2017-2018 campus improvement plan carson elementary decatur independent school district ·...

Decatur Independent School District

Carson Elementary

2017-2018 Campus Improvement PlanAccountability Rating: Met Standard

Carson ElementaryGenerated by Plan4Learning.com 1 of 30

January 18, 2018 4:49 pm

Mission StatementCarson Elementary's mission is to empower all students to pursue excellence through authentic learning experiences and relationships to obtain individual

successes.

VisionCarson students will develop a desire to learn, helping themselves reach their fullest potential socially and academically by being independent thinkers with a

positive self concept.

Value StatementWe want to be a campus where all children succeed, feel safe and their curiosity is cultivated.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Goal 1: Maintain high standards for academic achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 2: Promote a culture of professionalism, high expectations, and customer service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Goal 3: Utilize available technologies to enhance learning and communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Accoriding to the 2016-17TAPR report, there are 481 students in Kindergarten through sixth grade at Carson Elementary. The districts life skills program isalso at Carson. 42.8% of our students are Economicall Disadvantaged , 12.5% are English Language Learners, and the mobility rate is about 9.8%.

Demographics Strengths

Carson faculty and staff create a warm, positive, and caring learning environment to meet the needs of our diverse populations. Relationship building throughmorning meetings and the Carson Essential 10 help meet the students' social and emotional needs and encourage academic success.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Student exposure to real life activities is lacking and hinders the back ground knowledge and ability to make connections soexperiences and vocabulary development is needed. Root Cause: The vocabulary development and connections are harder for our ELL and low SESpopulations and it is increasing yearly.


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Student Achievement

Student Achievement Summary

Carson Elementary continues to perform at "Met Standard" in student achievment, student progress, closing the gap, and post secondary readiness. We didnot earn any distictions.

2017 Accountability Rating- Met Standard Index Targets

1 - Student Achievement 512 of 649 points earned for Index score of 79

2 - Student Progress 462 of 1000 points earned for Index score of 46

3 - Closing Performance Gaps 585 of 1400 points earned for Index score of 42

4 - Postsecondary Readiness STAAR Index score of 46

STAAR Results

3rd Grade Reading- 80%

3rd Grade Math- 82%

4th Grade Reading- 69%

4th Grade Writing- 65%

4th Grade Math- 71%

5th Grade Reading- 87%

5th Grade Math- 88%

5th Grade Science-76%

System Safeguards - 15 of 19


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Student Achievement Strengths

Some highlights are: 3rd Grade Math 31%Masters Level3rd Grade Reading - 35% Masters5th gRade Science - 19% MastersBoth 3rd Reading and Math 80%or better for Approaches LevelIncrease in all 4 Indexes from 2016Attendance in Q1Top 25% in Student Progress moved from #35 on list in 2016 to #12 on list in 2017

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: 60% of students labeled SPED are not passing reading and math STAAR Root Cause: Students are working below grade-level

Problem Statement 2: Only 65% of students passed 4th Grade Writing STAAR Root Cause: Students are struggling with word choice and sentencestructure.


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School Culture and Climate

School Culture and Climate Summary

Carson works diligently to create a positive educational environment where all students can be successful. There is a culture of professionalism and highexpectations in which all students and staff receive gratification and recognition. The focus is building tomorrows leaders through meeting their academic,social, and emotional needs and helping them strive to be their best.

School Culture and Climate Strengths

There is a very positive working environment for teachers and staff that emphasizes support and professional development. We have an established socialcommittee that does several morale boosters throughout the year including: luncheons, drinks, surprises, and recognition. There are also student recognitionsin place such as Extraordinary Eagles, Extra Effort Awards, dog tags, house points etc. Character lessons are taught through guidance lessons in theclassrooms, Red Ribbon week, GREAT program and small groups. Teachers are supporting social and emotional learning through morning meetings toteach students self awareness, self regulation, relationship skills, responsible decision makeing and social awareness. We are a transparent campus thatinvites parents to visit, to night events, and to volunteer. We have a new front office staff member that is working to create a positive, friendly environmentthat welcomes visitors to our school. Below are other strengths that are in place at Carson:

School Wide Behavior System

Tornado, Fire, and Lockdown drills implemented on a regular basis and documented.

