elementary campus improvement plan: 2014-2015 school … · mission statement: we will inspire our...

Elementary Campus Improvement Plan: 2014-2015 School Based Improvement Committee

Rose Haggar Elementary

Principal: Cindy Savant

Mission Statement: We will inspire our children to become productive, lifelong learners by being a progressive school emphasizing academic excellence in a safe, nurturing, and diverse environment.

Cover Page

Elementary School Campus Improvement Plan 2014-2015 Rose Haggar Elementary

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Campus Verification Page Planning Timelines

● CoreWork Diagnostics, Analysis of Critical Actions, and STAAR 2013/2014 Gap Analyses: (by June 2014) ● Needs analysis, goal setting and strategic planning: (June, July & August 2014) ● Preliminary SBIC Plan Complete: (by August 18, 2014) ● Campus teacher data analysis day: (August 18-21, 2014) ● SBIC Plan due in September 2014

Meeting Dates 2013-2014 ● Meeting 1: SBIC approves the improvement plan (by September 22, 2014): 9/17/2014 ● Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 1/28/2015 ● Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 5/27/2015

Title I Components (The following required components have been addressed in this SBIC plan.) Title I Targeted Assistance Components 1 - 8 Title I Schoolwide Components 1 – 10

1. ☒ CNA: Comprehensive Needs Assessment

2. ☒ ISR: Effective methods and instructional strategies based on scientifically-based research

3. ☒ THQ: Teaching by highly qualified staff

4. ☒ OPD: High quality and ongoing professional development for teachers, principals and paraprofessionals

5. ☒ IPI: Increasing parental involvement

6. ☒ TRA: Transition to different grade levels and schools

7. ☒ TTD: Involvement of teachers in testing decisions beyond state

8. ☒ MSP: Monitoring student progress and providing additional assistance

9. ☐ FSP: Coordination and integration of federal, state and local services and programs

10. ☐ AHQ: Strategies to attract highly qualified and high-quality teachers to high-need schools

☐ Non-Title I

☐ Title I Schoolwide

☒ Title I Targeted Assistance

☐ TA Campus transitioning to Title I Schoolwide


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SBIC Committee Committee Member’s Name Role Year 1st Participated on SBIC

Erin Laney Faculty Member 2014-2015

Stephanie Hykel Faculty Member 2013-2014

Sandi Hill Faculty Member 2013-2014

Maren Pelzel Faculty Member 2013-2014

Kristi Sims Faculty Member 2014-2015

Angela Crawford Faculty Member 2014-2015

Cindy Savant Principal 2010-2011

Scott Scarborough District Professional 2013-2014

Chris Dunkle (Fall) and Beth Hubbard (Spring) Campus Professional, Non-teaching 2013-2014

Katie Ray Support Staff Member 2014-2015

Sharmeen Jilla Parent-Selected by PTA 2014-2015

Swarna Madduri Parent-Selected by Principal 2014-2015

Shannon Flory Parent 2014-2015

CL Trule Parent 2014-2015

Svitlana Wilmot Parent 2014-2015

Sharon Freeman Parent 2014-2015

Jeff Stilling Community Member 2014-2015

Jacqueline Senior Community Member 2014-2015

Carrie Kelleher Business Representative 2013-2014

Jana Sciple Business Representative 2014-2015


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District and Campus Goals 1. Increase the percentage of students meeting STAAR Satisfactory performance rates.

2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas.

3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group – Closing Performance Gaps.

4. Increase the percentage of students meeting STAAR Advanced performance rates.

5. Increase high school graduation rates and ensure students are on track to graduate.

6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness.

7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (55% meet Level II on STAAR/EOC).

Campus-Wide Goals Title I

Components

Applicable Student Groups

Health, Fitness and Attendance: The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students.

FSP All

Violence Prevention and Bullying: The violent incidents will meet the target measure. Measure: Less than 30 ISS or OSS referrals for the 2014-2015 school year.

FSP All

Parental Involvement: The campus will provide for a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

IPI All

Highly Qualified: The highly qualified rate will meet the 100% target measure. THQ OPD AHQ

All

Transition of Pre-KN Students: The transition from early childhood to elementary school is supported by the campus and district. (Title I Campuses only)

TRA FSP

Title I only


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Comprehensive Needs Assessment Prior to setting long-range goals or measurable campus performance objectives, effective campus planning and decision-making teams reviewed the most current, accurate needs assessment information available. Teams used this review to determine the effectiveness of educational programs for each and every student population served.

DEMOGRAPHICS Demographics refer to the characteristics or make-up of the school and help us understand who we are currently working with and how we implement strategies, initiatives, programs and services to meet their needs. ☒Enrollment ☒ Attendance ☒ Ethnicity ☒ Gender ☒ Mobility/Stability ☒ Special Program Participation ☒ At-Risk by Category ☒ Teacher-Student Ratios ☐ Graduation, Completion, Dropout, and GED rates ☐ Course/Class Assignments ☐ College/University/Dual Credit/Advanced Placement Enrollment

STUDENT ACHIEVEMENT Student Achievement data refers to the annual and longitudinal reviews from varied sources of formal and informal data. These data provide insights about the degree to which students are acquiring the knowledge and skills expected for each grade level and course of study. ☒ State Assessment Data ☒ TELPAS and AMAO Results ☐ SAT/ACT/PSAT Results ☐ Advanced Course/Dual Enrollment Data ☒ Standardized, Norm-Referenced, Criterion-Referenced Tests and Measures ☒ State and AYP Data Tables ☒ Texas Success Initiative (TSI) Data ☐ Course/Class Grades ☐ Graduation, Completion, Dropout, and GED Rates; Diploma Types ☒ Promotion/Retention Rates ☒ Classroom and Program Assessments and Other Data/Student Work

