2016-2017 Campus Improvement Plan Crosby Kindergarten ...€¦ · Mission Statement All students, without exception or excuse, will be proficient or advanced in reading, writing,

Crosby Independent School District

Crosby Kindergarten Center

2016-2017 Campus Improvement Plan

Crosby Kindergarten CenterGenerated by Plan4Learning.com 1 of 24 Campus #101906102

January 5, 2017 9:38 am

Mission StatementAll students, without exception or excuse, will be proficient or advanced in reading, writing, and mathematics.

VisionWe will work collaboratively across the campus, focusing on the needs of our students providing an effective academicprogram that allows each student to achieve their maximum potential.

Value StatementAt Crosby Kindergarten, we believe that all people should be treated with consideration, dignity, and integrity. We cherishdiversity.


January 5, 2017 9:38 am

Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Goal 1: 90% of students who are Limited English Proficient will be on or above level on the End of Year Rigby assessment in their native language. .13Goal 2: 77% of students who are classified as special education will be on or above level when tested using the End of Year Rigby assessment. . . . . 14Goal 3: 90% of CKC kindergarten students will be on or above level on the End of Year Rigby assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Goal 4: 85% of CKC PreK students will know all letters and their accompanying sounds by May 2016. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 5: CKC will be accepted into the No Excuses University network of schools by making college a goal that all students strive to reach. . . . . . . . 21

Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22


January 5, 2017 9:38 am

Comprehensive Needs Assessment

Demographics

Demographics Summary

Crosby Kindergarten is an Early Childhood campus that educates approximately 600 prekindergarten and kindergarten students including a pre-schoolprogram for children with disabilities (PPCD). Our student population includes 40.07% white, 44.57% Hispanic, 12.85% African American, .33% Asian,and 2.17% multi-race. 66% of our enrollment is economically disadvantaged. 20% of our students are limited english proficient. At Crosby Kindergarten10% of students are considered special education students.

Demographics Strengths

Crosby Kindergarten works to encourage students to come to school each day. During the 2015-16 school year the average attendance was 95%. When youlook at the number of childhood illnesses, this is a phenomenal accomplishment. Every nine weeks, students with perfect attendance are invited to a party tocelebrate and are given a certificate, perfect attendance necklace and treat. At the end of the year, the students who have been in school every day receive anattendance award that is presented to them at kindergarten graduation.

Our average daily attendane for September 2016 is 97.27%, which is up over a percentage point from last September. We hope this may continue to improveas we will have our first attendance party in mid October.

Demographics Needs

Recent academic data indicates a need to support our Limited English Proficient students and our special education students in their reading development.


January 5, 2017 9:38 am

Student Achievement

Student Achievement Summary

Crosby Kindergarten students continued to improve in reading in the 15-16 school year, as 89% of the students advanced to first grade reading on a RigbyLevel 4. 96% of students met the standard on the end of year math assessment and 64% of students were advanced.

Student Achievement Strengths

Crosby Kindergarten students continued to improve in reading. 89% of the students advanced to first grade reading a Rigby level 4. A 96% passing rate inmath shows that our math scores are improving from previous years. Additionally, 64% of students were advanced on the end of year math assessment.

The Tier II Interventionists were working within the classroom this year. This improved individualized instruction for students in need. Pull out mathintervention was conducted for students with extreme deficits and this proved

Student Achievement Needs

We need to implement strategies and activities to address the needs of Limited English Proficient and Special Education students in the area of Reading.


January 5, 2017 9:38 am

School Culture and Climate

School Culture and Climate Summary

Crosby Kindergarten Center provides a nurturing and safe environment for every child to have a successful educational experience. The school has aninstructional program designed to develop the whole child with emphasis on the unique strengths and needs of each individual. In the classrooms the studentsexplore concepts and ideas and interact with their peers and teachers in a rich environment to allow the "whole child" to grow. The teachers have positiveexpectations for all students to succeed. Social skills, as well as academics are an important part of kindergarten learning process. The teacherscommunicate regularly with parents to promote a partnership in the education of each child.

