Campus Name - birdvilleschools.net€¦ · Web viewStudent and Stakeholder Focus District / Campus Goal: All students will exceed state and national standards in all subject areas

2011-2012 CAMPUS PLAN

Academy at Carrie F. Thomas ElementaryTitle I Campus

Continuous Improvement Category: Student and Stakeholder Focus

District / Campus Goal: All students will exceed state and national standards in all subject areas.

Campus Objective: Ninety percent of all students will pass STAAR Mathematics with no subgroup scoring below 85%. We will obtain an overall Commended Performance of no less than 20%.

Current Results and

Source

Strategic Actions StudentPopulat

ion Served

Responsible Staff

(Position)

Resources(Funds/ProfessionalLearning/Materials)

Monitoring(Formative)

Results(Summat

ive)

Status/Met/In Progress/Explanation

10-11 TAKSMath—87%All students—3rd—83%4th—83 %5th—90%AA—3rd—75%4th—78%5th—100%His—3rd—72%4th—80%5th—88%W—3rd—94%4th—88%5th—89%ED—3rd—75%4th—84%

Adhere to Investigations Math Curriculum and other research-based instructional strategies and resources

Provide intervention support for students in math to increase at-risk student achievement:*ASPIRE— *Tutorials *Extended learning opportunities *Parent education classes* Response to Intervention

all Title I—Highly Qualified Staff Teachers PK-5

Math specialist

Campus administrators and counselor

Inclusion Specialists

Campus Diagnostician

Mathematics

Title I funds*ESL EAs/Reading Specialists/Math tutor$113,182(2 bilingual ESL EAs; two .5 monolingual reading specialists; .5 in-school math tutor)*Parent/Teacher conferences (2 per year)--$5760*Necessary content related supplies*Campus Book Studies--$1200*Mathematics software and site license fees as well as technological tools for student use—iPad/iTouch devices $17,000

Student work samples/products and data folders

Walk-Throughs—evidence of consistent instruction of district curriculum—posters on walls, student work, technological integration, observation of instructional strategies and lessons, etc.

SPS data

While overall Math passing rate decreased by only 1 % (Recognized) our sub-groups continue to show much variance from year to year.

Plans of action:Develop better classroom assessments to determine the answers to the following questions—What do we want the students to learn? What do we want them to be able to do with the knowledge?Title I—Teacher Input in Assessments



Current Results and

Source


ion Served

Responsible Staff

(Position)



Results(Summat

ive)


5th—85%LEP—3rd—82%4th—64%5th—90%Sp Ed—3rd—n/a4th—50%5th—n/aSpanish—3rd—92%4th—93%5th—92%Com Per—3rd—31%4th—23%5th—31%

*CARE Team*Inclusion for special education studentsPull-out programs only when necessaryTitle I—Comprehensive Needs AssessmentTitle I—Assistance MasteryTitle I—Coordination/Integration of ServicesTitle I—Increasing Parent Involvement

Interdisciplinary Instruction—Depth & Complexity

Use common mathematical vocabulary for students across the grade levels

Provide professional development opportunities in math

Tutors

Advanced academic specialist

Literacy Support/BravoTeachers, Math tutor & ESL EAs

District Dual Language Specialist

District Mathematics Consultant

ASPIRE CoordinatorComputer EA

Librarian

Campus/District Instructional

*Mathematics—professional learning opportunities for staff

Title II A

Special education funds

Investigations training for new Math instructors

Research-based resources to enhance/support district curriculum

REAL Garden Grant—utilize math real world situations

WOW Days—Vertical Alignment Curriculum Work

PTATitle I—Increasing Parent Involvement

Classroom teacher formative assessment data

Making Connections Meetings/PLC meetings

Lesson plans—Investigations and assessment data regarding effectiveness of additional resources

Rubrics

Response to Intervention strategies and regular reviews of RTI folders

Tutorial assessment data

Focus on collaborative efforts to increase student learning in Mathematics within grade-levels, throughout grade-levels and with BHS cluster elementary campuses through professional learning opportunities

Utilize best practices in mathematical vocabulary instruction with all students

District/campus Grade level PLC groups—collaborate to eliminate gaps in instruction through vertical teaming focusing on curriculum

