cypress-fairbanks independent school district lee

Cypress-Fairbanks Independent School District

Lee Elementary School

2018-2019 Campus Improvement PlanAccountability Rating: Met Standard

Distinction Designations:Academic Achievement in Mathematics

Academic Achievement in ScienceTop 25 Percent: Comparative Closing the Gaps

Postsecondary Readiness

Lee Elementary SchoolGenerated by Plan4Learning.com 1 of 31

Campus #101907144October 28, 2019 12:50 pm

Mission StatementLee Elementary will provide a safe and structured environment that will support students academically, emotionally, and socially. It is the goal of this

campus to shape the educational foundation of every student.

VisionLABS - Learn. Achieve. Believe. Succeed.

BARKBest Effort

Act Honestly

Responsible and Respectful

Kind



Table of Contents

Comprehensive Needs Assessment 4Student Achievement 4School Culture and Climate 6Staff Quality, Recruitment, and Retention 7Parent and Community Engagement 8

Priority Problem Statements 9Comprehensive Needs Assessment Data Documentation 11Goals 14

Goal 1: Academic Achievement: The district will ensure academic performance and achievement levels that reflect excellence in learning andattainment of both high expectations and high standards for all students. 14Goal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning. 19Goal 3: Human Capital: The district will recruit, develop, and retain highly qualified and effective personnel reflective of our student demographics. 22Goal 4: Family and Community Engagement: Increase parent engagement on the campus and the methods of communication used to engage parentsin school activities. 23

State Compensatory 25Personnel for Lee Elementary School: 25

Title I Personnel 262018-2019 Campus Site-Committee 27Campus Funding Summary 29Addendums 31



Comprehensive Needs AssessmentRevised/Approved: September 21, 2018

Student Achievement

Student Achievement Strengths

Reading scores increased in our LEP population, including monitored students.

Writing scores increased in our our African American, White, Monitor 1, and Special Education students.

Math scores increased in our Special Education and Hispanic student populations.

Science scores increased for our Special Education, Monitor 1 and Monitor 2 students.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Our performance percentages for economically disadvantaged students is decreasing in reading. Root Cause: There hasn't been arecognized need or opportunity to plan vertically with respect to creating a common strategy and building vocabulary.

Problem Statement 2: The campus did not meet all the performance objective targets in writing, and our students, overall, are under performing in writingcompositions. Root Cause: Writing time (across all grade levels) needs to be protected so that opportunities to practice writing and receive feedback aregiven daily.

Problem Statement 3: Economically disadvantaged students are under-performing and lacking foundational skills that are necessary for understandingmathematics. Root Cause: Teachers need to have a deeper understanding of math to further explain it to children living in poverty.

Problem Statement 4: Students lack vocabulary and strategies to help with critical reading in science. Root Cause: Common strategy is not a focus of ourvertical and core subjects.

Problem Statement 5: The campus did not meet all campus performance objective targets in 2017-18. Root Cause: The need to deepen understanding ofLee Elementary SchoolGenerated by Plan4Learning.com 4 of 31


and address specific academic needs of all student groups.



School Culture and Climate

School Culture and Climate Summary

Based on the 2017-18 school data, the Campus Needs Assessment committee identified the following needs:

Student tardies and early pick-upFamiliarity with crisis drills (both staff, students and parents)Understanding of restorative discipline and how it is applied

Project Safety taught in a smaller group settingOpportunities to build relationships with students outside the academic setting

School Culture and Climate Strengths

Based on the 2017-18 school data, the Campus Needs Assessment committee identified the following strenths:

Low office referrals overall (160 for the year)Self-Manager programPBIS Level 2 check-in procedureDan St. Romain social skills songs taught in primary gradesCrisis preparedness which resulted in a smooth reaction to "Secure the Building" during student arrivalConsistant overall attendance with the challenges associated with Hurricane Harvey



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

The following are the needs of the campus in regard to Staff Quality, Recruitment, and Retention:

Increase staff recognition for attendance (by grade level, subject, etc.)Reduce Friday and Monday absences

Staff Quality, Recruitment, and Retention Strengths

The following are the strengths of the campus in regard to Staff Quality, Recruitment, and Retention:

Positive and secure school environmentRespect of staff members to each other and their teamsStrong staff work ethic and integrity (desire to put children first)



Parent and Community Engagement

Parent and Community Engagement Strengths

The following are the strengths of the campus in regard to Parent and Family Engagement:

Multiple opportunities for parental involvementProvide translations (Spanish, Vietamese and sign language)Provide child care for evening events (STAAR nights)Communicate through a variety of forums (email, text, School Messanger, Facebook, Twitter, Marquee, newsletters, etc.)

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: There has been a lack of parental attendance for curriculum related events, such as STAAR Nights and Open House. Root Cause:Parents do not feel the connection and/or value in home-school partnership in regards to academics.



Priority Problem Statements

Problem Statement 1: Our performance percentages for economically disadvantaged students is decreasing in reading.Root Cause 1: There hasn't been a recognized need or opportunity to plan vertically with respect to creating a common strategy and building vocabulary.Problem Statement 1 Areas: Student Achievement

Problem Statement 2: Economically disadvantaged students are under-performing and lacking foundational skills that are necessary for understandingmathematics.Root Cause 2: Teachers need to have a deeper understanding of math to further explain it to children living in poverty.Problem Statement 2 Areas: Student Achievement

Problem Statement 3: Students lack vocabulary and strategies to help with critical reading in science.Root Cause 3: Common strategy is not a focus of our vertical and core subjects.Problem Statement 3 Areas: Student Achievement

Problem Statement 4: The campus did not meet all the performance objective targets in writing, and our students, overall, are under performing in writingcompositions.Root Cause 4: Writing time (across all grade levels) needs to be protected so that opportunities to practice writing and receive feedback are given daily.Problem Statement 4 Areas: Student Achievement

Problem Statement 5: The campus did not meet all campus performance objective targets in 2017-18.



