2013-14 Campus Improvement Plan for Lieder Elementary ... · PDF fileParent sign-in sheets ... Quantum Learning (QL), mega monitoring, and Marzanos High ... PBIS Level II committee

Campus Improvement Plan 1 of 44 4/22/14

2013-14

Campus Improvement Plan for

Lieder Elementary School

Cypress-Fairbanks Independent School District


Mission Statement

Cypress-Fairbanks Independent School District’s Mission Statement We maximize every student's potential through rigorous and relevant learning experiences preparing students to be 21st Century global leaders.

Lieder Elementary School’s Mission Statement Lieder Elementary is committed to helping children develop the skills and the desire to make successful choices for their future.


Lieder Elementary School Campus Improvement Plan

2013-14 Comprehensive Needs Assessment Summary

In accordance with state and federal legislative requirements, the staff at Lieder Elementary School conducted a comprehensive needs assessment for the 2013-14 school year. The needs assessment was conducted to identify gaps in the areas listed below. Data and findings from the comprehensive needs assessment were then used to develop the activities/strategies in the additional sections of the Campus Improvement Plan. Campus Demographics The staff at Lieder Elementary School include 57 teachers, 27 paraprofessionals, and 11 administrators. The student population is 8% White, 10% African American, 75% Hispanic, 7% Asian, and 0% Native American. Additionally, the campus serves 81% economically disadvantaged students, 9% special education students, and 59% Limited English Proficient students. Attendance rates include 96% African American, 95.8% Hispanic, 96.1% White, and 95% economically disadvantaged. The most current data indicate the campus has a 16.1% mobility rate. The following data were reviewed in relation to campus demographics: The information used to conduct the needs assessment included data from the district Cognos AMS, mobility, discipline, attendance, teacher retention data, and surveys from staff and parents.

Upon review of these data, several findings were noted. These findings include: A priority group is any student group with fewer than 100% students passing in a STAAR tested content area. Had the state not filed a waver, Lieder would not have met AYP in Reading or Math. Lieder's current enrollment is higher than projected . Enrollment reports, student records, and the number of free and reduced lunch applications were also reviewed.

Areas of need include: Our goal for the 2013-14 school year is to meet state standards. We will continue to improve student achievement and academically advanced rates for all state tested grade levels. Our staff will continue to implement highly effective strategies and continuously monitor the effectiveness of the programs and strategies implemented. The impact of strategies and programs on student achievement will be reviewed on a regular basis.


Student Achievement The following data were reviewed in relation to Student achievement: Lieder needs to focus on our LEP population (T1-1). Upon review of these data, several findings were noted. These findings include: * LEP exits are low * First instruction is crucial In the state accountability system, the campus missed the following system safeguards: Writing in 'all', 'hispanic', 'economically disadvantaged', and 'ELL' student groups. The following data were reviewed realated to the missed sysytme safeguards: 'all' - 49%, 'hispanic' - 44%, 'economically disadvantaged' - 48%, and 'ELL' - 33%. The following trends were noted in the data: our ELL learners scored significantely lower than any other sub group. The data also reveal the following additional insights: the majority of our ELL learners are economically disadvanted, and hispanic. In addition, Lieder missed the following system safeguards: Reading in 'hispanic', 'economically advantaged', 'ELL' student groups. The following data were reviewed realated to the missed sysytme safeguards: 'hispanic' - 73%, economically disadvantaged' - 73%, and 'ELL' - 51%. Upon completion of the Needs Assessment process, the following needs were prioritized as follows: Need 1: Additional Staff Development in Writing (Increase Teacher Quality), and Need 2: Implement Vertical Planning with all Content Areas (Improve Academic Performance).

Areas of need include: In order to achieve 100% in every subject area, Lieder will focus on all content areas/sub populations,and give additional attention to improve performance for our LEP population. School Culture, Climate, and Organization The following data were reviewed in relation to School Culture, Climate, and Organization: School culture, climate, and organization were reviewed. The employee perception survey, teacher retention data, and feedback from students, staff, and parents were included in the review. Emphasis will continue with relationships, relevance, and rigor. Upon review of these data, several findings were noted. These findings include: Data reflects a positive school climate and effective organization. The employee perception survey noted growth in all areas. We will strive to provide opportunities for staff input and recognition. Areas of need include:


Parent participation and shared decision making will continue as areas for growth. Staff Quality, Recruitment, and Retention The following data were reviewed in relation to Staff Quality, Recruitment, and Retention: State, district, and campus data were reviewed. Upon review of these data, several findings were noted. These findings include: All staff members are highly qualified. All staff participate in team building activities and promote positive relationships. Areas of need include: Recruitment and retention efforts will continue to focus on building teacher efficacy and satisfaction. Lieder will continue to promote ESL and GT certification for all teachers. Family and Community Involvement The following data were reviewed in relation to Family and Community Involvement: Staff and parent surveys were reviewed. Feedback from the Campus Performance Objective Committee was also considered. Upon review of these data, several findings were noted. These findings include: Parent attendance is high at campus events, and we have secured a full PTO Board! Areas of need include: Continued efforts will be made to improve parent participation in PTO, school events, and volunteer opportunities.



Areas to Celebrate

STP Area Indicator Description of Activity Evidence of Success

Students

Subjects Reading/ELA

Social Studies

Subgroups All

Social/ Emotional

Discipline PBIS, PBIS Level 2, small group instruction - social skills, Cub Club, PALS, community mentors, Energy Management Team, NPFH

PBIS data reports

Extracurricular Student council, choir, Name That Book team, STEP dance team Agendas, student participation, club visibility and success, displays, celebrations

Teachers

Professional Development Professional learning communities, district staff development, staff generated professional development, book studies

Teacher participation, positive feedback

New Staff Mentors, monthly meetings Positive feedback

Retention Peer mentoring, team building, relationship building. Majority of staff retained

Qualifications Met Title 1 criteria for "highly qualified” teachers, ESL certifications, GT certifications

100% highly qualified roster, certification documents

Parents

Participation PTO, field trips, science resource center stations, literacy night, book fair volunteers, camp support, grade level programs, newsletters, field day, community mentors, parent advisory committees

Parent sign-in sheets, participation, student attendance

Communication

Newsletters, campus website, district website, notes home, phone calls, parent conferences, marquee notices, parent meetings, campus events

documents, agendas, sign in sheets


2013-14 Campus Improvement Plan for Lieder Elementary School

Area of Focus: Campus Culture

District Goal: Safe and Healthy Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.

Campus Performance Objective: For 2013-2014, Lieder will focus on creating professional learning communities that promote teacher efficacy and satisfaction, student achievement, and parental involvement

Formative Evaluation: Teacher retention data; surveys

Students

Strategies Codes Target Group Person(s) Responsible Resources Timeline

Develop positive relationships and maintain a caring and supportive campus culture through celebrations, cooperative learning, providing recognition, and reinforcing effort; reinforce BBR (Building Better Relationships) and PBIS (Positive Behavioral Interventions and Supports) skills.

AR SD T TI

All students All staff Data displays, attendance displays, recognitions, BBR and PBIS materials, New Lieder Leopard Meetings, perfect attendance celebrations

Ongoing

Make learning relevant through noting similarities and differences, making connections to real world situations and problems, and developing critical thinking and brain-based strategies.

AR SD T TI

All students All staff technology, displays, Book Flix, Jr. LIbrary Guild, Library Bks. (Vendors Used)

Ongoing

Use technology to promote creativity and curiosity and improve skills for rigorous learning; increase proficiency with summarization and note taking. T1-2

AR SD T TI

All students All staff Computers, SmartBoards, technology, ladybugs, Kindles

Ongoing

Provide Training Camp book study for groups of 5th grade students. AR T1

Students under-achieveing IS Training Camp book and materials from Jon Gordon

Ongoing

Provide presentations from dufferent cultural backgrounds to enrich student's understanding of the diversity our our population.

AR T1

All students All staff Presentations Ongoing


Teachers


Promote best practices through Love and Logic, BBR, PBIS, ITS, brain-based learning, mentoring, coaching, Quantum Learning (QL), mega monitoring, and Marzanos High Yield Strategies, and materials from Fountas and Pinnell.

AR SD T TI

All staff Admin team, campus leadership teams, mentors, coaches

BBR, PBIS, QL materials, monitoring software, professional literature, Title I, Love and Logic by Fay and Funk

Ongoing

Review effectiveness of best practices through feedback from walk throughs and mega monitoring,

AR SD T TI

Teachers Teachers, admin team Reports, surveys, appraisal documents, Hooray for You!, Spotted awards, blue tickets

Ongoing

Provide presentations from dufferent cultural backgrounds to enrich student's understanding of the diversity our our population.

