title i elementary school campus improvement plan 2014-2015 · 2017-04-11 · title i elementary...
TRANSCRIPT
Title I Elementary Campus Improvement Plan: 2014-2015
School Based Improvement Committee
Dooley Elementary
Principal: Dr. Saul Laredo
Mission Statement: The Mission of Dooley Elementary is to provide each student with an excellent education.
Cover Page
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley 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): 9/18/2014
Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 1/24/2015
Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 6/10/2015
Title I Status and Components Addressed (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
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
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SBIC Committee Committee Member’s Name Role Year 1st Participated on SBIC
Cathy Stansberry Faculty Member 2013
Nancy Bernhardt Faculty Member 2014
Susan Knighton Faculty Member 2014
Emily Heath Faculty Member 2014
Stephanie Maeder Faculty Member 2013
Toni Kneedler Faculty Member 2014
Saul Laredo Principal 2011
Dina Rowe District Professional 2013
Ramona Cartwright Campus Professional, Non-teaching 2014
Lauren Shaw Support Staff Member 2013
Kristie Westmoreland Parent-Selected by PTA 2014
Ashlee Baker Parent-Selected by Principal 2014
Erica Johnson/Mark Marcellin Parent 2011/2012
Diana Overhauser Parent 2014
Amy Helmke Parent 2014
Jeanna Lester Parent 2014
Bob Farris Community Member 2014
Susan Meyers/Dawn Thompson Community Member 2013/2012
Mike Pirzadeh Business Representative 2011
Elizabeth Lansing Business Representative 2013
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
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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: < than 3% ISS and AEP Placements 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 describe 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. (CoreWork Diagnostics) Align all instruction with the district’s written curriculum and assessment calendars.
☒ CNA
☒ ISR
☒ THQ
☒ OPD
☐ IPI
☐ TRA
☒ TTD
☒ MSP
☒ FSP
☐ AHQ
All Students
2. (CoreWork Diagnostics) 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 Students
3. (Corework Diagnostics) Model and promote substantive collaboration to foster a learning community.
☒ CNA
☒ ISR
☒ THQ
☒ OPD
☒ IPI
☐ TRA
☐ TTD
☐ MSP
☒ FSP
☐ AHQ
All Students
4. (CoreWork Diagnostics) Supplement classroom interventions with targeted support for students who perform below grade level or demonstrate early mastery of the curriculum.
☒ CNA
☒ ISR
☒ THQ
☒ OPD
☐ IPI
☐ TRA
☐ TTD
☒ MSP
☒ FSP
☐ AHQ
All Students
5. (Gap Analysis) Increase Satisfactory and Advanced performance rates for content area of Science.
☒ CNA
☒ ISR
☒ THQ
☒ OPD
☒ IPI
☐ TRA
☐ TTD
☒ MSP
☒ FSP
☐ AHQ
All Students
6. (Gap Analysis) Increase Satisfactory and Advanced performance rates for content area of Math.
☒ CNA
☒ ISR
☒ THQ
☒ OPD
☒ IPI
☐ TRA
☐ TTD
☒ MSP
☒ FSP
☐ AHQ
All Students
7. (Gap Analysis) Increase Satisfactory and Advanced performance rates for content area of Reading.
☒ CNA
☒ ISR
☒ THQ
☒ OPD
☒ IPI
☐ TRA
☐ TTD
☒ MSP
☒ FSP
☐ AHQ
All Students
8. (Gap Analysis) Increase Satisfactory and Advanced performance rates for content area of Writing
☒ CNA
☒ ISR
☒ THQ
☒ OPD
☒ IPI
☐ TRA
☐ TTD
☒ MSP
☒ FSP
☐ AHQ
All Students
9. (Gap Analysis) (Accountability Safeguards) Increase Satisfactory and Advanced performance rates for African American Students in content area of Math.
