This action plan aims to decrease the number of in-school suspensions for economically disadvantaged students in grades 3-6 at Donna Park Elementary. It involves retrieving discipline data from the previous two years, training staff on the "Safe and Civil Schools" behavior management program, implementing the strategies, and evaluating their effectiveness by comparing referral rates and student achievement data over the course of the school year. Key steps include comparing baseline data, getting advice from another school using the program, attending training, creating an online support forum for staff, and celebrating progress made at the end of the first semester.

1. Action Plan<br />Goal: Decrease the number of office referrals resulting in in-school suspension as a consequence for economically disadvantaged students in grades 3-6, thus increasing student achievement.<br />Action Step(s)Person(s) ResponsibleTimeline: Start/EndNeeded ResourcesEvaluation1. Data retrieval, DPE: How many 3rd-6th grade economically disadvantaged student office referrals resulted in ISS as a consequence for the 2009-2010 school year. Olivia Herak and Regina Patterson (Assistant principal, Donna Park Elementary)August 2, 20102009-2010 Campus discipline report Determine the amount of missed days of instruction due to ISS consequences per grade level. 2. Data retrieval, NEE: How many 3rd-6th grade economically disadvantaged student office referrals resulted in ISS as a consequence for the 2008-2009 and 2009-2010 school years. Olivia Herak and Shannon Gauntt (Assistant principal, North Euless Elementary)August 4, 20102008-2009 and 2009-2010 Campus discipline reportsDetermine the amount of missed days of instruction due to ISS consequences per grade level. 3. Compile data from both campuses and compare economically disadvantaged students from DPE 2009-2010 to NEE 2008-2009.Olivia HerakAugust 4, 2010Computer to graph information.Determine the discipline comparison among the economically disadvantaged students between the two campuses. 4. Discuss discipline needs of 2008-2009 NEE economically disadvantaged students and compare with discipline needs of 2009-2010 DPE economically disadvantaged students. Also compare discipline data to student benchmarks data and TAKS results. Olivia Herak and Shannon GaunttAugust 5, 2010Phone Determine if the discipline needs of the NEE students compare with those of the DPE students. Discuss impact of “Safe and Civil Schools” on student achievement at NEE. 5. Discuss the background information of “Safe and Civil Schools” with Mrs. Gauntt and ask for advice/suggestions as we implement the program at Donna Park Elementary.Olivia Herak and Shannon GaunttAugust 5, 2010PhoneDetermine what preparation should take place before implementing the program on my campus.6. Attend “Safe and Civil Schools” training.Donna Park StaffAugust 18, 2010Donna Park Library, “Safe and Civil Schools” training materialsThe evaluation will be determined by staff buy in with the new program and their follow through.7. Implement “Safe and Civil Schools” behavior management strategies.Donna Park StaffBeginning August 23, 2010 and continuing throughout the school year.“Safe and Civil Schools” strategies; Support from administration and colleagues Determine the amount of missed days of instruction due to ISS consequences for economically disadvantaged students in grades 3-6 at the end of the first semester. 8. Create a Donna Park Staff blog where staff members can share what is working, success stories, and offer support as the new discipline program is implemented.Olivia HerakSeptember 7, 2010Computer and blog siteIt will be evident if the blog is an effective support site for staff members if teachers are posting and blog conversations are continuous. 9. Compare the discipline data for economically disadvantaged students in grades 3-6 at the end of the first semester for the 2010-2011 school year with the discipline data for the economically disadvantaged students in grades 3-6 at the end of the first semester for the 2009-2010 school year. Olivia Herak and Regina PattersonEnd of the first semester2009-2010 and 2010-2011 Campus discipline reportsWe will know whether or not the “Safe and Civil Schools” program is working with our students if the number of office referrals for economically disadvantaged students in grades 3-6 has decreased from the previous year. If not, then some possible questions could arise: Are staff members using the program with fidelity? Are staff members teaching behavior expectations and remaining consistent with those expectations?As with any new program or initiative, usually there is a “dip” in the “wrong” direction before things begin to head in the “right” direction; could this be the case for the first semester of office referrals?10. Compare student achievement data (MAPS and other benchmark assessments) of economically disadvantaged students in grades 3-6 to the number of referrals resulting in ISS. Olivia Herak, Regina Patterson, Susan Haxel, Karen Howey, and Katy Thomas. End of the first semesterAssessment data for economically disadvantaged students in grades 3-6 and 2010-2011 campus discipline reportDetermine if the “Safe and Civil Schools” program strategies have had a positive impact on student achievement for economically disadvantaged students in grades 3-6.11. Hold a staff meeting to celebrate the positive impacts the new program is having on student achievement.Aungelique Brading, Principal, Regina Patterson, Assistant Principal, and Olivia Herak.End of the first semesterDPE Library; cake, drinks, and grade level success stories.Staff morale is supported and remains high, as teachers and students move into the second semester continuing with “Safe and Civil Schools” strategies. <br />