Root Cause 5: The need to deepen understanding of and address specific academic needs of all student groups.Problem Statement 5 Areas: Student Achievement

Problem Statement 6: There has been a lack of parental attendance for curriculum related events, such as STAAR Nights and Open House.Root Cause 6: Parents do not feel the connection and/or value in home-school partnership in regards to academics.Problem Statement 6 Areas: Parent and Community Engagement



Comprehensive Needs Assessment Data DocumentationThe 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

Domain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsAccountability Distinction Designations

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 Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2Prekindergarten Self-Assessment Tool

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group



Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation dataMale / Female performance, progress, and participation dataSpecial education/non-special education population including discipline, progress and participation dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataResponse to Intervention (RtI) student achievement dataDyslexia Data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subjectSchool safety data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackState certified and high quality staff dataTeacher/Student RatioEquity DataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactT-PESS data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other DataLee Elementary SchoolGenerated by Plan4Learning.com 12 of 31


Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research results



Goals

Goal 1: Academic Achievement: The district will ensure academic performance and achievement levelsthat reflect excellence in learning and attainment of both high expectations and high standards for allstudents.

Performance Objective 1: Curriculum and Instruction & Accountability: By May 2019 students will meet or exceed the STAAR performance targets asnoted on the attached CIP data table.

Evaluation Data Source(s) 1: STAAR Writing, Reading, Math, and Science results

Summative Evaluation 1: Some progress made toward meeting Performance Objective

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactFormative Reviews

Nov Feb June1) Reading/ELA: Provide professionaldevelopment training and planning opportunitiesto increase growth in academic, content specificvocabulary, and comprehension.

2.4, 2.5, 2.6 Principal, APs, &IS

Our targeted populations and underperformingstudents will show accelerated growth inacademic vocabulary and increased readinglevels. In addition they will be able to utilizecritical reading skills across content areas as aresult of the Two Chicks Workshop, Flocabulary,Education Galaxy, Maximize Learning, JenniferSerravalo, Neuhaus, and Seidlitz.

Meet or exceed the targets on the attached CIPtarget table.

Problem Statements: Student Achievement 1Funding Sources: 211 - Title 1 - 5984.00




Nov Feb June2) Writing: The teachers will participate inspecific writing training sessions that arefocused on the Language Arts TEKS acrosscontent and grade levels.

2.4, 2.5, 2.6 Principal, IS, &APs

It is the expectation that students will becomebetter writers as a result of the programs,trainings and extended plannings offered, i.e.vertical planning sessions and JenniferSerravallo.



3) Writing: Provide vertical training to developwriting skills that encompasses revising andediting strategies that develops growth inwriting compositions. They will also utilizeprograms that target students' specific needs.


The percent of students meeting standards onrevising and editing, and writing assessments willincrease by the use of Flocabulary, EducationGalaxy and intentional planning and scoringsessions.


Problem Statements: Student Achievement 24) Math: Provide training to improvemathematical understanding for teachers in theeffective use of manipulatives, strategies,academic vocabulary and planning in order tomonitor progress of our lower performingstudents and increase learning time.


Our targeted populations and under performingstudents will show incremental academicprogress as a result of extended planningsessions, Garland Linkenhoger (Math Link)consultations, Flocabulary, and EducationGalaxy.






Nov Feb June5) Science: The teachers will participate inprofessional development and planningopportunities to increase professional growth invertically aligned academic vocabulary.

2.4, 2.5, 2.6 Principal, APs &IS

Teachers will utilize strategies learned atprofessional development (i.e. CAST) so ourtargeted populations and under performingstudents will show accelerated growth inacademic vocabulary and critical reading skills.Students will also access Flocabulary andEducation Galaxy to increase academicperformance.



6) Deepen understanding of and address specificacademic needs of all student groups in an effortto provide opportunities for all children,including each of the subgroups (economicallydisadvantaged students, students from majorracial and ethnic groups, children withdisabilities, and English learners,) along with at-risk students to meet the challenging Stateacademic standards.

2.4, 2.5, 2.6 Principal &PrincipalSecretary


1. Substitutes for the following: extendedplanning, professional development withconsultants.

2. Staff members will provide extra duty timethrough before/after school tutoring, academiccamps, data digs, and curriculum writing toanalyze student data, to determine what areasneed re-teaching, and to share best strategies toincrease student learning and academicperformance.

3. Staff attending professional development, andworking with the consultant along with otherstaff development opportunities that may arise toincrease content knowledge and to increase skillsin working with students who are considered at-risk to increase student learning, behavior, andacademic performance.

4. Temporary worker for additional studentsupport to increase student academic success.

5. Paper, anchor charts, project boards, folders,binders, journals, markers, sticky notes, notecards, printer ink, and other office materials forstaff and students to utilize for note taking,



summarizing, etc. to increase student learningand academic performance.

6. Professional development books to increasestaff knowledge with phonics instruction,including Heinemann.

7. Consumable materials needed to support math,science, and ELA activities for all students toparticipate in hands-on learning.

8. Stickers, folders, pencils, small prizes forincentives for students to increase studentlearning, increase appropriate behavior, andincrease academic performance.

9. Snacks for during assessments to increasestudent academic performance.

10. Transportation for field trips to increase real-world experiences that are tied to grade levelTEKS.

11. Poster making machine that will enhance firstinstruction through anchor charts.

12. Subscriptions for 21st century learning.

13. Personnel for class size reduction to meed theneeds of at-risk students.


7) Coordinated School Health Strategies:Students will participate in CATCH lessons andFitnessgram.