☒ CNA
☒ ISR
☒ THQ
☒ OPD
☒ IPI
☐ TRA
☐ TTD
☒ MSP
☒ FSP
☐ AHQ
AA
10. (Gap Analysis) (Accountability Safeguards) Increase Satisfactory and Advanced performance rates for ELL Students in content area of Reading.
☒ CNA
☒ ISR
☒ THQ
☒ OPD
☒ IPI
☒ TRA
☐ TTD
☒ MSP
☒ FSP
☐ AHQ
ELL
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Schoolwide-Coreworks Critical Action: Align all instruction with the district’s written curriculum and assessment calendars.
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
Form teams to study the transition and learning expectations of students,
across content areas within our campus. (Vertical Teams/Professional
Learning Communities)
School Administrators, Instructional Support Specialists, Team Leaders – Fall 2014; Title 1 Funding & Local Funding
Campus Support Team has had the most impact in this area. Meeting regularly with grade level teams. At this time, most teams are more focused on working as a grade level unit. Google Classroom platform to jumpstart school wide conversation was introduced. End of year, Vertical Teams reviewed CIP to evaluate action steps and make further recommendations. We will continue to work through vertical teams, and promote more PLCs.
Plan instruction from district written curriculum using the
UBD model.
Classroom Teachers – Fall 2014 Supported by Campus Support Team. Staff will continue to train on and implement this model.
Use UBD planning model to examine our understanding of student learning expectations.
Classroom Teachers – Fall 2014 Team weekly planning meetings Staff will continue to train on and implement this model.
Create a consistent team language to “unpack” learning
expectations for all students.
School Administrators, Instructional Support Specialists, Team Leaders – Fall 2014
December/January introduce the Art and Science of Teaching framework. Completed two frameworks- Learning Targets, and Learning Scales. School wide implementation of these was observed. Dooley 3- Pedagogy, Collaboration and Capacity Building was introduced as common language.
Adopt and implement a Campus Support Team model to
provide a more efficient way of allocating campus wide
classroom support systems.
School Administrators, Instructional Support Specialists – Fall 2014
CST meets regularly with designated teams. Will continue CST model for 2015 school year. CST Team will travel with students.
Monitor the development of this practice alignment of instruction- through
the Campus Support Team. School Administrators, Instructional Support Specialists, Team Leaders – Fall 2014
Based on January Google Class discussion, a readiness and willingness exist among staff members to move toward a more aligned system. Common Language of Instruction
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Critical Action: Participate in peer classroom visits in order to improve the instructional practices across our campus.
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
Develop and implement a peer classroom observation
schedule.
School Administrators, Instructional Specialists, Fall 2014
January- Introduced Art and Science Framework. Using Google Classrooms provided PD on Learning Targets and Learning Scales. I would like to pursue iObservation as the tool to use to provide feedback to teachers. More detailed planning must occur to fully implement this plan.
Provide structure time for teachers to meet to discuss peer
observations.
School Administrators, Instructional Specialists, Fall 2014
This step is developing at a very slow pace.
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Critical Action: Model and promote substantive collaboration to foster a learning community.
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
Form teams to study the transition and learning expectations of
students, across content areas within our campus.
School Administrators, Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014
December- Planning with Lit. Specialist to address monitoring of students who show characteristics of Dyslexia. Spring meetings will be planned to address needs of ELL students. CST will continue to evaluate and adapt this practice.
Create a consistent team language to “unpack” learning expectations
for all students.
School Administrators, Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014
December/January- Introduction of Art and Science of Teaching Framework. Dooley E was introduced. Implemented two areas- training will continue over summer- Google Classroom.
Adopt and implement a Campus Support Team model to provide a more
efficient way of allocating campus wide classroom support systems.
School Administrators & Team Leaders – Fall 2014
Model is evolving. We’ll be assessed in January/February. Model will continue to be implemented. CST will travel with students.
Provide structure time for teachers to meet to discuss/share new
strategies/training received.
School Administrators – Fall 2014 During Fall semester, Fall tutorials were handled by the CST. This afforded grade level teachers additional after-school planning time. Monitoring of this practice needs to be implemented. Meeting schedule for 2015-2016 will reflect a structure to provide time for these meetings.