CURRICULUM, INSTRUCTION AND ASSESSMENT The curriculum/curricula collectively describes the teaching, learning, and assessment materials and resources available for a given course of study. These are aligned with the TEKS and other standards, incorporating instruction and assessment processes. ☒ Standards-Based Curriculum Resources and Materials ☒ Scope and Sequence; Pacing Guides; and/or Other Focus Documents ☒ Foundation Course/Class Materials ☒ Enrichment Course/Class Materials ☒ Technology ☒ Instructional Design/Delivery; High-Yield Strategies ☒ Lesson Study/Delivery Processes ☒ Collaborative Horizontal and Vertical Team Alignment Processes ☒ Student-Specific/Differentiated Strategies and Processes ☐Other Assessments ☒ Class, School, and Special Program Schedules

TECHNOLOGY Technology refers to modeling and applying digital tools and resources for students, staff, and other stakeholders to advance teaching and learning, and connect to real-world experiences, including post-secondary opportunities. ☒ Technology Infrastructure, Networks, etc. ☒ Technology Hardware and Software ☒ Classroom Technology Needs by Area, Class, Department, etc. ☐ STaR Chart ☒ Professional Development/Teacher Preparation ☒ Needs in Technology ☒ Leadership and Administrative Support Structures for Technology Implementation ☒ Resource Allocations ☒ Technology Policies and Procedures ☒ Technology Plan ☐ Assessment of Technology Skills for Students, Staff and Other Stakeholders

SCHOOL CULTURE AND CLIMATE School culture refers to the organization's values, beliefs, transitions, and customs which shape the personality and climate of the organization. It determines how parents, community, staff and students feel about the school and affects how people interact within the system. ☒ Surveys ☒ Questionnaires ☒ Focus Groups ☐ Interviews ☒ Feedback Data ☒ Classroom and School Walkthrough Data ☒ Parent Conferences, Meetings, etc.

STAFF QUALITY, RECRUITMENT AND RETENTION Staff Quality, Recruitment and Retention refers to the school organization's level of high-quality, highly-effective staff, particularly in high-poverty schools. This area is also focused on assessing the effect of recruitment and retention strategies on staffing patterns. ☒ Teacher Certification/Qualification Data ☒ Paraprofessional and Other Staff Qualifications

☒ Staff Effectiveness in Relation to Student Achievement ☒ PDAS and/or Other Staff Effectiveness Data ☒ Staff Mobility/Stability ☒ Special Program Qualifications, e.g., Bilingual/ESL, Special Education, etc. ☐ Professional Development Data ☒ Teacher-Student Ratios ☐ Graduation, Completion, Dropout, and GED rates ☒ Course/Class Completions, Grades, & Other Data ☒ Recruitment and Retention Strategies & Other Data

SCHOOL CONTEXT AND ORGANIZATION School Context and Organization refers to the processes, structures, decision-making, and overall leadership aspects of the organization, including how these areas address quality teaching and learning. ☒ School Structure or Make-Up, e.g., Teaming, Looping, etc. ☒ Decision-Making Processes ☒ Master Schedule ☒ Leadership: Formal and Informal ☒ Supervision Structure Support Structures: Mentor Teachers ☒ Duty Rosters ☒ Schedule for Student Support Services, e.g., Counseling, Social Work, Library, etc. ☒ School Map & Physical Environment ☒ Program Support Services, e.g., Extracurricular Activities, After School Programs, etc. ☒ Communication: Formal and Informal

FAMILY AND COMMUNITY INVOLVEMENT Family and Community Involvement refers to how these stakeholders are informed, invested and involved as partners in supporting the school community to maintain high expectations and high achievement for all students.

☐ Family and Community Participation Counts by Type of Activity ☒ Parent Volunteer Information ☒ Parent Activity Evaluations and Feedback ☒ Parent and Community Partnership Data ☒ Mobility/Stability ☒ Demographic Data ☐ Community Service Agencies and Support Services


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Campus-Wide Critical Actions Campus-Wide and/or Classroom Level Critical Actions

Areas for improvement identified by Campus Needs Assessment: NCEA CoreWork Diagnostics and STAAR/EOC Gap Analysis. Address any student groups that did not meet Accountability Safeguards.

Title I Components

Applicable Student Grades and/or

Groups

1. Study what is taught and learned, through the district’s curriculum, and to what level of level of mastery in each content

area.

☒ CNA ☒ ISR ☐ THQ ☐ OPD ☐ IPI

☒ TRA ☐ TTD ☒ MSP ☐ FSP ☐ AHQ

All

2. Participate in peer classroom visits in order to improve the instructional practices of the team.

☐ CNA ☒ ISR ☒ THQ ☒ OPD ☐ IPI

☒ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ

All

3. Monitor instructional practice using student performance data and classroom observations.

☒ CNA ☒ ISR ☐ THQ ☒ OPD ☐ IPI

☐ TRA ☒ TTD ☒ MSP ☐ FSP ☐ AHQ

All

4. Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives.

☐ CNA ☒ ISR ☒ THQ ☒ OPD ☐ IPI

☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ

All

5. Increase the Writing proficiency rate of Limited English Proficient (LEP) students and Economically Disadvantages students

to narrow the achievement gap.



LEP & Economically Disadvantaged students in Grades 3 & 4

6. Increase the proficiency of Economically Disadvantaged students on the STAAR Science test to narrow the achievement

gap.



Economically Disadvantaged students in Grades 5

7. Increase the Math proficiency rate of Hispanic, African American, Limited English Proficient (LEP), Economically

Disadvantaged and Special Education students to narrow the achievement gap.



All


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All Grades Critical Action: Study what is taught and learned, through the district’s curriculum, and to what level of mastery in each content area.

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☐ THQ ☐ OPD ☐ IPI ☒ TRA ☐ TTD ☒ MSP ☐ FSP ☐ AHQ

Strategies for Accomplishing Critical Action:

Action Step Project Lead, Staff,

Title I Funding, Resources, Timeline

Formative & Summative Notes and Reflections

Create staff clarity in learning objectives for state Math standards in all strands by comparing grade level TEKS in previous and subsequent years.

