|
|
 |
|
|
|
|
|
 |
|
|
|
|
|
|
|
School Improvement Plan |
PALESTINE INDEPENDENT SCHOOL DISTRICT
1600 SOUTH LOOP 256
PALESTINE, TEXAS
October 21, 2008
TO PARENTS OF STUDENTS ATTENDING Palestine High School
Earlier this summer you received a letter notifying you of the Title I School Improvement
Stage for this campus.
This is to notify you that on October 14, 2008, we were notified by the Texas Education
Agency that our campus is now in School Improvement Stage Three for not meeting AYP
in math.
In addition to the information already provided, the campus will be conducting the following
additional activities to improve the campus.
• Tutoring: Monday and Thursday, Transpsortation provided
• Principals' Academy - Tuesday
• Supplemental Education Services
If you have any questions concerning this letter, please contact Mr. Winston McCowan,
Assistant Principal, Palestine High School, 903-731-8005 or
Carolyn A. Martin, Director of Secondary Curriculum/Federal Programs, 903-731-8036.
Shon Joseph, . .
Palestine High School
903-731-8005
21 de octubre de 2008
A los padres de los estudiantes que asisten ala Escuela Superior de Palestine,
AI principio de este verano recibi6 una carta informimdole del nivel de la escuela en
mejoramiento en Titulo I.
Esto sirve para notificarles que en el 14 de octubre de 2008, fuimos notificados por la
agencia de Educaci6n de Texas que nuestro campus esta ahora en Nivel Tres de
mejoramiento del Titulo I por no cumplir AYP en matematicas,
Ademas de la informaci6n proporcionada el campus conducira las siguientes actividades
adicionales para mejorar el campus,
• Tutoria: Lunes y Jueves, transporte proveido
• Academia de Directores - Martes
• Servicios de Educaci6n Suplementaria
Si Usted tiene preguntas relacionadas a esta carta, favor de ponerse en contacto con el
Sr. Winston McCowan, Asistente del Director, Escuela Superior de Palestine, 903-7318005
or Sra, Carolyn A. Martin, Directora de Curriculo Secundario/Programas Federales,
903-731-8036,
Respetuosamente,
S on Joseph, Direc'-..-Escuela
Superior de Palestine
903-731-8005
PALESTINE INDEPENDENT SCHOOL DISTRICT
1600 SOUTH LOOP 256
PALESTINE, TEXAS
October 21, 2008
TO PARENTS OF STUDENTS ATTENDING Palestine High School
Earlier this summer you received a letter notifying you of the Title I School Improvement
Stage for this campus.
This is to notify you that on October 14, 2008, we were notified by the Texas Education
Agency that our campus is now in School Improvement Stage Three for not meeting AYP
in math.
In addition to the information already provided, the campus will be conducting the following
additional activities to improve the campus.
• Tutoring: Monday and Thursday, Transpsortation provided
• Principals' Academy - Tuesday
• Supplemental Education Services
If you have any questions concerning this letter, please contact Mr. Winston McCowan,
Assistant Principal, Palestine High School, 903-731-8005 or
Carolyn A. Martin, Director of Secondary Curriculum/Federal Programs, 903-731-8036.
Shon Joseph, . .
Palestine High School
903-731-8005 |
|
|
lof16
2008·2009
Stage Three: Corrective Action
Forms to be completed in conjunction with the Campus Improvement Plan
and returned to SIRC by: November 21, 2008.
Campus Name: Palestine High School District Name: Palestine ISD
Campus
Mr. Shon Joseph
District
Dr. Thomas A. Wallis
Representative: Representative:
Title: Principal Title: Superintendent
Contact 903-731-8005 Contact (903) 731-8001
Information: Information:
(phone &email) sjoseph@palestineschools.org
(phone &email)
twallis@palestineschools.org
Date 11-20-08 Date received
completed: bySIRC: (to be completed by SIRe)
In Stage 3, the LEA must identify the campus for corrective action and identify which corrective
action option is most appropriate for the campus needs. This signals the LEA's intention to take
greater control of the campus management and have a more direct hand in its decision making.
