PURPOSE:

The 90 Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our schools turnaround initiative.

90 DAY ACTION PLAN Actions to be Taken and Root Cause Performance Challenges to be Addressed

District: LCPS School: Columbia Elementary Principal: Tiffany Gomez

VISION FOR THE TURNAROUND INITATIVE: ARTICULATE IN A FEW SENTENCES WHAT YOU HOPE TO ACHIEVE DURING THE COMING YEARS

Columbia Elementary will create systemic, sustainable change to produce a high-performing school urgently and rapidly. 85% of our students will be proficient at grade level standards, leading to a minimum of 85% graduation rate in LCPS.
LIST SPECIFIC SCHOOL-YEAR GOALS (i.e. 8TH Grade Algebra, 2ND Grade L Arts, % Math Advanced, # AP Exam 4s, Graduation rate, etc.)
SCIENCE PROFICIENCY GOAL 2013-2014 SPED 4/5 BASELINE 2012-2013 SPED 4/5 GOAL 2013-2014 FIFTH GRADE READING BASELINE NMSBA 2012-2013 FIFTH GRADE READING NMSBA GOAL 2013-2014

LIST SCHOOL-WIDE GOALS IN THE FOLLOWING AREAS

MATH BASELINE PROFICIENCY 2012-2013 MATH PROFICIENCY GOAL 2013-2014 LANG. ARTS BASELINE PROFICIENCY 2012-2013 LANG. ARTS PROFICIENCY GOAL 2013-2014 SCIENCE BASELINE PROFICIENCY 2012-2013

35%

55%

35%

55%

36.23%

55%

0%

55%

29.76%

55%

CORE PLAN: TO MOVE TOWARD THE ABOVE GOALS, THESE ARE THE TOP PRIORITIES THAT WILL BE ADDRESSED DURING THE NEXT 90 DAYS SCHOOL PERFORMANCE CHALLENGES
In each row, describe one critical challenge your school faces (what problem are you trying to solve?)

YEAR END PERFORMANCE GOAL

ROOT CAUSES OF PERFORMANCE CHALLENGE

ACTIONS TO ADDRESS ROOT CAUSE(S)

EVIDENCE OF TIMELINE RESPONSIBLE PROGRESS FOR ACTIONS PERSON TOWARD YEAR- END GOAL
Define what measureable evidence would indicate needed progress toward long-term goal by November (leading indicator)

For each For each performance List one or more specific actions you will take For each For each performance challenge, list your to address the root causes and pursue the action, provide action, list the challenge, hypothesis of one or goal (how) a timeline for person describe the long- more root causes or completing the responsible for term goal for list analyses that action (when) ensuring the performance needs to be complete action is (what specifically to determine root complete is possible and cause (why does this (who) measureable?) challenge exist?) UVA Recommends 3-4 Priorities with a few primary actions with each priority; however, please adjust as needed based on your context.


Initial actions/plan to be adjusted throughout the semester: implementing with deeper fidelity, halting unsuccessful tactics and introducing new actions as helpful

SCHOOL PERFORMANCE CHALLENGES Growth producing feedback to improve instructional practices was not provided, resulting in ineffective instruction. YEAR END PERFORMANCE GOAL Proficiency levels in Reading and Math will be no less than 50% on the state assessment in 2014. ROOT CAUSES OF PERFORMANCE CHALLENGE Not enough job embedded, specific feedback has been provided to the staff regarding instruction. There has not been an effective system for support and accountability regarding tier 1 instruction. Rigor has not been clearly defined. Instructional time and PLC time has not been protected. TIMELINE FOR ACTIONS August 2013 Beginning 8/19- 5/24 First meetings August 19 Rigor and Gomez and Gomez PD provided in September, 2013. August, 2013 June, 2013- May 24, 2014 EVIDENCE OF RESPONSIBLE POGRESS PERSON TOWARD YEAR- END GOAL Suzette Columbia Haywood students will score 50% proficient on their October and December Michael interim Chaires assessments. 100% of staff will use Schlechty engagement strategies as evidenced Tiffany through an Gomez observation tracker Michael indicating Chaires consistent use of strategies, Suzette (used during Haywood Classroom Walkthroughs).