Project Lead: Grade level teams, intervention specialists Staff/Title I Funding/Resources: TEKS, Lead4ward TEKS scaffolding, Title I Specialist (paid for by Title I funds) Timeline: 2014-15 School Year

Nov. 2014: 1st -5th

grades attended Sockwell training on new math TEKS Jan. 2015: Completed

Analytical discussion/book study about Project-based learning in mathematics and how it will promote a deeper understanding and transfer of knowledge and understanding of skills.

Project Lead: Grade level teams, intervention specialists, Math Vertical Team Staff/Title I Funding/Resources: Math Vertical Team, Title I Specialist (paid for by Title I funds) Timeline: 2014-15 School Year

Nov. 2014: Math VT discussed Chapter 1 of William Bender’s book, Project-Based Learning, which provided an introduction on engagement and terminology such as ”authentic achievement.” Jan. 2015: Chapter 2 was discussed. PBL can be adapted to all grades and produces longer retention of information and increases effectiveness of problem-solving strategies. The team suggested doing a school-wide PBL during the financial literacy unit. May 2015: Chapters 3-4 were discussed. Grades 1-5 all completed a PBL during the financial literacy unit.

Target Reading instruction for students using Descartes continuum through the SAS data management portal to ensure that:

1. Students are instructed at current skill level and continue to grow

2. The achievement gap for our African American and Hispanic students is closed in the area of Reading

Project Lead: Grade level teams; intervention specialists Staff/Title I Funding/Resources: SAS data management portal, Title I Specialist (paid for by Title I funds), intervention specialists Timeline: 2014-15 School Year

Nov. 2014: SAS data management portal and Descartes Continuum are being utilized for student groups in each grade level for guided reading, skill builders, and tutoring. MAP scores/strands are used to target areas for growth and planning for differentiated stations. Data will be analyzed again after mid-year testing. Jan. 2015: Reading and tutoring students have been regrouped based on mid-year data.


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All Grades Critical Action: Participate in peer classroom visits in order to improve the instructional practices of the team.

Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☒ THQ ☒ OPD ☐ IPI ☒ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ





Provide opportunities for teachers to visit other staff members’ classrooms or other schools’ classrooms twice during the first semester.

Project Lead: Team Leaders Staff/Title I Funding/Resources: All professional staff, Title I Specialist (paid for by Title I funds) Timeline: Aug – Dec 2014

Nov. 2014: LA Members who have completed observations have given positive feedback. Kinder, 1st

, 2

nd, and 5

th grades have all started classroom peer visits. 3

rd and 4

th grades have plans for visits next

week. Jan. 2015: All visits have been completed. Math manipulatives were used in all math classes and students were engaged. Grade levels noted that the progression of skills was aligned. May 2015: 1st grade observations proved very beneficial in regards to how CUBES is being implemented in 2nd grade.

Grade level and vertical teams will set specific TEKS and intentional goals when planning to observe particular classrooms to improve instruction in: 1. Reading 2. Math - number and

operations

3. Science – vertical articulation of content strands

Project Lead: Team Leaders, Vertical Team Chairs Staff/Title I Funding/Resources: Vertical Teams, Title I Specialist (paid for by Title I funds) Timeline: Aug – Dec 2014

Nov. 2014: LA Members shared insight how other grade level curriculum has helped connect and align instruction. All grades have discussed goals for peer visits within their teams. Jan. 2015: All grades discussed subsequent goals based on observations. May 2015: Specific TEKS will be targeted to observe in classrooms next year based on Spring MAP and STAAR scores.

Utilize classroom visits to collect observations/activities to extend learning opportunities for students.

Project Lead: Team Leaders Staff/Title I Funding/Resources: Observation reflection sheets Timeline: Aug – Dec 2014

Nov. 2014: LA Members shared that new ideas from other classrooms are being used to approach various topics, including how skill builders and stations are implemented. 2

nd grade noted Pearson

math extension activities and other instructional technology used to extend learning opportunities. Jan. 2015: Extension activities and teaching strategies were observed. Fact fluency and number and operation were specifically noted in observations. May 2015: Classroom visits provided extension ideas that were utilized in the second semester.

Initiate discussion to evaluate the current peer classroom visit process and determine what is working and if any changes are necessary.

Project Lead: Building Administrators Staff/Title I Funding/Resources: Team discussion including the Title I Specialist (paid for by Title I funds)

Nov. 2014: Math - In progress Jan. 2015: Math - Teachers noted that classroom visits need to happen at other times during the day instead of just planning. Some teachers split classes and others could not. Suggestion was for using guidance class time, if available. May 2015: No more changes at this time


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Timeline: Jan 2015

All Grades Critical Action: Monitor instructional practices using student performance data and classroom observations.

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☐ THQ ☒ OPD ☐ IPI ☐ TRA ☒ TTD ☒ MSP ☐ FSP ☐ AHQ





Study and analyze STAAR data in grades 3-5 to find areas to improve student performance.

Project Lead: Grades 3-5 teachers, intervention specialists Staff/Title I Funding/Resources: STAAR data, Campus Item Analysis, Title I Specialist (paid for by Title I funds) Timeline: Oct 2014

Nov. 2014: STAAR data from 2014 has been obtained by all grade levels and analysis is in progress. Jan. 2015: STAAR data combined with the new math objectives is currently being analyzed. May 2015: Only math areas still included in current grade levels were analyzed.

Study and analyze MAP data in grades K-5 to improve student performance.

Project Lead: Grade level teams, intervention specialists Staff/Title I Funding/Resources: SAS data management system, Title I Specialist (paid for by Title I funds) Timeline: 2014-15 School Year

Nov. 2014: Spring MAP data was used to group students in order to improve student performance. Jan. 2015: Many successes were noted by all grade levels. All grade levels noted a 10 point average increase in MAP math from the previous winter score. May 2015- Math MAP indicated growth from Spring 2014. All teachers noted significant growth in the majority of their students.

Increase targeted instruction through skill builders and flexible groups using student performance data and classroom observations.

Project Lead: Grade level teams, intervention specialists Staff/Title I Funding/Resources: Title I Specialist (paid for by Title I funds), Intervention specialist Timeline: 2014-15 School Year

Nov. 2014: Math Skill builders groups are going well in all grade levels. Jan. 2015: Math skill builders groups were regrouped based on winter MAP scores May 2015: Math skill builders groups remained the same throughout the spring semester.