Crosby Kindergarten continues to implement Positive Behavior Interventions and Supports (PBIS) initiative this year. We believe provides positive andconsistent environment for all of our students. The whole faculty and staff will focus on modeling and teaching a uniform set of positive behaviors to all ofour students. Students displaying appropriate behavior will be acknowledged throughout the year. Data will be kept and analyzed so changes can be madeas needed.

School Culture and Climate Strengths

One of the strengths of the staff at Crosby Kindergarten is the conscious effort put forth to ensure the safety of the students. Monthly fire drills areconducted familiarizing the students and staff with the correct exits from the building as well as the alternate routes. Inclement weather drills are alsoconducted to ensure the students know the proper procedures for protecting themselves in case of inclement weather. “Lock-down” drills are conducted inthe event an undesirable person may enter the building or be in the area. Being located where the kindergarten is, “Shelter in Place” drills are important in theevent of a train wreck or an explosion in one of the plants not too far from the school and some toxic fumes or gases may be emitted that could be dangerousto the students.

School Culture and Climate Needs

This year we implemented full day PreK and opened a new building adjacent to our current building. With change there are always those who havea difficult time adjusting. Restrooming 200 students with only one restroom facility in the PreK building continues to be a challenge. Now that the changesare in place, we are working on building systems and routines to ensure success.


January 5, 2017 9:38 am

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

All of the teachers at Crosby Kindergarten are highly qualified. The school at this time has 16 general education kindergarten teachers, 2 bilingualkindergarten teachers, 2 ESL kindergarten teachers and 7 prekindergarten teachers, 4 bilingual prekindergarten teachers, three special education (PPCD)teachers, and one kindergarten special education teacher. We have two interventionists, a music teacher, a library teacher, and a PE teacher in addition to ouradministrative team which consists of a counselor assistant principal and principal.

Staff Quality, Recruitment, and Retention Strengths

Crosby kindergarten has made a commitment to hiring teachers with experience in the teaching curriculum and methods found at our school.We believe experience using small group instruction and Balanced Literacy are the strengths we look for when hiring new teachers. Professional development is available to all teachers throughout the year. All of the teachers at Crosby Kindergarten are Highly Qualified.

Only two teachers were not retained this year. Staff quality and retention is at an all time high.

Staff Quality, Recruitment, and Retention Needs

We added three classrooms after the start of the school year to provide for growth in PreK. Finding quality staff late in July/August is difficult. We will workto provide the needed training to ensure they are high quality teachers.


January 5, 2017 9:38 am

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Crosby Kindergarten Center uses the "balanced literacy" program to teach Reading and Writing. There are five different components of a "balancedliteracy" program: The read aloud, guided reading, shared reading, independent reading, and Word study. In the read aloud the teacher models theobjective and the students have the opportunity to apply the objective. Through guided reading teachers are able to work with students who are on thesame level. Students are put into small groups, given their own book, and the teacher works with each student to help develop the skills they need. During shared reading the students and teacher read together. This is an opportunity for students to discover new words and their meanings. During independent reading students are allowed to choose the books they want to read. This is important for many reasons — one being that readingbecomes a more enjoyable experience. Through word study students learn letters and the sounds they make. They then move on to root words,suffixes and prefixes, and how to derive meaning of words. Crosby Kindergarten use the Words Their Way curriculum to teach phonics, vocabulary,and spelling. It is a hands-on approach to word study that focus students’ attention on critical features of words—sound, pattern, and meaning. Thiscurriculum consists of five stages of development: Emergent, Letter Name-Alphabetic, Within Word Pattern, Syllables & Affixes and DerivationalRelations. Each stage of development consists of Early, Middle & Late levels that focus on specific word features or parts. CKC teachers will use theRigby PM Plus Reading Assessment series to monitor the reading development of the students.The students will be assessed on fluency and accuracyduring reading; their ability to retell a story after reading ; and reading comprehension. When leveling students, Rigby PM Plus uses a numericalgrading system. Our goal is for each of our students to achieve a level 4 before leaving kindergarten.