ACTIONS TO ADDRESS ROOT CAUSE(S) PD offered to staff on Schlechty Engagement Strategies, to include lesson design and relationship building. Use of strategies will be supported and monitored. Principal, IS and Asst. Principal will provide specific, constructive feedback from classroom walk throughs regarding Tier I instruction AP, IS and Principal will meet with teachers individually biweekly to discuss walk throughs, data, PD and support needs (schedule has been created) Effectiveness of Tier I Instruction will be monitored and supported during ninety- minute data meetings. PD and monitoring of RIGOR in Tier I instruction, to include Gomez and Gomez Dual Language Program Best Practices, will be provided by Principal, AP and IS A survey will be given to staff to identify trainings that have been received and what follow up or support is still necessary. A clear, concise, effective and consistent Discipline system will be developed and implemented at Columbia Elementary. 1. Columbia Staff met during the summer to develop a new

Students at Columbia are disrupting the teaching/learning

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Students at Columbia will no longer disrupt the teaching/learning

An ineffective discipline system has been in place at Columbia.

Tiffany Gomez

Interruptions in learning will occur less frequently, as

 process frequently throughout the day, decreasing the quantity and quality of teaching and learning. process throughout the day, as evidenced by no more than 2 (discipline) interruptions daily per classroom. Students and parents were not involved in the discipline process. June, 2013 July, 2013 July, 2013 July, 2013 August 9, 2013 August 9, 2013 August 22, 2013 Principal and Asst. Principal will provide support and monitoring of the system to August 14- May 24, 2014 the staff. The new Discipline system will be clearly August 9, 22 communicated to staff, parents and and to students at Columbia. It will be continue communicated verbally and in a written discipline handbook which will be given throughout the to staff, students and parents. Reminders school year. and support will be frequent. (see above) discipline plan. 2. The plan was sent to all Columbia Staff via email. Revisions, suggestions, concerns were asked for. 3. Columbia Staff (Discipline Team) met again and reviewed staff feedback 4. Changes were made and resent to all staff via email. 5. When plan was approved by staff, materials were sent to print shop. 6. Plan will be discussed in detail with all Columbia Staff on August 9. 7. Discipline plans will be shared with parents and students on registration (August 9 am). 8. Principal and AP will discuss plans with students during Back to School Assembly and with parents during Orientation Night (August 22). measured by teacher surveys, Columbia students scoring 50% or higher proficient on interim assessments than 2 discipline interruptions per day per teacher, (as evidenced by discipline reports)

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 Seven Habits and Leader in Me will be rolled out and implemented at Columbia. This will provide character education and positive reinforcement for positive behaviors. 1. All staff were given books Leader in Me Seven Habits of Happy Kids and Seven Habits of Highly Effective Leaders to read over the summer. 2. Ancillary staff met in May and again in June to develop our rollout plan. Habits will be presented to staff by ancillary team on August 7. 3. Leaders in Action luncheons will occur once a month for students Caught Using the Habits. 4. Staff will spend first five days of school (August 14-20) teaching Seven Habits and Leader in Me. 5. AP and Principal will talk about Leader in Me with students every morning on Space TV broadcasts (August 14-20) 6. AP and Principal will discuss Leader in Me, Seven Habits with parents on Orientation Night. 7. AP and Principal will monitor and support implementation of Leader in Me and Seven Habits throughout the year. All classrooms will implement the Clip Up Chart. PD, monitoring and support will be provided.
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August 14-May 24, 2014 May, 2013 May, 2013 First one, August 30, 2013. To be held once a month through May, 2014 August `14-20, 2013 August 22, 2013 August 6- May 2014 Beginning August 14, throughout yr

Tiffany Gomez

Suzette Haywood

Students will be able to discuss the Seven Habits with adults in their classrooms, as evidenced by an observation tracker used during Classroom Walkthroughs. There will be less discipline issues at Columbia, as evidenced by no more than 2 discipline referrals per teacher per day. There will be 100% staff participation in implementation of the Seven Habits and the Leader in Me, as evidenced by student work in hallways and leadership boards in classroom, (also on observation

 tracker)