Pre-assess skills in new units to provide targeted instruction (prefixes, multiple meaning words, homographs, homophones,

Project Lead: Grade level teams Staff/Title I Funding/Resources:

Nov. 2014: Teachers are pre-assessing new skills and targeting instruction through guided reading. iStation is also incorporated


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dictionary skills) to ensure underlying skills are in place. Pre-assessments Timeline: 2014-15 School Year

into reading stations to target areas of growth. Jan. 2015: Teachers continue to use pre-assessments during guided reading. Data from MAP, TPRI, IRIs are also used to target instruction. May 2015: Teachers are meeting students’ needs after pre-assessing and targeting instruction through guided reading time. Grade levels also implemented technology by using Write Source and iStation.

Utilize Tier 2 McGraw Hill Intervention Guides focusing on summarizing, inferring, and main idea. Utilize Comprehension Toolkit to increase exposure to vocabulary and increase ability to converse with peers about text of multiple genres.

Project Lead: Grade level teams, intervention specialists Staff/Title I Funding/Resources: Intervention guide and Comprehension Toolkit Timeline: 2014-15 School Year

Nov. 2014: Teachers are using both Tier 2 McGraw Hill Intervention Guides and Comprehension Toolkit within reading groups and whole group lessons. Jan. 2015: Teachers continue to use intervention resources. Comprehension Toolkit showing success in reading groups and skill builders. May 2015: Tier 2 Intervention Guides and Comprehension Toolkit were continued through the 4th nine weeks. Grade levels continue to use Intervention Guides during guided reading. Large and small group lessons have been successful incorporating Comprehension Toolkit. Comprehension toolkit continues to be a valuable resource engaging the students with a variety of “real world” genres.

All Grades Critical Action: Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives.

Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☒ THQ ☒ OPD ☐ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ





Complete book study on Project-based Learning in Mathematics that will be communicated to each grade level to increase the level of transfer knowledge and understanding by students in the area of mathematics.

Project Lead: Math Vertical Team, Grade level teams Staff/Title I Funding/Resources: Project-based Learning in Mathematics, Title I Specialist (paid for by Title I funds)

Nov. 2014: Book study began and chapter 1 was discussed. Jan. 2015: 3rd-5th grades all implemented PBL in some capacity. Chapter 2 was discussed May 2015: Measurement and Financial Literacy proved to be excellent areas for implementation of PBL. Chapters 3-4 were discussed.


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Timeline: 2014-15 School Year

Increase targeted instruction through skill builder groups using student performance data and observations.

Project Lead: Grade level teams, intervention specialists Staff/Title I Funding/Resources: SAS data management portal, Title I Specialist (paid for by Title I funds), Intervention specialist Timeline: 2014-15 School Year

Nov. 2014: LA Skill builder groups have allowed teachers to target each child’s ability level and fill instructional gaps. Data will be analyzed after mid-year testing and grouping will change to target instructional levels. Jan. 2015: LA skill builders have been regrouped based on new mid-year MAP data. May 2015: Skill builder groups continue to be fluid as observations are made during skill builders and small group reading. Changes are made by teacher discretion.

Utilize differentiated learning extension centers to provide depth and learning opportunities.

Project Lead: Grade level teams Staff/Title I Funding/Resources: Curriculum planner and resources Timeline: 2014-15 School Year

Nov. 2014: Differentiated stations are being used during LA. Teachers are using various texts within reading groups and leveled assignments provided by curriculum. Jan. 2015: Teachers continue to use various texts and activities for learning extensions. May 2015: Extension activities continued throughout the 4th nine weeks and the Learning Commons was used for these small groups. These activities lead students to take ownership of their work and facilitate their own learning.

Provide “I Wonder Boxes” for students to discover topics including a variety of genres.

Project Lead: Grade level teams Staff/Title I Funding/Resources: District curriculum Timeline: 2014-15 School Year

Jan. 2015: “I Wonder Boxes” are being used in classroom libraries. May 2015: ”I Wonder Boxes” used in all-subject areas before and after reading (essential questions help thinking). Teachers model “I Wonder” statements and thinking.

Third and Fourth Grade and ELA (Reading and Writing) Critical Action: Increase the Writing proficiency rate of Limited English Proficient (LEP) students and Hispanic students to narrow the achievement gap.

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☐ THQ ☐ OPD ☐ IPI ☐ TRA ☒ TTD ☒ MSP ☐ FSP ☐ AHQ





Provide sentence stems from the ELPS instructional tool book/training to encourage the use of complete sentences when

Project Lead: Grade level teams, intervention specialists,

Nov. 2014: IC plans include sentence frames that are being used in the classroom with academic vocabulary.


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speaking and writing (simple and complex). ESL teachers Staff/Title I Funding/Resources: ELD kits, sentence strips and ELPS instructional tool book Timeline: 2014-15 School Year

Jan. 2015: Grade levels are finding additional ways to use the ELPS instructional tool book. Discovery Techbook is also being utilized as great sentence starters. Students are being taught to change short answer questions into a complete answer. May 2015: Sentence stems are provided in each grade level throughout the day. Sentence frames have also been used in the general education classroom with academic vocabulary.

Model and repeat (echo) correct sentence structure. Project Lead: Grade level teams, intervention specialists, ESL teachers Staff/Title I Funding/Resources: All staff Timeline: 2014-15 School Year

Jan. 2015: Teachers model and repeat correct sentence structure all day. May 2015: As teachers talked with ELL students, they corrected the grammar and then allowed time for the students to repeat the sentence correctly. This was an instrumental instruction tool that filtered into their writing.

