Ana Daste- EDLD 5333-Week 4 Assignment-Vision Mission and School Improvement Planning(2).docx

EDLD 5333 Leadership for Accountability – Week 4 Week 4: School Vision, Mission and Campus Improvement Planning National Educational Leadership Preparation (NELP) Standards Standard 1: Mission, Vision, and Improvement Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community. Component 1.1: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community. Educational Leadership Skills • Evaluate existing mission and vision processes and statements. • Collaboratively design a school mission and vision attentive to values and priorities that include data, technology, values, equity, diversity, digital citizenship, and community • Develop a comprehensive plan for communicating the mission and vision Component 1.2: Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation. Educational Leadership Skills • Evaluate existing improvement processes • Use research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation • Develop an implementation plan to support the improvement process Standard 3: Equity, Inclusiveness, and Cultural Responsiveness Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. Component 3.1: Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture. Educational Leadership Skills • Evaluate school culture • Use research and data to design and cultivate a supportive, nurturing, and inclusive school culture • Develop strategies for improving school culture • Advocate for a supportive and inclusive school culture Lamar University Summer 1- 2019 1 of 18

EDLD 5333 Leadership for Accountability – Week 4 Component 3.2: Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. Educational Leadership Skills • Evaluate sources of inequality and bias in the allocation of educational resources and opportunities • Cultivate the equitable use of educational resources and opportunities through procedures, guidelines, norms, and values • Advocate for the equitable access to educational resources, procedures, and opportunities Component 3.3: Program completers understand and demonstrate the capacity to evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instruction and behavioral support practices among teachers and staff. Educational Leadership Skills • Evaluate root causes of inequity and bias • Develop school policies or procedures that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff • Support the use of differentiated, content-based instructional materials and strategies • Advocate for equitable practice among teachers and staff Principal Standards Pillar School Vision and Culture Principal Domain and Competency Domain I: School Culture Competency 1 ● Creates a positive, collaborative, and collegial campus culture that sets high expectations and facilitates the implementation and achievement of campus initiatives and goals. ● Creates an atmosphere of safety that encourages the social, emotional, and physical well-being of staff and students Domain V: Strategic Operations Competency 9 ● Assesses the current needs of the campus analyzes a wide set of evidence to determine campus objectives, and sets measurable school goals, targets, and strategies that form the school’s strategic plans ● Creates a positive, collaborative, and equitable culture that establishes and communicates high, consistent expectations for all stakeholders and addresses barriers to ensure achievement of campus initiatives and goals Knowledge/Skills/Mindsets (KSMs) Knowledge: factors that should inform campus initiatives and goals; components of a measurable goal; definition of equity and equality; process of creating a vision, mission, goals, priorities; Skills: creates/communicates a clear, compelling mission, vision, and set of values; establish and inspire commitment from others towards the campus goals in alignment with the mission and vision; respond to breaches in culture effectively; model organizational values Mindsets: effective teaching is the cornerstone of a strong school vision and mission – there should be a low tolerance for ineffective teaching; high expectations for all teachers strengthens a school’s instructional culture; positive adult relationships are the foundation for student academic growth; in order to thrive, students’ basic needs must be met; all students come to school with unique histories, values, and strengths, routine feedback is an integral part of building a positive school culture. Lamar University Summer 1- 2019 2 of 18