PhysicalEducationTeachers

Students will make healthy choices and meetFitnessgram goals.

= Accomplished = No Progress = Discontinue

Performance Objective 1 Problem Statements:



Student AchievementProblem Statement 1: Our performance percentages for economically disadvantaged students is decreasing in reading. Root Cause 1: There hasn't been a recognized need or opportunityto plan vertically with respect to creating a common strategy and building vocabulary.

Problem Statement 2: The campus did not meet all the performance objective targets in writing, and our students, overall, are under performing in writing compositions. Root Cause 2:Writing time (across all grade levels) needs to be protected so that opportunities to practice writing and receive feedback are given daily.

Problem Statement 3: Economically disadvantaged students are under-performing and lacking foundational skills that are necessary for understanding mathematics. Root Cause 3:Teachers need to have a deeper understanding of math to further explain it to children living in poverty.

Problem Statement 4: Students lack vocabulary and strategies to help with critical reading in science. Root Cause 4: Common strategy is not a focus of our vertical and core subjects.

Problem Statement 5: The campus did not meet all campus performance objective targets in 2017-18. Root Cause 5: The need to deepen understanding of and address specific academicneeds of all student groups.



Goal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthyenvironment conducive to student learning.

Performance Objective 1: Student Safety: By the end of the 2018-19 school year, 100% of the district's safety policies will be implemented.

Evaluation Data Source(s) 1: Record of safety drills and other required safety actions

Summative Evaluation 1:


Nov Feb June1) Campus Safety: The campus will implementthe district policies for safety (includingrerouting student traffic to avoid the man trap).The campus will implement PBIS, CapturingKids' Hearts, No Place for Hate activities, andthe HUGS mentoring program.

Front DeskPersonnel,Principalcounselor, andAPs

Incorporating both district and campus initiativeswill create a secure environment that is alsowelcoming and one that has respect for everyoneto increase the safety of every person at thecampus. Students will be supervised at all timeswhen navigating the building.

Funding Sources: 211 - Title 1 - 2400.002) Conduct EOP safety drills (fire, shelter inplace, intruder, crisis, evacuation, metaldetectors) throughout the year.

Principal 100% of the students will know theirexpectations for an actual emergency/crisis.




Goal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.

Performance Objective 2: Student Attendance: By the end of the 2018-19 school year, student attendance will be at 96.7%.

Evaluation Data Source(s) 2: Student Attendance Records.



Nov Feb June1) Student Attendance: Student attendance willbe monitored and perfect attendance will becelebrated each marking period. Student clubswill be on Fridays during the first 30 minutes ofthe day and will change every nine weeks.

Principal, APs,Admin.Secretary,Registrar, andteachers

Students attendance will be celebrated andmotivating activities will increase the desire to beat school thus improving student learning andacademic performance.

2) Identify homeless students and provide thenecessary services to support student success.

Registrar, EASECounselor

100% of homeless students will be identified andwill receive available services.




Goal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.

Performance Objective 3: Restorative Discipline: By the end of the 2018-19 school year, discipline referrals will be decreased by 5%.

Evaluation Data Source(s) 3: Discipline reports



Nov Feb June1) Restorative Discipline: The campus willimplement a variety of strategies and programsto support a safe environment including, but notlimited to, strategies from PBIS, No Place forHate, Capturing Kids Hearts and QuantumLearning.

*Students, staff and community will be aware ofCy-Fair Tipline and understand how to use it.

*Code of Conduct talks held within the first 3weeks of school, in the spring semester and asneeded.

*Implement and present monthly Project Safetylessons.

Principal, APs,Counselor,teachers, andPBIS committee

Staff will utilize strategies to reduce student off-task behavior and office referrals. As a result,there will be an increase in student participationand performance in the classroom.

*Tracking of Tipline reports.

*Increase student awareness and decreasediscipline referrals in all areas.

*Decrease in reports of and discipline incidentsregarding bullying, dating violence, social mediaconflicts, etc.

2) Out of School Suspensions:The campus willimplement a continuum of discipline withrequired steps to implement before suspensionfor most behaviors/incidents.

Principal, APSandadministrativesecretary

Out of school suspensions will be reduced by20%.

3) Special Opportunity School (SOS)Placements: The campus will implement theabove mentioned programs and the disciplinecontinuum, along with creating individualbehavior plans to support students with the goalto prevent students placed at SOS.

Principal, APs,andadministrativesecretary

SOS placements will be reduced by 50%.




Goal 3: Human Capital: The district will recruit, develop, and retain highly qualified and effectivepersonnel reflective of our student demographics.

Performance Objective 1: Teacher/Paraprofessional Attendance: By the end of the 2018-19 school year, teacher/paraprofessional attendance will increaseby 1%.

Evaluation Data Source(s) 1: Teacher/Paraprofessional Attendance Reports



Nov Feb June1) Teacher/Paraprofessional Attendance: Thecampus will recognize staff members withperfect attendance every nine weeks with treats,Shout-Outs, and various and random types ofrecognition.

Principal andprincipal'ssecretary

Increased percentage of staff attendance has adirect, positive impact on student discipline andacademic growth and achievement.

2) The district will provide an attendanceincentive for full-time classroom teachers andcampus paraprofessionals.

Principal One teacher or paraprofessional (with +/- 2absences in semester) will receive $1,600 in thefall semester and the spring semester.




Goal 4: Family and Community Engagement: Increase parent engagement on the campus and themethods of communication used to engage parents in school activities.

Performance Objective 1: By the end of the 2018-19 school year, parent and family engagement will increase by 20%.