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Critical Action: Supplement classroom interventions with targeted support for students who perform below grade level or demonstrate early mastery of
the curriculum.
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
Collaborate with Campus Support Team to proactively
develop and implement intervention plans for students
performing below level who are classified as ELL, or
Economically Disadvantaged.
School Administrators, Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014
September- CST developed intervention/acceleration plans for students who did not meet STAAR passing expectations in Math. January- Demographic profiles were shared with all teams. Teams developed intervention/acceleration plans. CST provided ongoing support to teams. Practice needs to be perfected and will continue for 2015.
Develop and Use pre-assessments-Math- prior to the start of
a learning unit.
Classroom Teachers – Fall 2014 The implementation of this model varies per grade level. As Math unit test are currently being developed, staff will need more training and time to fully implement this step. Additional training and time is needed.
Based on Pre-assessments, develop specific instructional
opportunities for students who demonstrate early mastery of
concepts.
Team Leaders, Classroom Teachers – Fall 2014
The implementation of this model varies per grade level. As Math unit test are currently being developed, staff will need more training and time to fully implement this step. Additional training and time is needed.
Based on Pre-assessments, develop specific instructional
opportunities for students who demonstrate a need for
intervention.
Team Leaders, Classroom Teachers – Fall 2014
The implementation of this model varies per grade level. As Math unit test are currently being developed, staff will need more training and time to fully implement this step.
Use post assessments-Math- to determine the need for
further instruction/intervention.
Team Leaders, Classroom Teachers – Fall 2014
The implementation of this model varies per grade level. As Math unit test are currently being developed, staff will need more training and time to fully implement this step. Discussion on what assessment measures to use continues. Some intervention models might use STAAR Data – 4
th to 5
th to address
students who are at risk of failing STAAR 5th
. Additional training and time is needed.
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Student Achievement/ Ensure that all students meet STAAR Proficiency and growth standards. Critical Action: STAAR Science Data indicate a need to increase student performance to district average performance levels.
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
Grade levels should meet and discuss science together on a
monthly or bi-monthly basis.
Team Leaders & Classroom Teachers – Fall 2014
Two meetings occurred during Fall Semester. Time needs to be better structured to provide meeting times. Meeting schedule for 2015-2016 will reflect these changes.
STEAM projects should be applicable to science grade level
TEKS and STAAR.
Team Leaders & Classroom Teachers Instructional Specialists Fall 2014
Completed 4 STEAM Challenges. Student participation was strong. Incorporated the use of the library to conduct STEAM challenges. Late spring saw the emergence of STEAM Fun Fridays in the Library. Practice will continue in 2015-2016. PLC will be created to plan and implement future STEAM Challenges.
There should be an integration and/or incorporation of
science in language arts and reading by using non-fiction
Science Texts in daily reading instruction as well as reading
assessments. (TFK)
Team Leaders & Classroom Teachers – Fall 2014
Teachers are consistently- weekly- integrating non-fiction Science stories in to their reading instruction. January- Team of Dooley teachers will begin a collaborative professional development opportunity with Discovery Education Trainers.
Grade Levels will schedule Science based Field Trips School Administrators, Team Leaders & Classroom Teachers – Fall 2014; Title 1 & Local Funding
Spring time is Field Trip Season. Sci-Tech Discovery Center, OLC, Sea Life World Aquarium.
Grade Level Teachers will implement the DSR science review
activities.
Team Leaders & Classroom Teachers – Fall 2014
Consistent implementation of DSR has been observed in grades 3-5. There is a need to develop DSR materials for grades K-2. K-2 Teachers have requested additional training in this area.
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
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Critical Action: STAAR Math Data indicate a need to increase student performance to district average performance levels.
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
Use of UBD planning model in lesson design.
Team Leaders & Classroom Teachers – Fall 2014
On-going- Staff is becoming more comfortable with planning process. Additional training time and opportunities to plan with teams are needed.