Corrective Action is designed to substantially increase the likelihood that all students enrolled in the
campus will meet or exceed the State's proficiency levels of achievement. Read the information
regarding entering Stage Three of the School Improvement Program and complete the indicated
information.
Once you have completed this form, please keep a copy for your records and send an electronic copy
to the School Improvement Resource Center (S/RC) by November 21, 2008. Depending upon the
Corrective Action selected by the LEA, additional information may be required. Please refer
to the instructions for each Corrective Action choice and, if requested, include required
information with the completed document as an attachment.
Please email an electronic copy to: Iiz.garcia@esc13.txed.net
Subject: Stage 3 Form_Campus Name_Region Number
STEPS FOR COMPLETING STAGE 3 CORRECTIVE ACTION FORM
I2'J Previous Stage Requirements
o Notify parents of School Improvement status, School Choice options, and
Supplemental Educational Services (The TEA website has the required letters for
parent notification of School Choice and SES.)
o Offer School Choice and transportation to school of choice
o Technical assistance provided by LEA
o LEA offers Supplemental Educational Services (SES)
o Revise the Campus Improvement Plan
July '08
2 of 16
C8J Create a Corrective Action team responsible for making decisions regarding selection and
implementation of corrective action for the campus. It is recommended that your team consist
of 6-8 members. District involvement on the team is reguired and it is highly recommended that
someone from the campus level and the Technical Assistance Provider be apart of the team
as well. Other members could include individuals such as campus principal/ administration,
Site Based Decision Making team member, teacher leader, parent, student, community
member, district personnel (title I representative), and/or superintendent. This team is to work
together to complete the following steps to determine which corrective action option is best for
the campus and how it will be implemented.
C8J Collect data, including longitudinal data on student performance (assessments, rubrics, TAKS,
etc.); campus climate; needs assessments; content area surveys; teacher focus group
conversations; interviews with parents, teachers, and administrators. (See PPG on
Benchmarks/Assessments)
C8J Review and analyze data to help determine areas of strength and areas in need of
improvement. Examine the link between alignment and student achievement and the
effectiveness of your curriculum, instruction, and assessment. Also consider whether adequate
resources have been allocated to support alignment. Include questions such as: Why are we
still in school improvement? What is keeping us from meeting AYP? What things have we
already tried to this point? What strategies/programs have or have not been successful for our
students? How are we evaluating each intervention? Are we failing all subgroups in all
areas/specific groups/areas? Have there been successes that we can build upon? etc. (See
Strategies to Consider for Stage 3 document for additional questions to address.)
C8J Establish problem statement(s) and goals based on areas of need as determined by
campus data. Review the Corrective Action options to determine which option best meets the
needs of your campus.
C8J Select a Corrective Action option that best meets the needs of the campus.
C8J Design a comprehensive plan for implementing the Corrective Action option. Establish a
focus for content, individuals who will be involved, timelines, persons responsible for varying
areas, etc.
C8J Determine a method for monitoring the implementation and progress of the Corrective
Action option chosen.
C8J Set atimeline for measurements and evaluation of progress.
C8J Parent and public notification of Corrective Action. The LEA must publish and disseminate
information regarding any corrective action to the public and the parents of each student
enrolled in the schooi identified for corrective action in an understandable and uniform format
and in a language that parents can understand. The information can be shared through such
means as the Internet, the media, and public agencies.
C8J Complete Corrective Action form (pages 1-5 of this document, along with the corresponding
page for the Corrective Action option chosen) and submit to SIRe office by November 21,
2008.
July '08
30f16
DOCUMENTATION OF STEPS FOR COMPLETING STAGE 3 FORM
Corrective Action Team
List the name and position of the restructuring team leader and the method of selecting the
team leader
List the names, positions/or group represented (such as teachers, students, parents,
. h C .