Evaluation Data Source(s) 1: Parent SurveyActivity sign-in sheets/records



Nov Feb June1) Parent and Family Engagement: The campuswill provide a variety of parent events to shareinformation about the campus and strategies foracademic support at home and advertise thoseopportunities in several different methods:letters home, phone calls, text messaging (forthose who have opted in), School Messenger,campus newsletter, and marquee. Materials forparent nights will be purchased andparaprofessionals will be paid for attendingparent nights for support and translation.

Principal,Counselor, APs,& ISs

Additional support from parents/guardians willhave a positive impact on student discipline andacademic performance.

Problem Statements: Parent and Community Engagement 1Funding Sources: 211 - Title 1 - 3648.00

2) The campus improvement plan was madeavailable to parents on the campus and districtwebsites and in the front office of the school.

The campus improvement plan isunderstandable and in a uniform format. It iswritten in English and translated into Spanish orVietnamese upon request.

A Parent and Family Engagement Policy wascreated and made available in English andSpanish.

Campuses offer a flexible number of parent andfamily engagement meetings.

Documentation of these can be found in theTitle I online crates.

3.1 Principal 100% of parents have access to the campusimprovement plan and the Parent and FamilyEngagement Policy.

These documents are provided in a language thatthat the parent can understand (to the extentpracticable).

100% of parents have the opportunity attend ameeting at a time that best suits their needs.




Nov Feb June


Performance Objective 1 Problem Statements:

Parent and Community EngagementProblem Statement 1: There has been a lack of parental attendance for curriculum related events, such as STAAR Nights and Open House. Root Cause 1: Parents do not feel theconnection and/or value in home-school partnership in regards to academics.



State Compensatory

Personnel for Lee Elementary School:

Name Position Program FTE

Felicitas Medel Teacher 5th grade Reading/Language Arts 1



Title I Personnel

Name Position Program FTE

Melissa Bean Teacher 2nd grade Reading/Language Arts 1Tassmaine Newton Teacher 4th grade Math/Science 1



2018-2019 Campus Site-Committee

Committee Role Name PositionAdministrator Susan Epperson PrincipalParaprofessional Jennifer Winningham Principal's SecretaryParaprofessional Amy McSwain General Ed. ParaprofestionalParaprofessional Dawn Wagner Administrative SecretaryParaprofessional Appardeep Talwar Resource/In-class Support ParaprofessionalParaprofessional Megan Granados-Pruneda Resource/In-class Support ParaprofessionalParent Chau Nguyen ParentParent Dolon Gundoju ParentParent Phillip Benavides ParentBusiness Representative Paula Logan Business RepresentativeBusiness Representative Eric Klein Business RepresentativeClassroom Teacher Brittney Chiles 1st grade TeacherClassroom Teacher Melissa Muller 2nd grade TeacherClassroom Teacher Joan Coats 3rd grade TeacherClassroom Teacher Tassmaine Newton 4th grade TeacherClassroom Teacher Jalinda Oestreich 5th grade TeacherClassroom Teacher Tammy Bain PE TeacherClassroom Teacher Mimi Nguyen Math InterventionistClassroom Teacher Morena Rodriguez Kindergarten TeacherDistrict-level Professional Steven Stone District RepresentativeClassroom Teacher Heather Daly Life Skills TeacherAdministrator Cathy Null Assistant Principal



Committee Role Name PositionAdministrator Lauree Benson Assistant PrincipalAdministrator Melinda Aviles LibrarianNon-classroom Professional Jessica Snyder Instructional Specialist - 2-5 Math/ScienceAdministrator Karen Rhymes Counselor

Non-classroom Professional Ava Clark Instructional Specialist - 2-5 Reading/LanguageArts

Non-classroom Professional Brittany Wadyka Primary Instructional SpecialistClassroom Teacher Marcia West Pre-K teacher



Campus Funding Summary

211 - Title 1Goal Objective Strategy Resources Needed Account Code Amount

1 1 1 Two Chicks Workshop $1,600.001 1 1 Jennifer Serravalo $209.001 1 1 Neuhaus $150.001 1 1 Seidlitz $1,025.001 1 1 Maximize Learning $3,000.001 1 2 Vertical Writing Planning $1,620.001 1 4 Garland Linkenhoger (Math Link) $7,275.001 1 5 C.A.S.T. registration and travel $2,465.001 1 6 Substitutes for Extended planning for the STAAR Grades $1,242.001 1 6 Extra Duty Pay $6,500.001 1 6 Model School Conference $13,792.001 1 6 Temporary Workers $12,000.001 1 6 Instructional Supplies $7,671.031 1 6 Heinemann Books $392.701 1 6 Content area consumables $600.001 1 6 Incentives for student academic achievement $200.001 1 6 Snacks for Assessments $300.001 1 6 Buses for Field Trips $5,000.001 1 6 Poster Making Machine $2,495.001 1 6 Educational Galaxy, A-Z Readers, Flocabulary $5,920.001 1 6 Teachers $128,479.58



211 - Title 1Goal Objective Strategy Resources Needed Account Code Amount

2 1 1 Capturing Kids Hearts $2,400.004 1 1 Translating Services $3,000.004 1 1 Materials for parent nights $569.004 1 1 Smore $79.00

Sub-Total $207,984.31Grand Total $207,984.31



Addendums



CYPRESS-FAIRBANKS ISD Standard Expectations

The following activities will no longer appear in the District Improvement Plan or the Campus Improvement Plans, since they represent practices that are expected to happen in an ongoing manner to provide instructional “standard operating procedures.” Curriculum and Instruction

The District provides a common curriculum for all subjects at every grade level with appropriate learning experiences based on the Texas Essential Knowledge and Skills (TEKS) and ensures that all students, no matter which campus they attend, receive the same curriculum.