Offer parent education classes and/or



Current Results and

Source


ion Served

Responsible Staff

(Position)



Results(Summat

ive)


and continuous improvement tools to help provide more effective and engaging instructionTitle I—Professional Development

Increase technology implementation to raise student achievement by utilizing innovative instruction—wikis, blogs, Skype, student/teacher produced videos, etc.* work collaboratively with other campuses*move our students into 21st Century Learning through the use of digital learning and sharing*hold competitive sessions between classes and campuses through the use of web cams*collaborate with live

TechnologySpecialists

Music teacher

PE teachers

iPad/iTouch device student survey data

demonstrations on-line regarding how to help children with math at homeTitle I—Increasing Parent Involvement

Continue :*Interdisciplinary Instruction*Technology Integration*Marzano’s 9*Working on the Work*Continuous Improvement*Strengths—Gallup*21st Century Learning*Ruby Payne strategies—better understand the culture or diverse population *CORE

Staff Book Study & Blog:Teaching with Love & Logic and Getting



Current Results and

Source


ion Served

Responsible Staff

(Position)



Results(Summat

ive)


audiences across the district and state therefore providing the students with authentic learning*integrate technology instead of using only traditional methodology to create a learning environment that engages students and causes them to want to learnTitle I—School Reform StrategiesTitle I—Transition

Started: Re-culturing Schools to Become Learning Communities





Campus Objective: Ninety percent of all students will pass STAAR Science with no subgroup scoring below 85%. We will obtain an overall Commended Performance of no less than 20%.

Current Results and

Source

Strategic Action StudentPopulati

on Served

Responsible Staff

(Position)



Results(Summative)


10-11 TAKSScience—90%

AA—100%His—88%W—88%ED—94%LEP—79%Sp Ed—n/aCom Per—51%Spanish—82%

Adhere to district curriculum and utilize other research-based instructional strategies and resources

Use common Science vocabulary for students across the grade levels

Integrate Science into other core subjects (Reading/Math) to demonstrate Science is not an isolated subject—create connections to the real world

all Teachers PK-5

Campus administrators

Inclusion Specialist

Advanced Academic Specialist



Title I funds*ESL EAs/Reading Specialists/Math tutor$113,182(2 bilingual ESL EAs; two .5 monolingual reading specialists; .5 in-school math tutor)*Parent/Teacher conferences (2 per year)--$5760*Necessary content related supplies*Campus Book Studies--$1200*Technological tools for student use—iPad/iTouch devices $17,000*Science—professional learning opportunities


Walk-Throughs—evidence of consistent instruction of district curriculum—posters on walls, student work, technological integration, observation of instructional strategies and lessons, etc.Classroom teacher

Our Science TAKS scores dropped 5% overall and dropped 13% with our LEP students. We are focusing efforts on Science vocabulary instruction with all students and collaborating among grade levels to determine how to strengthen Science instruction vertically on our campus.

Plans of action:Develop better classroom assessments to determine the answers to the following questions—What do we want the



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


Increase attendance at campus Science Night

Increase attendance at Garden Work Days

Provide professional development opportunities in Science and continuous improvement tools to help provide more effective and engaging instructionTitle I—Professional Development

Hands-on lab opportunities for all students

Provide intervention support for students in Science to increase at-risk student achievement:*ASPIRE—

District/Campus Instructional Technology Specialist

District Elementary Science Consultant

Music teacher

PE teachers

for staff

Title II A



REAL Garden Grant—utilize science in real world situations



formative assessment data


Lesson plans—including assessment data regarding effectiveness of additional resources

Rubrics


Utilize the Comprehension Toolkit to assess reading comprehension in all grade levels

students to learn? What do we want them to be able to do with the knowledge?Title I—Teacher Input in Assessments

Focus on collaborative efforts to increase student learning in Science within grade-levels, throughout grade-levels and with BHS cluster elementary campuses through professional learning opportunities

Utilize best practices in Science vocabulary instruction with all students




Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


*Extended learning opportunities *Parent education classes*Inclusion for special education students