Promote and develop student fact fluency using a variety of
visual and tactile models, and available instructional
technology.
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014
School wide implementation of Big Brainz is highly visible. Very positive results have resulted from the implementation of Big Brainz with rigor and fidelity.
Fact fluency formative evaluations in grades 2-5. Instructional Specialists, Team Leaders & Classroom Teachers – Fall 2014
Grades 2-5 are implementing Big Brainz on a wide spread and very consistent fashion. Will move away from this practice, and will adopt using Big Brainz.
Use of pre- and post-assessments with every unit of study. Team Leaders & Classroom Teachers – Fall 2014
The implementation of this model varies per grade level. As Math unit test are currently being developed, staff will need more training and time to fully implement this step.
Display anchor charts of key math concepts and standards
that organize, visualize, and unpack the learning expectation.
Instructional Specialists, Team Leaders & Classroom Teachers – Fall 2014
Through observation data, the model is used throughout the school.
Consistently model a problem solving framework in all
grades, such as BUGS and modeling the problem.
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014
Through observation data, the model is used throughout the school.
Vertical Teams/PLCs study and communicate how their
grade’s TEKS align with and support STAAR readiness,
supporting, and process standards.
School Administrators, Instructional Specialists, Team Leaders &Classroom Teachers – Fall 2014
Pending- as teachers better acquaint themselves to the new Math curriculum. This step will be implemented in the latter part of the spring semester. Structure of 2015-2016 will reflect time allotments to facilitate more consistency in this practice.
Provide an eight- to ten-week extended day tutorial program
in the fall for students in 4th and 5th grade who did not meet
the previous year STAAR performance standard in math.
School Administrators, Instructional Specialists & Team Leaders – Fall 2014; Title 1 & Local Funding
Implemented in Fall Semester. Positive results were noted in grade 5. Grade 4 had mixed results. Planning with Instructional support team for Fall 2015 will occur in August 2015.
Provide small group instruction for previously documented
underperforming subpopulations (African American, English
Language Learners, and Economically Disadvantaged) during
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014; Title 1 & Local Funding
Spring Tutorials- after=-school were provided. Mixed results. Overall passing rate on STAAR was healthy, AA math results appear to be stagnant. Evaluating scores to see the impact of student mobility. A few grade levels, 4
th and 3
rd, worked out a schedule to
use Daily 3 Math structure to facilitate an additional math
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Action Step Project Lead, Staff,
Title I Funding, Resources, Timeline
Formative & Summative Notes and Reflections
intervention time for students who fall within the pink
probability range (less than 50% chance of meeting Level II
Standard on STAAR) after spring MAP testing.
intervention time. Early morning tutorials for Big Brainz and TTM were also provided.
Offer training once a year on campus for suggested software
updates and uses.
School Administrators, Instructional Specialists & Team Leaders – Fall 2014; Title 1 & Local Funding
On-going- provided training on Google Docs during Fall Semester. CTA and Instructional Support Team have provided team training on Big Brainz.
All grades will provide a weekly question or suggestion as to
how families can encourage and support the current
classroom objectives at home.
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014; Title 1 & Local Funding
Home School Connection Newsletter Grade Level Newsletters- Team e-mail communications. Ready Rosie was launched in late Fall. Difficult to measure the impact of these strategies.
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Critical Action: STAAR Reading Data indicate a need to increase student performance to district average performance levels.
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
Implement Campus wide Reading Intervention Time, using iStation, and
Comprehension Tool Kit.
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014; Title 1 & Local Funding
Wide spread and consistent implementation is observed. Will continue implementation. Will use current staggered model.
Provide training on ELD strategies Trained Staff – Fall 2014; Key Staff has been trained. Will move to school side training in Fall 2015.
Provide training on Constructing Meaning Strategies Trained Staff- Fall 2014 Key Staff has been trained. Will move to school side training in Fall 2015.