The District curriculum staff updates and revises the curriculum regularly considering teacher input, state and district assessment data, and current research and best practices. The curriculum includes scope and sequence, pacing guides, instructional resources, model lessons, and assessment items that support the content area while addressing the needs of a diverse student population.

The District curriculum resides in iXplore, the curriculum management system. iXplore is used to its fullest capacity: lesson planning, resource selection, assessments, data digging, and data interpretations for instructional decisions.

Teacher teams meet weekly (the appropriate number of times) to plan collaboratively and develop effective, relevant lessons that focus on creating classroom experiences that meet students’ needs while maximizing first-time instruction and learning. These classroom experiences provide opportunities in which students

o use technology (including but is not limited to online textbooks, animations/videos, simulations, reports, assessments, information graphics, probe ware, graphing calculators, programs, etc.) to support the learning of the TEKS;

o generate and translate between multiple representations (graphs, diagrams, pictures, equations, tables, poems, advertisements, etc.);

o develop academic language proficiency through speaking, reading, writing, and listening; o develop stamina to solve complex problems, read long passages and questions, and transfer knowledge

to other situations and/or disciplines; and o have time to make sense of their learning (reflective journaling, student discourse, collaborative group

work, Socratic seminars, etc.). The District provides and campuses follow student placement guidelines and scheduling protocols (Blue Book,

Elementary Administrative Handbook, Master’s Scheduler Handbook, etc.) ensuring that students are placed in the appropriate classrooms/programs and are ready and able to achieve at high levels.

Monitoring

Campus leaders use various strategies, processes, and/or procedures to monitor the standard expectations to ensure fidelity. Examples include but are not limited to

o review of lesson plans; o participation in team planning by administrators; o participation in data review/data dig sessions; and o monitor iXplore use.

Campus leaders use FAST (Feedback, Accountability, and Support Tool), gather data, and coach teams and individual teachers in order to improve the impact of first-time instruction and learning.

Assessment and Data Analysis

The District develops and campuses administer assessments (District Progress Monitors, benchmark assessments, unit tests, check points, etc.) based on the established assessment calendars.

Teacher teams review student data from multiple sources (DPMs, benchmark assessments, unit tests, check points, etc.) and develop a response that supports and defines methods for re-teaching and re-evaluating to ensure all students learn the content.

Each teacher reviews data at the individual student level in an effort to adjust instruction and provide support so that every student has opportunity to master the content.

Updated July 2016 / MFJ

Elementary Content Area Standard Expectations

Literacy (Reading and Writing)

Maximize instructional time by developing, posting, and consistently following a balanced literacy schedule that contains all components.

Teach/re-teach the reading and writing process throughout the school year and ensure that students read and write each day.

Utilize reading and writing workshop strategies to teach and reinforce critical TEKS (think aloud, modeling reading and writing processes in mini-lessons, interactive read aloud with accountable talk, independent reading and writing, small group instruction, conferring, and whole group share time).

Use varied, authentic literature as mentor texts in reading and writing. Allow student choice from among varied genres and reading levels during independent reading time from

classroom libraries. Post and use anchor charts, created with students, in literacy classrooms. Maintain a monitoring notebook as documentation of individual student’s progress observed during small group

instruction and/or reading/writing conferences. Use varied, research-based strategies to teach revising and editing skills and apply language conventions within

the context of writing. Use the Continuum of Literacy Learning and District and campus data to differentiate literacy instruction using

individual conferences, small group instruction, and/or strategy group instruction. Integrate social studies and theater arts TEKS in literacy classes through read aloud and reading and writing

workshop. Mathematics

Model and expect students to use the 4-step Problem Solving Process with all math problems. Post and use student-made anchor charts in math classrooms. Teach fact fluency for 10-15 minutes daily during math instruction. Use FASTT math to assist students with fact fluency. Use math manipulatives and provide hands-on experiences to help students develop concept understandings. Teach using District suggested best-practice strategies. Do not use “tricks” as they do not provide students with a

mathematical explanation or understanding. Use Interactive Math Notebooks and send them home daily in 2nd- 5th grade. Encourage student discourse/discussion including justifications, similarities, and differences. On a regular basis, an average of three times per week, integrate the seven classroom Chromebooks into the

learning environment. Use the Chrome books so that students can create, collaborate, and share their thinking. Science Engage students to become STEM literate with 5E lessons that

are hands-on, inquiry-based lessons that require students to design and conduct investigations according to grade level TEKS expectations (K-1 = 80% of time, 2nd-3rd = 60% of time, 4th-5th = 50% of time);

have students collect, analyze, and represent data in a variety of ways (graphic organizers, tables, charts, diagrams, infographics, foldables);

have students communicate results orally and/or in writing based on evidence that supports their thinking; cause critical reasoning and thinking to find relevant solutions to classroom-based problems and real world

applications; integrate technology applications such as web 2.0 resources, Explore Learning, National Geographic, and

Houghton Mifflin Harcourt Science Fusion; and facilitate an understanding of science vocabulary using note booking and communication skills (listening,

speaking, reading, and writing).

Cypress Fairbanks ISD - 2018-2019 Updated 9/4/18

2018-2019 District Writing Plan Purpose: To monitor teacher instruction and student work in order to provide training and support necessary to raise student achievement in the area of writing.

Collection Units: Personal Narrative (2nd-4th), Expository (3rd-5th), and Prompt-based Essay (3rd-5th) and Literary Essay (5th). Actions:

1. 2nd - 5th grade students’ samples* will be uploaded to a specified folder and randomly collected for district monitoring.

❏ The samples will be collected throughout the writing process

❏ Campus administration will collect 10 try it out samples, 10 on-demand samples from the same students, and fill out the feedback form.