Go Math is the Math program adopted recently as the main resource for teaching the math curriculum. Mr. Augustine, the Elementary Math Coordinator hasdeveloped a MOY and EOY assessment that is used with the Kindergarten. Teachers have worked with Mr. Augustine to develop a scope and sequence thatmeets the needs of students.

Curriculum, Instruction, and Assessment Strengths

Reading curriculum, assessments, and expectations have remained mostly the same for three years. This provides strength in that it is not new to teachers andstaff. Teachers are able to implement successful lessons from year's past while also bringing in new activities to fill in gaps noted.

Curriculum, Instruction, and Assessment Needs

Training targeted at how intervention should look at the early childhood level is needed. There continues to be a need for targeted interventions for studentsin the bilingual program.


January 5, 2017 9:38 am

Family and Community Involvement

Family and Community Involvement Summary

Parental involvement at Crosby Kindergarten has been improving over the past couple of years. The counselor has instituted a new method of contactingvolunteers by sending out weekly information emails to let the parents know where help is needed the following week. Not long ago a survey was sent out inthe community and Crosby Kindergarten was voted the friendliest campus. Crosby Kindergarten is a campus where the students get a hug as they arrive inthe building every morning and get one when they leave in the afternoon. It is very obvious the teachers love their jobs and their students and the studentslove to come to school.

Family and Community Involvement Strengths

There are plenty of parent involvement opportunities available at Crosby Kindergarten Center. Some of the opportunities include Book Fair, classroomparties,workroom jobs for teachers, decorations for programs, field trips, and monthly school events.

Family and Community Involvement Needs

Our new music teacher will work with students to present musicals throughout the school year. Additionally, we are working to develop a formalized parentvolunteer group.


January 5, 2017 9:38 am

School Context and Organization

School Context and Organization Summary

Crosby Kindergarten has a principal and an assistant principal to oversee the daily activities at the campus. Teachers meet one planningperiod a week to prepare lessons for the following week. There is one physical education teacher that services the kindergarten classes andprovides enrichment one day a week to PreK classes. We have a music teacher and library teacher that provide instruction to all kindergartenstudents and provide enrichment to PreK students weekly. There is one reading and one math interventionist that provide support to studentswho struggle with significant learning delays. The aides work collaboratively with the classroom teachers to assist with the students workingbelow level. There is 1 kindergarten special education teacher that works cooperatively within the 3 Inclusion kindergarten teachers and the3 kindergarten special education instructional aides. There is a school counselor that is available for individual and small group counseling. Guidance lessons are taught to all kindergarten and pre-kindergarten students monthly. Special Education staff are available to assist ourstudents as needed. There is a campus nurse that is available to all students daily. The office is staffed with an administrative assistant, anattendance clerk, and a receptionist to ensure the needs of visitors, parents, staff and students are met. There is a custodial staff to maintainthe facility and a child nutrition staff to provide breakfast and lunch daily to all on the campus.

School Context and Organization Strengths

The addition of a library teacher and music teacher have strengthened our overall school program for staff and students.

School Context and Organization Needs

600 students under seven years old requires a lot of adult supervision to ensure safety. Adding the dimension of two buildings has been ahuge challenge. Additional staff is needed to ensure the much needed constant supervision of students. Currently paraprofessionals arerelieving PreK teachers to provide required conference times. Ideally we would have the elective staff needed to cover conferences for allteachers.


January 5, 2017 9:38 am

Technology

Technology Summary

All classroom are equipped with at least 4 ipads, a teacher MacBook, at least two student computers, an interactive board, a projector and a documentcamera. In addition, many classrooms have ipads, tablets, ipods or other devices for students to use that they have acquired through the EducationFoundation.

