CIP: Key Action # 1: Develop and implement systems to achieve academic growth goals for all students.    Objectives/Indicators of Success: Common Assessments 6th - 8th Grade, all students,  Core subjects, increases by a minimum of 5 percentage points on each six week  Common Assessment       6th - 8th Grade,70% of each  student groups:  AA, ELL, and SPED, increase 3 percentage points on each six week common assessment.    Pre-AP student achievement overall met standard on all Common Assessments, minimum 80%.    ACP 6th - 8th Grade Electives, Fall 2017 ACP minimum of 75% overall passing, Spring 2018  ACP minimum of 80% overall passing Objectives/Indicators of Success: STAAR 6th - 8th Grade Electives, Fall 2017 ACP minimum of 75% overall passing, Spring 2018  ACP minimum of 80% overall passing By May 2018, 6th - 8th Math and Reading STAAR, Meets level increase by 8 percentage points, Masters level minimum 10% of testers DISD Climate & Student Perception Surveys: By May 2018, Students Perception Survey, Expectations and Rigor, 80% or higher By May 2018, Student Perception Survey, positive response, "how motivating are the activities? increase to 70%, “how often does the teacher give you feedback to help you learn?”, increase to 76%,  how interested are you in this class? increase to 66%.   Leader Moves Utilize comprehensive performance based interview strategies to hire qualified educators. Lead Six Week Data meetings, analyze student learning and support development of instructional development plans and implementation Coordinate academic incentives for students on assessment measures Teacher Moves: Math & RLA teach, 90 minute blocks Attend PD maximizing block schedule and intervention strategies Attend Project Based Learning (PBL) Implement daily formative assessment practices & adjust instruction effectively Lead and/or participate in 3 week data meetings, create, and implement instructional intervention plans Track, analyze, Pre AP student achievement and address instr. Needs Sped & General Ed teachers collaborate to track, analyze, and provide data informed instructional plans Student Moves: Increase college and career readiness through daily, weekly, and every six weeks academic planning (may include – homework, CA grades, tutoring days, attendance, etc.)

CIP: Key Action # 2: Strengthen the process of instructional growth through data driven differentiated coaching and professional development.   Objectives/Indicators of Success: Coaching & Feedback Cycle 85 % of all Spot Feedback is face to face. Instructional Coaches receive 80% or higher positive response of 4/5 Campus Instructional Feedback & Support Surveys Administrators receive 80% or higher positive response from 4/5 Campus Instructional Feedback & Support Surveys Objectives/Indicators of Success: DISD Climate Survey DISD Climate Survey positive responses for, “My campus leadership team helps me improve the quality of my instruction to 70% Fall, 75% in the Spring. DISD Climate Survey positive responses for, “The instructional feedback I receive helps me improve the quality of my instruction, to 70% Fall, 75% in the Spring. DISD Climate Survey positive responses for, “My campus has an effective leadership team.” to 65% Fall, 75% in the Spring. DISD Climate Survey positive responses for, “The PD sessions at my school this year helped me improve instruction.” to 55% Fall, 60% in the Spring. Leader Moves: Differentiated instructional support (multiple data points to inform support- such as modeling, identifying resources, observational feedback, peer observations, district/region professional development) Utilize Bambrick’s 3 Steps feedback, observation, improvement cycle with fidelity and Assessed every six weeks on instructional support and improvement practices Leaders implement Six Week Data meetings Instructional coaches monitor cloud based archive system to house instructional documents and archive artifacts Instructional coaches utilize content PLCs to provide data informed PD Leadership use technology to individualize teacher support and improvement cycle (Swivels) Teacher Moves: Implement feedback and coaching support via Bambrick’s 3 Steps feedback, observation, improvement cycle with fidelity. Assess instructional leaders, individually, every six weeks on instructional support and improvement practices Teachers maximize Content PLCs to develop and improve instructional practices to increase student achievement

environment for all students and adults. CIP: Key Action # 3: Cultivate  social emotional learning approach to foster a supportive and accountable learning environment for all students and adults.     Objectives/Indicators of Success: Student Discipline Data By December 2017, SDS data reports will indicate a 20% reduction in the # of SDS referrals, by May 2018 reduction total of 35% for: classroom disruptions, fighting, bullying, profanity towards personnel, drugs (non felony), and leaving campus DISD Climate Data: DISD Climate Survey positive responses for, “Unruly students are not permitted to disrupt the learning environment”, increase to 59% Fall, 63% in the Spring. DISD Climate Survey positive responses for, “Discipline is enforced consistently and effectively at my campus”, increase to 55% Fall, 60% in the Spring. Objectives/Indicators of Success: Student Perception Data By May 2018, DISD Student Perception Survey positive responses for, “How often do students behave well in this class?”, increase to 62%. By May 2018, DISD Student Perception Survey positive responses for, “How pleasant or unpleasant is the physical space in classroom?”, increase to 85%. Extra curricular Student Participation 100% of ARMS students will engage in an extra/co-curricular activity throughout the entire school year.   Leader Moves: Utilize rubric to assess level of implementation and effectiveness of the SEL strategies, coordinate additional needs/support with Momentous Staff Utilize Campus Student Management system with fidelity. Transparency / communication of discipline process after student removal. Campus Discipline Coordinator provide training and ongoing support of the Campus Student Management System Counselors and Parent and Community Liaison will coordinate drug awareness series for parents Teacher Moves: Receive Social Emotional training and development (all staff) and implement strategy with fidelity Teachers utilize Campus Student Management System with fidelity. Teacher participate in campus training and follow up meetings in regards to Campus Student Management System. Teacher utilize POD time to address student behavior and academic needs (in collaboration with parents, counselors, and student). Teachers consistently track student data (Attendance, Behavior, Course grades, via POD PLC and data meetings) CIP: Key Action # 3: Cultivate  social emotional learning approach to foster a supportive and accountable learning environment for all students and adults.  

Objectives/Indicators of Success: Parent Survey Data: CIP: Key Action # 4: Develop parent and community partnerships which strengthen teaching and learning at ARSA.   Objectives/Indicators of Success: Parent Survey Data: By May 2018, DISD Parent Survey response for, “My child’s school has a respectful learning environment.” will increase from 78.7 to 83% positive responses. By May 2018, DISD Parent Survey response for, “My child’s school welcomes parent involvement and engagement.” will increase from 89.9 to 92% positive responses. By May 2018, DISD Parent Survey response for, “I feel comfortable interacting with school personnel (teachers & adm.).” will increase from 85.4 to 90% positive response. Objectives/Indicators of Success: Community Support By May 2018, ARSA will secure 4 community partners to support campus events or initiatives.   High School / Middle School Connection: By February 2018, 4 Early College High Schools or Magnet information sessions / events will occur to raise awareness of high school opportunities for rising freshmen. Feeder Connections By May 2018 ARSA will participate in 4 events with feeder pattern elementary schools.   Leader Moves: Parent Community Liaison: develop parental involvement action plan outlining key parent and community involvement events with progress measures. Increase volunteers to 35 Facilitate “bridge” events between ARMS and feeder elementary schools, minimum of 4 Secure 1 to 2 sponsorships (i.e. Ads on baseball field) Teacher Moves: Teachers secure parent involvement, by grade level and / or POD to support class / campus needs. Two positive parent interactions a week. Teachers create Outreach Team (Parent organization, i.e. Dads of ARSA, ARSA Moms, ARSA Parent Ambassadors) Athletics, campus organizations secure 1 to 2 sponsorships (i.e. ads on baseball field)