Title I—Comprehensive Needs AssessmentTitle I—Assistance MasteryTitle I—Coordination/Integration of ServicesTitle I—Increasing Parent Involvement


Increase technology implementation to raise student achievement by utilizing innovative instruction—wikis, blogs, Skype,


Staff Book Study & Blog:Teaching with Love & Logic and Getting Started: Re-culturing Schools to Become Learning Communities



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


student/teacher produced videos, etc.* work collaboratively with other campuses*move our students into 21st Century Learning through the use of digital learning and sharing*hold competitive sessions between classes and campuses through the use of web cams*collaborate with live audiences across the district and state therefore providing the students with authentic learning*integrate technology instead of using only traditional methodology to create a learning environment that engages students and causes them to want to learnTitle I—School Reform StrategiesTitle I—Transition





Campus Objective: Ninety percent of all students will pass STAAR Reading with no subgroup scoring below 85%. We will obtain an overall Commended Performance of no less than 20%.

Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


10-11 TAKSReading— 88%All students—3rd—93%4th—74%5th—100%

AA—3rd—88%4th—67%5th—100%His—3rd—88%4th—60%5th—97%W—3rd—97%4th—74%5th—89%ED—


Implement balanced literacy program


Utilize Literacy Charts to show readers how to maintain an inner conversation when reading independently




Campus Diagnostician

Reading Tutors

Advanced

Title I funds*ESL EAs/Reading Specialists/Math tutor$113,182(2 bilingual ESL EAs; two .5 monolingual reading specialists; .5 in-school math tutor)*Parent/Teacher conferences (2 per year)--$5760*Necessary content related supplies*Campus Book Studies--$1200*Reading software and site license fees as well as technological tools for student use—iPad/iTouch devices $17,000


Walk-Throughs—evidence of consistent instruction of district curriculum—posters on walls, student work, technological integration, observation of instructional strategies and lessons, etc.

SPS data

While our overall Reading percentage remained the same (88%) we had a substantial decrease in student performance for 4th grade. In efforts to improve 4th grade performance in Reading the following changes were made:*Departmentalization for Reading/Social Studies, Writing, and Math (1 teacher per subject; all teachers teach Science)*Personnel changes to grade level*Changes in subjects taught by teachers



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


3rd—89%4th—71%5th—91%LEP—3rd—82% 4th—27%5th—90%Sp Ed—3rd—100%4th—45%5th—100%Spanish—3rd—92%4th—100%5th—100%Com Per—3rd—34%4th—19%5th—38%

Utilize Daily Five and The Café strategies

Integration of Reading with other core subject areas: Math, Science, Social Studies & Writing

Use questioning prompts with literature to foster metacognition

Increase fluency via: Reader’s Theatre, repetition with specific literature selections, 1-on-1 passage readings, teacher read alouds

Increase amount of time students read through nightly reading assignments and sustained silent reading time to

Academic Specialist

Literacy Support/BravoTeachers & ESL EAs


District Reading Consultant

ASPIRE Coordinator

Computer EA

Librarian

Campus/District InstructionalTechnologySpecialists

*Reading/ELA—professional learning opportunities for staff

Title II A



REAL Garden Grant—utilize Reading in real world situations (non-fiction reading samples)


Title I Library

Campus Library

Volunteers to assist with listening to student readersPTA

TPRI/Tejas Lee data

DRA/EDL data

Reading Comprehension Toolkit data

WRAP data


Individual student reading log—minutes read and parent/guardian signatures


*Increased utilization of district C&I consultants

We are also focusing, as a campus, on increasing student vocabulary and best practices with regards to classroom management (Love & Logic)Plans of action:Develop better classroom assessments to determine the answers to the following questions—What do we want the students to learn? What do we want them to be able to do with the knowledge?Title I—Teacher Input in Assessments

Focus on collaborative efforts to increase student learning in



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


increase fluency, accuracy, vocabulary, and comprehensionTitle I—Increasing Parent InvolvementTitle I—Transition

Integrate “word knowledge” into Reading curriculum—context clues, synonyms/antonyms, cognates, word origin, root/base words, etc. to increase vocabulary and comprehension

Provide intervention support for students in Reading to increase at-risk student achievement:*ASPIRE— *Tutorials *Extended learning opportunities *Parent education classes