❏ District personnel will read random samples and complete feedback form for campus comparison.

2. 2nd-5th grade teacher’s sample for modeling with specific units will be uploaded in the shared folder

❏ Teacher is expected to generate a piece or accommodate the district piece to model with the students during the shared writing time

❏ Units chosen by district curriculum department

3. 2nd-5th grade students’ samples with rubric explanations will be hung in every writing classroom for students - Success Criteria (Units - Personal Narrative, Expository, and Prompt-based Essay)

4. Student samples will be displayed throughout the building by grade level and celebrated by campus administration - Writing Revolution!

❏ Campus instructional specialist will change out the samples based on unit

5. 3rd-5th Revising and editing checkpoints will be taken by every campus and monitored by district personnel

❏ Must be given on the district designated day

❏ Scanning will be monitored and results shared with the curriculum team, Dr. Macias, and Dr. Henry

6. Student writing will be utilized weekly and monitored by campus using a grade level specific observation form so students are writing everyday

7. 4th Grade BOY DPM writing samples with rubrics to be collected and reviewed by district personnel (Coordinators, ELAR Coaches, Bilingual, SPED Coaches, and Teachers)

❏ Trends and patterns within the collection will be noted and feedback provided to the instructional specialist for unit planning


8. 4th Grade Benchmark writing samples with rubrics to be collected and reviewed by district personnel (Coordinators, ELAR Coaches, Bilingual, SPED Coaches, and Teachers)

❏ Trends and patterns within the collective group will be noted and feedback provided to the instructional specialist for unit planning

9. 5th Grade MOY writing samples with rubrics to be collected and reviewed by district personnel (Coordinators, ELAR Coaches, Bilingual, SPED Coaches, and Teachers)

10. 3rd Grade EOY writing samples with rubrics to be collected and reviewed by district personnel (Coordinators, ELAR Coaches, Bilingual, SPED Coaches, and Teachers)

11. 2nd Grade EOY writing samples with rubrics to be collected and reviewed by district personnel (Coordinators, ELAR Coaches, Bilingual, SPED Coaches, and Teachers)

12. All 4th grade, All AB, Resource, and All Bilingual/SEI teachers will attend an all day district scoring training (October 2,3, 4, 9 or 11)

13. All NEW Literacy teachers attend Teacher Literacy Academy in July 8-11, 15-18 (8 days starting 2019 - Participants will be paid a stipend for attending)

14. All 3rd grade teachers will attend district scoring training (February TBD)

15. ALL 4th Grade Teachers attend ½ day training determined by principal committee ( Spring TBD)

16. 4th grade teachers will attend a STAAR Saturday for Review Unit planning and data analysis (Paid Attendance)

17. District coaches will consult with Victoria Young about district curriculum and advise next steps (October, January, March)

18. District coaches, instructional specialists, assistant principals, and principals will consult with Victoria Young about STAAR alignment, writing scoring, and writing best practices

19. District will hold a district writing symposium for 3rd and 4th grade teachers with Victoria Young (November 3)

20. A District scoring and curriculum team will be created and meet regularly to discuss samples and curriculum progression (principals will nominate by cluster and participants will be paid for attendance)

21. District will continue with Patterns of Power (POP) Cohorts started in spring of 2018 (4th & 5th)

❏ Adding 2nd and 3rd in fall of 2018

❏ Bilingual POP Cohort starting fall of 2018

Samples within units to be uploaded: Clarification ❏ All “Try It Out” Samples stated in specific units (2nd,3rd, 4th, and 5th)- Grade level collection

❏ The Try it out sample happens after immersion. The students write about a topic that matches the genre they have been reading and critiquing. The teacher may choose to give students the same prompt or allow students to choose from a collection. This piece is


written during the writing portion of the writing workshop. (45 minutes) Teachers use this piece to see what the student absorbed from the immersion period and plans instruction.

❏ “On Demand” Sample for Personal Narrative (2nd-4th), Expository, (3rd-5th) and Prompt-based Essay Units (4th) - grade level collection

❏ The On-Demand piece is written after the unit. Teachers may choose to give students the same prompt or a collection and the student chooses. The piece is written during the writing block (60 minutes). It is not a published piece, and students may not finish.

❏ Planning process (Expository - student choice piece, Prompt-based Essay, Literary Essay - (by teacher )

❏ Planning Documents that could be collected:

❏ Brainstorming list/Seed collection charts or list (Heart maps or other maps)

❏ Graphic Organizers for planning draft

❏ Any evidence gathering/ Revision documents

❏ Unit Drafts (Personal Narrative, Student Choice Piece Expository, Prompt-based Essay)- (collected by teacher)

Lee CIP Translations to Spanish 2018-19

Goal 1: Academic Achievement: The district will ensure academic performance and achievement levels

that reflect excellence in learning and attainment of both high expectations and high standards for all

students.

Meta 1: Desempeño Académico: El distrito garantizará niveles de desempeño y logros académicos que

reflejen la excelencia en el aprendizaje y la consecución de altas expectativas y altos estándares para

todos los estudiantes. La traducción de estrategias adicionales estará disponible por pedido.

Performance Objective 1: Curriculum and Instruction & Accountability: By May 2018, students

will meet or exceed the STAAR performance targets as noted on the attached CIP data table.

Objetivo de Rendimiento 1: Currículo e Instrucción y Responsabilidad Escolar: Para mayo de

2018, los estudiantes cumplirán y superarán los objetivos de rendimiento según listados en la tabla de

datos CIP adjunta.

Goal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy

environment conducive to student learning.

Meta 2: Entorno de Aprendizaje Seguro y Saludable: El distrito proporcionará un entorno seguro,

disciplinado, saludable y propicio para el aprendizaje de los estudiantes. La traducción de estrategias

adicionales estará disponible por pedido.