Name: Position: Method of selectinQ leader:
Dr. Wallis Superintendent Appointed ..
community members, outside experts, etc) and their role on t e orrectlve Action Team:
Name: Position: Role on Corrective Action Team:
ShonJoseph Principal Administrative Support
Teri Fowler TAP AYP Technical Assistance
Peggy Herrington Vocationai Director Data Management
Carolyn Martin Secondary Curriculum Curriculum Specialist
Director
Sharon Davis Special Education Director Special Education Advisor
Winston McCowan Assistant Principal Campus Coordination
Judy Hobbs Math Department Head Department Representative
Sherri Morton Math Teacher/Curriculum Content Specialist
Writer
Liz Scott Education Specialists, Math Region VII
Who Will be kept mformed of corrective action decIsions and progress, by what methods
will stakeholder(s) be informed and how often?
List any other stakeholders who will have mput mthe recommendation of a corrective
action strategy and the method of input (I.e. public forums, public meetings, private
f t ). ddT t h . t . bt' d
,
Stakeholder(s): Method of keepin!:! stakeholder(s) informed: How often:
Teachers Faculty Meetings and Classroom Observations Weekly
mee m!:!s, surveys, e c. ma I Ion 0 ow mpu IS 0 ame
Stakeholder(s): Method of input: How and when input is obtained:
Math Department Department Meetings Department Reports and Records
Tenth Grade Team Team Meetings Team Reports and Records
Rhonda Bailey, District Math Direct T Interaction/Ciassroom Scheduled Onsite Visits
Consultant Observations
Rebecca Morgan, Technicai Meetings with PrincipallTeam Onsite VisitslPrincipal - Team
Assistance to the Principal Reports and Records
Region VII " Jane Siivey, Ass!. Region VII Meetings Team Reports and Records
Director for Curriculum
Services ..
July '08
4 of 16
Students Student Profiles (grades, benchmarks, Daily
classroom assessments, curriculum-based
assessments)
Parents Report Cards and Conferences 3 week periods -
progress reports
Palestine Board of Trustees Report Monthly
Palestine District Report by email Monthly . CorrectIve Action Team Meetmgs
Indicate your planned meeting dates, agenda, and goals for each meeting.
November 17, 2008
December 1,2008
January 12, 2009
Orientation and Overview of AYP
Sp Ed Student Population
Review of Corrective Action
Planning
Team and Capacity Building
Dee Ali nment
Increase Awareness ofAYP
Build a Sense ofUrgency
Discuss Compliance
Develop Plan for Staff Development
Build Collective Efficacy
Ensure Ali nment of Curriculum
February 9, 2009 Common Assessments
Student Intervention Plans
Develop Plan for Administering
Common Assessments
Outline Components for Student
Intervention Plans
March 9, 2009
April 13, 2009
June 8, 2009
Classroom Observations
Mentorin and Coachin
High Expectations for Mastery
Closin Gaps
Data Analysis
Evaluation
Identify Indicators of Effective
Implementation of Curriculum
Identify Ways to Communicate
High Ex ectations to Students
Analyze Performance Results
Evaluate Curriculum
August 10, 2009 Sustaining Improvement Capacity Update Corrective Action Plan
Data Analysis
Indicate the data used as it relates to the AYP performance measures and the results of the
analysis to identify strengths and issues for your campus, contributing factors as well as priorities.
Be sure to include longitudinal data to see progress over the last several years and to provide more
reliable information on what areas are in greater need. Anaiysis of multiple forms of data sources
is encouraged. You may use AYP Data, AEIS Data, evaluation of programs, staffing records,
student enrollment, attendance, surveys, observations, student data, focus group discussions, etc.
July '08
50f16
Establish Problem Statement(s) and Goals
After analyzing above data, identify problem statements, goals to improve each, and the plan to
achieve them. Be sure to include the indicators identified as not meeting AYP and address
progress towards meeting standards in these areas.