Music teacherPE teachers

Title I—Increasing Parent Involvement

Lesson plans— including assessment data regarding effectiveness of additional resources

Rubrics

Literacy Chart data

Response to Intervention strategies and regular reviews of RTI folders

Tutorial assessment data


Reading/ELA within grade-levels, throughout grade-levels and with BHS cluster elementary campuses through professional learning opportunities


Offer parent education classes and/or demonstrations on-line regarding how to help children with reading at homeProvide PK & Kindergarten parents with information regarding working with their children at home on pre-reading and reading skills via



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


* Response to Intervention*CARE Team*Inclusion for special education studentsPull-out programs only when necessaryTitle I—Comprehensive Needs AssessmentTitle I—Assistance MasteryTitle I—Coordination/Integration of ServicesTitle I—Increasing Parent Involvement

Provide professional development opportunities in Reading and continuous improvement tools to help provide more effective and engaging instructionTitle I—Professional

conferences, meetings, newsletters or onlineTitle I—Increasing Parent Involvement

Continue :*Interdisciplinary Instruction*Daily 5/Cafe*Language to Literacy *Technology Integration*Marzano’s 9*Working on the Work*Continuous Improvement*Strengths—Gallup*21st Century Learning*Ruby Payne strategies—better understand the culture or diverse population *CORE

Staff Book Study & Blog:Teaching with Love & Logic and Getting Started: Re-culturing Schools to Become



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


Development

Increase technology implementation to raise student achievement by utilizing innovative instruction—wikis, blogs, Skype, student/teacher produced videos, etc.* work collaboratively with other campuses*move our students into 21st Century Learning through the use of digital learning and sharing*hold competitive sessions between classes and campuses through the use of web cams*collaborate with live audiences across the district and state therefore providing the students with authentic learning*integrate technology instead of using only

Learning Communities



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


traditional methodology to create a learning environment that engages students and causes them to want to learnTitle I—School Reform StrategiesTitle I—Transition

Provide Enrichment Reading classes—ASPIRE (Book Warriors)





Campus Objective: Eighty-five percent of all kindergarten, first grade and second grade students will demonstrate reading comprehension at or above grade level.

Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


2010-2011K—TPRI—83%Tejas Lee—26%

1st grade *TPRI—82%

*Tejas Lee—56%

2nd grade *TPRI—80%*Tejas Lee—47%

ACFT 1st and 2nd grade teachers will utilize the Daily Five Strategies, Café Strategies, and other research-based instructional methods using a variety of assessment data to direct classroom instruction

Dual Language K, 1st, and 2nd grade teachers will meet with District Dual Language Specialist and C&I consultants to review current Spanish Reading curriculum to identify instructional gaps with the intention of

All kindergarten students, 1st grade students, and 2nd grade students

Kindergarten, 1st, 2nd grade teachers


District Reading consultant

Campus diagnostician


LibrarianMusic teacher

PE teachers

Title I funds*ESL EAs/Reading Specialists/Math tutor$113,182(2 bilingual ESL EAs; two .5 monolingual reading specialists; .5 in-school math tutor)*Parent/Teacher conferences (2 per year)--$5760*Necessary content related supplies*Campus Book Studies--$1200*Reading software and site license fees as well as technological tools for student use—iPad/iTouch devices $17,000*Reading/ELA—professional learning opportunities for staff

TPRI/Tejas Lee assessment 3 times per year

DRA/EDL data

Classroom teacher formative data

Individual student reading log—minutes read and parent/guardian signatures

Response to Intervention strategies and

TPRI scores for all students increased or remained the same from the previous year. While it appears our Tejas Lee scores have dropped, it is important to note that we have increased our Two-Way 90-10 Dual Language enrollment in which all students (English speakers and Spanish speakers) are receiving all Reading instruction in Spanish. All of the students in this program are tested in Spanish which indicate while our English speakers vocabulary is not yet at the same level of their Spanish-



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


developing a more cohesive Spanish Reading curriculum


Implement balanced literacy program in Spanish and English

Provide intervention support for students in Reading to increase at-risk student achievement:*ASPIRE— *Tutorials *Extended learning opportunities *Parent education classes* Response to Intervention*CARE Team*Inclusion for special education studentsPull-out programs

