Coppell ISD's five-year planning process began in November 2013. Following several community meetings, the Pinnacle 2020 Committee comprised of students, staff, and community members met and confirmed the Mission, defined a Call to Action, and set five goals. Specific Results were then written for each goal. In May 2014, three action teams formed to define the steps needed to accomplish each specific result (see below). Additional action teams will start this fall and winter.Action Team 1:1- create a system for establishing and maintaining reciprocal community partnerships in order to increase authentic field based learning experiences.
Action Team 1:2- Increase volunteer and service opportunities for learners within the community. (as of 4/17 all action steps are completed or in process)
- Develop a streamlined method for community partners to connect with the District, specifically from the CISD website.
- Define partnership opportunities available to local partners.
- Develop and maintain a partnership database.
- Evaluate existing field based learning programs for relevancy and efficacy.
- Conduct a needs assessment across campuses regarding community partnerships and field based learning experiences.
- Create a communications protocol for campuses to express partnership needs.
- Designate a representative for each campus to serve as a contact for partnerships.
- Develop specific role requirements for campus representatives.
Action Team 1:3- Expand opportunities for internships and job shadowing.
- Expand the guiding coalition of service learning/global mindedness to include community members and learners and create program structure (define roles and responsibilities of individuals)
- Capture current and plan for global activities and partnerships
- Select a tool for tracking learner progress and participation as it pertains to service learning and global mindedness that allows for partnership locally and globally
- Create a showcase or celebrations that highlight and encourage altruistic motivation
- Define, categorize, and create a framework for partnership
- Create a database for service learning opportunities
- Establish a plan and create a service learning/globalization public relations campaign with logo and brand with a timeline for launch
- Create/find/purchase platform that is appropriate for sharing progress in activities but also allow others to assist.
- Research and create appropriate social media outlets for promotion and communication.
- Develop a charter (mission statement/scope/boundaries/purpose)
- Create a plan to review and evaluate the process
- Explore the opportunity to provide job shadowing and internship opportunities through expanding campus career days (similar to West’s) at elementary and all middle school levels.
- Explore possibilities to set up program to have high school students (CTE) visit lower campuses as guest speakers about their own job shadowing and internship experiences.
opportunity to expand job shadowing and internship opportunities to include
sports related fields such as sports medicine, coaching, and sports radio and
Capitalize on current
businesses that have job shadowing/internship programs and are willing to
commit to guest speaking at all three middle school campuses equally.
Explore the feedback
process and tools for internships and job shadowing opportunities for optimal
effectiveness (include all stakeholders- learners, teachers, parents,
of internships and certification courses to be changed to level 4.
about opportunities for job shadowing and internships at Coppell High School.
Work with career
staff to determine learner interests/passions in order to target specific
businesses for internship/job shadowing opportunities.
Identify and campaign
businesses that align with learner interests.
with key contact information.
shadowing/internship information easily accessible on the web for both business
Action Team 1:4-Partner with industry professional to design and offer field-based learning experiences for educators. (Final step is to evaluate Incubator program in May 2017)
Action Team 2:1- Expand learning spaces within and outside of CISD facilities through the development of new and existing community partnerships. (previously 2:3)
- Research Incubator Program to leverage professionals outside of education serving as authentic resources for learners in their learning
- Review curriculum of the Incubator Program to determine partnerships needed for mentoring and coaching in the classroom
- Recruit coaches and mentors
- Train educator(s) in the mentoring curriculum
- Order materials necessary for the Incubator Program
- Monitor Incubator Program
- Evaluate the Incubator Program
Action Team 2:2- Redesign or repurpose current learning spaces to provide flexibility and maximize learning opportunities for all learners. (previously 2:4)
- Determine inefficiently utilized spaces (Ex: classrooms, computer labs and classrooms being used for storage) through an internal unbiased audit within CISD. Note - 39 classrooms in 8 footprint elementary plans
- Reconfigure and redefine spaces (Ex: outdoor) to match for current and future needs to match to Action Team ( ).
- Investigate New Tech space for specific academic classes for both high schools to expand facilities.
- Maximize use of existing staff and classrooms by utilizing more traveling teachers at secondary schools.
- Explore off campus lunch for seniors to alleviate overcrowding at CHS lunches.
- Compile capacity coded space map/list of non-campus district and city facilities with possible availability matrix. *Committee recommends not expanding to private business at this time due to permanence and safety and security concerns.
Action Team 2:3- Develop a Long Range Facility Plan based on an evaluation of projected growth, learning services, and technology. (previously 2:6)Facilities:
- Tour campuses that have repurposed learning spaces.
- Debrief on campus tours.
- Create a bond request form for the redesign of learning spaces in CISD campuses.
- Principals get input from educators and learners on possible redesign areas and ideas for their campuses.
- Principals collaborate and share ideas suggested by learners and educators.