EDLD 5333 Leadership for Accountability – Week 4 Week 4 Assignment Rubric: Use the Rubric to guide your writing. Note: APA citations are required for referencing published and public sources. EDLD 5333 Week 4 Tasks Level 1 Does Not Meet Minimum Criteria 0 Points Level 2 Approaches Minimum Criteria 10 Points Level 3 Meets Criteria 14 Points Level 4 Exceeds Criteria 19 Points Part 1 A & B: NELP Component 1.1 Mission & Vision TEA Pillar 8 School Vision & Culture (W4LO5 / CLO4, CLO5) Candidate provides no response. OR Candidate’s responses to the evaluation, processes of development (Part 1A) and/or communication plan (Part 1B) for the vision and mission are incomplete. Evidence is not provided for parts 1A and 1B with references to data and relevant sources from literature and/or lectures. Candidate references existing mission and vision statements and lists processes of collaborative design of a school mission and vision attentive to priorities that include few of the following: values, equity, diversity, digital citizenship, and community. (Part 1A) Candidate vaguely states a plan for communicating the mission and vision. (Part 1B) Little or no evidence is provided for parts 1A and 1B with references to data and relevant sources from literature and/or lectures. Candidate evaluates existing mission and vision statements and briefly explains processes of collaborative design of a school mission and vision attentive to priorities that include most of the following: values, equity, diversity, digital citizenship, and community. (Part 1A) Candidate articulates a basic plan for communicating the mission and vision. (Part 1B) Specific evidence is provided for parts 1A and 1B with references to data and relevant sources from literature and/or lectures. Candidate evaluates existing mission and vision statements and comprehensively articulates processes of collaborative design of a school mission and vision attentive to priorities that include all of the following: values, equity, diversity, digital citizenship, and community. (Part 1A) Candidate articulates a comprehensive plan for communicating the mission and vision with specificity and clarity. (Part 1B) Thorough and specific evidence is provided for parts 1A and 1B with references to data and relevant sources from literature and/or lectures. Lamar University Summer 1- 2019 4 of 18

EDLD 5333 Leadership for Accountability – Week 4 Part 2 A, B, & C: NELP Component 3.1 School Culture Domain I School Culture Competency 001 School Culture TEA Pillar 8 School Vision & Culture (W4LO1, W4LO2 / CLO1) (W4LO4 / CLO3, CLO5) 0 Points Candidate provides no response. OR Candidate’s responses to the evaluation (Part 2A), processes (Part 2B) and/or strategies (Part 2C) for improvement of school culture are incomplete. Evidence is not provided for parts 2A, 2B and 2C with references to data and relevant sources from literature and/or lectures. 10 Points Candidate references school culture and identifies one area of need for improvement with little basis related data. (Part 2A) Candidate vaguely explains data-driven processes to design and cultivate a supportive, nurturing, and inclusive school culture. (Part 2B) Candidate vaguely explains strategies for improving school culture with little explanation regarding how these strategies will advocate a supportive and inclusive school culture. (Part 2C) Little or no evidence is provided for parts 2A, 2B and 2C with references to data and relevant sources from literature and/or lectures. 14 Points Candidate evaluates school culture and identifies at least one significant area of need for improvement based on all data sets. (Part 2A) Candidate briefly explains specific data-driven processes to design and cultivate a supportive, nurturing, and inclusive school culture. (Part 2B) Candidate briefly explains specific strategies for improving school culture and explains how these strategies will advocate a supportive and inclusive school culture. (Part 2C) Specific evidence is provided for parts 2A, 2B and 2C with references to data and relevant sources from literature and/or lectures. 19 Points Candidate evaluates school culture and clearly identifies at least one significant area of need for improvement based on all data sets. (Part 2A) Candidate comprehensively articulates specific data-driven processes to design and cultivate a supportive, nurturing, and inclusive school culture. (Part 2B) Candidate comprehensively articulates specific strategies for improving school culture and explains how these strategies will advocate a supportive and inclusive school culture. (Part 2C) Thorough and specific evidence is provided for parts 2A, 2B and 2C with references to data and relevant sources from literature and/or lectures. Lamar University Summer 1- 2019 5 of 18