Walkie Talkies are utilized by each grade level at recess, times outside for emergencies, and dismissal.

All exterior doors remain locked during the school day.

Carson Essential 10

Awards assemblies at the end of each six weeks.

Staff luncheons at least once a month.

AR Reading incentive program.

Students earning commupinty cup points through praticipation, good behavior, contributing to the school, completing homework and being in attendance.


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There are atleast 3-4 events per semester through school that students can attend.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Carson has 32 teachers, including a Title 1 teacher, a Dyslexia teacher, and 3 1/2 Special Education teachers, whom all have ESL certifications and G/Thours. We have 8 1/2 paraprofessionsals that are instructionally involved with our students through either PE, Special Education, computer, RtI, ELL or thelibrary. Our office staff has 1 1/2 front office staff, PEIMS secretary and an RN nurse. We have 4 custodians and 6 cafeteria personnel. The administrativeteam consists of a principal, assistant principal, and counselor.

Staff Quality, Recruitment, and Retention Strengths

For the 2017-2018 school year we have 4 new teachers, 1/2 Special Education Teacher, 3 new para-professionals, and an RN. The 6 teachers that left at theend of the 2016-2017 school year were for the following reasons: 1-stay at home with new baby, 2 retirements, 2 family moved for husbands job, 1 moved tomiddle school

Staff are supported through compliance training, mentor program, collaborative planning days, and staff development opportunities.

Outside consultants are used for guided reading training, data analysis, and coaching.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Carson Elementary utilizes the Texas Resource System Curriculum Management to ensure quality instruction that covers the TEKS. Data from the districtuniversal screeners (STAR Reading, STAR Early Lit and STAR Math), iStation Reading and Math, district common assessments, and STAAR assessmentsare analyzed to plan instruction, intervention and accerleration. Students are grouped according to identified learning needs and are provided targetedinstruction to meet their need in small group, guided reading, pull-outs and instruction with interventionists.

Reports cards are given out every six weeks in each grade with Kinder and 1st being a standards based report card and all others reflecting a masterypercentage of the grade level curriculum.

RtI students are identified through universal screeners, DRA2, iStation Reading and Math and STAAR. Studnets who meet eligibility are served dailythrough a 30/ 1hr intervention time.

Curriculum, Instruction, and Assessment Strengths

All grade-levels deliver Reading instruction through guided reading/workshop model where students are instructed on their reading level or specific readingskill defecits in small groups.

Teachers plan lessons through weekly team meetings and put in Forethough.

We have an outstanding literacy library that has many generes and levels available for teachers to use in guided reading.

Availability of RAZ/Headsprout for all K-2 students.

Use of iStation Reading and iStation Math for students needing intervention and meeting individual gaps in learning.

ELL suppoort 4 days a week for 30 mnutes to those ELL needing support based off TELPAS scores.

Challenge Lab for top 10-15 students in each grade-level 3 days per week during intervention using a novel study with STEM related activities.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs


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Problem Statement 1: Current common assessments created by teachers covers 2-10 standards and ideally if common assessments could be 1-2 standardsthe data and reteach could be more precise. Root Cause: District is using six weeks tests and needs training and time on how to develop commonassessments on essential standards.


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Family and Community Involvement

Family and Community Involvement Summary

Carson works with many community groups to support our students academically, socially, emotionally, and physically. Carson partners with a local church,Wise Regional Fit-N-Wise, local fire department, our PTO, Dr. Mallory for Live Thankfully, Ag Extension Agency and various community and parentvolunteers to positively impact the lives of our students.

Family and Community Involvement Strengths

We communicate with our parents weekly through class newletters, monthly through a school newlsetter, daily through social media, and through face toface meetings.

We encourage parent and community involvment through programs including : PTO, Meet the Teacher, Info Night, Book Fairs, Music Programs, Fun Run,Punt-Pass-Kick, Field Day, Open House, Veteran's Day program, family movie nights etc.

Problem Statements Identifying Family and Community Involvement Needs

Problem Statement 1: Parents do not feel they are informed on academic concerns or success, thus not understanding how to help or support their child.Root Cause: Parents not being involved on campus for academic sessions and the educational standards have changed over time.