Monitor student progress via multiple assessment measures. (Reading
Benchmarks, MAP, iStation)
School Administrators, Instructional Support Specialists, Team Leaders, Classroom Teachers – Fall 2014;
Fall Data meetings Winter Data Meetings Fall CMIT/Kid Talk Meetings. CST meetings Continue to fine tuen and refine this process.
Provide small group instruction for ELL and ED students during Reading
Intervention Time who fall within the 50% probability range in spring MAP
testing.
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014; Title 1 & Local Funding
MAP Data shared with teams- January Late January- Spring Intervention Plans to be implemented. Spring interventions yielded mixed results. Planning for remediation/acceleration of ELL Students will be revisited during August 2015 planning meetings. Overall reading scores are strong; however, ELL sub pop continues to show slow growth. Student mobility factors need to be considered.
Provide small group instruction for ELL and ED students during Reading
Intervention Time who did not meet STAAR passing standard in previous
spring STAAR Administration.
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014; Title 1 & Local Funding
Provided during Fall Intervention Time. Provided Spring Intervention time. Monitored progress. First Admin results yielded mixed results for our 5
th graders. Student mobility plays a huge role
in testing outcomes. Planning for remediation/acceleration of ELL Students will be revisited during August 2015 planning meetings.
All grades will provide a weekly question or suggestion as to how families
can encourage and support the current classroom objectives at home.
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014;
Grade Levels report consistent implementation of this action step.
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Critical Action: STAAR Writing Data indicate a need to increase student performance to district average performance levels.
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 and post “annotated exemplars” models of writing or student self-assessment.
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014;
Was consistently implemented throughout the school.
Students respond to personal narrative/expository prompts on a weekly
basis.
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014;
Grade levels report consistent implementation of this action step.
Staff models narrative and expository writing by responding to writing prompts.
Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014; Title 1 & Local Funding
Grade levels report consistent implementation of this strategy. 4th
grade received training from Tita Alarcon. Consistent and successful implementation of strategies was observed throughout 4
th grade. Will invite Tita to model strategies with 3
rd grade
teachers. Students have opportunity to share their writing. Instructional Support Specialists,
Team Leaders & Classroom Teachers – Fall 2014;
Grade levels report consistent implementation of this action step. Quick writes, journal prompts and author's chair, weekly writing prompts through Daily 5.
Evaluate student writing through various assessment formats (MAP, benchmarks).
School Administrators, Instructional Support Specialists, Team Leaders & Classroom Teachers – Fall 2014;
Grade levels report consistent implementation of this action step.
Use of Daily Grammar and Revision warm ups. Team Leaders & Classroom Teachers – Fall 2014
Widespread and consistent implementation.
Use student writing portfolios in K-5, for student self-reflection, and to monitor at each grade level the development of writing skills.
Team Leaders & Classroom Teachers – Fall 2014;
Implementation of this step is inconsistent. Step needs to be re-evaluated.
Students in grades 2 -5 will respond to a personal narrative/expository
prompts on a weekly basis.
Team Leaders & Classroom Teachers – Fall 2014;
Consistently observed.
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
16
Health, Fitness and Attendance
Critical Action:
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 Critical Action:
Applicable
Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
COORDINATED SCHOOL HEALTH: Forms are available on inside.pisd
K-5 Designate a Campus Wellness Captain and establish a Campus
Wellness Team; set meetings, establish measurable goals and
document progress toward goal completion. (Required - Form
Provided)
Principal
Campus
Wellness Plan
Fall 2014 Step completed. SBIC will encourage
wellness Team to develop goals based
on CSEAS Data.
K-5 Include at least one Parent on Campus Wellness Team.
(Required)
Campus
Wellness Captain
Campus
Wellness Plan
Fall 2014 Step completed
K-5 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. (Required)
Principal
PE Teachers
Coordinated
School Health
Curriculum
On going Step completed
K-5 Create a Coordinated School Health bulletin board inside the
school building for students, staff and parents to view.
