 and 2004 – 2005 are being reviewed. A report to the Board is tentatively scheduled for the September Work Session.
Community Connectedness
Description: The district will involve the larger community in improving student learning by developing strong community support, helping the community to understand and use assessment results, providing community-based learning opportunities, and building community partnerships.
Benchmark: Developing a Strong Community
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Recognize district people and programs.
- Held two recognition events for paraprofessionals who have completed Paraprofessional Institute.
- Held recognition ceremony for Even Start students.
- Provided press releases to communications department for distribution to district and community media related to student and staff achievements in music, visual art, theatre and speech programs throughout the year.
Maintain ongoing communication with parents and the greater community to ensure their understanding of the need to close the achievement gap.
- The Plano ISD community of parents and volunteers are power users of the district’s web site for up-to-date information regarding legislative issues, district academic initiatives, and opportunities to participate in the effort to close the achievement gap.
- Both the Plano ISD Education Foundation and the PTA, as volunteer organizations, have been critical in supporting closing the achievement gap through efforts such as underwriting scholarships for Camp Classen, financially supporting the Middle School After School Program, and the PTA Sister School Program. Due to quality communication with the school community, volunteer organizations are adopting programs and strategies to assist with the goal of closing the achievement gap.
- The SAGE (Special and Gifted Education) component of the district PTA provided training throughout the year on critical topics based on parent survey of needs. They also presented information to teacher groups, especially those concerned with transition services.
- Funded 5 parent liaisons and parent involvement specialists from federal funds specifically set aside for parent involvement.
- Attended parent involvement activities at all Title I schools and Even Start.
- Coordinated classes and summer program for parents at Title I campuses, provided parent involvement materials to each Title I campus, and coordinated a minimum of two parent involvement activities at each Title I campus, funded by Title I.
- The PACE program maintains collaborative relationships with the following groups of parents and/or community representatives: PTSA SAGE committees, Multi-Ethnic Committee, Diversity Steering Committee, Gifted Advisory Committee, and the Plano Association for the Gifted and Talented.
Provide online access to staff telephone directory.
- Staff directories are now available to all web site visitors.
Engage non-involved parents in their children’s educational program.
- Programs such as the Computers@Home and the Practical Parent Education program are reaching out into underserved communities with economic disadvantages to extend services.
- K-5 Reading/Language Arts diagnostic assessment results were shared with parents at beginning of the year, mid-year and end of year. K-2 is meeting compliance with the Reading Diagnosis law Section 26.003 of TEC.
- Elementary campuses provided grade level informational parent meetings throughout the year on the instructional program (Math, Literacy, and Science nights, International Fair, guest speakers, etc.).
- Head Start held monthly family meetings to train and involve all parents in the educational program.
- ESL Department sponsored College Night program for parents of Spanish speaking students.
- Strengthened the School Health Advisory Council by recruiting new members including students.
- Made home visits to invite parents to attend school functions.
- Provided all Title I parent involvement materials in English and Spanish.
- Provided transportation and babysitting for Title I parent involvement activities.
- Provided several parent involvement opportunities at various times during the day and on weekends.
Maintain ongoing communication with parents and the greater community to ensure their understanding of the need to close the achievement gap.
- Campus Web pages provided information to school community in English and Spanish.
- Campus level meetings provided to inform the community of performance as measured by the school report card.
- Parent conferences held to report student progress throughout the school year.
- Provided all Title I parent involvement materials in English and Spanish.
- Provided a parent/school compact to parents of all Title I students.
Increase effort to provide quality translation of district wide communications and include language interpretation at all critical district meetings to reach traditionally non-involved parents and patrons.
- A professional translation firm was engaged to assist with translation of many district level communications into Spanish. Additionally, this service has been made available for campus use as needed. The firm can also supply interpreters for meetings and is in the process of finalizing a dual-language menu for all district buildings incorporating the Spanish language.
- Dual language phone menus are available for all district sites (English and Spanish).
- Multilingual Department purchased translation software for the Chinese bilingual program at Harrington.
- Purchased translation talk systems for parent meetings at all bilingual schools.
Benchmark: Understanding and Using Assessment Results
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Focus Site Based Improvement Committees/District Based Improvement Committee on understanding and using data for continuous student improvement.
- DBIC members were trained to use appropriate AEIS indicators for measuring student improvement.
- DBIC focus groups created standards for AEIS indicators directly affecting student achievement. These standards may be referenced in the 2005-06 DBIC improvement plan.
- Curriculum coordinators served on SBIC committees at the campus level
Benchmark: Providing Community-Based Learning Opportunities
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Promote the Practical Parenting Education Library as a resource to parents and students of underserved areas of Plano ISD.
- Our Family Resource Center (including the Practical Parent Education Library) is advertised in the Dallas Morning News and the hours are listed. All who attend a PPE class or call the PPE Helpline get information about the resources available from the library.
Benchmark: Building Community Partnerships
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Develop a strong relationship through the Hi-TECCC initiation with Texas Instruments, Raytheon, Nortel, Lockheed Martin, The University of Texas at Dallas, Collin County Community College, and Plano ISD to promote initiatives for students into science/ math/technology/engineering fields and provide professional development for teachers.