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School Context and Organization

School Context and Organization Summary

Carson Elementary students are self contained kindergarten through third grade and have daily schedules of at least 90 minutes of Reading, 90 minutes ofmath, 30-45 minutes of writing and 45 minutes of Science/Social studies. 4th grade provides a team teaching scenerio where 1 teacher teachers Reading andSocial Studies and the other teacher does Science and Math and both teacher teach their homeroom writing. In 5th grade students have 4 teachers in the 4core areas for 65 minutes each. All students have a built in intervention class of 45 minutes. They recieve 55 minute rotation classess consisting of 2 1/2sessions of PE, 1 Technology session , and 1 Music session weekly. Students in Kinder do a computer based program called Headsprout daily to supportliteracy development on an individual skill level. Students also, visit the libary 1 time oer week for 30 minutes. Gifted and Talented Students are pulled for 3hours weekly with the advanced academics specialist and invited to the Challenge Lab 3 days per week along with other high achievers in their grade-level.

School Context and Organization Strengths

Built in 1 hour of intervention time daily.

Dyslexia, Special Education, Speech, Academic enrighment and Counselor groups are pulled during intervention if possible.

RtI meeting are held 5 times per year looking at progress and needs based off the universal screeners, class performance, STAAR, and iStation.

TTESS will be used to create staff goals, conduct walkthroughs, and do observations for immediate feedback and personal growth.


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Technology

Technology Summary

Carson is a technology rich campus. We have two full size computer labs. Our fifth grade is 2:1 ipads in the classroom and the rest are 3:1 in the classroom.Any class has the ability to check out a class of iPads when working on projects or researching so they have a 1:1 situation with their students. Our SpecialEducation, Music, and Science classrooms have SMART boards. Each teacher has a MacBook Air and an iPad. Also, we have a Weather Bug in conjunctionwith Young Elementary. Our school effectively uses our website, Decatur App, Facebook page, Twitter and Remind to connect with our parents andcommunity.

Technology Strengths

We have an Elementary Instructional Technologist that works with teachers to help integrate ideas into their lessons and lessons done in the lab.

Teachers are confident in their technology integration and do a good job integrating into daily lessons, projects, and stations.

Training on iStation this year has given teachers knowledge of how and when to use this intervetnion and to interrpret the results.

Problem Statements Identifying Technology Needs

Problem Statement 1: The current iPads we have on campus are difficult to update and adding apps is a process. Root Cause: The iPads are aging andneed to be replaced along with the computer that does our updating.


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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 dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsProgress of prior year STAAR failuresSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention rates


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Running Records resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline records

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications data


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Budgets/entitlements and expenditures dataStudy of best practices


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Goals

Goal 1: Maintain high standards for academic achievement.

Performance Objective 1: Increase student achievement by providing authentic, engaging learning experiences.

Evaluation Data Source(s) 1: Classroom walk-through data, T-TESS and lesson plans.

Summative Evaluation 1:

Strategy Description Title I Monitor Strategy's Expected Result/ImpactFormativeReviews

Mar June Sept1) Use a lesson plan format that focuses on the objective andknowing that students have mastered the objective.

3 AdministrationClassroom Teachers

Increase student achievement

2) Have authentic learning experiences that extend studentlearning beyond the classroom.

2 Classroom Teachers Increase student performance at the masters level.

3) Provide effective feedback to teachers regarding instruction,questioning, engagement and critical thinking through the sixsteps for effective feedback through a coaching model.

2, 4, 10 Administration Increase student performance.

Funding Sources: Title I - $16,000.00

4) Students attend the science lab bi-weekly or more frequentlyto explore and use inquiry based learning to make observationsand discoveries in science.

2 Classroom Teachers Increase student performance.

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


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Performance Objective 2: Monitor and meet individual students' instructional needs to increase reading and math performance.

Evaluation Data Source(s) 2: State assessment reports, Universal screeners, unit tests, common assessments, iStation



Mar June Sept1) 5 times per year having RtI/SPED meetings to discussindividual student data and plan for addressing student needs.