AYPData The campus missed AyP in math five of the last six years (four
years performance and 1 year participation)
AEIS Data The ethnic distribution of students is 30.3 African American, 24.5%
Hispanic, and 44% White but the ethnic representation of teachers is 6.2%
African American, 1.4% Hispanic, and 92.4% White.
Benchmark Data Curriculum-based Assessments and benchmark scores are higher than
scores from the same time last year. 9th
: First CBA - 19% higher,
Second CBA 42% higher. 10th grade: First CBA - Same, Second
CBA - 38% higher. 11th grade: 15% higher. Second CBA 38%
higher. CBA's are Region IV and TAKS materials.
Classroom Observations Teachers exhibit traditional instructional strategies instead ofleamer
centered strategies. Students are engaged at minimal levels.
Tutorial Records Tutorials are assigned by teachers and supported with district resources
inciuding transportation. Tutorial records indicate 80 students attended
150 hours of tutorials the first week.
.
Students are not meeting AyP
erformance standards.
The diversity of the student
population is not represented in
staff ethnicity.
All student groups meet
erformance standards for AYP.
Teachers demonstrate effective
pedagogical skills for a diverse
student population.
Use AYP data to guide instructional
decision-makin .
Provide teacher training focused
on scaffolded instruction for
children of poverty.
The implemented curriculum is
not ali ed with TAKS.
Implement a deeply aligned
curriculum.
Ensure a written, taught, and tested
TAKS curriculum.
Students are not engaged and
teachers are not demonstrating
effective pedagogical skills.
Students are not receiving
customized instruction in math
classrooms.
Teacher demonstrate effective
pedagogical skills to maximize
student engagement and
learning.
Develop and implement customized
student intervention plans.
Conduct routine classroom
observations focused on student
learning and engagement.
Provide extended day tutorials.
July '08
60f16
Corrective Action Option
The LEA must take at least one of the following corrective actions. Please indicate the Corrective
Action selected by the LEA. Each choice requires additional information detailed on the pages
indicated.
Corrective Action Notification
1. Institute and fully implement anew curriculum, including providing appropriate
lZl professional development for all relevant staff, that is based on Scientifically See page 7&13
Based Research and offers substantial promise of improving educational
achievement for low-achieving students and enablinq the campus to make AYP.
0 2. Extend the length of the school year or school day. See page 8&13
0 3. Replace the campus staff who are deemed relevant to the campus not making See page 9&13
adequate progress.
0 4. Significantly decrease management authority at the campus level. See page 10 &13
0 5. Restructure the internal organization of the campus. See page 11 &13
6. Appoint one or more outside experts to advise the campus (1) how to revise
and strengthen the improvement plan it created while in school improvement
0 status; and (2) how to address the specific issues underlying the campus' See page 12 &13
continued inability to make AYP. This expert must be in addition to the required
TAP or if using the TAP as this corrective action an additional corrective action
mu.st be implemente.d.in addition to the required TAP.
The LEA publishes and disseminates to the public and parents via the internet, media, and public
aaencies all information reaardina anv Corrective Action.
Method of sharing information regarding Corrective Action (please select all that apply):
o letter lZl internet/website o public meeting o newsletter
o media o flyerlposter lZl parent conference lZl other (please specify): District
Dissemination, Board Meetings
lZl A copy of the dissemination to public and parents regarding Corrective Action is attached and submitted
along with this form. The notification was disseminated on (date): 11-21-08
"Once you have completed the above information, please follow the page number indicated by
the Corrective Action option(s) you have selected and complete the appropriate sectlon(s).
July '08
70fl6
**Only complete this section if you have selected OPTION 1as your Corrective Action"
1. Institute and fully implement a new curriculum, including providing appropriate
professional development for all relevant staff, that is based on Scientifically Based
Research and offers substantial promise of improving educational achievement for lowachieving
students and enabling the campus to make AYP.
What curriculum is currently in use as it reiates to area in need of improvementiAYP? Include both successful and
unsuccessful components.