Brainstorm writing topics through sketching the story elements. Project Lead: Grade level teams, intervention specialists, ESL teachers Staff/Title I Funding/Resources: All staff Timeline: 2014-15 School Year

Nov. 2014: Kinder is using sketches to brainstorm writing ideas. Other grade levels are using circle, bubble, and concept maps. Jan. 2015: K-2 are using sketching ideas, storyboards, and 4-square from Empowering Writers. 3-5 use graphic organizers for brainstorming and prewriting. May 2015: Storyboards have been incorporated into writing lessons that have been pivotal in the organizational process of ELL students. Teachers have also used access to the Learning Commons to provide different opportunities for prewriting. Students used legos to build story elements before writing.

Fifth Grade and Science Critical Action: Increase the proficiency of African American and Economically Disadvantaged students on the STAAR Science test to narrow the achievement gap.



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Use targeted students on the announcements at least once per week to identify and explain science vocabulary. Post words in prominent locations.

Project Lead: Science Vertical Team representatives Staff/Title I Funding/Resources: Science Concepts notebook, Sciencesaurus, librarian Timeline: 2014-15 School Year

Nov. 2014: Critical vocabulary words posted throughout classrooms. District vocabulary lists will be used to guide morning announcement plan. Jan. 2015: Student names and visual vocabulary have been submitted. Plans for having kids on announcements will be discussed with leadership. May 2015: Students were unable to participate in this program due to various time constraints. Announcements did include a “Mariner Minute,” which implemented some of the district vocabulary. All teachers created vocabulary cards for future use. This was collected by the VT leaders.


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Increase vocabulary through the use of computer applications and campus and district resources in grades 3, 4, and 5, such as iStation.

Project Lead: 3-5 grade teachers, intervention specialists, and librarian Staff/Title I Funding/Resources: Adventure Series library books, Comprehension Toolkit, Science non-fiction passages, Science Vocavatar, iStation, and Discovery TechBook, Critical Vocabulary Timeline: 2014-15 School Year

Nov. 2014: Students strive to meet an established number of minutes each week (set by iStation). Lessons expose students to science related articles. Comprehension Toolkit lessons have begun in grades 2-5. Discovery Techbook is utilized across grade levels, with an emphasis on the 5-E model. Vocabulary is embedded throughout all lessons. Jan. 2015: Students continue to utilize all available computer programs. Upper grade teachers reported using sentence frames from Discovery Techbook. May 2015: Teachers continue to implement a variety of technology to enhance vocabulary with students. The Learning Commons provides additional opportunities with laptops, iPads, etc.

Integrate discussion questions from the Integrated Curriculum in all applicable grade levels.

Project Lead: Applicable grade levels Staff/Title I Funding/Resources: Discussion Questions from PISD Curriculum Timeline: 2014-15 School Year

Nov. 2014: 3-5 grades utilize discussion questions in a variety of ways – homework, warm-ups, etc. These serve as a talking piece and encourage scientific thinking. K-2 expose students to vocabulary daily and encourage higher level thinking in daily lessons. Jan. 2015: Discussion questions are available in grades 2-5 and are used in a variety of ways (homework, warmup, parent volunteers). K-1 utilized guided discussion questions, which are embedded within each lesson. Upper grades reported using brief constructed responses as a way to close each lesson. May 2015: Sentence frames and constructed responses from Discovery Techbook provide opportunities for discussion.

Utilize high interest articles from a variety of nonfiction text during guided reading.

Project Lead: Grade level teams, intervention specialists Staff/Title I Funding/Resources: Librarian, Science Readers, TFK, Literacy Library, Nat Geo Articles Timeline: 2014-15 School Year

Nov. 2014: Lower grades utilize Scholastic and National Geographic leveled readers. Grades 2 and 5 utilize the Time For Kids magazine articles to encourage scientific discussion. National Geographic leveled readers have been purchased and placed in the Literacy Library. Additional nonfiction books were purchased using funds from the school’s Fall Book Fair, and will be made available when delivered. The school librarian exposes students to a variety of nonfiction in her weekly lessons. Jan. 2015: Grade levels continue to use nonfiction texts in a


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variety of ways, from small group guided reading to whole group discussions. Lower grades use fluency cards that focus on nonfiction topics. May 2015: The Literacy Library continues to add nonfiction titles, including National Geographic leveled readers. These are utilized throughout the school in small group settings.

All Grades and Math Critical Action: Increase the Math proficiency rate of Hispanic, African American, Limited English Proficient (LEP), Economically Disadvantaged, and Special Education students to narrow the achievement gap.






Study and analyze STAAR data in grades 3-5 to find areas to improve student performance

Project Lead: Grade 3-5 teachers, intervention specialists Staff/Title I Funding/Resources: STAAR Data, Campus Item analysis, Title I Specialist (paid for by Title I funds Timeline: September 2014

Nov. 2014: Math VT studied and analyzed STAAR data in grade levels prior to beginning of school and will continue throughout the year. Jan. 2015: Progress is ongoing May 2015: 2014 STAAR data was analyzed and 2015 STAAR data will be available at the end of the month.

Study and analyze MAP data in grades K-5 to improve student performance.

Project Lead: Grade level teams, intervention specialists Staff/Title I Funding/Resources: SAS Data management system, Title I Specialist (paid for by Title I funds) Timeline: Sept 2014; Jan 2015; Jun 2015

Nov. 2014: MAP data was used to group students in skill builder groups according to targeted instruction needs. Jan. 2015: After MOY MAP, grade levels assessed data to regroup flexible groups as needed. May 2015: Math VT analyzed EOY MAP data to calculate percentages of students meeting PES targets.

Increase targeted instruction through skill builder and flexible groups using student performance data and classroom observations.

Project Lead: Grade level teams, intervention specialists Staff/Title I Funding/Resources:

Nov. 2014: MAP data was used to group students in skill builder groups according to targeted instruction needed. Jan. 2015: After MOY MAP, grade levels assessed data to regroup


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SAS Data management system, Title I Specialist (paid for by Title I funds), Intervention specialist Timeline: 2014-15 School Year

flexible groups as needed. May 2015: Math VT analyzed EOY MAP data to calculate percentages of students meeting PES targets.

Utilize Title I teacher and small group instruction to target student learning needs.