AR T1

All students All staff Presentations Ongoing

Met Title 1 criteria for "highly qualified” teachers, ESL certifications, GT certifications.

T1-3 All Teachers Adm

Parents


Increase parent participation through school nights, parental involvement activities, VIPS, PTO, and school events.

PI TI

Parents All staff Admin team, campus leadership teams, specialists, PTO, incentives, parent nights, field trips, Parent Camp

Ongoing

Increase parent access to campus resources such as library.

PI TI

Parents Admin team library, TI support and incentives

Ongoing

Provide Love and Logic parenting classes. PI TI

Parents Counselor Common Sense Parenting Book, Love and Logic, incentives, Title I, Love and Logic by Fay and Funk

Ongoing



Area of Focus: Student Safety and Health


Campus Performance Objective: Safety: For 2013-2014 the discipline referrals for inappropriate physical contact will be reduced by 15% based on the previous school year PEIMS data. PEIMS Code 2012-2013 Discipline Data 2013-2014 Goal Inappropriate Physical Contact 139 incidents -15% = 118 incidents or less Health: For 2013-2014, the campus will provide a coordinated school health and physical activity program in which 100% of the students participate.

Formative Evaluation: Safety: District-developed reports Health: Fitnessgram Reports and Student Survey

Students


Learn and use universal signals and procedures throughout the building. VP All students

All staff PBIS training, PBIS matrices, campus policies and procedures

Ongoing

Participate in daily/weekly PBIS and BBR lessons for each identified area of school activities; classroom guidance lessons with counselor,small support groups as needed.

AR VP BP

All students

All staff PBIS training, PBIS matrices, BBR lessons, campus policies and procedures

Ongoing

Learn and practice proper safety procedures for a variety of situations. VP All students All staff EOP Ongoing

Participate in "No Place for Hate" AR VP BP

All Students AP; PE coaches No Place for Hate materials Ongoing

Receive incentives and celebrations to provide recognition and reinforce effort.

AR VP BP TI

All students All staff Incentives Ongoing


Students


Participate in Project Safety Program AR VP BP

All All staff Project Safety Materials Ongoing

PBIS Level II committee will meet twice a month for student intervention. AR VP BP

Yellow Zone Students PBIS Level II committee PBIS Level II materials Ongoing

School Tipline VP All students Admin team School Tipline materials Ongoing

Participate in social skills groups based on behavior data. T1 AR

T, VP

Yellow and red zone students Behavior interventionist Ripple Effect and social skills materials

Ongoing

Teachers


Refine and implement PBIS campus philosophy. SD All staff

All staff

PBIS campus training; staff meetings

Ongoing

Use PBIS, BBR and Quantum Learning strategies to create a safe, orderly, and inviting climate at Lieder.

SD BP T TI

All students, all staff, all visitors

All staff, behavior interventionist, QL committee

PBIS, BBR and Quantum Learning materials; online courses

Ongoing

Establish consistent implementation of administrative interventions with feedback relating to consequences.

SD All teachers, admin team PBIS team, behavior interventionist, admin team

PBIS team, staff development, suggestion box

Ongoing

Review a continuum of administrative interventions to be used campus wide for persistent misbehavior; revise as needed.

SD All teachers, admin team PBIS team, behavior interventionist, admin team

PBIS team and staff development

Ongoing

Follow campus procedures regarding student transportation safety measures.

VP All staff All staff Campus EOP Ongoing


Teachers


Train staff on campus EOP; conduct routine safety audits. SD VP

All staff All teachers, admin team EOP materials Ongoing

Utilize classroom crisis materials for emergency situations and drills. VP TI

All teachers All teachers, admin team Crisis materials Ongoing

Provide training for CPR and AED; encourage SpEd staff to attend CPI training.

SD VP

All staff Nurse, all staff, admin team Training materials District CPR inservices

Ongoing

Present Project Safety lessons to students VP BP

All students ELA and Math/Science teachers, behavior interventionist, admin team

Project Safety materials Once a month

CPS and suicide prevention training SD All teachers Counselor Lieder Handbook and Project Share

Beginning of year

School Tipline VP All staff Admin team School Tipline Materials Ongoing

Provide social skills lessons for students for in support of PBIS. T1 AR T

VP

Yellow and red zone students in PBIS

Behavior interventionist Ripple Effect Materials and social skills materials

Ongoing

Provide Training in Classroom Management T1 All teachers Susan Epperson Lauree Benson Kristine Ashmead

7 Simple Secrets Ongoing

Parents


Share PBIS philosophies and strategies at parent nights, parent camps, and in parent communications. T1-6

PI T1

Parents All teachers, admin team Parent handouts, newsletters, web page, emails, incentives

Ongoing

Share Student Code of Conduct, Lieder procedures, and discipline information in a timely manner and in an appropriate format.

PI T1

Parents All teachers, admin team Student/parent reference sheets, campus forms, phone calls, parent meetings

Ongoing


Parents


School Tipline VP All parents Admin Team School Tipline Materials Ongoing

All visitors required to sign-in using District V-Soft Process. T1 AR

All Parents Receptionist/Registrar V-Soft Softwear Ongoing



Area of Focus: Attendance


Campus Performance Objective: For 2013-14 the ADA student attendance will be at or above 97% for identified student groups. 2010-2011 campus average: Ethnicity Attendance Rate 2011-2012 Attendance Goal 2012-2013 AA 96.2 % 97% H 96.6% 97% W 95.8% 97% Asian 97.3% 98% ED 96.4% 97% AR 96.9% 97% LEP 96.8% 97%

Formative Evaluation: District-developed reports and AEIS, Cognos Data, Registrar data

Students


Learn how to practice safe sanitation and good health. AR All students Nurse, PE teachers, classroom teachers

PE curriculum, clinic information

Ongoing

Set individual attendance goals. AR All students Teachers Attendance records Ongoing

Receive incentives and celebrations to provide recognition and reinforce effort.

AR TI

All students All staff Incentives Ongoing

Continue to post and celebrate attendance levels. CE All students T1 para, Admin team, teachers

Highly visible bulletin board, T1 para, registrar

Ongoing

Teachers


Use PBIS, BBR, and Quantum Learning strategies to create a safe, orderly, and inviting climate at Lieder.

SD TI

All students, all staff, all visitors

All teachers, admin team, behavior specialist, PBIS team, PBIS coach, BBR liaison, Quantum committee, LPLC members

PBIS, BBR, and Quantum Learning materials

Ongoing


Teachers


Call students when they are absent to show concern, and stress the importance of being in school.

AR Students, parents Teachers, admin team, registrar

Student demographic sheet, attendance records

Ongoing

Recognize and celebrate good attendance; reinforce student efforts to improve attendance.

AR TI

Students Teachers, admin team, registrar

Happy notes, awards, celebrations, assemblies, calls home, displays

Ongoing

Attendance officers will be contacted for truancy issues AR Students Teachers, admin, registrar Attendance officer Ongoing

Parents


Communicate with parents when students have extended absences and/or excessive tardies. T1-6

AR PI

Parents Teachers, admin team, registrar

Demographic sheet, attendance records

Ongoing

Communicate importance of good attendance and achievement; reinforce state requirements regarding attendance.

AR PI

Parents Teachers, admin team, registrar

Demographic sheet, attendance records

Ongoing

Communicate with parents and community members to transition children from early childhood programs to kindergarten; attend PK-K registration events. T1-7

AR PI TI

Parents Admin team, registrar, district staff

newsletters, websites, flyers, support materials

Ongoing



Area of Focus: Science

STAAR Results

Grade Group Tested Level II: Satisfactory Phase-in 1 Level III: Advanced

2013 # 2013 % 2014 Target % 2013 # 2013 % 2014 Target %

5 All 143 113 79 90 13 9 29

5 Hispanic 105 78 74 90 5 5 27

5 Am. Indian * * * * * * *

5 Asian 9 8 89 90 1 11 31

5 African Am. 9 8 89 90 2 22 38

5 Pac. Islander * * * * * * *

5 White 16 15 94 100 4 25 40

5 Two or More * * * * * * *

5 Eco. Dis. 111 85 77 90 9 8 29

5 SPED * * * * * * *

5 LEP Current 39 20 51 90 1 3 25

5 LEP M1 9 7 78 90 0 0 23

5 LEP M2 30 27 90 100 4 13 32


District Goal: Academic Achievement: The district will ensure academic performance and achievement levels reflect excellence in learning and attainment of both high expectations and high standards for all students.

Campus Performance Objective: By May 2014, student performance will increase (by the amounts noted above, or greater) of students demonstrating proficiency on STAAR Science.