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 Staff are not effectively using data to guide their instruction Staff (General, Bilingual and SPED) at Columbia will align their instructional practice/strategies to data outcome Ninety- minute data meetings will be focused, clear, and consistent. Support and monitoring will be offered by Principal, AP, IS Students will perform at no less than 50% proficiency on their Discovery and NMSBA during 2014. (Goal of 85% by 2015/16) All students will perform at no less than 80% proficiency on the CFAs The system for using data at Columbia has ineffective. The system for supporting and monitoring the data system at Columbia has been ineffective. Columbia will establish a system for August 6- May weekly data meetings, which will use 24 analysis protocols to inform and alter instruction to continuously meet the needs of our students. 1. Beginning of year, use Fall August 19, Discovery/NMSBA data to target 2013 (begin individual and whole group needs with NMSBA of students. and spring 2. With Discovery if suggestions/recommendations Fall Discovery from Principal, AP, IS and grade scores arent in level team, identify individual yet) and whole group weaknesses and August 19, strengths and determine 2013 appropriate interventions and instruction (through intervention flipbooks, IS, Team, AP and Principal recommendations). 3. Using the data and team discussion, write an Instructional/Intervention Plan. Plan will list data and interventions for students- with notes and evidence of success of plan. Bottom of plan will have a Commitment Statement which will state teachers commitment until the next data meeting. Plan will be followed throughout the day and particularly during Conceptual Refinement time block 4. Plan will be emailed to team, AP, Principal and IS Beginning 5. Principal, AP, IS will monitor and week of August support teachers during 19, 2013 instruction and Conceptual Tiffany Gomez K-5 Grade Columbia students, (General, SPED, Bilingual) will perform at 50% proficiency or higher on their interim assessments.

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 Refinement, using the Intervention Plan that is inside door Principal, AP, IS will schedule times to meet with teachers to give constructive, specific, meaningful feedback Standard data forms (based on CFAs and Discovery probes and interims will be developed. Expectation that teachers will come to data meetings with form completely filled out Principal, AP, IS and Team will review individual intervention plans, along with current data and discuss whether or not the interventions/instruction was effective. Teacher will discuss success and failures and commitment statement. New intervention/instructional plans will be filled out based on new data and new Intervention Plans will be developed. Cycle will continue August 19, 2013 August 4, 2013 Presented August 9, 2013 Beginning second data meeting, August 26, 2013 August 26, 2013- through May 24, 2014 Michael Chaires Suzette Haywood Tiffany Gomez

6.

7.

8. 9.

10.

11.

Suzette Haywood Tiffany Gomez

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 QUICK WIN PLAN In a few sentences, describe how your organization will achieve early and noticeable wins that build momentum by creating virtuous cycles that foster credibility (for the leader and the turnaround story) while disempowering naysayers. Early wins can include initial communication efforts, should be achieved within the first 30 school days and could be the initial steps towards addressing the top 3-4 school priorities listed above. Columbia will achieve quick wins during the first 30 days by: 1. Holding a Turnaround Leadership Council retreat before school begins to solicit needs, thoughts, expectations for the upcoming school year 2. Establishing (with staff) a positive, school-wide behavior support system 3. Changing staff/parent perception of administration from top-down model to shared leadership model- (taking down tint on principal office, lobby face-lift, listening to staff, parents, students, open door policy, giving staff alarm code and weekend access for first time at Columbia) List up to 4 specific actions or deliverables necessary to make the quick win plan happen. 1 Interviewing staff members to determine most qualified staff to participate on Turnaround Leadership Council. Inviting staff to actively participate in Turnaround Leadership Council, listening, valuing opinions and ideas. Signatures: Your signature indicates that the plan provides focus and urgency to move the turnaround initiative forward and both district leaders and a school leadership team support the direction of the plan. Your signature also indicates a commitment to ambitiously pursuing these goals, addressing priority areas and monitoring progress, recognizing the plan and specific actions may need adjustment based on organizational learning and new data.
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2 Take down tint in principal office, paint lobby and office area to make more inviting and take away perception of barrier between office and staff.

3 Meeting with staff over the summer to develop a school wide positive behavior support system. Have plan ready, printed by first staff meeting before school starts. Clearly communicate plan to staff, students, parents. Model consistent implementation of plan.

4 Acknowledging staff as professionals by giving them extended access to the building, listening to their concerns and taking action.

Principal Tiffany Gomez Date 8/4/13

______________________________________________________ _______________________
District Shepherd Date

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