(Required)
P.E. Teacher/
Staff
Coordinated
School Health
Curriculum
On going Step completed
K-5 Notify parents/community members of Family Wellness
Nights/Health Fairs through use of marquee, newsletter, web
page, myPISD.
Campus
Wellness
Captain/Principal
Campus
Wellness Plan
On going Step completed
FITNESS: Forms are available on inside.pisd
3-5 Analyze student fitness data to set program goals for school
year. (Required - Form Provided)
P.E. Teacher Program Goal
Form
Fall 2014 Step completed. Data shared at last
SBIC meeting.
3-5 All eligible students will be assessed using fitness test
components. (Required - Form Provided)
P.E. Teacher Student
Exemption
Form
Spring
2015
Step completed
4th
(NEW ACTION STEP) Ensure all data for 3rd
-5th
grade students is
entered on timely basis, fitness report cards are printed for 4th
grade and sent to parents or linked through myPISD. (Required)
P.E. Teacher Fitnessgram
Student Report
Fall 2014 Step completed
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
17
PHYSICAL ACTIVITY REQUIREMENTS: Forms are available on inside.pisd
K-5 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. (Required - Form Provided)
Principal/PE
Teachers
Recommended
sample
schedules are
available upon
request
MVPA Form
On going Step completed. School fitness
room opened in Spring semester.
Very popular among students.
Used consistently.
K-5 Measure MVPA and physical activity time using pedometers and
heart rate monitors. (Required)
P.E. Teacher Pedometers;
heart rate
monitors
On going Step completed. Staff is looking at
new tools and applications to
incorporate.
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. (Required - Form Provided)
Principal
PE Teachers
Yearly Plan
Form
Lesson Plans
Visible During
Class Time
Observation
On going Step completed.
K-5 (NEW ACTION STEP) Ensure students are receiving daily
unstructured play during recess. (Required)
Principal
Classroom Teachers
Observations On going Step completed
K-5 (NEW ACTION STEP) Ensure students are receiving opportunities for
brain breaks and short activity breaks. (Required)
Principal
Classroom Teachers
Resources
available upon
request
On going Step Completed
ATTENDANCE: Forms are available on inside.pisd (Please complete cells below)
K-5 Monitor attendance of students and follow up on prominent and
chronic absences. (Required)
Principal/Assistant
Principal
Attendance
records and
personnel
On going Step completed
K-5 Develop and implement a system to promote and recognize Perfect
Attendance and High Attendance Rates.
Principal
/Assistant Principal/
Classroom Teachers.
Attendance
Records and
personnel
On going Step completed. Recognition given
at each student Citizenship
Assembly.
K-5 (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. (Required)
Principal/ Assistant
Principal
PE Teachers
Student Goal
Form
Fall 2014 Staff did not recognize a need to
implement this step. No subjects
were found to have this
correlation.
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
18
Violence Prevention and Bullying
Critical Action: 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 Critical Action:
Applicable Students
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
Staff PREVENTION:
Identify high risk areas. (Required) Principal/Admin Intern/Asst. Principal/All Staff
Staff feedback/ survey Fall 2014 Step Completed
Monitor high risk areas. (Required) All Staff Staff assignments/ schedule
On going Step Completed
Follow Campus Rules/Expectations. (Required) All Staff Code of Conduct, District Handbook Campus Handbook
On going Step Completed
Staff EDUCATION:
Participate in annual staff training on bullying/sexual harassment. (Required)
All Staff Handouts/PowerPoint August
2014
Step Completed
Review referral process. (Required) All Staff Campus referral plan Fall 2014 Step Completed
R-Time Implementation and Training All Staff Counselor Training Materials
Fall 2014 Step Completed
Develop and implement on a monthly basis, by grade level, a student team building activity.
Grade Level Team Leaders/Classroom Teachers.
Planning time and activity resources
Fall 2014 Will work with PE personnel to increase the visibility of this step. Grades 4 and 5 have had success with this step.
