campus improvement plan manford williams elementary school

Lamar Consolidated Independent School District

Williams Elementary

2021-2022 Campus Improvement Plan

Williams ElementaryGenerated by Plan4Learning.com 1 of 36 October 1, 2021 2:38 PM

Table of Contents

Comprehensive Needs Assessment 3Demographics 3

Comprehensive Needs Assessment Data Documentation 3Goals 6

Goal 1: By May 2022, the percentage of students that meet grade level expectations in reading on GRA and STAAR will increase by at least 5% in Approaches, Meets,and Masters in all grade levels. 2020-2021 Campus STAAR Performance Gr 3 Reading 93% Approaches, 53% Meets, 21% Masters Gr 4 Reading 76% Approaches,58% Meets, 33% Masters Gr 5 Reading 92% Approaches, 79% Meets, 53% Masters 2020-2021 End of Year GRA Gr Below Level On Level Above Level K 48% 15%38% 1 29% 8% 63% 2 30% 11% 60% 7Goal 2: By May 2022, the percentage of students that meet grade level expectations in math STAAR will increase by at least 5% in Approaches, Meets, and Masters inall grade levels. 2020-2021 Campus STAAR Performance Gr 3 Math 93% Approaches, 62% Meets, 32% Masters Gr 4 Math 78% Approaches, 56% Meets, 44%Masters Gr 5 Math 96% Approaches, 81% Meets, 62% Masters 15Goal 3: By June 2022, the percentage of 5th grade students that meet grade level expectations in Science STAAR will increase by at least 5% in Approaches, Meets, andMasters from 87/66/43% Approaches/Meets/Masters in 2020-2021. 21Goal 4: By May 2022, we will increase the number of parents that are satisfied with the opportunities to be involved in their child's school from 89% to 95% accordingto the 2021-2022 LCISD Parent Campus Climate Survey. 25Goal 5: By May 2022, we will increase students' perception of friendliness on campus by students and staff from 70% to 80% according to the 2021-2022 LCISDStudent Campus Climate Survey. 27

State Compensatory 29Budget for Williams Elementary 30Personnel for Williams Elementary 30

Title I Schoolwide Elements 30ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 311.1: Comprehensive Needs Assessment 31ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 312.1: Campus Improvement Plan developed with appropriate stakeholders 312.2: Regular monitoring and revision 322.5: Increased learning time and well-rounded education 32ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 323.1: Develop and distribute Parent and Family Engagement Policy 32

Title I Personnel 32Campus Funding Summary 33Addendums 35


Comprehensive Needs AssessmentDemographics

Demographics Summary

Demographics: Manford Williams Elementary School currently has 386 students enrolled for the 2021-2022 school year.

Our campus consists of 34% African American, 30.5% Hispanic, 15.9% White, 0.2% American Indian, 14.6% Asian, 0.2% Pacific Islander, and 4.5% Two or more Races.

Enrollment by student group is 42.9% economically disadvantaged, 13.4% special education, and 23.1% english learners.

There is a 13.3% mobility rate.

Our attendance rate is 97.2%.

Demographics Strengths

Student Achievement:

STAAR Math for all students: 88% approaches, 65% meets, 45% masters.

STAAR ELAR for all students: 87% approaches, 64% meets, 36% masters.

STAAR Science: 87% apporaches, 66% meets, 43% masters.

First grade - 70.59% of our students are on or above grade level on GRA.

Second grade - 70.17% of our students are on or above grade level on GRA.

Third grade STAAR Reading- 90.2% approaches, 50.98% meets, 21.57% masters; Math - 90.2% approaches, 62.75 meets, 35.29% masters.

Fourth grade STAAR Reading - 76% approaches, 62% meets, 38% masters; Math - 76% apporaches, 56% meets, 40% masters.

Fifth grade STAAR Reading - 92.45% approaches, 79.25% meets, 52.83% masters; Math 96.23% approaches, 81.13% meets, 62.26% masters; Science - 86.79% approaches,66.04% meets, 43.4% masters.


Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsHB3 Reading and math goals for PreK-3Performance Objectives with summative review (prior year)Campus/District improvement plans (current and prior years)Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.Planning and decision making committee(s) meeting dataState and federal planning requirementsCovid-19 Factors and/or waivers

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainDomain 1 - Student AchievementStudent Progress DomainDomain 2 - Student ProgressClosing the Gaps DomainDomain 3 - Closing the GapsComprehensive, Targeted, and/or Additional Targeted Support Identification dataAccountability Distinction DesignationsFederal Report Card Data

Student Data: Assessments

State and federally required assessment informationState and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)(STAAR) current and longitudinal results, including all versionsSTAAR released test questionsSTAAR EL progress measure dataTexas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8Student failure and/or retention ratesLocal diagnostic reading assessment dataLocal benchmark or common assessments dataRunning Records resultsTexas approved PreK - 2nd grade assessment dataTexas approved Prekindergarten and Kindergarten assessment dataState-developed online interim assessments


Grades that measure student performance based on the TEKS

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progressRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline, attendance, and progressSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation dataEconomically disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance, progress, and participation dataSpecial education/non-special education population including discipline, progress and participation dataMigrant/non-migrant population including performance, progress, discipline, attendance and mobility dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subjectSchool safety dataEnrollment trends

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataTTESS dataT-PESS data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rate


Community surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures data


GoalsGoal 1: By May 2022, the percentage of students that meet grade level expectations in reading on GRA and STAAR will increase by at least 5% inApproaches, Meets, and Masters in all grade levels.

2020-2021 Campus STAAR PerformanceGr 3 Reading 93% Approaches, 53% Meets, 21% MastersGr 4 Reading 76% Approaches, 58% Meets, 33% MastersGr 5 Reading 92% Approaches, 79% Meets, 53% Masters

2020-2021 End of Year GRAGr Below Level On Level Above LevelK 48% 15% 38%1 29% 8% 63%2 30% 11% 60%

Performance Objective 1: Improve quality of Tier 1 instruction.

Evaluation Data Sources: District assessments and STAAR

Strategy 1 Details ReviewsStrategy 1: Ensure all ELAR teachers receive adequate trainings and instructional supports such as The Science ofReading Academies, Units of Study Phonics, Next Steps to Guided Reading, Running Records, LLI, etc.

Strategy's Expected Result/Impact: high quality tier 1 instructionStaff Responsible for Monitoring: Principal, Assistant Principal, Literacy Coach, ESL Coach, ELARTeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support StrategyFunding Sources: supplemental reading resources - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $681, supplemental reading resources - 211 Title I, Part A - $2,000

Formative SummativeNov Feb Apr June


Strategy 2 Details ReviewsStrategy 2: Teachers will deliver instruction from Units of Study Phonics and Guided Reading group lessons daily asseen in their lesson plans with a focus on comprehension, vocabulary, fluency, oral reading, phonics, and grammar.

Strategy's Expected Result/Impact: High quality tier 1 instruction, increased GRA levels in all grades andincreased TX-KIA levels in K-2.Staff Responsible for Monitoring: Principal, Assistant Principal, Literacy Coach, ESL Coach, ELARTeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction


Strategy 3 Details ReviewsStrategy 3: Based on small group instruction, teacher will implement common, formative, and summative assessmentsand desegregate, analyze, and share results in PLCs to analyze patterns and performance to adjust tier 1 instruction andfocus on growth of all subpops.

Strategy's Expected Result/Impact: High quality tier 1 instruction, deeper conversation and instructionaladjustments in PLCs.Staff Responsible for Monitoring: Principal, Assistant Principal, Literacy Coach, ESL Coach, ELARTeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum,Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy


Strategy 4 Details ReviewsStrategy 4: Teachers will deliver instruction using a consistent and effective program of writing materials that will beincorporated into all classrooms for all students. The program will include components of Structured Literacy andWriter's Workshop. Teachers will also incorporate cross-curricular short constructed response (SCR) writing activitiesand a variety of answer response types (multi-select, multi-part, ordering, hotspot/label, graphing, etc.) on all majorassessments grades 2-5.

Strategy's Expected Result/Impact: High quality tier 1 instruction and vertical alignment in ELARStaff Responsible for Monitoring: Principal, Assistant Principal, Literacy Coach, ESL Coach, ELARTeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy



Strategy 5 Details ReviewsStrategy 5: The PK teachers and aide will provide a well-rounded instruction to PK students following the districtcurriculum and using the PK checklist to improve Kindergarten Readiness.