EDLD 5333 Leadership for Accountability – Week 4 Part 3 B NELP Component 3.2 Equitable Access to Programs & Services Domain VI Ethics, Equity, and Diversity Competency 011b Equity and Diversity TEA Pillar 3 Diversity & Equity (W4LO4 / CLO3, CLO5) 0 Points Candidate provides no response. OR Candidate’s responses to sources of inequity and bias are inadequate, inappropriate, and/or incomplete, as evidenced in the Campus Improvement Plan. (Part 3B) 10 Points Candidate vaguely identifies and addresses sources of inequity and bias in the allocation of educational resources and opportunities as evidenced in Campus Improvement Plan. (Part 3B) Candidate demonstrates little capacity to cultivate equitable use of educational resources and opportunities through procedures, guidelines, norms, and values as evidenced in Campus Improvement Plan. (Part 3B) Candidate demonstrates little capacity to advocate for equitable access to educational resources, procedures, and opportunities as evidenced in Campus Improvement Plan. (Part 3B) 14 Points Candidate briefly evaluates, identifies, and addresses sources of inequity and bias in the allocation of educational resources and opportunities as evidenced in Campus Improvement Plan. (Part 3B) Candidate demonstrates novice capacity to cultivate equitable use of educational resources and opportunities through procedures, guidelines, norms, and values as evidenced in Campus Improvement Plan with specificity and clarity. (Part 3B) Candidate demonstrates novice capacity to advocate for equitable access to educational resources, procedures, and opportunities as evidenced in Campus Improvement Plan with specificity and clarity. (Part 3B) 19 Points Candidate comprehensively evaluates and clearly identifies and addresses sources of inequity and bias in the allocation of educational resources and opportunities as evidenced in Campus Improvement Plan with specificity and clarity. (Part 3B) Candidate demonstrates strong capacity to cultivate equitable use of educational resources and opportunities through procedures, guidelines, norms, and values as evidenced in Campus Improvement Plan with specificity and clarity. (Part 3B) Candidate demonstrates strong capacity to advocate for equitable access to educational resources, procedures, and opportunities as evidenced in Campus Improvement Plan with specificity and clarity. (Part 3B) Lamar University Summer 1- 2019 7 of 18

EDLD 5333 Leadership for Accountability – Week 4 Part 3 B NELP Component 1.2 School Improvement Domain IV Executive Leadership Competency 008 Improvement and Change TEA Pillar 8 School Vision & Culture (W4LO1, W4LO2 / CLO1) (W4LO4 / CLO3, CLO5) 0 Points Candidate provides no response. OR Candidate’s responses to the campus improvement process components are inadequate, inappropriate, and/or incomplete, as evidenced in the Campus Improvement Plan. (Part 3B) 10 Points Candidate demonstrates little use of research and data to develop an improvement process and includes few of the following components: diagnosis, design, implementation, and evaluation, as evidenced in the Campus Improvement Plan. (Part 3B) Candidate demonstrates little capacity to develop an implementation plan to support the improvement processes as evidenced in the Campus Improvement Plan. (Part 3B) 14 Points Candidate demonstrates novice use of research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation, as evidenced in the Campus Improvement Plan with elements of the SMART Goal and Objectives model. (Part 3B) Candidate demonstrates novice capacity to develop an implementation plan to support the improvement processes as evidenced in the Campus Improvement Plan with elements of the SMART Goal and Objectives model. (Part 3B) 19 Points Candidate demonstrates effective use of comprehensive research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation, as evidenced in the Campus Improvement Plan with elements of the SMART Goal and Objectives model. (Part 3B) Candidate demonstrates strong capacity to develop an implementation plan to support the improvement processes as evidenced in the Campus Improvement Plan with elements of the SMART Goal and Objectives model. (Part 3B) Writing Content & Mechanics 0 Points Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation. 2 Points Responses do not reflect knowledge of course content. Writing is unclear and/or disorganized. Weak sentence/paragraph construction is exhibited. Thoughts are not expressed in a coherent and logical manner. There are numerous errors in grammar, spelling, or punctuation. 4 Points Responses are relevant to course content. Writing is mostly clear, concise, and well organized. Good sentence/paragraph construction is exhibited. Thoughts are expressed in a coherent and logical manner. There are few errors in grammar, spelling, or punctuation. 5 Points Responses are relevant to course content. Writing is clear, concise, and well organized. Excellent sentence/paragraph construction is exhibited. Thoughts are expressed in a coherent and logical manner. There are no errors in grammar, spelling, or punctuation. Lamar University Summer 1- 2019 8 of 18