The College Station Curriculum is currently used for classroom instruction and Faye Whitlow's materials are used
for TAKS remediation. The College Station Curricuium provides mostiy worksheet activities requiring students to
think at lower-levels, and is implemented with apassing standard below the TAKS standard. The Faye Whitlow
TAKS materials are aligned with TAKS and prepare students to answer questions using TAKS formats.
What is the proposed curriculum as it relates to areas in need of improvement? How is it different from the curriculum
currentiv in use? Provide evidence of scientific research based.
The Region IV Curriculum will be the key curriculum piece with the remediation piece being the college station
material. Faye Whitiow (math consultant 07-08) materials will still be used for TAKS practice and new Holt
textbooks will be used as supplemental resources. The Region IV Curriculum is aligned with TAKS, provides
engaging activities, and requires students to think at higher levels.
How will the new curriculum be shared with teachers? What professional development trainings will be held for the upcoming
school vear for this new curriculum? Describe the means for follow-up training and support for this new curriculum.
Campus-level training and ongoing support will be provided for all teachers involved in implementation of the
new curriculum. Palestine ISO provides a Math Consultant, Rhonda Bailey, to serve as a continuous
contact for support. New this year is a math Instructional Facilitator, Amy Pack, who will serve as a
math specialist to assist teachers with implementation ofthe new curriculum. The district also has a
math curriculum writer, Sherry Morton, who works with the teachers in the alignment of instruction.
Palestine High School participates with Region VII as pilot school in the math and science
cooperative. This program provides onsite training/support for PHS math teachers. Ruby Payne
training will be provided during second semester to provide teacher training focusing on scaffolded
instruction for children ofpoverty.
July '08
90£16
Please provide atimeline with dates throughout the year set for planning, implementing, monitoring, evaluating, and possibly
even revamping your Corrective Action.
How will you monitor the implementation and effectiveness of your Corrective Action choice? Who will be responsible for
monitorina?
**Only complete this section if you have selected OPTION 3 as your Corrective Action**
3. Replace the campus staff who are deemed relevant to the campus not making adequate
progress.
Number of staff replaced:
*0 Please attach relevant data to show justification for replacement (Including at least two years
of disaggregated data of replaced staff's students). Please do not include PDAS or
confidential teacher records. **00 not include staff name.
July '08
80f16
Please provide atimeline with dates throughout the year set for planning, implementing, monitoring, evaluating, and possibly
even revampinQ vour Corrective Action.
Sprialed Curriculum-Based Assessments will be administered at the end of each teaching cluster (approximately
1 a six weeks period). The five most frequently missed questions from one assessment will be spiraled
to the next assessment. Comprehensive evaluation will occur at each Corrective Action Team
meeting (December 1, January 12, February 9, March 9, April 13, June 8, and August 10). On-going
teacher reflection of CBA's, classroom observations, department meetings, and PDAS conferences
will allow for conintuous monitoring of effectiveness.
How will you monitor the implementation and effectiveness of your professional development choice? Who will be
responsible for monitoring?
Effectiveness will be monitored using AyP TAKS data and PDAS documentation. The campus
principal, district secondary curriculum coordinator, math instructional facilitator, secondary math
curriculum writer, district math consultant, and Region VII will faciliate monitoring activities and
report to the superintendent.
"Only complete this section if you have selected OPTION 2as your Corrective Action**
2. Extend the length of the school year or school day.
We have chosen to extend the length of the school D year Dday.
What is the extended time used for? How is it different from what has been done in the past?
Who is working with students during this time? What students are benefiting from the extended time? How do you determine
what is beinQ tauQht and who is beinQ served?
July '08
12 of 16
Please provide a timeline with dates throughout the year set for planning, implementing, monitoring, evaluating, and possibly
even revamping your Corrective Action.
How will you monitor the implementation and effectiveness of your Corrective Action choice? Who will be responsible for
monitoring?
Please Include attachments of qualifications, scheduies, timelines, flow charts, professional development
descriptions, etc. as related to your option.