Project Lead: Grade level teams, intervention specialists Staff/Title I Funding/Resources: Title I Specialist (paid for by Title I funds) Timeline: 2014-15 School Year

Nov. 2014: Title I teacher is used for grades 3-5 and small group instruction and is ongoing in all grade levels. Jan. 2015: Title I teacher continues to see students in grades 3-5 and small groups to target learning needs. May 2015: Success indicated by teachers as MAP data was analyzed.

Conduct a book study about project-based learning in mathematics and analyze how it will promote authentic learning, transfer of knowledge, and understanding of skills.

Project Lead: Grade level teams, intervention specialists, Math Vertical Team Staff/Title I Funding/Resources: Math Vertical Team, Title I Specialist (paid for by Title I funds), Project-based learning in math book Timeline: 2014-15 School Year

Nov. 2014: PBL book study began and chapters 1-2 were discussed. Jan. 2015: PBL book was discussed and teachers implemented PBL projects in various grade levels and TEKS. May 2015: PBL projects were discussed and planned for Financial Literacy unit.


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Health, Fitness and Attendance

Goals: The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Goals:

Applicabl

e

Students

Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

COORDINATED SCHOOL HEALTH: Forms are available on

inside.pisd

K-8 Designate a Campus Wellness Captain and establish a

Campus Wellness Team; set meetings, establish

measurable goals and document progress toward goal

completion.

Principal

Campus Wellness

Plan

Oct 2014 Kristi Sims and Blake Boydston are co-

captains. Team and goals were established.

K-8 Include at least one Parent on Campus Wellness Team. Campus

Wellness

Captain

Campus Wellness

Plan

2014-15

School Year

Sharmeen Jilla (PTA President) and Jana

Sciple

K-8 Ensure that all components of the Coordinated School

Health curriculum are delivered in an appropriate setting,

i.e. classroom component requires use of a classroom.

Principal Coordinated

School Health

Curriculum

2014-15

School Year

Fitness class covers the CSH curriculum.

K-8 Create a Coordinated School Health bulletin board inside

the school building for students, staff and parents to view.

P.E. Teacher/

Staff

Coordinated

School Health

Curriculum

2014-15

School Year

There is 1 bulletin board located in the

cafeteria, 1 in the gym, and 1 in the Fitness

classroom

K-8 Notify parents/community members of Family Wellness

Nights/Health Fairs through use of marquee, newsletter,

web page, myPISD.

Campus

Wellness

Captain/Princip

al

Campus Wellness

Plan

Jan-Feb

2015

Completed by the Wellness committee

FITNESS: Forms are available on inside.pisd

3-8 Analyze student fitness data to set program goals for

school year.

P.E. Teacher Program Goal

Form

2014-15

School Year

Coaches used Fitness Gram data

3-8 All eligible students will be assessed using fitness test

components.

P.E. Teacher Student Exemption

Form

2014-15

School Year

Fitness Gram completed in grades 3-5 twice

during the school year - fall and spring

4th

& 7th

Ensure all data for 3rd

-8th

grade students is entered on

timely basis, fitness report cards are printed (4th and 7th

P.E. Teacher Fitnessgram

Student Report

2014-15

School Year

Fitness Gram completed in grades 3-5 twice

during the school year - fall and spring, sent


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grade) and sent to parents or linked through myPISD. home with students with 9 weeks report

cards

PHYSICAL ACTIVITY REQUIREMENTS: Forms are available on inside.pisd

K-8 Ensure students are receiving required physical education

classes/minutes for each school year and achieving

moderate to vigorous physical activity (MVPA) 50% of the

physical education class period.

Principal Recommended

sample schedules

are available upon

request

MVPA Form

2014-15

School Year

Occurs during P.E. and Fitness classes

K-8 Measure MVPA and physical activity time using

pedometers and heart rate monitors.

P.E. Teacher Pedometers; heart

rate monitors

2014-15

School Year

Occurs during Fitness classes

K-8 Ensure physical education staff is using a sequential and

developmentally appropriate curriculum which has

students active at least 70%-90% of class time.

Principal Yearly Plan Form

Lesson Plans

Visible During

Class Time

Observation

2014-15

School Year

Follows district curriculum for P.E. and

Fitness classes

K-5 Ensure students are receiving daily unstructured play

during recess.

Principal 2014-15

School Year

Daily recess time

K-5 Ensure students are receiving opportunities for brain

breaks and short activity breaks.

Principal Brain break books

and web resources

2014-15

School Year

Provided throughout the school day in all

grade levels

ATTENDANCE: Forms are available on inside.pisd (Please complete cells below)

K-8 Monitor attendance of students and follow up on

prominent and chronic absences.

Principal Pinnacle Online

Gradebook

2014-15

School Year

Schoolwide reports run at least every other

week to monitor unexcused absences and

tardies

K-8 (NEW ACTION STEP) Using Fitnessgram and attendance

data, set measurable goals for students who have

prominent and chronic absences and whose fitness test

scores fall outside the Healthy Fitness Zone.

Principal Student Goal Form 2014-15

School Year

Continue to monitor and support with

positive reinforcement.


19

Violence Prevention and Bullying

Goals: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal

aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283)

Strategies for Accomplishing Goals:

Applicable Students


Staff PREVENTION:

Identify high risk areas. Administration and staff will identify high risk areas and designate/schedule staff for these areas.

Principal, Admin Intern, Asst. Principal

Staff feedback/survey

2014-15

School Year

August 19, 2014: Counselor trained staff on the identification and reporting of bullying, Staff also discussed the areas of concern during the anti-bullying PDH. Supervision in these areas were discussed.

Monitor high risk areas. Staff will be made aware of high risk areas and a standard/schedule for monitoring these areas will be enforced.

Principal Designee

Staff assignments/ schedule

2014-15

School Year

August 19, 2014: Staff were assigned areas in the hallways before and after school. Staff placement at recess was also discussed.

Follow Campus Rules/Expectations. Staff will review with students the rules and expectations for both the school and the classroom.

Principal Code of Conduct, District Handbook Campus Handbook

2014-15

School Year

August 25-29, 2014: Rules and expectations are reviewed with all students.