- Underwriting of Middle School After-School Science Math Program by Texas Instruments Foundation.
- In collaboration with Hi-TECCC, 15 PISD science students were given the opportunity to participate in a Science Internship at UT Dallas during the summer of 2005.
- A physics camp for girls was sponsored and paid for by Hi-TECCC for 47 PISD students during the summer of 2005. The camp was also supported by PISD teachers, physics equipment, labs facilities. Physics teachers will receive gender training during the fall of 2005 in conjunction with Hi-TECCC.
- Mathematics applied for a grant with UTD to integrate computer science topics into middle school mathematics at Bowman and Wilson Middle Schools.
- Developed and funded college courses at CCCC for paraprofessionals at Title I campuses.
- Coordinated with the Business Solutions Group at CCCC to provide information to staff and students and professional development to staff.
Develop innovative methods to create parent communication groups for general and emergency announcements.
- The web site continues to evolve and expand with timely announcements and immediate postings for expedient communication with the parent community. It is currently being investigated to further use our existing technology for emergency contact utilizing our current telephone and network capabilities.
- The combined use of eNews groups, School Messenger and our web sites provide a wide variety of parent groups for announcements.
Capacity Development
Description: Quality learning in Plano ISD classrooms is directly related to expanding organizational effectiveness, promoting innovation and improving professional and organizational development.
Benchmark: Expanding Organizational Effectiveness
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Reassess organizational structure of District leadership to ensure most effective alignment and delivery of resources to provide the required greater range of services with less staff.
- Review of the leadership organizational structure is ongoing at this time.
Develop a training and selection process for team leaders in the District, in conjunction with recommendations resulting from Summit Response Teams.
- Human Resources, working in conjunction with recommendations from the Summit Response Team, is collaborating with a group of principals and content experts to develop a model for a team leader academy.
Analyze data on compensation and benefits of competing school districts and applicable private employers to ensure that Plano ISD continues to stay competitive in attracting and retaining quality staff.
- The district worked in consultation with TASB to analyze compensation and benefits in comparison with 21 benchmark districts. Plano ISD remains in a competitive position to attract and retain quality staff.
Continue relationships with colleges and universities focused on recruitment efforts that produce numbers of quality, diverse teaching candidates. Maximize the use of limited resources through use of technology.
- Visited approximately 52 colleges and job fairs to attract candidates to Plano ISD. Over 30 percent of university recruiting trips and job fairs targeted minority-rich applicants. The district will hire approximately 600 teachers for 2005-2006. The district’s annual Recruitment Open House brought in almost 1,100 candidates in 2005. It is important to note that Plano ISD processed approximately 10,200 applications for 2005.
- Art coordinator presented to UNT classes on 3 different occasions to maintain relationships and help with the recruitment process.
Build on partnership with Plano Education Foundation and the community on recruitment and retention efforts through strategic use of funding for interviewing and relocation expenses, as well as for teacher mentoring program.
- Human Resources coordinated the teacher mentoring program, as well as, processing of new hire relocation loans.
Continue to build successful mentoring program for new teachers.
- Work continues in this area. As a retention effort, during 2004-2005, HR hosted monthly meetings with campus mentor liaisons to discuss, evaluate, and implement best practices to meet the needs of all new teachers to the district. The annual new teacher survey was conducted in the spring of 2005. Results are being compiled and will be communicated to district leadership to highlight challenges and facilitate progress toward resolution of identified issues.
Offer diversity training and awareness opportunities for all staff.
- As of the end of 2004-2005 all campuses and departments completed at least two diversity learning experiences. Human Resources maintains records on all of the diversity learning experiences and facilitates sharing among campuses and departments. In addition, implementation of on-line sexual harassment training continued for all staff members.
- Workshop presented to CIPs and staff about growing diversity in our schools.
Implement School Messenger Enterprise system for automated communication with parents.
- The system became active in August with training scheduled for all school sites and departments during the Fall semester.
Improve the understanding of diversity in student learning and in organizational effectiveness.
- Workshop presented to CIPs and staff about growing diversity in our schools.
Continue to provide leadership development and training involving building administrators, team leaders, and department chairs through cluster initiatives and activities, mentoring, presentations, and book studies.
- Implemented monthly training program and mentors for first-year principals.
- Implemented monthly training program for first-year administrators (interns and assistant principals).
Initiate and focus on the identification, training, and support of potential leaders through mentoring and building leadership opportunities.
- Human Resources has formed the planning committee of campus and central staff to design and schedule a Leadership Academy for current and aspiring teacher leaders.
Benchmark: Promoting Innovation
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Finalize grant program to encourage Plano ISD students to return as future educators in the District.
- The groundwork has been completed on this effort. In 2005-2006, Human Resources will collaborate with a team of principals to create an implementation plan.
Use technology in all areas of the organization to improve effectiveness and efficiency.
- Through the technology steering committee and direct communication between technology department staff and schools and other departments, needs for technology are identified on a consistent and ongoing basis.
Implement Elluminate system for online tutoring and communications for teachers and students.