Formative Evaluation: District-developed tests and State of Texas Assessments of Academic Readiness

Students


Participate in hands on science investigations and activities to develop conceptual understanding of science objectives 2-3 times/ week. T1-2 Students should be exposed to the science chants provided in the district curriculum.

AR T TI

All students Science coaches, teachers, liaison, IS, TI specialists

Science lab, computer lab, district curriculum, National Geographic science, Gizmos Brain Pop, True Flix, Library Books (vendors Used), Grolier Online, Title 1 Funds, die cuts

Ongoing

Utilize anchor charts, graphic organizers, diagrams, concept maps, charts, foldable books, and technology to organize science information and increase understanding of science vocabulary.

AR T TI

All students Science coaches, teachers, liaison, IS, TI specialists, Technology mentors

Science lab, computer lab, district resources, content area dictionaries, Science Saurus, National Geographic Science Gizmos, instructional easels, chart tablets, Mr. Sketch markers, Title 1 Funds, die cuts

Ongoing

Utilize observation guides, science interactive student notebooks, warm ups, study guides, and homework booklets to engage in content on a daily basis.

AR TI T


Science lab, district resources, Gizmos

Ongoing

Consistently use SQ-RQ-CQ strategy on warm ups, checkpoints, benchmarks, and unit tests.

AR

All students Science teachers, IS, TI specialist, admin team

Science journals, visuals Ongoing


Students


Develop comprehension and conceptual understanding of science vocabulary through direct instruction, experience before label, concept mapping, word banks, and sentence stems and vocabulary suitcases.

AR T

All students Science coach and teachers, science liaison, IS, TI specialists

Vocabulary suitcases, core science vocabulary, content area dictionaries, PowerPoints, Gizmos, Delta readers, ScienceSaurus, Nat Geo texts, John Samara objectives, Library Books (vendors used), Grolier On line, Title 1 Funds, use of die cuts for visuals

Ongoing

Utilize science tools and lab materials to reinforce, experience and connect scientific concepts. Utilize Title I funding to provide consumable and non-consumable hands-on science materials to complete weekly investigations.

AR T TI


Science lab; classroom materials

Ongoing

Participate in small group review sessions, district tutoring sessions and campus science interventions. Campus paraprofessional will provide direct instruction on vocabulary, reinforce concepts and hands-on experiences by facilitating small groups in a push-in model for science classes.

CE AR TI

3rd - 5th grade students 3-5 grade teachers, science coaches, science paraprofessionals, liaison, IS, TI specialists, admin team

Science lab, district resources

Ongoing

Utilize Delta Readers/National Geographic science/PebbleGo earth and space science / Science Saurus content books to make content accessible to all students.

TI AR CE T

All students Science teachers, Reading teachers

Literacy Library or Science Content Books, content area dictionaries Nat'l Geo Science texts Jr. Library Guild, Brain Pop, True Flix & library books (vendors used), Title 1 Funds

Ongoing

Students wil be offered the opportunity for extended instructional time through before school tutoring.

T1 AR

All students Science teachers Science lab/curriculum Ongoing


Teachers


Increase rigor of lessons through higher level questioning strategies; Model Curriculum Project, and district curriculum resources. Teachers should be using the Overview of Daily Science Instruction model provided by the district. Teachers need to consistently teach the SQ-RQ-CQ process and require that it be used on all assessments.

AR SD T TI

All science teachers Science coaches, teachers, liaison, IS, TI specialists, District ITS, admin team

Staff development, Samara materials, Grolire On Line, Title 1 Funds

Ongoing

Model think aloud strategies, the use of visual representations and questioning to build deep comprehension of science content. Use resources and materials from the Model Curriculum Project.

AR SD

Science teachers 3-5 Science coaches, teachers, liaison, IS, TI specialists

District resources, John Samara, Title 1 Funds

Ongoing

Use PBIS, BBR, technology integration, Quantum Learning, Getting to Got It (Garner), and Brain Gym strategies to create a supportive and energetic learning environment; utilize incentives and celebrations to provide recognition and reinforce efforts.

SD T TI

All staff All teachers, admin team, PBIS team and coach, BBR liaison, QL committee

PBIS, BBR, Quantum Learning materials, Brain Gym; professional literature

Ongoing

Monitor student achievement through checkpoints, benchmarks, unit tests, and weekly collaboration sessions with grade level or vertical teams.

AR T1 T

All science teachers Science coaches, teachers, liaison, IS, TI specialists admin team

Ixplore data, Cognos, district reports, achievement meetings, vertical teams, professional literature

Ongoing

Analyze data from checkpoints, unit tests, and benchmarks to make decisions regarding effective instruction. Set class and individual student goals prior to each unit test and benchmark. Follow up with post testing conferences with students.

AR T1 T

All science teachers Science coaches, teachers, liaison, IS, TI specialists admin team

Cognos, Ixplore district reports, achievement meetings, data displays

Ongoing

Utilize non-fiction literature such as Delta readers, National Geographic Science, PebbleGo Earth and Space, and Gizmos to reinforce science concepts. T1-2

AR SD T1 T

All science teachers Science coaches, teachers, liaison, IS, TI specialists admin team, read specialists, librarian

Literacy library, classroom libraries, professional library, computer labs, Gizmos, NatGeo Science, PebbleGo, Jr. Library Guild, Brain Pop, True Flix& library books (vendors used), Grolier On Line, Title 1 Funds

Ongoing

Provide 60 - 75 minutes of science instruction daily in grades 2nd - 5th. AR Science teachers 2-5 Admin team Master schedule Ongoing

Provide ELPS support and sentence stems related to the language of science

AR All science teachers Admin team, reading specialists

ELPS training materials; Navigating the ELPS

Ongoing


Teachers


Provide intensive vocabulary/non-fiction content reading strategies support. Utilize instructional paraprofessional to provide small group direct instruction in content and vocabulary.

AR 3-4 science teachers Admin team, reading specialists, teachers

Delta Readers, district curriculum resources, content area dictionalries and bilingual dictionaries,, Jr. Library Guild, Brain Pop, True Flix & library books (vendors used), Title 1 Funds

Ongoing

Utilize anchor charts, graphic organizers, diagrams, foldable books, and technology to organize science information and record data.

AR T TI

All science teachers Science coaches, teachers, liaison, IS, TI specialists, District ITS

Science lab, computer lab, district resources, Sat. camps, technology lessons, Gizmos, instructional easels, Title 1 Funds

Ongoing

Increase the number of students who meet standards or commended by setting objectives and providing feedback with student goal setting. Use title I funds to provide substitutes for goal setting conferences.

AR T1

3rd, 4th, and 5th grade science teachers.

Admin team, ISs, TI specialists substitutes, Marzano's Classroom Instruction that Works resources, Title 1 Funds

Ongoing

Parents


Communicate with parents regarding student achievement through conferences, phone calls, and parent meetings. T1-6

PI TI

All parents Teachers, IS, TI specialists, admin team

Individual reports, student work samples

Ongoing

Provide parents with information and materials to support science concepts at home, including online access to district website resources, study guides, Gizmos, and PebbleGo Earth and Space

PI T1 T

All parents Teachers, IS, TI specialists Study guides, interactive student notebooks, parent camps, Jr. Library Guild, Brain Pop, True Flix & library books (vendors used), Grolier On Line

Ongoing



Area of Focus: Mathematics

STAAR Results


2013 # 2013 % 2014 Target % 2013 # 2013 % 2014 Target %

3 All 99 75 76 90 14 14 33

3 Hispanic 70 53 76 90 11 16 34

3 Am. Indian * * * * * * *

3 Asian 7 7 100 100 1 14 33

3 African Am. 15 10 67 90 1 7 28

3 Pac. Islander * * * * * * *

3 White 7 5 71 90 1 14 33

3 Two or More * * * * * * *

3 Eco. Dis. 79 56 71 90 11 14 33

3 SPED * * * * * * *

3 LEP Current 29 18 62 90 0 0 23

3 LEP M1 7 7 100 100 2 29 43

3 LEP M2 17 17 100 100 7 41 51

4 All 141 105 74 90 20 14 33

4 Hispanic 105 78 74 90 13 12 31

4 Am. Indian * * * * * * *

4 Asian 10 9 90 100 5 50 57

4 African Am. 16 10 63 90 0 0 23

4 Pac. Islander * * * * * * *

4 White 6 4 67 90 1 17 35

4 Two or More * * * * * * *

4 Eco. Dis. 120 86 72 90 14 12 31

4 SPED * * * * * * *

4 LEP Current 46 30 65 90 4 9 29

4 LEP M1 28 22 79 90 5 18 35

4 LEP M2 13 12 92 100 4 31 44


STAAR Results


2013 # 2013 % 2014 Target % 2013 # 2013 % 2014 Target %

5 All 144 113 78 90 34 24 39

5 Hispanic 106 79 75 90 19 18 35

5 Am. Indian * * * * * * *

5 Asian 9 9 100 100 5 56 61

5 African Am. 9 7 78 90 3 33 45

5 Pac. Islander * * * * * * *

5 White 16 15 94 100 6 38 49

5 Two or More * * * * * * *

5 Eco. Dis. 111 85 77 90 23 21 37

5 SPED * * * * * * *

5 LEP Current 41 23 56 90 3 7 28

5 LEP M1 9 7 78 90 2 22 38

5 LEP M2 30 29 97 100 9 30 43

Note:


Campus Performance Objective: By May 2014, student performance will increase (by the amounts noted above, or greater) of students demonstrating proficiency on STAAR Math.