EDLD 5333 Leadership for Accountability – Week 4 diversity on that campus. When I think of equity, values, community, and diversity, CMS falls short in each of those areas at the campus level. The students dont have a sense of belonging and the teachers are contributing to that. I would recommend the campus hire a more diverse batch of teachers and foster those relationships with the students to build trust to motivate the students to learn and achieve. The mission states that they will provide a nurturing, safe, and supportive environment for all students. The mission is clear on how they will help their students succeed at their campus. CMS states that they plan to prepare their students by implementing a challenging curriculum. As I reviewed last week's data, it appears that the teacher at CMS didn’t set high expectations hindering certain subpopulations from improving. Their vision statement is the opposite as it’s vague and doesn’t align with the mission. A direct “connection” is not prevalent as to how a challenging curriculum will prepare the students for a global economy. This class has made it clear that the vision statement needs to align with the schools' community values and the mission statement should clearly state the purpose while focusing on student success. "The vision and mission are the foundation of the school's goals and underlie the rationale for specific strategies" (Desravines et al., 2016, p.124). All parties need to know the direction of school, from the students, to teachers and community and also know how they’re expected to work and engage together. As stated in Breakthrough Principals, there are three stages when creating and maintaining a shared vision and mission at a school. “The first step is the "drafting process" which can be done with a small group of "thought partners." Thought partners are leaders on the campus or key stakeholders” (Desravines et al., 2016, p. 105). “During the drafting process, it is important to ensure that the views of staff, students, and parents are thoroughly represented and that it addresses the needs and values of the community” (Desravines et al., 2016, p 105). The second stage comes to fruition once the mission and vision have been completed. “The leaders create structures that enable everyone in the school, including parents and families, to regularly assess and refine them, and align their school practices with the vision" (Desravines et al., 2016). Stage 3 happens when the staff regularly refers to the vision and mission when it comes to lesson planning or making major decisions. The three stages are imperative as they encompass everyone’s point of view at every stage. It’s essential as a campus to strive towards the vision by meeting important milestones and allowing the mission to be a guide. References Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools (1st ed.). Jossey-Bass 1. B. ( NELP 1.1) Articulate a comprehensive plan for communicating the vision and mission. (minimum of 2 150-word paragraphs) First paragraph : In what ways will the school vision and mission be communicated? Second paragraph : Who would be involved in the communicating the school vision and mission? Lamar University Summer 1- 2019 10 of 18

EDLD 5333 Leadership for Accountability – Week 4 Cite all appropriate sources and data analyses to support your statements. Part 2 : Evaluation, Design, and Advocacy for Positive School Culture (W4LO1, W4LO2 / CLO1), (W4LO4 / CLO3, CLO5) Directions: Based on the readings and lectures for weeks 1 – 4, and data sets from weeks 1 – 3, you will respond to the following prompts: 2. A. ( NELP 3.1 ) Evaluate the culture of Cardinal Middle School. Write one paragraph (minimum 150 words) identifying at least one significant area of need for improvement of school culture. Explain your rationale based on appropriate data, readings, and lectures. NELP 3.1 Cite all appropriate sources and data analyses to support your rationale. Lamar University Summer 1- 2019 11 of 18 The vision and mission for a campus must provide total transparency so everyone within the school and community understands and accepts that they are the foundation for all school practices. We live in a digital world where everything is done online and the vision and mission is one of those things that can be shared this way. Also, it should be posted on the school website and throughout the campus such as the front office, gym, and main hallways so that they are visible to everyone. Additionally, the vision and mission should be shared during morning announcements so that the day is started off positively and throughout the day. Lastly, a letter should be shared with parents at the beginning of the year with the vision and mission and the principal can explain the purpose behind both of them. Then parents can then convey that to their scholars and have meaningful conversations. The principal and leadership committee should be the first persons to convey the vision and mission statements. There are several ways to go about doing that and reach the entire school community. After that, the responsibility lies on the teachers and staff to implement the vision and mission to their students frequently. According to Desravines et. al. (2016), “ "Staff on a regular basis reflect as to whether their actions and decisions are congruent with the school's values" (p. 105). Both statements should be taken into consideration when doing anything having to do with the students such as planning or making any decision that involves them. It’s important that the staff buy into the vision and mission statements and communicate them regularly to the students so that they will be followed. Once the students align to the statements they will be able to see how it benefits them. After all, students drive school direction in alignment with the school's vision and mission (Desravines et al., 2016, p. 105). References Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools (1st ed.). Jossey-Bass