Staff INTERVENTION:
Establish recommended intervention strategies for classroom/campus. (Required)
All Staff Discipline Management Plan
Fall 2014 Step Completed
Implement campus referral plan. (Required) Principal or designee
Campus Referral Plan Fall 2014 Step Completed- monitor through CST Team
Utilize Discipline Management strategies. (Required) All Staff Discipline Management Plan
On going Step Completed
All PREVENTION:
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
19
Applicable Students
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
Students
State clear student expectations/campus rules/citizenship. (Required)
All Staff Code of Conduct/ Student-Parent Handbook
On going Step Completed. Grades 4 and 5 have successful Self manager programs, as well as incorporation of AVID strategies.
Monitor high risk areas. (Required) All staff Schedule (if necessary) On going Step Completed
Develop and implement grade level progressive discipline plans.
Team Leaders Classroom Teachers
All Staff/Planning
time
Fall
2014/on
going]
Step Completed
Counselor led Guidance Lessons Counselor Counseling resources
and curriculum
Fall
2014/on
going
Step Completed
Use Positive Behavior Support Strategies All Staff PBS Tools On going Step Completed
All Students
EDUCATION:
Explain campus referral process/contacts. (Required) All teachers Referral Plan Fall 2014 Step Completed
Anti-victimization Guidance Lessons Counselor Lesson plans/guidance
lessons Fall 2014 Step Completed
Implement Project Wisdom and R-time Principal/All Staff Project Wisdom
curriculum
Fall 2014 Step Completed
Train and develop students and staff in grades 4 and 5 on AVID Program Practices.
AVID Trained Staff Staff Training, Binder
supplies/planning
time.
Fall 2014 Step Completed. Will train 3 teachers this summer at AVID institute.
All Students
INTERVENTION: (Please complete cells below)
Apply classroom interventions: (Required) All teachers Planning time On going Step Completed
Employ discipline interventions: (Required) Designated staff Training/Professional Fall Step Completed
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
20
Applicable Students
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
development 2014/on
going
Use other intervention strategies as necessary/appropriate. (Required)
Administrative staff or counselors
Training/Intervention
Plans Fall
2014/on
going
Step Completed
Conference with parents/students. (Required) Teachers or other staff
Staff, conference
times
Fall
2014/on
going
Step Completed
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
21
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
Strategies for Accomplishing Critical Action:
Action Step Project Lead, Staff, Title I Staff,
Resources, Timeline Formative & Summative Notes and Reflections
Encourage all parents to register students via Parent Portal in order to have access to Enews, grades, attendance, and electronic information.
All Staff Step Completed. 2015 evaluate the use of Parent Portal.
Identify parents without computer/internet access to offer hard copies of school information.
All Staff Step Completed
PTA President and other representative meets with the principal on a monthly basis to gain insight to student/parent needs
Principal Step Completed
Communicate information through E-News. Principal/designee Step Completed
Upgrade and maintain the campus website for easy access and increased communication with the community.
Principal/designee Some progress was made in this area. Will continue to work on setting up an update schedule.
Partner with PTA to offer parental programs on a variety of topics (academic, social, etc…).
Counselor Step Completed
Quarterly – Evening -Chat with the Principals sessions open to the
community.
Principal Step Completed. Attendance at events is low.
Home School Connection Newsletters All Staff Step Completed
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
22
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
Strategies for Accomplishing Critical Action:
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
Plano ISD reviews and modifies the recruitment schedule
biannually.
HR HR Employee
Recruitment &
Retention
HR Budget
Aug 2014 -
July 2015
Step Completed
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
Step Completed
To attract and retain highly qualified applicants for bilingual
students, Plano ISD offers a salary stipend.
HR Operating Fund Aug 2014 -
July 2015
Step Completed
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
Step Completed
Local on-going high quality professional development based on
campus/district need is provided to all teachers in all core subject
areas.