Formative Evaluation: District-developed tests and STAAR

Students


Improve counting skills and number sense using Envision math program, and Hands-On Standards, Math Their Way (PK-K)exploration and counting tubs.

AR CE T1

All students Teachers, IS Math Their Way (PK-K), Everyday Counts, Hands-on Standards Envision Math, Brain Pop, Library , Books (vendors used), Title 1 Funds

Ongoing


Students


Consistently use the four step math process during daily instruction including the written or oral discussion of the how component.

AR CE T1

All students Math teachers, coaches, IS, T1 specialists

Teacher notes, scope & sequence, PowerPoints, SmartBoard activities, Envision Math, Brain Pop, Library Guild

Ongoing

Consistently use model drawing and visual representations as a mathematical model to solve problems. This is represented in the details section of the four step process or within graphics of the problems.

AR CE T1

All students Math teachers, coaches, IS, T1 specialists

Teacher notes, scope & sequence, PowerPoints, SmartBoard activities, die cuts

Ongoing

Accelerate mathematics instruction by participating in math camps, supplemental instruction, small group instruction, and use MI materials as appropriate.

AR CE T1

Targeted group (data based) Math teachers, math lab, math coaches, IS, T1 specialists, admin team

camps, district support staff, math lab, tutorials

Ongoing

Use FASTT Math Fluency Program to develop fact fluency in addition and multiplication facts

AR T

T1

2nd, 3rd, 4th, 5th grade students

2-5 math teachers, math coaches, IS

Fast Math, computer lab and carts

Ongoing

Use manipulatives to experience before label and develop concrete and conceptual understandings of the TEKS

TI AR

K - 5th grade students Teachers, IS, liaison manipulatives, die cuts Ongoing

Tutoring and extended day tutoring for students AR T

T1

Students in grades 3-5 Math teachers Teacher notes, scope & sequence, PowerPoints

Ongoing

Title 1 will be used to provide an additional Math support, thus providing all students with a smaller learning environment. As funds permit, additional staff may be used for this same purpose and/or for the purpose of providing small group instruction and tutoring.

TI All students Title I Specialists Title 1 Funds Ongoing


Teachers


Analyze data to effectively focus instruction and monitor student progress; review data from mega monitoring; participate in weekly collaboration sessions with grade level or vertical teams. T1-8

AR CE T1 T

All math teachers Math teachers, math coaches, IS, T1 specialists, admin team

Grade level data meetings, Cognos, target and data displays, vertical plan

Ongoing

Improve first instruction following the lesson cycle of focus, guided practice, group work, independent work and celebration; balance visual, auditory, kinesthetic presentations.

AR CE T1 T

All math teachers Math teachers, math coaches, IS

Math curriculum, Educaide, instructional easels Brain Pop, Title 1 Funds

Ongoing

Provide immediate feedback by monitoring students on daily review, class work and adjust instruction for re-teaching or enrichment. Apply differentiation techniques using Math Workshop from Guided Math.

AR CE T1

All math teachers, students Math teachers, math lab Student work samples, curriculum, Guided Math staff development

Ongoing

Follow the instructional sequence of lessons from concrete to abstract learning outlined in teacher notes and strategy PowerPoints; utilize Educaide.

AR CE T1

All math teachers Math teachers, math lab Teacher notes, Educaide Ongoing

Create “good enough” work using the levels of thinking framework to maximize rigor and alignment to STAAR assessment.

AR CE T1

All math teachers Math teachers, math lab Staff development, math coaches, John Samara curriculum project

Ongoing

Use PBIS, BBR, LoTI, Quantum Learning, Getting to Got It (Garner), Green Light Classroom (Rich Allen) strategies, Marzano High Yield Strategies, Samara objectives, and Brain Gym to create a supportive and energetic learning environment; utilize incentives and celebrations to provide recognition and reinforce efforts.

SD T TI

All staff

All teachers, admin team, PBIS team, PBIS coach, BBR liaison, QL committee

Staff development, PBIS, BBR, QL, Samara and Brain Gym materials, professional literature, Title 1 Funds

Ongoing

Utilize non-fiction books, math trade books, content area dictionaries, vocabulary kits, and bilingual dictionaries to develop vocabulary and build schema. Use materials to support students solving math problems at the application level or higher.

AR SD T1 T

All math teachers Math teachers, liaison, Title 1 specialists, IS, admin team, read specialists, librarian

Math trade books, content area dictionaries, vocabulary kits, Title I funds, die cuts for math representations

Ongoing

Schedule Best Practices math teacher observations as needed. Utilize Title I funds to provide substitutes as needed.

T CE TI

Math teachers as needed Math teachers Model teachers, substitutes, Title 1 Funds

Ongoing


Teachers


Attend district level coaching sessions and use district curriculum powerpoints and videos for staff development of best teaching practices.

AR TI PD

All math teachers Math teachers and district math coaches

Training materials Ongoing

Provide book study on Guided Math to develop small group instruction for differentiated instruction.

AR TI PD

Math teachers Ms. Tawana Dockery, IS Training materials, Guided Math books, Title I funds

Ongoing

Increase the number of students who meet standards or commended by setting objectives and providing feedback with ongoing student goal setting.

AR T1

All teachers Admin Team Marzano's Classroom Instruction that Works, substitutes, Title 1 Funds

Ongoing

Begin with the end in mind by creating checkpoints and assessments prior to instruction. Use assessment booklets and district curriculum to determine level of rigor.

AR T1

All teachers IS, teachers District curriculum resources, Ongoing

Teachers will use anchor charts and visuals to help reinforce content with multiple visual representations> (Examples: Stems, concept maps, and word catchers, strategies, and vocabulary.)

AR T1

All Teachers IS, Teachers District curriculum resources, ELPS resources, Navigating the ELPS, Classroom Instruction that Works for ELL, Mr. Sketch markers, chart tablets, sentence strips, pocket charts

Ongoing

Parents


Participate in parent Math Munch and Learn event and parent sessions at camps. T1-6

PI T1

All parents Teachers, admin team Parent handouts Ongoing

Communicate with parents regarding student achievement through conferences, phone calls, and parent meetings.

PI T1

All parents Teachers, admin team Individual reports, student work samples

Ongoing

Provide training and materials to reinforce math skills at home. PI T1

All parents Teachers, Title I specialists, IS, admin team

Support materials; incentives Ongoing



Area of Focus: Reading/English Language Arts

STAAR Results


2013 # 2013 % 2014 Target % 2013 # 2013 % 2014 Target %

3 All 146 102 70 90 15 10 30

3 Hispanic 115 79 69 90 12 10 30

3 Am. Indian * * * * * * *

3 Asian 9 6 67 90 1 11 31

3 African Am. 15 10 67 90 1 7 28

3 Pac. Islander * * * * * * *

3 White 7 7 100 100 1 14 33

3 Two or More * * * * * * *

3 Eco. Dis. 123 80 65 90 12 10 30

3 SPED * * * * * * *

3 LEP Current 76 44 58 90 1 1 24

3 LEP M1 7 7 100 100 2 29 43

3 LEP M2 17 15 88 90 5 29 43

4 All 146 86 59 90 10 7 28

4 Hispanic 108 57 53 90 4 4 26

4 Am. Indian * * * * * * *

4 Asian 10 8 80 90 4 40 50

4 African Am. 16 10 63 90 2 13 32

4 Pac. Islander * * * * * * *

4 White 8 7 88 90 0 0 23

4 Two or More * * * * * * *

4 Eco. Dis. 123 69 56 90 8 7 28

4 SPED * * * * * * *

4 LEP Current 49 18 37 90 0 0 23

4 LEP M1 28 16 57 90 2 7 28

4 LEP M2 13 13 100 100 2 15 33


STAAR Results


2013 # 2013 % 2014 Target % 2013 # 2013 % 2014 Target %

5 All 145 105 72 90 26 18 35

5 Hispanic 107 72 67 90 15 14 33

5 Am. Indian * * * * * * *

5 Asian 9 7 78 90 1 11 31

5 African Am. 9 8 89 90 4 44 53

5 Pac. Islander * * * * * * *

5 White 16 15 94 100 5 31 44

5 Two or More * * * * * * *

5 Eco. Dis. 112 76 68 90 17 15 33

5 SPED * * * * * * *

5 LEP Current 41 18 44 90 2 5 27

5 LEP M1 9 8 89 90 0 0 23

5 LEP M2 30 23 77 90 5 17 35

Note: A variety of strategies address the LEP- Measure: Current & Monitored student group due to the fact that STAAR performance of this group resulted in the campus missing AYP in Reading.