Staff EDUCATION:

Participate in annual staff training on bullying/sexual harassment. The counselor will train the staff in the policies and procedures for bullying on campus. The information used for training will be provided by the district.

Principal or designee

Handouts/PowerPoint

Sept 2014 August 19, 2014: Staff attended a training given by the counselor on bullying (including the definition, current laws, prevention, and intervention) By December 19, 2015: Staff will view the sexual harassment video required by the district and submit documentation that it was completed.

Review referral process. The administration will have an open door policy for students, staff, and parents when it come to reporting bullying.


Campus referral plan

Sept 2014 August 19, 2014: The referral process was reviewed during the staff anti-bullying training.

Staff INTERVENTION:

Establish recommended intervention strategies for classroom/campus. Classroom teachers will communicate with parents at the

Principal or designee (campus

Discipline Management Plan

Aug 2014 August 19, 2015: Intervention strategies were discussed during the anti-bullying training. R-Time was also reviewed as it is a requirement


20

early onset of incidents to prevent escalation. R-time lessons will be taught to help the class have a community feel.

discipline staff)

for all grade levels weekly

Implement campus referral plan. Student conferences and investigations will be held when there has been a report of bullying. Stay-away agreements will be enforced if bullying persists.


Campus Referral Plan

2014-15 School Year

August 25, 2014 - June 5, 2015: All policies were implemented as incidences occurred. Stay-away agreements were enforced as needed.

Utilize Discipline Management strategies. Principal or designee

Discipline Management Plan

2014-15 School Year

August 25, 2015 - June 5. 2015: Love and Logic Materials were made available to staff members. Staff implemented R-Time in all classrooms.

All Students

PREVENTION:

State clear student expectations/campus rules/citizenship. R-time lessons will be taught weekly to all students. Silver compliment tickets will be given to students who show exceptional citizenship. 3-4 guidance lessons will be given to all students. This includes the definition of bullying and how to handle a bullying situation.


Code of Conduct/ Student-Parent Handbook

2014-15 School Year

August 25-29, 2015: During the first week of school, classroom and school rules and expectation were reviewed with all students. August 25 - June 5, 2015: R-Time lessons were taught in every class on a weekly basis. August 25 - June 5, 2015: Guidance lessons are taught bi-monthly to every class. August 25 - June 5, 2015: Citizenship awards are given out every six weeks

Monitor high risk areas. Staff will be made aware of high risks areas and will be assigned these areas to be monitored.

All staff Schedule (if necessary)

2014-15 School Year

August 25 - June 5, 2015: Student expectations were reviewed throughout the year in guidance lessons and with the classroom teachers through R-Time. Staff were assigned areas in the hallways before and after school. Staff placement at recess was also discussed.

All Students

EDUCATION:

Explain referral process/contacts. Teachers will set the expectations at the beginning of the year and review them as necessary. R-Time lessons will be taught weekly in all grade levels by the classroom teachers to build a sense of community within their classroom and grade level.

All teachers Referral Plan Aug 2014 August 25-29, 2014: Each teacher reviewed classroom and school rules and expectations as well as the referral process. August 25, 2014 - June 5, 2015: R-time lessons will be taught weekly in all grade levels.


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All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: Teachers will use the R-Time program to foster positive relationships in their classroom and grade level. The counselor will teach 3-4 lessons during guidance to all grade levels on anti-bullying.

All teachers All teachers Intervention Strategies Handout

2014-15

School

Year

R-time lessons were taught weekly throughout all grade levels. At least 3-4 bullying lessons were taught by the counselor in all grade levels on anti-bullying. Resources used included some of the following: Kelso’s Choices, I Didn’t Know I Was a Bully, and How to Fill Your Bucket.

Employ discipline interventions: Communication regarding both positive and negative behaviors to parents. Use of Love and Logic consequences. Conferences with both students and parents. Educational materials on parenting made available to parents to check out. Behavior/Success Plans for students struggling with behaviors

Designated staff Intervention Strategies Handout

2014-15

School

Year

Strategies were implemented throughout the school year as situations arose.

Use other intervention strategies as necessary/appropriate. In School Suspension, Out of School Suspension, and classroom changes will be made as deemed appropriate for the individual situation.

Administrative staff or counselors

Intervention Strategies Handout

2014-15

School

Year


Conference with parents/students. Conferences with parents and students about behaviors who are not following the Student Code of Conduct.

Teachers or other staff

Phone/email Conference room

2014-15

School

Year



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Parent Involvement

Critical Action: The campus will provide for a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☐ THQ ☐ OPD ☒ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ





Require all parents to register students via Parent Portal in order to have access to Enews, grades, attendance, and electronic information.

Project Lead: Principal Staff/Title I Funding/Resources: Parent Portal Timeline: 2014-15 School Year

Parents were encouraged to complete emergency forms online and register for Parent Portal.

Identify parents without computer/internet access to offer hard copies of school information.

Project Lead: Principal Staff/Title I Funding/Resources: Hard copy of district forms Timeline: 2014-15 School Year

Classroom teachers provided hard copies for students without computer/internet access.

PTSA representative meets with the principal on a monthly basis to gain insight to student/parent needs.

Project Lead: Principal Staff/Title I Funding/Resources: PTA representative Timeline: 2014-15 School Year

The campus principal meets with the PTA Board and President at least once a month, but usually much more frequently.

Communicate information through E-News. Project Lead: eNews Coordinator Staff/Title I Funding/Resources: eNews System Timeline: 2014-15 School Year

eNews is sent out to parents at least once a week with important information.

Upgrade and maintain the campus website for easy access and increased communication with the community.

Project Lead: Website Coordinator Staff/Title I Funding/Resources: Technology resources Timeline: 2014-15 School Year The campus website is maintained and kept up to date.