Technology Strengths

All students and teachers have interactive learning available to them in the classroom. Every classroom has a minimum of 5 iPads and 2 student PCs. Everyteacher has a MacBook, iPad, and AppleTV.

Technology Needs

More staff development is needed to help teachers integrate technology into their lessons. We have the technology, but teachers need toknow best practices for technology integration.


January 5, 2017 9:38 am

Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting data

Student Data: Assessments

Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataRunning Records results

Student Data: Student Groups

Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline records


January 5, 2017 9:38 am

Goals

Goal 1: 90% of students who are Limited English Proficient will be on or above level on the End of Year Rigby assessmentin their native language.

Performance Objective 1: A monitor group will be setup in Eduphoria to closely monitor LEP student progress on Rigby.

Evaluation Data Source(s) 1: Final Assessment Data from Eduphoria.

Summative Evaluation 1:

Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success

ReviewsFormative Summative

Nov Jan Mar June1) All major student assessments will be documented in Eduphoria. Teachers, Principal,

Assistant PrincipalImprovement in Data

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


January 5, 2017 9:38 am

Goal 1: 90% of students who are Limited English Proficient will be on or above level on the End of Year Rigby assessment in their native language.

Performance Objective 2: Create a data wall that depicts which students are not making progress. Determine which student groups need additionalsupport.Provide needed support.

Evaluation Data Source(s) 2: Final assessment data from Eduphoria


Goal 2: 77% of students who are classified as special education will be on or above level when tested using the End of YearRigby assessment.

Performance Objective 1: A monitor group will be setup in Eduphoria to closely monitor LEP student progress on Rigby.

Evaluation Data Source(s) 1: Final assessment data from Eduphoria


Goal 2: 77% of students who are classified as special education will be on or above level when tested using the End of Year Rigby assessment.

Performance Objective 2: Create a data wall that depicts which students are not making progress. Determine which students need additional support.Provide needed support.

Evaluation Data Source(s) 2: Final Assessment data from Eduphoria.


Goal 3: 90% of CKC kindergarten students will be on or above level on the End of Year Rigby assessment.

Performance Objective 1: Conduct weekly team meetings to ensure proper planning of literacy instruction.

Evaluation Data Source(s) 1: Teacher Survey



January 5, 2017 9:38 am



Nov Jan Mar June1) PLC meetings focusing on studentlearning and creating goals andaction plans that are data drivenfrom assessments

Classroom Teacher,Principal, AssistantPrincipal,

Assessments



January 5, 2017 9:38 am


Performance Objective 2: Assess students each 9 weeks to track progress.

Evaluation Data Source(s) 2: Final Student Assessment Data




Nov Jan Mar June1) Teachers will use the Rigby Assessment to collect data each 9 weeks onstudents.

Teachers, Principal,Assistant Principal,ReadingCoordinator

Rigby Level Data



January 5, 2017 9:38 am


Performance Objective 3: Discuss data after each assessment to formulate plans for improvement

Evaluation Data Source(s) 3: Analyze final Assessment Data.




Nov Jan Mar June1) PLC meetings focusing on student learning and creating goals and actionplans that are data driven from assessments.

Teachers, Principal,Assistant Principal,CurriculumCoordinators

Improvement found in data



January 5, 2017 9:38 am

Goal 4: 85% of CKC PreK students will know all letters and their accompanying sounds by May 2016.

Performance Objective 1: PreK staff will implement all components of Balanced Literacy.

Evaluation Data Source(s) 1: Evaluations and Walkthroughs




Nov Jan Mar June1) Weekly planning meetings to address balanced literacy instruction. Team leader,

Assistant Principal,Principal

assessment data



January 5, 2017 9:38 am


Performance Objective 2: Assess students each 9 weeks to track progress.