Campus Performance Objective: By May 2014, student performance will increase (by the amounts noted above, or greater) of students demonstrating proficiency on STAAR Reading/English.


Students


Improve phonological awareness skills through daily instruction using Neuhaus, Words Their Way, Key Skills Phonics, iStation, Fountas and Pinnell Phonics, Touch Phonics, LLI Kits.

AR CE T1 T

All students LA teachers, Reading Specialists, IS, District Helping Teachers, Paras

Neuhaus materials, Key Skills, Word Sorts, iStation, Words Their Way, Fountas and Pinnell Phonics Kits Library Books (Vendors Used),Brain Pop, Grolier On Line, Title 1 Funds, Touch Phonics Kits, LLI Kits

Ongoing


Students


Increase accuracy, fluency, and stamina by dedicating 15+ minutes daily to independent reading and balanced literacy components for K, 25+ minutes for grades 1-2 and 30+ minutes for grades 3-5

AR CE T1

T1-10


Book Clubs, literacy library, classroom library, CD players, record keeping binders, Library Book (vendors) True Flix, Book Flix, Bran Pop, Jr. Library Guild, Grolier On Line, Title 1 Funds

Ongoing

Use data from reading checkpoints and district assessments to monitor mastery of assessed TEKS and provide targeted instruction to reinforce areas of weakness.

AR CE T1 T


Benchmark scores, staff development, Read 180, KidBiz, Istation, common assessments,

Ongoing

Attend Reading Tutoring groups (Reading Enrichment, SGRI, Dyslexia, District Helping Teachers, Paras, IStation) T1-2

AR T1 T

CE

All Students LA teachers, Reading Specialists, IS, District Helping Teachers, Paras,

Benchmark scores, Common Assessments,ISIP, SGRI, DIP, Leveled Library, STAAR Materials, Title 1 Funds

Ongoing

Students in grades 3-5 will participate in Name That Book competitions beginning in classroom to school-wide and then district representation.

AR T1 T

Students Gr 3-5

LA teachers, Admin Team, Librarian

Library inventory to include all titles in Name that Book list for 2012-13 Library Vendors used

Ongoing

Title 1 will be used to provide an additional reading tutor, thus providing all students with a smaller learning environment. As funds permit, additional staff may be used for this same purpose and/or for the purpose of providing small group instruction and tutoring.

TI T1-9

All Students Title I Specialists Title 1 Funds Ongoing

Grades 3-5 students will complete at least 2 literacy activitity weekly in Kid Biz 3000 inside and outside the classroom to improve reading achievement.

AR CE T1 T

Students Gr 3-5

LA Teachers, helping teachers KidBiz3000 Ongoing

Provide READ 180 for 4th and 5th grade SEI and at-risk students. AR T1 T

Students Gr 4-5 READ 180 Teachers, READ 180 Helping Teachers

READ 180 Program and materials

Ongoing

Administer the ISIP assessment to all third-fifth grade students and analyze student data to identify and monitor the progress of tier 3 students needing additional intervention in the areas of comprehension, vocabulary, word analysis and text fluency. Provide 60-90 minutes of time per week for targeted students to use Istation Reading.

AR T1 T

Students Gr K - 5 LA Teachers, helping teachers ISIP/Istation Ongoing


Students


Provide storyteller for Kinder - 2nd grade students to reinforce K TEKS:6A,8A,10B; 1st TEKS:7A,10A, 14A, 14B, 14C, 29A; 2nd TEKS: E, 6A, 7A, 28A, 30A; K CCRS: Reading: B; E/LAS IV. Listening: A; ELPS: J; 1st ELPS:J; 2nd CCRS E/LAS IV Listening: A

T1 AR

Students Gr K - 2 LA Teachers, Librarian T1, Oasis For Children "Twiggles,Wiggles, and Giggles" performance program w/ Lisa Jastram

Spring 2014

Teachers


Use data to effectively focus and redirect instruction and guide goal setting with students; use data from DPMs, iStation, benchmarks, SGRI, common assessments, monitoring notebooks T1-2 Use read aloud with accountable talk in grades K-5 to model and support students’ acquisition of proficient reader strategies. Confer with individual students in grades K-5 weekly to establish instructional goals and document progress in monitoring notebooks.

T1 T

CE

All LA teachers LA teachers, Reading specialists, IS, District Helping Teachers

Cognos, student conferences, ISIP, common assessments, monitoring notebooks, professional literature, iXplore

Ongoing

Utilize a balanced literacy approach to teach district curriculum including small group instruction, independent reading, shared reading, read-alouds, reading mini-lessons,etc. T1-4

SD CE T1 T

All LA teachers LA teachers, Reading Specialists, IS, District Helping Teachers

District staff development, iXplore, Fountas and Pinnell Assessment System, Teacher's College Assessment System, Cognos, Units of Study, webinars, professional literature

Ongoing

Use PBIS, BBR, LoTI, Quantum Learning, Getting to Got It (Garner), Green Light Classroom (Rich Allen), Brain Gym, and ELPS strategies to create a supportive and energetic learning environment; utilize incentives and celebrations to provide recognition and reinforce efforts.

SD T TI

All staff All teachers, admin team, PBIS team, PBIS coach, BBR liaison, QL committee

Staff development, materials for PBIS, BBR, QL, Brain Gym, professional literature, Navigating the ELPS, Navigating the ELPS in Science classrooms, ELPS Flip-Book, Grolier On Line, Die Cut Machine and cut-outs

Ongoing

Implement early literacy strategies to provide appropriate instruction for students receiving special education services.

SD CE T1

Students receiving SpEd services

SpEd teachers, SpEd liaison, diagnostician, admin team

SpEd resources Ongoing

Curriculum staff will conduct campus walkthroughs and provide feedback on the implementation of balanced literacy practices.

T1 Administrative Team, All LA teachers

Administrative team, ISC support

Cognos data, walkthrough data

Ongoing


Teachers


Increase the number of students who meet standards or commended by setting objectives and providing feedback with students through individual goal setting.

AR, T1

All LA teachers Admin team, IS Marzano's Classroom Instruction that Works resources, substitutes, Title 1 Funds

Ongoing

Curriculum coaches will provide training and/or grade level coaching in small group reading instruction, using monitoring notebooks to inform instruction, comprehension instruction, and/or other areas of need.

SD, TI

All LA Teachers Curriculum Coaches, IS, AP, P Monitoring Notebooks, District Staff Development, professional literature

Ongoing

RI tutoring support provided during 2nd semester T1, AR

Tier 2 and 3 RI Teachers, IS, instructional paras

RI position, Title 1 Funds Ongoing

Provide small group reading intervention to students identified as at-risk using information and strategies from the Continuum of Literacy Learning.

AR, CE, T1

Tier 2 and 3 students instructional paras, LA Teachers,Reading Specialists, District Helping Teachers

Continuum of Literacy Learning, DRM and benchmark scores, Common Assessments,ISIP, SGRI, DIP, Leveled Library, STAAR Materials, LLI, SIL

Ongoing

Participate in a half day Data Dig with grade-level Reading Teachers to review data and develop a plan for student improvement

AR T1 CE

All LA Teachers LA teachers, reading specialists, IS, AP, P

Cognos, Monitoring Notebooks, Substitutes, Title 1 Funds, iXplore

Ongoing

Build and/or enhance classroom libraries and mentor texts AR T1

All LA Teachers admin, reading specialists, IS classroom library book selections, dots, individual tote bags, book tubs, book flix, True Flix and Jr Library Guild, Grolier On Line, Title 1 Funds

Ongoing

Increase rigor of lessons through higher level questioning strategies; implement instructional strategies from The Curriculum Project

AR T1-5

All LA Teachers LA teachers, Reading Specialists, Admin Team

District staff development, Webinars, Videos, materials from The Curriculum Project, Title 1 Funds

Ongoing

Conduct a vertical review and analysis of the released STAAR Reading items for grades 3-5 to align practices and raise the rigor of TEKS-based reading instruction.