1, 8, 9 RtI specialist,Administrations,Classroom teachers,SPED teachers

Increase student performance.

2) Communicate with parents student performance and progress3 times per year: parent/teacher conference after first six weeks,Info letter of MOY information in January, and end of yearresults.

1, 6 Carson CabinetAdministrationClassroom Teacher

Parents will better understand the academic progress of studentsand be able to better help their child and support teachers.

3) Collaboration time for teachers to meet and create commonassessments, plan, and discuss grade-level standards and data tohelp monitor effectiveness of instruction and goal set withstudents.

3, 4, 8, 9 Classroom Teacher Teachers will have time to analyze data and begin building theessential standards for each subject to increase studentachievement.

4) Using iStation to goal set, see progress, and address individualneeds with specific lessons.

3, 4, 9 Classroom TeacherRtI interventionistAdministration

Effectiveness of this intervention will increase studentsperformance.

5) Through a strategic time allocated in the master schedule onehour per day, interventions for reading and math are given tostudents to address specific gaps and strengths.

3 Dyslexia TeacherTier III InterventionistSpeech TeacherSPED TeacherClassroom TeacherInstructionalparaprofessionalsAdministration


Funding Sources: Title I - $76,000.00, Comp Ed - $114,590.00



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Performance Objective 3: 60% or better of Special Education students in grades 3-5 will be at approaching level or higher based on STAAR Reading andMath results.

Evaluation Data Source(s) 3: State assessment reports.



Mar June SeptSystem Safeguard Strategy

PBMASCritical Success Factors

CSF 1 CSF 2 CSF 7

1) Including special education teachers during RtI meetings todiscuss student progress.

1, 2, 8 AdministrationClassroom teachersSPED teachersRtI team

Increase in SPED teacher's awareness of how the student performsin class and their input in suggestions.

System Safeguard Strategy2) Increase collaboration between SPED teachers and classroomteachers to discuss strategies and accommodation that wouldbenefit individual students to grow academically, socially, andemotionally.

2, 8, 9 Classroom TeacherSPED teacherAdministrators

Increase in student achievement due to specific interventionsbeing implemented and accommodations being accessed forimpact.

System Safeguard StrategyPBMAS

Critical Success FactorsCSF 1 CSF 7

3) Professional Development on the qualifying factors forSpecial Education. Helping teachers read an FIE and applyingstrategies and accommodations that meet that specific studentweakness.

1, 2, 4, 9 AdministratorsClassroom TeachersSPED Teachers

Better understanding and implementation of accommodations,IEPs, BIPs, etc. Increase in student achievement due to specificinterventions being implemented.



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Performance Objective 4: 60% or better of 5th grade hispanic students in Science and 4th grade SES students in writing will be at approaching level orhigher based on STAAR results.

Evaluation Data Source(s) 4: STAAR state assessment reports.



Mar June SeptSystem Safeguard Strategy

1) 5th grade will do hands on science discovery lessons weeklyin the lab.

3 Classroom Teachers Meet the needs of our visual learners and help students problemsolve and experiment to discover their learning. Increase studentperformance on Science STAAR test.

System Safeguard Strategy2) To build background knowledge and increase studentvocabulary teachers will use visuals/icons to help withunderstanding and retrieval on content in the area of Science.

3 Classroom TeacherAdministration

Increase performance on benchmarks, unit assessments, andwritten into lesson plans.

System Safeguard Strategy3) In 4th grade writing to help with vocabulary developmentteachers will use Flocabulary and teach how to use the thesaurus.

1, 3 Classroom teachers These strategies will increase students capacity to use largerwords in context.

System Safeguard Strategy4) Using a vertically aligned writing program that uses graphicorganizers, brain-based learning, and common vocabulary.

1, 2, 3 Classroom TeachersAdministration


System Safeguard Strategy5) Pull out program for ELL students to work on vocabulary,language, strategies, and build relationships.

1, 9 Robyn MahoneyMelba RobertsAdministration

Increase in scores from our ELL populations because of increasein skills and background knowledge.



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Goal 2: Promote a culture of professionalism, high expectations, and customer service

Performance Objective 1: Increase communication and provide parents, students, and staff necessary information to be informed, involved, andknowledgable to help student success.