Computer EA

ESL EAs

District Instructional Technology Specialists

ASPIRE Coordinator




Title I Library

Campus Library

Volunteers to assist with listening to student readersPTATitle I—Increasing Parent InvolvementCampus funds

iTouch devices used for TPRI/Tejas Lee assessments

New teacher training on TPRI/Tejas Lee and DRA/EDL

Campus funds to assist

regular reviews of RTI folders

speaking peers—this is a cumulative program and test results may not be the best indicators of student success. Plans of action:Develop better classroom assessments to determine the answers to the following questions—What do we want the students to learn? What do we want them to be able to do with the knowledge?Title I—Teacher Input in Assessments

Focus on collaborative efforts to increase student learning in Reading/ELA within grade-levels, throughout grade-levels and with BHS cluster elementary campuses through professional learning opportunities



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


only when necessaryTitle I—Comprehensive Needs AssessmentTitle I—Assistance MasteryTitle I—Coordination/Integration of ServicesTitle I—Increasing Parent Involvement

with obtaining substitute teachers to enable the Dual Language teachers to review and possibly revise the current Spanish Reading Curriculum


Offer parent education classes and/or demonstrations on-line regarding how to help children with reading at homeProvide PK & Kindergarten parents with information regarding working with their children at home on pre-reading and reading skills via conferences, meetings, newsletters or onlineTitle I—Increasing Parent Involvement

Continue :*Interdisciplinary Instruction



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


*Daily 5/Cafe*Language to Literacy *Technology Integration*Marzano’s 9*Working on the Work*Continuous Improvement*Strengths—Gallup*21st Century Learning*Ruby Payne strategies—better understand the culture or diverse population *CORE

Staff Book Study & Blog:Teaching with Love & Logic and Getting Started: Re-culturing Schools to Become Learning Communities





Campus Objective: Ninety percent of all students will pass the STAAR Writing with no subgroup scoring below 80%. Expectation: At least 15% of our students will score a 4 on the composition and no student will score a 1; decrease student composition scores of 2 to less than 35%. Increase overall Commended Performance to 20%.

Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


2010-2011Writing—88%Com Per—12%AA—100%His—84%W—90%ED—87%LEP—44%Sp Ed—86Spanish—100%Scores:4—1%3—20%2—66%1—12%0—1%


Utilize Writing skills in all core subject areas

4th grade Writing Teacher trains all grade levels (K through 5) in campus wide Writing process and electronic Writing portfolios

4th grade Writing teacher attends STAAR Writing workshops





Literacy Support/BravoTeachers & ESL EAs

Title I funds*ESL EAs/Reading Specialists/Math tutor$113,182(2 bilingual ESL EAs; two .5 monolingual reading specialists; .5 in-school math tutor)*Parent/Teacher conferences (2 per year)--$5760*Necessary content related supplies*Campus Book Studies--$1200*Reading software and site license fees as well as technological tools for student use—iPad/iTouch devices $17,000*Reading/ELA—professional learning

Individual student writing journals


Walk-Throughs—evidence of consistent instruction of district curriculum—posters on walls, student work, technological integration, observation of instructional

While our overall Writing scores were good at 88% we desire to see more students obtaining higher composition scores. Develop better classroom assessments to determine the answers to the following questions—What do we want the students to learn? What do we want them to be able to do with the knowledge?Title I—Teacher Input in Assessments

Focus on collaborative efforts to increase student learning in Reading/ELA within grade-levels, throughout grade-levels and with BHS cluster



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


Implement a campus-wide Writing process that includes elements of depth & complexity

Implement electronic student Writing portfolios in all grade levels (K through 5)

Provide professional development opportunities in Writing and continuous improvement tools to help provide more effective and engaging instructionTitle I—Professional Development

Writing enrichment opportunities—ASPIRETitle I—Coordination/Integra


District Reading/ELA Consultant

ASPIRE Coordinator

Librarian

Campus/District InstructionalTechnologySpecialists

Music teacher

opportunities for staff



Title I Library

Campus Library


strategies and lessons, etc.