AR, SD

3-5 Reading Teachers Admin team, LA teachers, Reading Specialists, District Helping Teachers,

District staff development, iXplore, Cognos

Ongoing

Participate in weekly collaboration sessions with grade level or vertical teams, observe model teachers, as needed. T1-2

T1 CE

T1-5

all LA Teachers LA teachers, reading specialists, IS, , District Helping Teachers, AP, Model Teachers

Cognos, ISIP, common assessments, monitoring notebooks, professional literature, iXplore, Units of Study

Ongoing


Teachers


Monitor progress of at-risk African American, Economically Disadvantaged, and Hispanic students and use research-proven strategies, small-group instruction, and culturally responsive texts and conferring to strengthen reading comprehension.

Ti CE

all LA Teachers LA teachers, reading specialists, IS, AP, Campus

Cognos, ISIP, common assessments, monitoring notebooks, iXplore

Ongoing

Provide teachers with training in small group instruction, monitoring notebooks, and increasing student reading levels

SD T1 CE

all LA Teachers LA teachers, reading specialists, IS, AP

District Helping Teachers, Consultants, District Staff Development, Title 1 Funds, professional literature

Ongoing

Collaborate with and utilize strategies and recommendations provided by consultant Barbara Fine to align and maximize the use of consistent, literacy practices throughout the school

SD T1 AR

2 - 5 LA Teachers LA teachers, reading specialists, IS, AP, Principal

Barbara Fine, District Helping Teachers

Ongoing

Parents


Participate in parent nights and parent sessions at camps. T1-6 PI T1

All parents Teachers, reading specialists, admin team

Parent handouts; incentives Ongoing

Communicate with parents regarding student achievement through conferences, phone calls, and parent meetings.

PI TI

All parents Teachers, reading specialists, admin team

Individual reports, student work samples

Ongoing

Support reading at home by reinforcing reading skills taught at school and reading with children.

T1 PI

All parents Teachers, reading specialists, admin team, librarian

Take-home readers, strategy sheets, NTB books, books on CD, CD players, Kindle Fire

Ongoing



Area of Focus: Writing

STAAR Results


2013 # 2013 % 2014 Target % 2013 # 2013 % 2014 Target %

4 All 144 68 47 90 2 1 24

4 Hispanic 108 46 43 90 0 0 23

4 Am. Indian * * * * * * *

4 Asian 10 8 80 90 2 20 37

4 African Am. 16 9 56 90 0 0 23

4 Pac. Islander * * * * * * *

4 White 6 2 33 90 0 0 23

4 Two or More * * * * * * *

4 Eco. Dis. 123 58 47 90 1 1 24

4 SPED * * * * * * *

4 LEP Current 50 16 32 90 0 0 23

4 LEP M1 28 15 54 90 0 0 23

4 LEP M2 13 8 62 90 0 0 23



Campus Performance Objective: By May 2014, student performance will increase (by the amounts noted above, or greater) of students demonstrating proficiency on STAAR Writing.


Students


Participate in daily composing skills through writing workshop units of study and writing programs (Calkins, Fletcher); publish selected writing samples.

AR CE T1

All students Teachers, IS, district helping teachers

Units of study, writing materials, six traits materials, Crunchtime, The Curriculum Project, new binding machine to publish student work, Jr. Library Guild, True Flix & library books (vendors used), Title 1 Funds

Ongoing

Improve usage, mechanics, spelling, revising, and editing skills by applying strategies learned through the use of the daily Editing Invitations into student writing.

AR CE T1

All students Teachers, IS, district helping teachers

Units of study, writing materials, six traits materials, Crunchtime, The Curriculum Project, Title 1 Funds

Ongoing

Increase the number of 3 and 4 ratings by using models of student writing and effective strategies

Students 4th grade LA teachers, IS, admin. team

Cognos, target and data displays, vertical teams

Ongoing

To address the system safeguard in writing, the following goal has been set: Fourth grade students will be afforded after school and/or before school tutoring beginning in October to increase learning time.

AR T1

Students 4th grade LA teachers, IS STAAR/district writing materials, Karen Lowery

This strategy will be monitored using checkpoint data, in addition to DPMs.

Teachers


Analyze student writing based on the attributes found on the STAAR Expository Writing and Personal Narrative Rubrics. Use strategies from Everyday Editing (Jeff Anderson), Crunchtime (Gretchen Bernabei), and Teaching the Qualities of Writing Kit (Ralph Fletcher) to provide focused small-group writing intervention.

AR CE T1

All ELA teachers LA teachers, IS, admin. team, district curriculum coaches,

Cognos, The Curriculum Project, Title 1 Funds, iXplore, monitoring notebooks

Ongoing


Teachers


Implement the balanced literacy schedule incorporating reading and writing workshop and units of study.

AR CE T1

All ELA teachers LA teachers, IS, admin. team, district curriculum coaches,

Staff development, grade level collaborative meetings, True Flix & library books (vendors used) book flix, Title 1 Funds

Ongoing

Continue to develop and accelerate learning in students’ phonological awareness, spelling, language usage and mechanics, revision and editing through mentor texts, Words Their Way, Fountas and Pinnell Word Study, writing and reading workshop, and units of study.

AR CE T1

All ELA teachers Teachers, IS, district curriculum coaches

Staff development, grade level collaborative meetings, professional literature

Ongoing

Improve TELPAS writing scores to reach “advanced high” criteria to exit ESL and bilingual student

AR CE T1 SD

ESL. bilingual teachers ESL, bilingual teachers, IS, district curriculum coaches, admin team

Rubrics, TELPAS training, ELPS, staff development. Brain Pop, professional literature

Ongoing

Use strategies from Everyday Editing (Jeff Anderson), Crunchtime (Gretchen Bernabei), and Teaching the Qualities of Writing Kit (Ralph Fletcher) to provide small-group writing intervention.

AR CE T1 SD

Grade 4 ELA teachers ELA teachers, IS, AP Everyday Editing, Crunchtime, Fletcher kit, Units of Study

Ongoing

Schedule model literacy teacher observations as needed. AR CE T1 SD

ELA teachers as needed Admin. team, curriculum coaches

Model Teacher Literacy Classrroms and Observation Forms

Ongoing

Analyze and use the released STAAR Writing (Expository and Personal Narrative) and Revision and Editing items to align TEKS-based instruction with the STAAR Writing expectations.

AR T1

Grade 4 ELA teachers 4th grade ELA teachers, IS, admin team, curriculum coach

Staff development, professional literature, The Curriculum Project, Title 1 Funds

Ongoing

Fourth-grade teachers will participate in district training on prompt-based writing strategies to improve student performance on STAAR Personal Narrative and Expository Writing. Strategies for teaching revision and editing skills focused on the STAAR-assessed curriculum standards will be addressed as well.

AR T1 AD

Grade 4 ELA teachers 4th grade ELA teachers, IS, admin team

Staff Development Ongoing

To address the missed system safeguard in writing, the following goal has been set: All writing teachers in grades 2 - 4 will attend staff development trainings within the first semester of the year in order to increase teacher quality.

AR T1 SD

Grade 2, 3 and 4 ELA Teachers Victoria Young, Karen Lowery, IS, Admin Team

Staff Development This strategy will be monitored weekly using the following data: DPMs, Check Points, CFPDAS Walk Throughs, informal walk throughs.


Parents


Participate in parent nights and parent camp sessions. T1 PI

All parents Teachers, IS, , admin team Parent handouts Ongoing

Communicate with parents regarding student achievement through parent/teacher conferences, phone calls, and parent meetings.

T1 PI

All parents Teachers, IS, admin team Individual reports, student work samples

Ongoing

Support writing at home by reinforcing writing skills taught at school by writing with children, and practicing Words Their Way homework.

T1 PI

All parents Teachers, IS, admin team Writer’s notebook, journals Words Their Way

Ongoing



AYP Stage 1 LEA Responsibilities


* Legend

Code Plan Indicates that the strategy addresses…

AR At-risk the needs of students deemed “at-risk” of academic decline.

AYP Adequate Yearly Progress Strategies used to support school improvement efforts in the Adequate Yearly Progress accountability system.

CE Compensatory Education initiatives supported by these funds—math helping teachers; Small-group Reading Improvement and Reading Enrichment; Vietnamese and Chinese itinerant teachers; summer school for LEP students; SOS; bilingual enrichment teachers; at-risk staffing at Title I schools.

PI Parent Involvement students’ need for support from home and/or the school’s use of volunteers.

SD Staff Development training needs of teachers and other staff.