**Only complete this section if you have selected OPT/ON 6as your Corrective Action"
6. Appoint one or more outside experts to advise the campus (1) how to revise and strengthen
the improvement plan it created while in school improvement status; and (2) how to address
the specific issues underlying the campus' continued inability to make AYP. This expert
must be in addition to the required TAP or if using the TAP as this corrective action an
additional corrective action must be implemented in addition to the required TAP.
Name of expert chosen bv the LEA to advise the campus:
Areas of expertise ofthis expert as it relates to school improvement in the area not meeting Adequate Yearly Progress and
identified goals in the Campus Improvement Plan:
Evidence of the expert's prior effectiveness:
Who will this expert work with and in what capacity?
July '08
11 of 16
Please provide atimeline with dates throughout the year set for planning, impiementing, monitoring, evaluating, and possibly
even revamping your Corrective Action.
How will you monitor the implementation and effectiveness of your Corrective Action choice? Who will be responsible for
monitoring?
**Only complete this section if you have selected OPTION 5 as your Corrective Action"
5. Restructure the internal organization of the campus.
Describe the previous internal orQanization of the campus.
How will you restructure the internal organization of the campus? How does the restructuring relate to the areas in need of
improvement? Who is responsible for facilitatinQ the restructurina?
Describe in detail the pJannina and implementation of the campus restructurina vou have selected.
July '08
100f16
**0 Please attach qualifications for each replacement staff person.
Please provide atimellne with dates throughout the year set for planning, implementing, monitoring, evaluating, and possibly
even revamping your Corrective Action.
How will you monitor the implementation and effectiveness of your Corrective Action choice? Who will be responsible for
monitorinq?
**Only complete this section if you have selected OPTION 4as your Corrective Action**
4. Significantly decrease management authority at the campus level.
What manaqement issues are in need of assistance and need to be addressed at the campus level?
How will the new management authority address the areas in need of improvement listed above? Who will be assisting in the
management of the campus? What is their position (include name and contact information)? What are the qualifications of
this individual or individuals? (Please attach qualifications)
Will the role of the principal be altered? What will the role of the campus principal be? How will the new management authority
communicate with the principal and what will be the process for decision making?
July '08
13 of 16
How will you monitor the implementation and effectiveness of your Corrective Action choice? Who is responsible for
monitoring and establishing agreed upon content for the expert? What method will be used for evaluating the success of the
outside expert and the content to be covered?
Please provide atimeline with dates throughout the year set for planning, implementing, monitoring, evaluating, and possibiy
even revamping your Corrective Action.
Please attach the following information:
o Resume of expert assigned by the LEA o Timeline/Calendar of assistance by outside expert o Number of days outside expert will spend on campus:__
July '08
140fl6
(Resources needed to
implement activities)
• Financial
• Supplies and/or
materials
• Personnel
(Timelines for
activities / strategies)
(Methods of
measuring program
improvement and/or
student performance)
• Formative
• Summative
Stage 3: Corrective Action Plan
LEA: Palestine ISD
(Activities / strategies planned to
achieve the established goals)
;:D>~{;: .~,,~::
(Goals that address each identified
area in need of corrective action under
the option selected)
School Name: Palestine High School
Corrective Action Option Selected: 1
,'....' ..", .·;,...... i~.·:·. _·,;·; ..·· ..;....:.... '.;'.:'_ i
• All student groups meet • Develop and implement • Cuniculumperformance
standards for AYP. customized student intervention Based
plans using new curriculum Assessments
• TAKS
• Teachers demonstrate effective • Provide Ruby Payne training for • Cuniculumpedagogical
skills for a diverse teachers to improve insh'uction for Based
student population. students of poverty Assessments
• TAKS
• Implement a deeply aligned • Implement Region IV Curriculum • Curriculumcurriculum.
and Faye Whitlow materials Based
Assessments
• TAKS
• Teacher demonsh"ate effective • DEvelop classroom observation • Classroom
pedagogical skills to maximize protocol focusing on student Observations
student engagement and learning. engagement and learning
|
|
|