Partner with PTSA to offer parental programs on a variety of topics (academic, social, etc…). Project Lead: Counselor

Staff/Title I Funding/Resources: Family Education & Guidance Services Timeline: 2014-15 School Year

Parent Education programs offered throughout the school year: Title I Parent Information, Ready Rose (KG Parents), Digital Citizenship, How to Prepare for MIddle School, How to Prepare for Kindergarten, Positive Mindset (scheduled but had to cancel due to inclement weather/ice), Responsibility


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Highly Qualified Teacher

Critical Action:

The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure.

Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☒ THQ ☐ OPD ☐ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☒ AHQ



Plano ISD reviews and modifies the recruitment schedule

biannually.

HR HR Employee

Recruitment &

Retention

HR Budget

Aug 2014 -

July 2015

District level

Recruiting trips are used to identify highly qualified candidates

interested in teaching in Plano ISD.

HR/Campus

Administrators

HR Employee

Recruitment &

Retention

HR Budget

Aug 2014 -

July 2015

District level

To attract and retain highly qualified applicants for bilingual

students, Plano ISD offers a salary stipend.

HR Operating Fund Aug 2014 -

July 2015

District level

To attract highly qualified applicants, Plano ISD offers pre-service

teachers at local universities the opportunity to student teach at

Plano ISD campuses.

HR/Campus

Administrators

HR Employee

Recruitment &

Retention

HR Budget

Aug 2014 -

July 2015

District level

Local on-going high quality professional development based on

campus/district need is provided to all teachers in all core subject

areas.

Curriculum

Department/Campu

s Administrators

Campus/Curriculum

Budget

Aug 2014 -

July 2015

District level

The Plano ISD Certification Office follows district hiring procedures

to ensure that teachers are not hired if they do not meet “highly

qualified” standards.

HR Certification

Office

HR Budget Aug 2014 -

July 2015

District level


24

Transition (Title I – Targeted Assistance and Schoolwide Campuses Only)

Critical Action:

The Transition from early childhood to elementary school is supported by the district and campus.

Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☐ THQ ☐ OPD ☐ IPI ☒ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ




Formative & Summative Notes

Pre-K staff works collaboratively with Kindergarten staff throughout the school year.

Project Lead: Principal Staff/Title I Funding/Resources: Pre-K & Kindergarten staff Timeline: 2014-15 School Year

May 2014: Conduct transition ARDs with the Pre-K staff for

incoming students

Parent orientations are held to explain the kindergarten program to parents.


April 16, 2015 and May 13, 2015: Kindergarten Parent Information

Meeting for incoming kindergarten families

Student orientation held to give incoming students the opportunity to experience some kindergarten activities.

Project Lead: Principal Staff/Title I Funding/Resources: Kindergarten staff Timeline: 2014-15 School Year

May 7, 2015: Kindergarten “play date” for incoming kindergarten

students

Transition books are used with students and families to provide pictorial support during transition.


Distributed April 16, 2015: Literacy and math resources given to

incoming kindergarten families for use at home in preparation for

the school year


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Annual Measurable Objective (AMO)

A measurement used to determine compliance with the federal No Child Left Behind Act (NCLB). States must develop annual measurable objectives (AMOs) that will determine if a school, district, or the state as a whole is making adequate yearly progress (AYP) toward the goal of having all students proficient in

English language arts and mathematics by 2019-20. For Texas, the AMO target for all grades combined is 79% on the State of Texas Assessments of Academic Readiness (STAAR) English Language Art and mathematics tests.

Critical Action:

For student groups with 25 or more tests, the campus will implement and provide a plan to increase the performance of student groups that did not meet

the NCLB Reading or Mathematics Annual Measurable Objective (AMO) of 79%. Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☒ THQ ☐ OPD ☐ IPI ☐ TRA ☒ TTD ☒ MSP ☒ FSP ☐ AHQ

Reading AMO

*Grades 3-5 STAAR, not including STAAR-A

Mathematics AMO

All African

American Hispanic White Special Ed

Economically Disadvantaged

ELL

% Passed # Tests %

Passed # Tests % Passed # Tests %

Passed # Tests % Passed # Tests %

Passed # Tests % Passed # Tests

85% 268 70% 50 80% 47 92% 125 n/a 11 67% 86 61% 29

All African American Hispanic White Special Ed Economically

Disadvantaged ELL

% Passed (avg. Raw

Score) # Tests

% Passed (avg. Raw

Score) # Tests

% Passed (avg. Raw

Score) # Tests

% Passed (avg. Raw

Score) # Tests

% Passed (avg. Raw

Score) # Tests

% Passed (avg. Raw

Score) # Tests

% Passed (avg. Raw

Score) # Tests

70% (34)

263 56% (27)

49 68% (32)

43 74% (36)

126 n/a 12 57% (27)

82 28 23


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*Grades 3-5 STAAR, not including STAAR-A

*Based on # of Items Correct in 2015 STAAR for Equivalency to 2014 Standards from TEA

3rd Grade = 24/46 Raw Score for Level II Satisfactory (approximately 52%)

4th Grade = 24/48 Raw Score for Level II Satisfactory (approximately 50%)

5th Grade = 22/50 Raw Score for Level II Satisfactory (approximately 44%)


Action Step Formative & Summative Notes and Reflections

Study and analyze STAAR data in grades 3-5 to find areas to improve student performance

Project Lead: Grade 3-5 teachers; intervention specialists Staff Resources: STAAR Data, Campus Item analysis Timeline: September 2014

Study and analyze MAP data in grades K-5 to improve student performance. Project Lead: Grade level teams; intervention specialists Staff Resources: SAS Data management system Timeline: Sept 2014; Jan 2015; June 2015

Increase targeted instruction through skill builder and flexible groups using student performance data and classroom observations.

Project Lead: Grade level teams; intervention specialists Staff Resources: SAS Data management system Timeline: 2014-15 School Year

Utilize Title I teacher and small group instruction to target student learning needs. Project Lead: Grade level teams; intervention specialists Timeline: 2014-15 School Year

Conduct a book study about Project-based learning in mathematics and analyze how it will promote authentic learning, transfer of knowledge, and understanding of skills.

Project Lead: Grade level teams; intervention specialists; Math Vertical Team Timeline: 2014-15 School Year