Performance Objective 1: Student Safety: By the end of the 2018-19 school year, 100% of the

district's safety policies will be implemented.

Objetivo de Rendimiento 1: Seguridad Estudiantil: Para fines del año escolar 2018-19, se habrá

implementado todas las normas de seguridad del distrito.

Performance Objective 2: Student Attendance: By the end of the 2018-19 school year, student

attendance will be at 96.7%.

Objetivo de Rendimiento 2: Asistencia Estudiantil: Para fines del año escolar 2018-19, la

asistencia estudinatil estará a un 96.7%.

Performance Objective 3: Restorative Discipline: By the end of the 2018-19 school year,

discipline referrals will be decreased by 5%.

Objetivo de Rendimiento 3: Disciplina restaurativa: Para fines del año escolar 2018-19, se

disminuirá en un 5% la cantidad de informes disciplinarios.

Goal 3: Human Capital: The district will recruit, develop, and retain highly qualified and effective

personnel reflective of our student demographics.

Meta 3: Capital Humano: El distrito contratará, desarrollará y retendrá personal altamente cualificado y

eficiente que refleje nuestra demografía estudiantil. La traducción de estrategias adicionales estará

disponible por pedido.

Performance Objective 1: Teacher/Paraprofessional Attendance: By the end of the 2018-19

school year, teacher/paraprofessional attendance will increase by 1%.

Objetivo de Rendimiento 1: Asistencia de maestros/personal de apoyo: Para fines del año

escolar 2018-19, la asistencia de maestros/personal de apoyo aumentará un 1%:

Goal 4: Family and Community Engagement: Increase parent engagement on the campus and the

methods of communication used to engage parents in school activities.

Meta: Participación Activa de la Familia y la Comunidad: Aumentar la participación activa de los padres

en el plantel y los métodos de comunicación utilizados para animar la participación de los padres en

actividades escolares. La traducción de estrategias adicionales estará disponible por pedido.

Performance Objective 1: By the end of the 2018-19 school year, parent and family engagement

will increase by 20%.

Objetivo de Rendimiento 1: Para fines del año escolar 2018-19, la participación activa de padres

y familias aumentará en un 20%.

Cypress‐Fairbanks Independent School DistrictDepartment of School Improvement and Accountability

2018‐19 Approaches CIP Targets

# % # %Reading 3 Lee All 145 111 77% 78% 1% 138 108 78%Reading 3 Lee Hispanic 92 69 75% 76% 1% 87 64 74%Reading 3 Lee Am. Indian * * * * * * * *Reading 3 Lee Asian 22 19 86% 90% 4% 24 22 92%Reading 3 Lee African Am. 13 8 62% 69% 7% 11 8 73%Reading 3 Lee Pac. Islander * * * * * * * *Reading 3 Lee White 13 12 92% 100% 8% 13 11 85%Reading 3 Lee Two or More * * * * * * * *Reading 3 Lee Eco. Dis. 109 75 69% 70% 1% 96 67 70%Reading 3 Lee LEP Current 45 24 53% 55% 2% 45 23 51%Reading 3 Lee LEP M1 8 8 100% 100% 0% 5 5 100%Reading 3 Lee LEP M2 27 27 100% 100% 0% 30 29 97%Reading 3 Lee SPED 9 3 33% 44% 11% 8 6 75%Reading 4 Lee All 148 104 70% 71% 1% 147 104 71%Reading 4 Lee Hispanic 88 57 65% 66% 1% 88 62 70%Reading 4 Lee Am. Indian * * * * * * * *Reading 4 Lee Asian 28 24 86% 89% 3% 24 18 75%Reading 4 Lee African Am. 17 10 59% 64% 5% 17 11 65%Reading 4 Lee Pac. Islander * * * * * * * *Reading 4 Lee White 12 11 92% 100% 8% 14 10 71%Reading 4 Lee Two or More * * * * * * * *Reading 4 Lee Eco. Dis. 101 62 61% 62% 1% 109 70 64%Reading 4 Lee LEP Current 35 12 34% 37% 3% 40 20 50%Reading 4 Lee LEP M1 9 8 89% 100% 11% 7 7 100%Reading 4 Lee LEP M2 5 5 100% 100% 0% 8 8 100%Reading 4 Lee SPED 10 2 20% 30% 10% 15 7 47%

Read Cumulative 5 Lee All 138 120 87% 88% 1% 158 136 86%Read Cumulative 5 Lee Hispanic 86 76 88% 89% 1% 93 77 83%Read Cumulative 5 Lee Am. Indian * * * * * * * *Read Cumulative 5 Lee Asian 21 20 95% 100% 5% 29 27 93%Read Cumulative 5 Lee African Am. 16 10 63% 68% 5% 20 17 85%Read Cumulative 5 Lee Pac. Islander * * * * * * * *Read Cumulative 5 Lee White 13 12 92% 100% 8% 12 12 100%Read Cumulative 5 Lee Two or More * * * * * * * *Read Cumulative 5 Lee Eco. Dis. 95 81 85% 86% 1% 106 87 82%Read Cumulative 5 Lee LEP Current 25 14 56% 60% 4% 34 22 65%Read Cumulative 5 Lee LEP M1 6 6 100% 100% 0% * * *Read Cumulative 5 Lee LEP M2 5 5 100% 100% 0% 9 9 100%Read Cumulative 5 Lee SPED 7 4 57% 71% 14% 10 5 50%

Tested2019

2019 Approaches

The targets listed below meet minimum expectations.Campuses are responsible for meeting the CIP targets as well as state and federal accountability targets.