EDLD 5333 Leadership for Accountability – Week 4 We recently gained an understanding of the five-step ongoing continuous improvement cycle that schools can implement when data to drive the campus improvement process. The five steps include: diagnose, plan, implement, monitor and adjust. At every step, data is what drives the design to cultivate a supportive, nurturing and inclusive school culture. It’s important that not only the staff understand the vision and purpose of the school but also the school community. At Cardinal Middle School (CMS), it is evident that the school culture was never established. Diversity at CMS would fulfill the diagnosing and planning steps and would more equally represent the African-American subpopulation. Once CMS has established the improvement plan for school culture, is when results will be evident. We will see students and teachers working together to build relationships and there will be an understanding that we are all working towards a common goal of “all students can and will be ready to succeed in college or in their career, effect effort that leads to success is expected and taught, and adults and students will begin to share ownership of student success” (Desravines et al., 2016, p. 106). References Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools (1st ed.). Jossey-Bass 2. C. ( NELP 3.1 ) Provide strategies for improving and advocating for positive school culture in the identified area of need stated in Part 2. A. of this assignment. (minimum of 2 150-word paragraphs) Explain your rationale based on appropriate data, readings, and lectures. First paragraph : Articulate the strategies to improve school culture in the area of identified need. Include the persons who will be involved in implementing these strategies. Second paragraph : Explain how these strategies will be effective in advocating a supportive, inclusive school culture. Cite all appropriate sources and data analyses to support your rationale. Bambrick-Santoyo stated, “You can’t blame your students for your school’s culture - they simply follow the adults'' (Bambrick-Santoyo, 2018). A culture of excellence is cultivated through repeated practice by adults and children. As previously mentioned, Cardinal Middle School (CMS) needs to guarantee they feel welcomed and that inclusivity is seen in the day-to-day practices by building strong relationships between the teachers, staff and administrators. The four key strategies that will help improve the culture at CMS. According to Bambrick-Santoyo (2016) those are: set your vision, roll it out to your staff, roll it out to your students, and monitor and maintain (p. 334). The administration will manage the implementation of the first two steps and then teachers and staff will help roll it out to their students and monitor and maintain. Furthermore, it was noted that students felt the expectations were too high, but teachers didn’t think so. “Children will rise to the level of our Lamar University Summer 1- 2019 13 of 18

EDLD 5333 Leadership for Accountability – Week 4 expectations. It’s our job to set those expectations, and teach them” (Bambrick-Santoyo, 2018, p. 334). The above-mentioned strategies will be imperative in creating a culture that supports a nurturing, supportive, and inclusive environment. This will help the students to hold onto the relationships with their teachers. “Setting the vision is important as it allows the administrators to seek out and define exemplary routines, identify the gap that separates the routines from the way the school currently looks, and crafts minute-by-minute action plans that will make the vision a reality throughout the school day” (Bambrick-Santoyo, 2018, p. 325). It’s important when rolling out the new culture improvement plan that the staff ensure that the vision comes to fruition. The staff and students need to model what best practices look and sound like. The third strategy of rolling out the plan to the students will look similar to what it did when it was rolled out to the teachers. Students and teachers will see a difference in how their relationship with their students starts evolving. They will see that the students are more receptive and willing to please their teachers when they feel inclusivity. References Bambrick-Santoyo, P., & Lemov, D. (2018). Leverage Leadership 2.0: A practical guide to building exceptional schools (2nd ed.). Jossey-Bass Part 3 : Campus Improvement Planning (W4LO1, W4LO2 / CLO1), (W4LO3 / CLO2), (W4LO4 / CLO3, CLO5) Directions: Based on the readings and lectures for weeks 1 – 4, and data sets from weeks 1 – 3, you will first identify the root cause of two specific areas of need for improvement. Next, you will develop a section of a campus improvement plan , based on the identified areas of need. 3. A . ( NELP 3.3) Articulate the root cause for the inequity and biases related to the identified needs for: 1) improvement in student achievement , and 2) improvement in student social-emotional learning . Include the following in each paragraph (minimum of 2 150-word paragraphs): Root causes of inequity and bias ⇒ Recommended development of policies or procedures that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff ⇒ Advocacy for equitable practice among teachers and staff First paragraph : Evaluate the root cause for the identified student achievement inequity. Include all elements listed above. Second paragraph : Evaluate the root cause for the identified student social-emotional learning inequity. Include all elements listed above. Cite all appropriate sources and data analyses to support your rationale. Lamar University Summer 1- 2019 14 of 18