Curriculum
Department/Campus
Administrators
Campus/Curriculum
Budget
Aug 2014 -
July 2015
Step Completed
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
Step Completed
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
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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
Strategies for Accomplishing Critical Action:
Action Step Responsible Staff/Resources Timeline Formative & Summative Notes
Pre-K staff work collaboratively with Kindergarten staff throughout the school year.
Pre-K & Kindergarten staff
Kinder, Pre-K, and
SpEd Staff
Spring Step Completed
Parent orientations are held to explain the kindergarten program to parents.
Pre-K & Kindergarten staff
Kinder Staff, Admin.
Staff
Spring Step Completed- RAMP Night held in
May 2015
Transition books are used with students and families to provide pictorial support during transition.
Pre-K & Kindergarten staff
SpEd Staff Spring Step Completed- as needed
Arrange for kindergarten and preschool teachers to visit each other’s classrooms. Pre-K & Kindergarten staff
Pre-K & Kindergarten staff
Kinder, Pre-K, and
SpEd Staff
Spring Step Completed- SpEd transitions.
Have preschool teachers provide the future kindergarten teacher with children’s portfolios or a written record of their learning during preschool.
Pre-K & Kindergarten staff
Kinder, Pre-K, and
SpEd Staff
Spring Step Completed
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
24
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 ☐ HQA
Reading AMO
Strategies for Accomplishing Critical Action:
Action Step Formative & Summative Notes and Reflections
1. Implement Campus wide Reading Intervention Time, using iStation, Comprehension Tool Kit, and Guided Reading Strategies.
2. Monitor student progress through Campus Support Teams- Using (Reading Benchmarks, MAP, iStation)
3. Develop and implement Individual Acceleration Plans for ELL Students- who do not meet mid-year MAP Benchmark-based on MAP Standards and prior year STAAR
performance. IAPs to be implemented during Reading Intervention Time, or designated tutorials.
Reading intervention time, IStaion morning tutorials were consistently provided. Student progress was monitored closely through formal and informal channels. Teachers used CTK strategies. Overall campus reading scores are strong. ELL scores reflect growth but will fall short of 2015 AMO targets. Campus will modify intervention plans, and consider options for addressing student mobility. Campus notes that students with concurrent enrollment of 2+ years on this campus, show growth and meet standards. Title 1 adult temp support was offered to grades K-2, in an effort to close learning gaps at a younger age. This was a positive first step and will likely be implemented in the Fall of 2015 if resources are available.
All African
American Hispanic White Special Ed
Economically Disadvantaged
ELL
% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests
89 221 83 29 86 73 94 89 92 25 85 100 78 45
Title I Elementary School Campus Improvement Plan 2014-2015 Dooley Elementary
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Mathematics AMO
Strategies for Accomplishing Critical Action:
Action Step Formative & Summative Notes and Reflections
1. Fall after-school tutorials for grade 4 and 5 students who did not meet Spring 2014 STAAR Passing Standard. Targeted areas were identified based on STAAR item analysis. Supporting STAAR Achievement, Lone Star Math, and Motivation Math are being used to provide additional support on prior year Readiness Standards.
2. Monitor student progress through Campus Support Team. Review Using Pre/post assessments from tutorials, as well as Winter MAP scores.
3. Develop Individual Acceleration Plans for AA students who do not meet mid-year
MAP Benchmark. Based on MAP Standards and prior year STAAR performance, IAPs will be developed and implemented during designated tutorials and small group instruction during math class. Think through Math, Supporting STAAR Achievement, Lone Star Math, and Motivation Math will be used as teaching resources.
Math intervention time, after school tutorials, early morning Big Brainz and TTM intervention was offered. Student progress was monitored closely through formal and informal channels. Overall campus Math scores are improving, and strong. AA scores reflect growth but will fall short of 2015 AMO targets. Campus will modify intervention plans, and consider options for addressing student mobility. Campus notes that students with concurrent enrollment of 2+ years on this campus, show growth and meet standards.
All African
American Hispanic White Special Ed
Economically Disadvantaged
ELL
% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests
83 222 73 30 81 73 85 89 84 25 80 101 82 45