T Technology tools used to enhance instruction or to facilitate managerial tasks.

T1 Title I federal mandates for school-wide Title I programs.

VP Violence Prevention prevention and intervention plans for improving student behavior.

BP Bullying Prevention prevention of bullying behavior on the campus.


CIP PART II: ASSURANCE ADDENDUM

Lieder Elementary School Karen Stockton, Principal

2013-14 Campus Improvement Plan Cypress-Fairbanks Independent School District

Section A

Please indicate whether your campus has met each of the below legal requirements for your campus improvement plan by placing an “X” in the box next to the corresponding requirement.

[X] Lieder Elementary School has met the legal requirements for campus improvement planning, including institution of a campus-level committee to assist the principal in developing, reviewing, and revising the CIP for the purpose of improving student performance for all student populations. (Education Code 11.252 [b])

[X] Completed a needs assessment which serves as the basis for the CIP.

[X] Reviewed or set measurable campus performance objectives for all academic excellence indicators for all student populations, including African American, Hispanic, White, Economically Disadvantaged, Special Education, Limited English Proficient and has identified and will continue to identify, through lesson plans, unit plans, and teacher goal- setting, strategies to address and support these objectives, including accelerated instruction.

[X] Identified and included within the CIP instructional methods for student groups whose performance lags significantly behind other groups’ performance.

[X] Included in the CIP these elements: Resources allocated Staff responsible for activities and strategies formative and summative evaluation criteria.

[X] Addressed students’ needs for special programs – e.g., suicide prevention, conflict resolution, violence prevention/intervention, and dyslexia treatment programs.

[ ] Included strategies for dropout prevention and reduction. (middle school and high school)

[X] Included strategies for improving student attendance.

[ ] Included strategies for improving the campus’s completion rate. (high school)

[X] Provided for a program to encourage parental and community involvement at the campus.

[X] Included goals and methods for violence prevention and intervention on campus.

[ ] Included strategies for addressing issues related to education about and prevention of dating violence. (high school)

[X] Reported, coordinated, and integrated all funding sources, for example, Title I and II, and State Compensatory Education (Supported by the district’s Financial Services Team).

[X] Teachers will focus instruction on the TEKS deemed as “critical” and will follow the district’s scope and sequence for the course and/or grade level.

[ ] Counselors will provide students and parents with information about higher education admissions, financial aid opportunities, the TEXAS and Teach of Texas grant program, and the need for making informed curriculum choices to be prepared for success beyond high school. (middle school and high school)

[X] Provided use of the i-Station reading program with students identified based on ISIP scores, or who are identified for special education services, or who are at-risk of reading failure, Pre-K through 3.

[X] Assist preschool students in the successful transition from early childhood programs or home to Kindergarten or Pre-Kindergarten.

[X] IDEA Part B Stimulus – Funds are utilized to provide technology, professional development, instructional resources, and innovative programs to support teacher in services to student with disabilities.

[X] The use and implementation of Stimulus money will be monitored monthly.



Section B

Membership Composition of the Campus Performance Objectives Council

Name of CPOC Member Position

Karen Stockton Principal:

Ruben Toro-Calzada Teacher 1:

Tawana Dockery Teacher 2:

Desiree LaPerna Teacher 3:

Julia Watts Teacher 4:

Kim Dumas Teacher 5:

Jill Miedke Teacher 6:

David Martinez Teacher 7:

Sarah Lynn Teacher 8:

Kathryn Miller Teacher 9:

Teacher 10:

Teacher 11:

Tom Vasquez Parent 1:

Don Bradford Community resident 1:

Carla Heer Paraprofessional

Michelle Tran, Lone Star College Business representative 1:

Rachel Valle, Lone Star College Business representative 2:

Julie Anderson District Representative:

Kathryn Gutierrez Paraprofessional:

Al Brien Non-teaching professional 1:

Susan Epperson Non-teaching professional 2:

Kristine Ashmead Non-teaching professional 3:

Alison Rash Non-teaching professional 4:

Nina Campbell Non-teaching professional 5:

Heather Enochs Non-teaching professional 6:

Lyla Payne Non-teaching professional 7:

CPOC Meetings* for 2013-14

# Date Time Location

1 September 19, 2013 8:00 AM Meeting Area

2 November 7, 2013 8:00 AM Meeting Area

3 January 9, 2014 8:00 AM Meeting Area

4 March 6, 2014 8:00 AM Meeting Area

5 May 8, 2014 8:00 AM Meeting Area

* Policy requires a minimum of five meetings, one of which is dedicated to conducting a public hearing in late fall to publicize the school’s newly-released AEIS

statistics.



Section C

Please indicate whether your campus has met each of the below legal requirements for your campus improvement plan by placing an “X” in the box next to the corresponding requirement.

Goal Description Formative Summative Strategy

[X] 1) STAAR Student Achievement For 2013-14, the percent of students reaching satisfactory or advanced levels will increase by the percent shown in CIP Part I. (This objective is for all student groups not specifically identified in Part II.)

After each Benchmark, the staff will review the results to determine progress in meeting established performance levels.

State Assessment results will be reviewed to determine if targets were met.

Teachers will use strategies that challenge and engage students in their learning, and they will build in periodic review of the content and concepts. Teachers will use research-proven strategies to promote students’ deep understanding of content and concepts.

[X] 2) Parent and Community Involvement

For 2013-14, the percent of parents and community members attending VIPS meetings will increase by 5%.

At the end of the first semester, the percent of parents and community members attending VIPS meetings will be reviewed to determine progress.

At the end of the school year, the percent of parents and community members attending VIPS meetings will be reviewed to determine if the objective was met.

Provide a variety of methods and in appropriate languages to communicate opportunities for parent and community involvement throughout the year to attend school events.

[X] 3) Violence Prevention and Intervention

For 2013-14, discipline referrals for drugs, alcohol, and tobacco will be maintained at 2%.

Each grading period, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession.

At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession.

Implement and monitor the school wide safety and security plan.

[X] 4) Violence Prevention For 2013-14, the discipline referrals for offenses will be reduced by 10% from the previous school year.

Each grading period the discipline referrals will be reviewed to determine the percent of referrals.

At the end of the school year, the discipline referrals will be reviewed.

Implement and monitor the school-wide safety and security plan.

[X] 5) Special Education For 2013-14, the percent of students meeting ARD expectations will be at or above 90%.

Each grading period, students’ progress on TEKS will be monitored and reviewed.

Results of the State Assessment tests will be reviewed to determine if the ARD objectives were met.

Provide differentiated instruction to address learning needs of identified special needs students.

[X] 6) Highly Qualified Teacher For 2013-14, the percent of highly qualified teachers in the core academic areas will be at 100%.

At the end of the first semester, the percent of teachers in the core academic areas who are highly qualified will be reviewed to determine progress.

At the end of the school year, the percent of teachers in the core academic areas who are highly qualified will be reviewed to see if the objective was met.

Confer with teachers to implement a plan to ensure that they meet highly qualified standards.


Goal Description Formative Summative Strategy

[ ] 7) Secondary Drop–out Prevention

For 2013-14, the dropout rate will be 0.7% or less with no student group exceeding 0.7%.

Each grading period, the documentation will be reviewed for students who have checked out of school.

The 2013-14 drop-out data will be reviewed as information becomes available.

Monitor school leavers bi-weekly, contact parents, and implement intervention plans, including credit-recovery opportunities like the PLATO Learning Solution.

[ ] 8) High School AEIS – Ninth Graders

The percent of 2013-14 first-time ninth-grade students who advance to the tenth grade (fall to fall) will be at least 95%.

After each grading period, the number of ninth-grade students who are at-risk for failing one or more classes will be reviewed.

At the end of the school year (August), the percent of ninth graders who advanced to the tenth grade will be reviewed to see if the objective was met.

Provide students with models of completed assignments so that they understand academic expectations. Guide students to appropriate testing, classes, and programs.

[ ] 9) Recommended High School Program

For 2013-14, the percent of students who graduate with RHSP will be at or above 80%.

Each semester, prepare a list of students who have opted out of the RHSP program by grade level.

At the end of the school year, calculate the percent of students who graduated with the RHSP.

Inform parents and students about graduation requirements and college/career readiness skills and programs. Guide students to appropriate testing, classes, and programs.

[ ] 10) High School AEIS – Advanced Courses and Dual Credit

For 2013-14, the percent of students who have completed at least one advanced course will be at or above 50%.

Each semester, the number and percent of students enrolled in at least one advanced course will be reviewed.

At the end of the school year, the percent of students completing at least one advanced course in high school will be reviewed to see if the objective was met.


[ ] 11) High School AEIS – Advanced Placement Exams

For 2013-14, the percent of students who take an AP exam will be at or above 20%.