STAAR English Results: 2019 Data (ETS data file 6-10-19) and 2018 Data (ETS data file 6-13-18). SSI Cumulative Results also include Spanish.

Content Grade Campus StudentGroup

Tested2018

2018 Approaches 2019 Approaches Incremental Growth

Target

% Growth Needed



# % # %Tested2019

2019 Approaches




Tested2018


Target

% Growth Needed

Math 3 Lee All 145 119 82% 83% 1% 138 122 88%Math 3 Lee Hispanic 92 78 85% 86% 1% 87 75 86%Math 3 Lee Am. Indian * * * * * * * *Math 3 Lee Asian 22 21 95% 100% 5% 24 23 96%Math 3 Lee African Am. 13 8 62% 69% 7% 11 9 82%Math 3 Lee Pac. Islander * * * * * * * *Math 3 Lee White 13 10 77% 84% 7% 13 12 92%Math 3 Lee Two or More * * * * * * * *Math 3 Lee Eco. Dis. 109 86 79% 80% 1% 96 80 83%Math 3 Lee LEP Current 45 33 73% 75% 2% 45 35 78%Math 3 Lee LEP M1 8 8 100% 100% 0% 5 5 100%Math 3 Lee LEP M2 27 27 100% 100% 0% 30 30 100%Math 3 Lee SPED 9 4 44% 55% 11% 8 7 88%Math 4 Lee All 148 126 85% 86% 1% 147 113 77%Math 4 Lee Hispanic 88 71 81% 82% 1% 88 67 76%Math 4 Lee Am. Indian * * * * * * * *Math 4 Lee Asian 28 28 100% 100% 0% 24 22 92%Math 4 Lee African Am. 17 13 76% 82% 6% 17 9 53%Math 4 Lee Pac. Islander * * * * * * * *Math 4 Lee White 12 12 100% 100% 0% 14 12 86%Math 4 Lee Two or More * * * * * * * *Math 4 Lee Eco. Dis. 101 80 79% 80% 1% 109 80 73%Math 4 Lee LEP Current 35 24 69% 71% 2% 40 25 63%Math 4 Lee LEP M1 9 9 100% 100% 0% 7 7 100%Math 4 Lee LEP M2 5 5 100% 100% 0% 8 8 100%Math 4 Lee SPED 10 5 50% 60% 10% 15 9 60%

Math Cumulative 5 Lee All 138 130 94% 95% 1% 158 147 93%Math Cumulative 5 Lee Hispanic 86 82 95% 96% 1% 93 86 92%Math Cumulative 5 Lee Am. Indian * * * * * * * *Math Cumulative 5 Lee Asian 21 21 100% 100% 0% 29 28 97%Math Cumulative 5 Lee African Am. 16 13 81% 87% 6% 20 17 85%Math Cumulative 5 Lee Pac. Islander * * * * * * * *Math Cumulative 5 Lee White 13 12 92% 100% 8% 12 12 100%Math Cumulative 5 Lee Two or More * * * * * * * *Math Cumulative 5 Lee Eco. Dis. 95 89 94% 95% 1% 106 96 91%Math Cumulative 5 Lee LEP Current 25 21 84% 88% 4% 34 29 85%Math Cumulative 5 Lee LEP M1 6 6 100% 100% 0% * * *Math Cumulative 5 Lee LEP M2 5 5 100% 100% 0% 9 9 100%Math Cumulative 5 Lee SPED 7 4 57% 71% 14% 10 6 60%



# % # %Tested2019

2019 Approaches




Tested2018


Target

% Growth Needed

Writing 4 Lee All 147 82 56% 57% 1% 147 83 56%Writing 4 Lee Hispanic 88 36 41% 42% 1% 88 46 52%Writing 4 Lee Am. Indian * * * * * * * *Writing 4 Lee Asian 28 24 86% 89% 3% 24 17 71%Writing 4 Lee African Am. 17 10 59% 64% 5% 17 9 53%Writing 4 Lee Pac. Islander * * * * * * * *Writing 4 Lee White 11 10 91% 100% 9% 14 8 57%Writing 4 Lee Two or More * * * * * * * *Writing 4 Lee Eco. Dis. 100 46 46% 47% 1% 109 55 50%Writing 4 Lee LEP Current 35 8 23% 25% 2% 40 14 35%Writing 4 Lee LEP M1 9 7 78% 88% 10% 7 5 71%Writing 4 Lee LEP M2 5 4 80% 85% 5% 8 6 75%Writing 4 Lee SPED 10 2 20% 30% 10% 15 5 33%Science 5 Lee All 138 118 86% 87% 1% 156 136 87%Science 5 Lee Hispanic 86 71 83% 84% 1% 91 76 84%Science 5 Lee Am. Indian * * * * * * * *Science 5 Lee Asian 21 21 100% 100% 0% 29 28 97%Science 5 Lee African Am. 16 12 75% 81% 6% 20 17 85%Science 5 Lee Pac. Islander * * * * * * * *Science 5 Lee White 13 12 92% 100% 8% 12 12 100%Science 5 Lee Two or More * * * * * * * *Science 5 Lee Eco. Dis. 99 79 80% 81% 1% 106 87 82%Science 5 Lee LEP Current 24 12 50% 54% 4% 33 23 70%Science 5 Lee LEP M1 6 6 100% 100% 0% * * *Science 5 Lee LEP M2 5 5 100% 100% 0% 9 9 100%Science 5 Lee SPED 9 5 56% 58% 2% 10 5 50%


2018‐19 Meets CIP Targets



Tested2019

2019 Meets




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2018 Meets 2019 Meets Incremental Growth

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# % # %Tested2019

2019 Meets




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2018‐19 Masters CIP Targets



Tested2019

2019 Masters




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% Growth Needed



# % # %Tested2019

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