- Collaborate and coordinate with Stantec on furniture and spaces for redesign for finalization of furniture choices and creative spaces.
- Principals create redesign proposals to submit to Dr. Waldrip.
- Redesign of learning spaces will be put out to bid.
- Vendors selected for redesign of learning environments of existing schools.
- Construction and redesign of learning environments of existing schools completed
- Complete a comprehensive facilities survey/study of all CISD buildings (and immediate land adjacent) and undeveloped CISD land to determine facility build out / repurpose options for each building/land parcel available.
- Form a facilities construction design team to evaluate data from step #1, research options (division of grade levels, ie. K-3, 4-6, 7-9, K-8,10-12) and determine a comprehensive facility proposal for CISD board of trustees approval.
- Investigate purchase options in Coppell, both adjacent to current facilities and other sites in targeted areas for growth
- Generate a list of past, current and future non-CISD credit options (ex. North Lake, and trade or career schools) to survey educational stakeholders to determine interest and intention to utilize options.
- Research and determine viable options for extending the school day and/or the school year.
- Create surveys for educational stakeholder’s interest and intention to use virtual school/class options.
- Determine how the current facilities meet the needs of the district based on all of the survey results
Action Team 3:1- Create a system to communicate foundational and future-ready skills for each learner.
- Create an educational stakeholder survey to determine wants/needs for school choices. ie: CTE, Apprenticeship, IB, Blended, PBL, STEM, Virtual or a Comprehensive school, etc.
- Gather data and research information from the surrounding school districts about possible shared programs and spaces. (ex.travel to another district’s facility)
- Evaluate the business partnerships inside and outside of our community to determine what is needed or not needed to support enrollment growth.
- Create a community survey to determine community threshold/interest in holding a bond election.
Action Team 4:1- Increase educator proficiency to respond to our diverse community of learners.
- Survey parents on the way they prefer communication and consider this as a streamlined system is developed.
- Analyze things to be communicated to parents and establish an efficient system of communication.
- Centralized the location of supporting documents of foundational and future ready skills.
- Establish district expectations for educator communications on foundational and future ready skills.
- Use quantitative measures to assess future ready skills with instruments, such as a rubric, where specific feedback is given.
- Create a means for learners to report quantitative and qualitative data (evidence) of foundational and future ready skills.
- Create a process for parents to provide feedback on the system.
- Define and identify profound foundational knowledge and future ready skills.
- Establish the progression of foundational knowledge and future ready skills by grade level.
- Explain the progression of foundational knowledge and future ready skills in parent and learner friendly language.
- Establish levels of proficiency for the foundational knowledge and future ready skills.
- Create a collection of artifacts showing evidence of proficiency.
- Establish a means for learner's self-assessment and reflection.
- Establish a means for parents to communicate with educator and leaner on learner progress that is developmentally appropriate.
- Design a communication plan to inform all stakeholders on reciprocal communication system.
- Annually evaluate and make changes to system as a result of feedback provided by all stakeholders.
Action Team 5:1- Provide professional learning for educators and administrators on the effective use of data and assessment tools to inform the design. (previously 5:2)
- Establish a CISD definition of diversity.
- Establish a CISD expectation for educator proficiency as it relates to diversity.
- Create/identify a self-assessment tool for educators to gauge level of proficiency in response to our community of diverse learners.
- Administer the self-assessment tool to establish awareness of current proficiency level.
- Use qualitative and quantitative means to gather feedback from learners and parents related to educator proficiency.
- Identify gaps in proficiency to respond to our diverse community of learners.
- Investigate diversity training options to meet identified needs of each campus and educator.
- Choose or create training.
- Implement training.
- Evaluate growth of educator proficiency.
- Identify assessment tools that will highlight learner strengths & deficits in knowledge and skills.
- Provide a list of data reports and the purpose for which they were designed for all current district & state assessments.
- Establish a district protocol for training on assessment and data analysis.
- Design purposeful district & campus training for educators & administrators to disaggregate and analyze data.
- Evaluate the effectiveness of the professional learning.
Action Team 5:2 – Create a community-based accountability system for reporting learner growth.
- Identify assessment tools that will highlight learner strengths & deficits in knowledge and skills
- Create rubric for the 9 evaluation factors as required by the Texas Community and Student Engagement Accountability System (CSEAS)
- Send the rubric and link to the survey to campus principals to disseminate to their Site-Based Decision Making (SBDM) teams and other stakeholders
- Collate the data from each campus on each evaluation factor
- Report the campus data on the campus and district websites
- Collate the district data
- Report the district data on the district website
Action Team 5:3 – Implement goal setting PreK-12 to empower learners to take responsibility for their growth (i.e. academic, social and emotional)
- Identify the committee members for 5:3 and make initial contact
- Prior to first meeting, committee members will be asked to bring artifacts regarding any systems, on their campus, for learner goal setting.