Evaluation Data Source(s) 1: House points and sign in sheets for attendance.



Mar June Sept1) Communicate to parents about events, curriculum, academicand behavior issues and important information.

6, 7 Classroom TeachersAdministration

Increase communication and parent partnerships.

2) Invite parents to school functions that showcase studentlearning, extra curricular activities, and individual academicprogress.

6, 7 AdministrationClassroom Teachers

Increase communication and parent partnerships.

3) Administration will inform and collaborate with staff throughCarson cabinet leadership team.

2 Administration Collaboratively we will make decisions for Carson and discussstudent progress and strategies for improvement.

4) Increase family involvement with non-academic events likecarnivals, movie nights, teddy bear luncheon, class parties, andvoluntary book clubs.

6 PTOClassroom TeachersParaprofessionalsAdministration

Parents will feel comfortable on campus and build relationships.



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Performance Objective 2: Increase campus climate and culture through recognition of excellence.

Evaluation Data Source(s) 2: Reports run to see who meets expectation and six weeks awards spreadsheets



Mar June Sept1) Six Weeks awards assembly that recognizes academic andbehavioral excellence.

6 AdministrationCounselor

Students will work harder for recognition and feel valued.

2) Teachers and staff will be highlighted each week in the StaffHappenings and receive an "Expect the Best" coin for doingextraordinary things and going above and beyond.

1, 5 Administration Increase positive and professional climate.

3) Volunteers will be recognized each year at the VolunteerRecognition Event. Volunteers of the year will be announced.

6 Administration Recognize parent involvement.

4) Students who meet their accelerated reader goal for year willattend end of year carnival.

2 Dyslexia Teacher, RtIteacher, Classroomteachers

Promote literacy and increase comprehension in student reading.

5) 5th students are recognized for leadership qualities valued atCarson.

5th grade Teachers Students will look up to these students. Visitors will recognize ourefforts to develop leaders.



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Performance Objective 3: Increase student and staff attendance from 96.5% to 97.5%.

Evaluation Data Source(s) 3: Six Weeks attendance percentages and yearly percentage for students.



Mar June Sept1) Incentives for student attendance each six weeks. 1 Administration

Classroom TeachersIncrease in student attendance from previous year.

2) Incentives for staff attendance each six weeks. 3, 5 Administration Increase in staff attendance from previous year.

3) When students have poor attendance or too many tardies, acall home and incentive plan will be put into place.

6 Attendance ClerkCounselorAdministration

Decrease in tardies and absences

4) Individual classes will be awarded a letter a day for having allstudents present and on time. The goal is to spell 'Ready toLearn' and earn a class reward.


Students will learn to encourage each other and individual theywill make a difference in their class goal. Student learning will bemaximized because students are present.



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Performance Objective 4: Provide and promote the social, emotional, and safety of all students and staff.

Evaluation Data Source(s) 4: Review of the number of students in RtI behavior and number of discipline referrals. Number of volunteers oncampus.



Mar June Sept1) Students in each classroom will be provided at least 6character builder guidance lessons per year to meet the needs ofthat particular classroom. Kinder and 1st grade will receive morethe first semester.

Counselor Self-esteem and student behaviors will improve.

2) Carson crew lunch groups will be developed based on studentneed, such as self-esteem and behavior. All RtI behavior studentswill be in small group pending parent approval.

9 CounselorRtI Committee

Students will the most needs will be able to discuss their issues ina small setting.

3) Daily Morning Meetings to address the social and emotionalneeds of students.

2, 9 Classroom TeachersAdministration

Increase in respect, responsibility, safety, and kindness and lessoffice referrals.

4) Encourage parent volunteers through PTO and partnering withlocal churches, businesses, and community organizations.Volunteers can provide shoes, coats, supplies or help in classes.

6 AdministrationCouselor

Through partnerships we can help meet our students basic needsso they can focus on learning.

5) To assist in meeting the essential needs of our low SESstudents we provide snack packs, coats, shoes, backpacks, schoolsupplies, and clothes.

9 Classroom TeachersCounselorSupport StaffAdministration

By meeting our students basic needs we help them be able tofocus on their learning at school.