- Elluminate system for online tutoring and communications has been installed and will be implemented in Fall 2005. This will be used initially for eSchool courses.
Collaborate with the University of Texas at Dallas and Texas Instruments to design opportunities in math, science and engineering for students in grades 10-12.
- In collaboration with Hi-TECCC, 15 PISD science students were given the opportunity to participate in a Science Internship at UT Dallas during the summer of 2005.
- A physics camp for girls was sponsored and paid for by Hi-TECCC for 47 PISD students during the summer of 2005. The camp was also supported by PISD teachers, physics equipment, labs facilities. Physics teachers will receive gender training during the fall of 2005 in conjunction with Hi-TECCC.
Benchmark: Improving Professional/Organizational Development
Evidence/Attainment/Results of 2004-05 Major Initiatives:
Develop more standardized processes for ensuring compliance with laws, regulations, and policies in HR-related decisions.
- Human Resources trained administrators on compliance issues during 2004-2005. In addition, the discipline/termination for paraprofessional and auxiliary employees has been streamlined with HR as the final sign-off on personnel actions.
Provide Region X training for staff dealing with LEP students.
- Training was provided in the areas of ESL issues and best practices, such as Writing for ESL, Six Traits of Spanish Writing, Mathematics Instruction for ELL, ESL Strategies, Building Background Knowledge.
Target professional development to close the achievement gap.
- Updated curriculum in all subject areas to address diverse learning needs and to implement best practices.
- Provided professional development opportunities focusing on closing the achievement gap and differentiated instruction (SIOP, AIM, PAR, Science training, Cognitively Guided Instruction for Mathematics, Strategic Reading and Math, Diversity training, Dyslexia, etc.).
- Conducted training on Marzano's Essential 9 for the East Cluster vertical team.
- Marzanos Background Knowledge with all middle and high school Social studies teachers, all subject Bowman Middle School and Armstrong Middle School teachers.
- Held Webccat training to help teachers differentiate testing strategies.
- Reviewed science TAKS scores and developed stratgies to meet needs of a variety of students.
- Studied ‘Why Kids Can't Read’ and applied strategies to 6th grade language arts curriculum.
- Trained ESL teachers in Color Grammar and TAKS writing skills strategies.
- The PACE program is drafting professional development workshops for all staff and administrators that emphasizes recognizing above-level potential in students who traditionally do not score well on standardized performance measures
Focus on assisting principals and teachers to make meaning of data to impact/improve instruction.
- Used district, state and national assessments to track student progress and evaluate program performance.
- Administrators remained abreast of current research and shared information with teachers, principals and staff.
- District curriculum coordinators and directors analyzed data and synthesized information to discover trends and patterns in student performance data.
- Met with all principals and teachers to share and interpret data.
- Participated in east cluster vertical team meetings in interpreting data and implementation of best practices.
- District vertical teams used EdSoft data to analyze program and student strengths and needs across K-8, 6-10, and 9-12 vertical teams.
Provide professional development for all teachers in differentiation of instructional strategies.
- All elementary and secondary professional development plans include training in differentiation for all learners, including high performing students.
- Maintained database of professional development by Elementary Curriculum department.
- Provided research articles to teachers, principals and staff.
- Held vertical team strategy meetings based on TAKS data.
- Literacy specialists received one full day of training each month and delivered the training to the appropriate teachers on their campuses. Training included curriculum and instruction, assessment, data analysis, monitoring student progress, and current research information.
- Art teachers received training on differentiation during the August inservice.
- Coordinator of Federal Programs attended and provided professional development opportunities in differentiation.
- February 2005 Choral and Elementary Music Inservice sessions "Middle Eastern Music in Cultural Context" presented by Joan Litman, United Nations International School - New York, NY.
- PACE staff delivered differentiation workshops at nearly every PISD campus.
- Over 150 staff members were trained in differentiation during the 4 day G/T Academies
- Nearly 100 PISD staff members attended 3-day conference in Dallas hosted by the Texas Association for the Gifted and Talented
- Over 75 staff members attended workshops delivered by SMU Gifted and Talented division
- PACE department collaborated with the elementary curriculum department in devising curriculum, models, and training opportunities for all staff in differentiation
Evaluate current professional development model.
- Models used in 2004-05 included: continuation of "train the trainers"; active group participation ie. differentiation training; large group presentations in person and via video by coordinators and some outside consultants; scheduled work time on campuses as follow up to sessions where new information was presented. Both formal (evaluation sheets)and informal(anecdotal)evaluations were received.
- Work on developing a new model of staff development will continue during the 2005-06 year.
Seek methods for the Communications Department to be ambassadors for positive district morale, while encouraging customer-friendly practices.
- The Communications Department has made strides to create a general district awareness of supportive services offered. Additionally, customer-friendly service has been established as the number one priority in all efforts of the department. In this effort, renewed relationships and partnerships between the Communications Department and the district at-large have led to new opportunities for supportive measures such as facilitation of training, policy revisions to centralize responsibilities to relieve campus administrators, and the simplification of programs such as Teacher of the Year application which was reported as a positive effort by teachers and principals.
|
|