- Convene meeting with members of the 5:3 Specific Result
- Needs assessment regarding systems that are currently being used for learners (K-12) to establish goals
- Using the data, develop specific district expectations for learners setting goals at the elementary, middle and high school levels
- Provide campuses with expectations and examples of learner goal setting options to customize for their individual campus.
Action Team 5:4 – Develop a comprehensive professional learning plan to actualize the CISD Learning Framework
Action Team 5:5: Reframe and prioritize state standards in a way that leads to profound learning. (previously 5:6)
- Use the PPM process to create a Charter for the District Professional Learning Plan (PLP) for the Learning Framework
- Determine measurements for successful implementation of the district PLP for the Learning Framework
- Clearly define the roles and responsibilities of the curriculum department for the Learning Framework with professional learning
- Clearly define the roles and responsibilities of principals for the Learning Framework with professional learning
- Clearly define district goals and expectations for campus alignment
- Campuses will establish action plans based on their professional learning priorities aligned with the Learning Framework
- Establish a campus process of support and monitoring for implementation of the Learning Framework
- Establish a district process of support and monitoring for implementation of training with the use of the Learning Framework
- Measure success by the level of learner success on district assessments and raw scores on state STAAR assessments (TELPAS, PBMAS, ACT); survey for voice of customer (learners, educators, and administrators)
- Analyze data for continuous improvement and make adjustments in the PLP based on data
- Research curriculum and instructional models of high performing states and international programs, that have indicators of profound learning and determine if those strategies would work for CISD (consider NAEP, SAT, ACT, IB, etc.).
- Incorporate the agreed upon best practices from the research into curriculum and instructional models as appropriate.
- Vertically align the curricular and instructional models K-12 (STEM,GT, IB, DLI, etc.) to ensure consistency of the curriculum across the district.
- Empower and support educators so that they can design and achieve profound learning (training, tools, resources, etc.).
- Enrich and support learners by giving them flexibility and choice in pursuing their passions (online curricular offerings, non-core offerings, etc.).
- Develop measurements of the components of profound learning using curricular assessments such as rubrics; leverage existing standardized assessments such as the ACT, IB, AP exams to determine growth toward profound learning; and track extracurricular achievements that extend beyond standardized tests.
Action Team 5:6 - Design a comprehensive instructional technology system that redefines the role of technology in the classroom (create and share content, collaborate with other learners throughout the world).
Action Team 5:7- Seamlessly integrate digital citizenship across the curriculum so all stakeholders collaborate in an atmosphere of respect, integrity, sharing, trust, and service. (previously 5:8)
- Create a needs assessment using data from Clarity, learner panels, educators, administrators and DLC feedback.
- Design and implement a comprehensive digital learning PL plan (including digital literacy, information literacy and digital citizenship) to help educators and administration enhance their skills in designing learning experiences with embedded technology devices/resources.
- Create a follow up process that DLCs use to help support educators and administrators in designing technology rich learning experiences
- Evaluate the effectiveness of the digital learning PL plan for continuous improvement using feedback from educators, administration, and Clarity data.
- Identify a Learning Management System (LMS) that will allow educators and learners to access, create and share content.
- Design and implement purposeful district & campus training for educators, learners and administrators to use LMS effectively in and out of the classroom.
- Create a follow up process for DLCs to use to help support educators, learners and administrators while using LMS
- Evaluate the effectiveness of the LMS training for continuous improvement using educator, learner, administrators and DLC feedback.
- Create a needs assessment using data from Clarity and parent survey feedback on digital needs of our parents and community
- Design and implement a comprehensive training plan for parents (including but not limited to LMS navigation, parenting the digital native, information literacy, digital literacy, etc.) to bridge the gap between learner and parent digital knowledge.
- Create a follow up process to use to help support parents.
- Evaluate the effectiveness of the parent training plan for continuous improvement using Clarity data and parent surveys
*This team strongly recommends digital citizenship be reported as a future-ready skill.
- Develop the CISD definition of digital citizenship.
- Identify the skills and attributes required to demonstrate digital citizenship.
- Align the identified skills and attributes with the CISD character education traits.
- Integrate the identified skills and attributes into the existing CISD character education program.
- Select and/or develop differentiated digital citizenship curriculum and resources to be accessed and used by learners, educators, and parents.
- Design assessment tools to analyze growth for digital citizenship.
- Publish digital citizenship curriculum for access by all stakeholders.
- Create an implementation plan.
- Brand, market and communicate the digital citizenship plan to all stakeholders.
- Provide professional learning on digital citizenship curriculum.
- Provide parent training on digital citizenship.
- Develop an annual/ongoing needs assessment plan in order to get feedback from learners, educators and parents on digital citizenship for continuous improvement.