Lesson plans— including assessment data regarding effectiveness of additional resources

Rubrics

elementary campuses through professional learning opportunities



Staff Book Study & Blog:Teaching with Love & Logic and Getting Started:



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


tion of Services

Model and teach correct sentence construction, grammar, and expanded written ideas/experiences through reading selected literature pieces aloud, discussion of samples, and opportunities to practice writing and scoring


Increase technology implementation to raise student achievement by utilizing innovative instruction—wikis, blogs, Skype, student/teacher

Re-culturing Schools to Become Learning Communities



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


produced videos, etc.* work collaboratively with other campuses*move our students into 21st Century Learning through the use of digital learning and sharing*hold competitive sessions between classes and campuses through the use of web cams*collaborate with live audiences across the district and state therefore providing the students with authentic learning*integrate technology instead of using only traditional methodology to create a learning environment that engages students and causes them to want to learnTitle I—School Reform StrategiesTitle I—Transition



Continuous Improvement Category: Safe and Secure Schools

District / Campus Goal: All classrooms will be safe, secure, and nurturing places for students, staff, and parents.

Campus Objective: 90% of students, parents, and staff will consider ACFT safe as measured by a survey.



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


137 discipline referrals for the 2010-2011 school year

All staff members will participate in a book study blog –Teaching with Love & Logic

Utilize Love & Logic strategies for discipline issues

Interdisciplinary Instruction—Scholarly Behaviors

Professional learning opportunities regarding effective classroom management strategies

Anti-Bullying efforts—PTA programs, class lessons, small counseling groups, etc.

CORE training

all All campus staff members

District administrators and directors

AED Team

Diabetes Management Team

Crisis Intervention Team

Title I funds:*Love & Logic Book Study—$550*Parent/Teacher conferences (2 per year)--$5600

Crisis Intervention Plan—updatedCPR Training—updated

Classroom Crisis Intervention Kits

Walkie-Talkies

Regularly scheduled drills to practice evacuation and emergency procedures

Use of Teacher Drill forms

Daycare pick-up/drop-off procedures for each daycare caring for ACFT students

Discipline committee

Counselor groups

Lesson Plans

Walk-throughs

Parent participation in events and meetings

Crisis Intervention Team—drills and meetings (improve upon response time—no longer than 45 seconds between notification of emergency

We are proud of our students and staff as there are almost 800 students on campus and relatively few discipline referrals. Our teachers are phenomenal—high expectations academically and behaviorally. Our teachers understand how important it is to build relationships with their students and students’ families. We typically have strong parental support as well.

Plan of action:Maintain low numbers of discipline referrals

Stress Scholarly Behaviors

100% of staff members will be familiar with Love & Logic strategies

100% of students and staff will know and be able to



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


DAVE/Second Step lessons

Student of Virtue each 6 weeks that exemplify the CORE values

PLC meetings/Making Connections

5th grade transition to middle school activities :*Middle school personnel come to talk to our 5th grade students *Work closely with middle school personnel on placing students and ensuring all students’ needs are met

Parent/Teacher Conferences—2

Updated lists of children’s method of getting to & from school

Updated student data from Skyward

IEP

Title I funds*Necessary supplies

District CORE website

Campus Counselor groups and class lessons

Use of campus Crisis Counselor

Use of district social worker

DAVE/Second Step curriculum

and response from CIT)

Current drill reports

Administration (improve upon evacuation times—no longer than 60 seconds for all students and adults to vacate the building)

RAPTOR system for visitor sign in

Lists updated monthly to show any changes

Emergency card data kept

follow set procedures as demonstrated through frequent drills

Records showing that safety procedures were practiced by students and staff at regular intervals throughout the school year

Fire Marshall will be present during at least one drill

Ensure 100% of the classroom doors remain closed and locked during the school day

Parent/student survey to indicate 90% confidence regarding campus safety

Encourage parental involvement in all school activities and any area that impacts the education of their children



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


All students and staff members participate in all safety drills multiple times per yearand participate in mandatory trainings & annual safety meeting

times per year (mandatory)

Maintain an updated crisis intervention plan that includes specific procedures for various emergency situations—participate in mandatory safety drills—fire, severe weather, AED, lockdown, etc.