At the beginning of the spring semester, review a list of students in AP classes who have not indicated their intention to take an AP exam.

At the end of the school year, the number and percent of students who took at least one Advanced Placement exam will be reviewed to see if the objective was met.


[ ] 12) High School AEIS – SAT/ACT Exams

For 2013-14, the percent of graduates who take SAT/ACT exams will be at or above 75%.

After the first semester, the number of students taking the SAT-1 at least once will be reviewed.

At the end of the school year, review the number of students taking the SAT-1 at least once to determine if the objective was met.


[ ] 13) High School CTE For 2013-14, the percent of LEP CTE students passing the state assessment will be at or above (percent of LEP passing the state assessment) 80%.

After each BENCHMARK, the staff will review the results to determine progress in meeting established performance level.

State Assessment results will be reviewed to determine if targets were met.

Core content – area and CTE teachers will coordinate the courses/programs to ensure that these students have extended learning time in the state assessment -tested areas.



Section D

[X] 1. Comprehensive needs assessment – Conducted systematic and thorough comprehensive needs assessment for all areas of the school and review data with all stakeholders. All data were reviewed for all students and student groups including State Academic Content Standards and Achievement Data: achievement data disaggregated by student populations, student discipline data, student mobility data, student retention data, and teacher and student attendance data. The results and conclusions of this review are reflected in the SMART goals for the next school year and are evidenced in the Campus Improvement Plan.

[X] 2. School-wide reform strategies – These strategies include ones that upgrade entire school programs and opportunities for all children to meet proficient and advanced levels on State Assessments. Effective methods and instructional strategies that strengthen the core academic program; meet the educational needs of historically under-served populations; increase the amount and quality of learning time; and address needs of all, but particularly low-achieving students. Strategies address how the school will determine if needs of special targeted populations have been meet and are based on Scientifically Based Research to increase achievement for each sub-group on state tests. Each campus will address school-wide reform strategies in the CIP.

[X] 3. Instruction by highly qualified teachers – 100% of our teachers are certified for the position they hold even though they have varying levels of experience. The district’s Human Resources administrators ensure all teachers and paraprofessionals meet highly qualified standards and communicate with principals about highly qualified status and any teacher and/or paraprofessional who are not highly qualified. Principals assist teachers with training and mentoring to improve teachers’ knowledge of subject taught to meet certification requirements. Each campus will ensure that classes with highest numbers of economically and/or educationally disadvantages students have highly qualified teachers. Parents are notified if a teacher is not certified, and the teacher must either be working toward certification or efforts continue to hire someone who is certified.

[X] 4. High-quality and ongoing professional development –Teachers will participate in ongoing professional development with campus personnel, district coaches, and hired consultants to increase knowledge of content area and increase skills for effective and engaging teaching and help students meet the state standards. Curriculum Coaches provide on-the-job training and monitoring to promote teachers’ professional development. Professional development may also be conducted on site by in-house instructional leaders and also by district instructional support staff. Each campus will address professional development strategies in the CIP.

[X] 5. Strategies to attract high-quality, highly-qualified teachers – Recruiting and retaining highly-qualified teachers is a continuous process. We closely work with our district’s Human Resources administrators and network with other principals to help in this effort. Our own teachers also serve as recruiters. The result has been that 100% of our classroom teachers are appropriately certified for the position they hold.


[X] 6. Strategies to increase parental involvement – Schools engage in numerous activities to increase parent involvement in the campus’s programs. An Annual Title I Parent meeting is held at each Title I campus to inform parents about the Title I Program and their rights to be involved. Each campus will develop and/or refine the Written Parental Involvement Policy and Home-School Agreement with parent input annually. Title I campuses will ensure information is in a format and language that parents can understand including communication translated in Spanish and opportunities for face to face communication with parents. Annually staff development sessions will be held at each Title I campus to educate all school personnel regarding the value of parental involvement, increasing home school communication and the importance of the contribution of parents. Campuses will provide reasonable support requested by parents, provide parents timely information about Title I programs, descriptions of curriculum, academic assessment and proficiency levels students are expected to achieve, state academic achievement standards, ways to monitor a child’s progress and ways to work with the school to improve children’s achievement. Curriculum Nights, telephone calls, and newsletters are just a few methods of recognizing parents as partners. In addition, parents are offered classes to meet their needs, for example, ESL classes or STAAR information programs. Parents will be given the opportunity to provide feedback through the Title I Parent Survey and participation in the district Title I Parent Advisory Council. Each campus will address parental involvement strategies in the CIP.

[X] 7. Transition from early childhood programs – Elementary schools collaborate with early childhood centers to coordinate parent and student visits to kindergarten programs. Elementary schools conduct community awareness campaigns and registration days. For example, campuses may provide transition support through “Kindergarten/PreK Roundup” meetings and/or provide students and parents information, activities, and instructional materials to assist preschool children in their transitions from early childhood program to the public school during registration for school and at the Meet-The-Teacher event. (Not applicable to secondary schools)

[X] 8. Measures to include teachers in the decisions regarding the uses of academic assessments – Teachers will be involved in assessment decisions to improve academic achievement of individual students and the overall instructional program. Numerous teacher reports are available for the teachers to access throughout the year. These reports are based on locally-developed and summative assessments. Ongoing staff development is available on site to analyze assessment data. Grade-level, content-area, team, or departmental meetings and the CPOC provide forums to discuss assessment issues. Each campus will address teacher inclusion in academic assessment decisions strategies in the CIP.

[X] 9. Effective, timely additional assistance – Campuses will provide effective, timely additional assistance, to insure student’s difficulties are identified on a timely basis, and to provide sufficient information upon which to base effective assistance to students who experience difficulties in mastering standards. Formative and summative assessments provide the data for teachers and administrators to monitor individual student progress so that interventions and assistance will be timely. Various live reports are available via infoservweb and are accessible to teachers and administrators. Each campus will address effective, timely additional assistance strategies in the CIP.

[X] 10. Coordination and integration of federal, state, and local services and programs – At the building level, federal, state and local services and programs are coordinated to address student needs best; this coordination of services and programs is reflected in the activities listed in the campus goals and strategies.




Cypress-Fairbanks Independent School District Staff Development Plans

2013-14

DATE AUDIENCE RESPONSIBLE FOR PLANNING

July 23 and 25 Elementary and Secondary Campus Days (ISC will not offer any staff development/meetings in order to allow campuses to have all staff available for campus staff development.)

Campus Administrative Staff

July 29 and 31 Elementary and Secondary Curriculum Days (Campuses will not offer any staff development.)

Curriculum Staff

August 5 Non-meeting date (ISC will not offer any staff development/meetings in order to allow campus administrative teams a day.)

Campus Administrative Staff

August 6 & 8 Leadership Conference (Day 1 = ½ day; Day 2 = full day)

District Administrative Staff

August 12 Elementary Curriculum Update Elementary Curriculum Staff

August 13 Teacher Leadership Conference District Curriculum Staff

August 14 & 15 New Staff Orientation District & Campus Administrative Staff

August 16 Elementary District Time Equivalency Elementary Curriculum Staff

August 16 ** Secondary Campus Campus Administrative Staff

August 19 Elementary District (see attached schedule) Elementary Curriculum Staff

August 19 **Elementary Campus (see attached schedule) Campus Administrative Staff

August 19 **Secondary Campus Campus Administrative Staff

August 20 Elementary District (see attached schedule) Elementary Curriculum Staff

August 20 **Elementary Campus (see attached schedule) Campus Administrative Staff


August 20 Secondary District Secondary Curriculum Staff

August 21 District Convocation (details to follow) District Administrative Staff

August 22 **Elementary and Secondary Campus Campus Administrative Staff

August 23 **Elementary and Secondary Campus Campus Administrative Staff

October 14 Elementary Parent Conferences Campus Administrative Staff

October 14 Secondary District Secondary Curriculum Staff

January 6 **Elementary & Secondary Campus Campus Administrative Staff

*February 17 Elementary and Secondary Campus Campus Administrative Staff

*June 6 Elementary and Secondary Campus Campus Administrative Staff

*The following dates have been identified as inclement weather days: February 17, 2014, and June 6, 2014. These dates MAY NOT BE USED AS CAMPUS TIME EQUIVALENCY. **A campus may choose a maximum of two Campus Time Equivalency Days. Please notify the Office of Staff Development at [email protected] with the date(s) of your planned CTE day(s), if any.

Documents

2013-14 Campus Improvement Plan for Lieder Elementary ... · PDF fileParent sign-in sheets ... Quantum Learning (QL), mega monitoring, and Marzanos High ... PBIS Level II committee