EDLD 5333 Leadership for Accountability – Week 4 GOAL AREA 1: Student Achievement: Reading/Language Arts Priority of Need: Increase the level of rigor through the implementation of Literacy in reading classrooms to meet all students’ needs. Critical Success Factor(s): Academic: Increase passing rates on all Reading STAAR administrations Goal and Summative Evaluation: By May 2023, at least 54 % of all students tested will receive Meets Academic Performance in STAAR Reading Measurable Objective Activity / Strategy Staff Member Responsible Resources: Funding Time Materials Personnel Facilities Timeline Milestones: Benchmarking / Formative Evaluation Objective 1: Based on TEKs Resource benchmark assessments, at least a 7% gain in closing the performance gap between African American students and overall student performance Objective 1: Double block ELA classes for all incoming 6th grade students. Students will receive additional reading instruction every other day for 90 minutes. Objective 1: Campus Administrators. Department Chair Lead Teachers Instructional Coach Reading Intervention Teacher Objective 1: Master Schedule Teacher common planning period TEKS Resources Teacher Designed Lessons Reading Lab Objective 1: August 2022- May 2023 Objective 1: MAP Growth Data Common Unit Assessments Campus Based Benchmark STAAR (Objective 2) All students will score 85% or higher on all benchmark tests by the 4th administratio n. (Objective 2) Students will receive an additional 30 minutes ELAR intervention as needed. (Objective 2) Lead Teachers Instructional Coach Department Chair (Objective 2) TEKS Resources benchmark tests, Teacher and department chair collaboration during planning period, Master Schedule. (Objective 2) August 2022- May 2023 (Objective 2) School administered tests 1-4. (Objective 3) All prior year nonproficient students will progress at a 55% rate over the 2022 (Objective 3) All students who are currently not meeting the reading standards will be required for more intensive instruction. (Objective 3) Reading Department Chairs Instructional Assistants that are qualified to work in. (Objective 3) Master Schedule Reading and comprehension strategies (Objective 3) August 2022- May 2023. (Objective 3) School administered tests 1-4. GOAL AREA 2: Student Social-Emotional Learning: Student Behavior Lamar University Summer 1- 2019 16 of 18

EDLD 5333 Leadership for Accountability – Week 4 Priority of Need: Students that are out of the classroom due to disciplinary actions are not in the classroom learning material to help them be successful Critical Success Factor(s): Academic Goal and Summative Evaluation: By May 2023, at least 54 % of all students tested will receive Meets Academic Performance in STAAR Reading. Measurable Objective Activity / Strategy Staff Member Responsible Resources: Funding Time Materials Personnel Facilities Timeline Milestones: Benchmarking / Formative Evaluation (Objective 1). Parent involvement in the school community and activities will increase by 30%. (Objective 1) The principal will develop a survey asking parents what they are most curious about when it comes to their child’s academic life/ emotional well-being in the academic setting (Objective 1) Principal (Objective 1) School communication budget. (Objective 1) August 2022- May 2023 (Objective 1) Decrease student disciplinary actions at the administrative level by 25%. (Objective 2) Establish a rubric that students and staff can easily follow when a disciplinary action needs to be taken. (Objective 2) The rubric will consist of what actions need to be taken depending on the issue and the severity of it. It is expected that teachers handle most behavior issues in the classroom before letting them get to administrators. (Objective 2) Principals, Assistant Principals in charge of all behavior, issues Teachers, Parents (Objective 2) Master Schedule Principal and Team Lead Teacher Planning Time (Objective 2) August 2022- May 2023 (Objective 2) Decrease student disciplinary actions at the administrative level by 25%. (Objective 3) Increase the amount of celebrations student receive a day by 7-8% each 9-week grading period (Objective 3) Develop a plan for when a teacher should be providing positive praise or a reward for exemplary behavior. (Objective 3) Principals, Teachers (Objective 3) Principal Planning Time (Objective 3) August 2022- May 2023 (Objective 3) Decrease student disciplinary actions at the administrative level by 25%. Lamar University Summer 1- 2019 17 of 18