Ensure all students are safe while in the building through keeping main hallway doors closed, classroom doors locked at all times, utilizing computerized adult sign-in system in the office, requiring identification before student dismissals, and maintaining

District trainings

District e-mails

Required reading and assessment

Required safety lists

Campus Nurses

current



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


communication between bus drivers and day-care providers

Only staff members allowed in the hallways during school hours—all employees must wear BISD badges

Maintain safe working environment for all staff members to minimize employee days lost to job related accidents

Safety awareness training

Bloodborne Pathogens information and test

Utilize a campus safety list



Current Results and

Source


on Served

Responsible Staff

(Position)



Results(Summative)


Use appropriate climbing apparatus when working in hard to reach areas—such as a step stool or ladder

Continuous Improvement Category: Faculty and Staff Focus

District / Campus Goal: All students will be taught by highly qualified teachers and assisted by highly qualified paraprofessionals.

District/Campus Objective: 100% of core area teachers will be highly qualified.100% of instructional paraprofessionals will meet the highly qualified standard.100% of new hires will meet highly qualified status prior to employment100% of teachers will receive high-quality professional development.



School-wide Component

Strategic Action TargetPopulation

Responsible Staff

(Position)

Budget Resources Monitoring(Formative)

Results(Summative)

Highly Qualified Staff

Title I—Employee Recruitment

Conduct recruitment activities to ensure highly qualified personnel in all positions.

All staff members


Human ResourceDirector and Coordinators

Title II-A

Title III-A

Local funds

Number of positions posted

Number of applications completed

Number of visits on the web page counter

All instructional campus personnel are highly qualified


Establish an effective teacher mentoring system in order to retain highly qualified staff.

First year teachers

New teacher mentor


Coordinator of Professional Learning

Activity Account

Local funds

Mentor assignments

Mentor conference logs

Mentor journals

New teachers are successful teaching in their first year—students meet academic goals, work well with teammates, sign contact for the following year

Personnel files

Expenditure reports for mentor stipends





Responsible Staff

(Position)


Results(Summative)

Mentor program evaluation

All new teachers were provided a mentor


Communicate with Human Resources regarding Highly Qualified teachers and para-professionals

New teachers

New para-professionals

Human Resources


Local funds Personnel files

Professional development records

Applications

Interviews with prospective campus teachers/para-professionals

All instructional personnel are highly qualified

Personnel files

Principal attestations


Assist teachers in maintaining or attaining certification through alternative programs, GT certification, ESL certification, coursework, and TExES testing in order to assure all

All teachers Human Resources


ESL Consultants

G/T

Title I-ATitle II-ATitle IIIG/T funds

Number of teachers in ACPs

Schedule of profession learning opportunities

Schedule of

All instructional personnel have obtained their ESL certification and their G/T certification—where appropriate





Responsible Staff

(Position)


Results(Summative)

staff is highly qualified.

Coordinator

TIMS

certification study classes and exams

ERO records

Copies of certification obtained

Professional Learning records


Communicate with Human Resources regarding paraprofessionals’ files to ensure all are highly qualified.

All instructional para-professionals

Human Resources Director

Title I Coordinator

Campus administrator

Title I-A

Local funds

Personnel files

Professional development

Para-professional applications

All para-professionals have their personnel files completed with appropriate and mandatory paperwork

ERO records

List of highly qualified para-professionals


Ensure that teachers receive high-quality professional development at the campus and the district level

All teachers Campus administrators

Coordinator of Professional Learning

Title I-ATitle II-A

Local funds

Schedule of professional learning opportunities

ERO records

ALT documentation

Agendas of campus





Responsible Staff

(Position)


Results(Summative)

professional learning sessions

Documentation of conferences attended


Provide strategies to attract highly qualified teachers

All teachers Human Resources Director and Coordinators


Title I-ATitle II-A

Local funds

Surveys

Schedule of professional learning opportunities

Teacher interviews

Personnel files

Surveys

Documents

Campus Name - birdvilleschools.net€¦ · Web viewStudent and Stakeholder Focus District / Campus Goal: All students will exceed state and national standards in all subject areas