Katie Howell
Overview Table
EQUITY PRIORITY #1
Teacher Retention/Experience: approximately 41% of the teacher population on campus have 5 years or less teaching experience and only 10% have 20 years
or more teaching experience.
Area of Concern
Leadership-School administrator(s)
able to identify equity issues, and are
proficient at providing educational
leadership in the school setting and
in developing all teachers.
Professional Development-Teachers •SPED student population is 6%
receive training in cross-cultural
communication and group learning
preferences to increase their effectiveness
in working with diverse populations.
Needs Assessment
•teachers' relationships and
support from administrators
•deterioration of teacher morale
•low student achievement
•consistent and clear
communication
•high teacher turnover every year
•student behavior and
consequences
•8 of 60 teachers SPED certified
•18 of 60 are ESL certified
EDUC 6336-Administrative Practicum II
Competency
Action Plan Evaluation
Addressed
•learn strengths and weaknesses of • Teacher SWOT Analysis C01
teachers • Town Hall Meeting C02
•understand the value of teachers C05
•surveys twice a year to solicit teacher C08
feedback regarding their needs C10
•focus group discussions based on
survey results
•re-examine leadership structure to
determine if it is the most effective
and efficient structure to meet the
needs of teachers and students
• only hire teachers that are ESL certified • Review teacher C03
• provide incentive for more teachers to certifications C04
become SPED certified • Sheltered Instructional C05
• provide all teachers with the SIOP Strategies Worksheet for C06
model training every English Language
• implement a plan for setting goals and Learner
progress monitoring students
• provide regular training for teachers on
how to deliver effective instruction for
ELL students
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 Katie Howell EDUC 6336-Administrative Practicum II

EQUITY PRIORITY #2

Special Education Students STAAR Achievement scores: the special education student population under performed on the 2018-2019 STAAR test in all subject areas
with the exception of science.

Area of Concern
Data-Driven Decision Making-Data
is regularly collected, disaggregated, and accommodations
analyzed in the following areas and by
different ethnic groups.
•course levels (on level, Pre AP, GT)
•test scores (standardized, common
assessments, student discipline,
suspensions, attendance)
Inclusive Curriculum-Curriculum
and instructional strategies are modified
as a result of data-driven decision making the SPED students.
and teacher input.
Needs Assessment
•documentation of in class
•implement Response to Intervention
process for SPED students
•use REN360 assessments to identify
gaps in learning and differentiate
instruction
•build master schedule to
accommodate smaller RTI classes
•hire more SPED certified teachers
•master schedule RTI sections
scheduled should reflect the needs of
•case managers need to support the
learning needs of their SPED
students and pull-out for pre-
teaching and re-teaching as needed
Competency
Action Plan Evaluation
Addressed
•SPED case managers will attend weekly • Compare previous year C02
PLCs to ensure all content areas are EOY with current year C03
implementing and documenting BOY C04
accommodations for SPED students. • Create assessments for C05
•training PDs facilitated by SPED to SPED students C09
demonstrate effective instruction.
•Science teachers model
best practices.
•instruction is data-driven and research • SPED Co-Teachers attend C03
based/planned with content team/case content area PLCs and plan C04
manager instruction lesson with C05
•hire co- teachers to and service SPED GenEd classroom Teacher C09
students in classrooms with differentiation
•progress monitoring twice per grading strategies embedded for
cycle SPED students
•based on SPED failure rate, teachers
attend mandatory SPED best practices
PDs every grading cycle
•plan activities for parental involvement