6) Through establishment of houses students are rewarded forhigh expectations and involvement in school activities to buildcommunity within the school.

2 AdministrationClassroom Teachers

Increase the sense of community at Carson and that we are allcontributors to its success.

7) Safety is addressed through drills, SRO on campus, creationof master schedule that eliminates multiple grade-levels on theplayground at the same time, and programs that address bullyingsuch as the G.R.E.A.T program in 5th grade.

AdministrationClassroom TeachersCounselor

All stakeholders feel safe on campus.



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Goal 3: Utilize available technologies to enhance learning and communication

Performance Objective 1: Students and teachers will increase the use of technology for content instruction while integrating the 21st Century skills ofcommunication, collaboration, creativity and critical thinking.

Evaluation Data Source(s) 1: Technology use is routinely observed during instruction



Mar June Sept1) Maintain the lowest possible ratio of devices to students oncampus so that technology is readily available and easilyaccessed.

1 AdministrationTechnology Specialist

Students are able to use technology for daily learning.

2) Technology integration into lessons using appropriate appsand programs to increase student engagement, provide feedbackto guide instruction, and complete projects.

3, 8 AdministrationClassroom TeachersCampus Technologist

Lesson Plans, products to share at the STEM night.

3) Increase knowledge of programs purchased or used oncampus for effectiveness in classroom (PebbleGo, BrainPop,Google, iStation, Osmo, Raz) and communicate access and usesto parents.

3, 4, 6 AdministrationTechnology Specialist

Effectiveness and monitoring of programs for student success.



January 18, 2018 4:49 pm


Performance Objective 2: Implement Google Suite to increase collaboration and collect data on students for multiple users.

Evaluation Data Source(s) 2: Completion of RtI sheets and staff use of Google.



Mar June Sept1) Administration will create Google sheets by class to keep dataand progress on individual students including ethnicity, sub popstatus, and universal screeners and share with RtI committee.


We are able to target and progress monitor our sub pops, classpercentages, and plan for interventions.

2) Use Google documents to keep House points, share data, keepRtI data, collaborate on SPED pilot program, and organizeinformation.

1 AdministrationsClassroom TeachersStaff

Multiple people are able to work on one document and share withpeople that have an educational need.



January 18, 2018 4:49 pm


Performance Objective 3: Use of technology to communicate with parents, staff and community.

Evaluation Data Source(s) 3: Blackboard reports, teacher newsletters, Dojo reports, website and app use.



Mar June Sept1) Use of multiple media platforms to share information andinform parents.

5, 6, 7 AdministrationsClassroom Teachers

Increase knowledge and create transparency of the activities andlearning at Carson.



January 18, 2018 4:49 pm

System Safeguard Strategies

Goal Objective Strategy Description1 3 1 Including special education teachers during RtI meetings to discuss student progress.

1 3 2 Increase collaboration between SPED teachers and classroom teachers to discuss strategies and accommodation that wouldbenefit individual students to grow academically, socially, and emotionally.

1 3 3 Professional Development on the qualifying factors for Special Education. Helping teachers read an FIE and applying strategiesand accommodations that meet that specific student weakness.

1 4 1 5th grade will do hands on science discovery lessons weekly in the lab.

1 4 2 To build background knowledge and increase student vocabulary teachers will use visuals/icons to help with understanding andretrieval on content in the area of Science.

1 4 3 In 4th grade writing to help with vocabulary development teachers will use Flocabulary and teach how to use the thesaurus.1 4 4 Using a vertically aligned writing program that uses graphic organizers, brain-based learning, and common vocabulary.1 4 5 Pull out program for ELL students to work on vocabulary, language, strategies, and build relationships.


January 18, 2018 4:49 pm

Campus Funding Summary

Title IGoal Objective Strategy Resources Needed Account Code Amount

1 1 3 Funding $16,000.001 2 5 Funding $76,000.00

Sub-Total $92,000.00Comp Ed

Goal Objective Strategy Resources Needed Account Code Amount1 2 5 Funding $114,590.00

Sub-Total $114,590.00Grand Total $206,590.00


January 18, 2018 4:49 pm

2017-2018 campus improvement plan carson elementary decatur independent school district ·...

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