Evaluation Data Source(s) 2: Analyze data




Nov Jan Mar June1) Teachers assess students each 9 weeks to monitor individual progress. Teachers, Principals Data improvement

2) Assessment data is recorded and analyzed each 9 weeks to make adjustmentsfor improving instruction

Teachers, Principals Assessment data



January 5, 2017 9:38 am


Performance Objective 3: Discuss data after each assessment to formulate plans for improvement.

Evaluation Data Source(s) 3: provide plans for change.




Nov Jan Mar June1) Provide PLC time for teachers to analyze data and plan Principal,

CurriculumCoordinators

Assessment data improvement



January 5, 2017 9:38 am

Goal 5: CKC will be accepted into the No Excuses University network of schools by making college a goal that all studentsstrive to reach.

Performance Objective 1: CKC staff will collaborate to achieve this status by implementing the six required systems.

Evaluation Data Source(s) 1: 6 Systems will be established and published


Goal 5: CKC will be accepted into the No Excuses University network of schools by making college a goal that all students strive to reach.

Performance Objective 2: CKC staff will have a culture of universal achievement.

Evaluation Data Source(s) 2: Feedback from staff and families


Goal 5: CKC will be accepted into the No Excuses University network of schools by making college a goal that all students strive to reach.

Performance Objective 3: CKC core NEU team will create a video and the online submission required to be accepted into the No Excuses Universitynetwork of schools.

Evaluation Data Source(s) 3:



January 5, 2017 9:38 am

Title I

Schoolwide Program Plan

Crosby Kindergarten Center

Crosby ISD

October 5, 2016

Ten Schoolwide Components

1: Comprehensive Needs Assessment

Curriculum and Instruction

Continue ELL training for Tier I instructionContinue training in Balanced Literacy and Words Their Way for entire staff

School Organization and Management

Need for Improved Campus Emergency PlanNeed to improve staff attendanceNeed for Instructional leaders to spend more time monitoring classroom instruction

School Climate and Security

celebrate staff, staff recognitionneed unity between two buildings

Family and Community Involvement

increase involvement opportunities with musicalsincrease attendance at CKC parent teacher conference days


January 5, 2017 9:38 am

Professional Development

Continue Balanced Literacy TrainingWriter's Workshop

2: Schoolwide Reform Strategies

Professional Development for curriculum and instruction needsprovide incentives for good attendanceweekly walk throughs to monitor classroom instructionpractice emergency drills monthlyPLC meetings monthly with teachers to improve delivery of instruction

3: Instruction by highly qualified professional teachers

All the teachers at Crosby Kindergarten are highly qualified.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Crosby I.S.D. provides a variety of professional development opportunities throughout the year for all teachers, principals, and paraprofessionals.

5: Strategies to attract highly qualified teachers

Crosby I.S.D. provides competitive salaries so that many highly qualified teachers apply. We are careful to select the best qualified for any opening.

6: Strategies to increase parental involvement

Crosby Kindergarten will host evening activities each nine weeks for parents to attend At that time, the volunteer opportunities for the next nine weeks willbe provided.


January 5, 2017 9:38 am

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

Crosby Kindergarten provides transition activities such as classroom visits and visits to facilities for the following year.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

Data MeetingsTeachers identify areas of need for themselves (TTESS Goals)Administrators, curriculum coordinators and teachers work collaboratively to identify the strengths and weaknesses from the assessment data. RTI is then provided to students in need of Tier II or Tier III instruction

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Monthly Istation assessments and progress monitoringTier II or III Intervention instruction (small group)Classroom teacher collaborationRtI Meetings

10: Coordination and integration of federal, state and local services and programs

Crosby I.S.D. integrates federal monies with both state and local revenues . A significant part is state compensatory education funds (SCE). We haveservices supported by special education funding and child nutrition funding


January 5, 2017 9:38 am

Documents

2016-2017 Campus Improvement Plan Crosby Kindergarten ...€¦ · Mission Statement All students, without exception or excuse, will be proficient or advanced in reading, writing,