Strategy's Expected Result/Impact: Early childhood intervention to support our youngest learners will aidein life long success.Staff Responsible for Monitoring: Principal, PK teachers, and PK aidesTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers andprincipals, Build a foundation of reading and mathFunding Sources: personnel - 2 teachers and 1 aide - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $142,805.86


No Progress Accomplished Continue/Modify Discontinue


Goal 1: By May 2022, the percentage of students that meet grade level expectations in reading on GRA and STAAR will increase by at least 5% inApproaches, Meets, and Masters in all grade levels.



Performance Objective 2: Targeted intervention to support student improvement.


Strategy 1 Details ReviewsStrategy 1: We will provide tutorials, individualized instruction support, and materials for at risk students in order toclose the COVID 19 gap and other academic deficits.

Strategy's Expected Result/Impact: High quality tier 1 instruction, increased individual student growthStaff Responsible for Monitoring: Principal, Assistant Principal, Literacy Coach, ESL Coach, ELARTeachers, Special Ed TeachersTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction - ComprehensiveSupport Strategy - Targeted Support StrategyFunding Sources: supplemental ESL and ELAR materials - 211 Title I, Part A - $1,500, personnel - 211Title I, Part A - $26,541.98


Strategy 2 Details ReviewsStrategy 2: During Wrangler Watch (MTSS), teachers and CORE team will review all summative, daily, and districtassessment data and identify students needing intervention. Small groups will be formed for before, during, andafterschool intervention groups. Hire instructional tutors for additional support.

Strategy's Expected Result/Impact: Literacy Coach, Title 1 aide, ESL Coach, Reading Interventionist,classroom teachers, and tutors will have scheduled tutorial groups based on student need and data.Staff Responsible for Monitoring: Principal, Assistant Principal, Coaches, Teachers, and TutorsTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support StrategyFunding Sources: instructional tutors - 211 Title I, Part A - $1,500



Strategy 3 Details ReviewsStrategy 3: Each nine weeks SPED case managers, ESL Lead, and teachers will meet with campus administration toreview individual student data and progress for Special Education students to tailor their accommodations as needed toscaffold for success resulting in an increase from 56% approaches on STAAR reading assessments in 2020-2021 to 60%in 2021-2022.

Strategy's Expected Result/Impact: High quality tier 1 instruction, targeted intervention with resultsStaff Responsible for Monitoring: Principal, Assistant Principal, and SPED case managersTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 1: Strong School Leadership and Planning, Lever 4: High-Quality Curriculum - Comprehensive Support Strategy - Targeted Support Strategy


Strategy 4 Details ReviewsStrategy 4: The ELAR Coach will provide supplemental instruction, support and timely interventions to address theneeds of at-risk students on our campus and Tier 3 students.

Strategy's Expected Result/Impact: High quality tier 1 instruction, targeted intervention with resultsStaff Responsible for Monitoring: Principals and ELAR CoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: EffectiveInstructionFunding Sources: personnel - ELAR Coach - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $17,075







Performance Objective 3: A. The percent of 3rd grade students that score meeting grade level or above on STAAR Reading will increase by 5% ascompared to the 2020-2021 STAAR reading scores.

B. The percent of 3rd grade students that score meets grade level or above on STAAR Reading will increase from 54% to 70% by June 2024.

HB3 Goal


Strategy 1 Details ReviewsStrategy 1: Based on small group instruction, teacher will implement common, formative, and summative assessmentsand desegregate, analyze, and share results in PLCs to analyze patterns and performance to adjust tier 1 instruction andfocus foundational skills that are missing from K-2 Next Steps to Guided Reading such as phonics, phonemicawareness, fluency, etc.

Strategy's Expected Result/Impact: High quality tier 1 instruction, deeper conversation and instructionaladjustments in PLCs.Staff Responsible for Monitoring: Principal, Assistant Principal, Literacy Coach, ESL Coach, ELARTeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum,Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy



Strategy 2 Details ReviewsStrategy 2: GT Facilitator and Librarian will pull a targeted enrichment group with a focus on higher level thinkingskills.

Strategy's Expected Result/Impact: 3rd grade students will be exposed to higher level thinking andperform higher than normal on STAAR assessments (higher rates of meets and masters).Staff Responsible for Monitoring: Principal, Classroom Teachers, GT facilitator, and LibrarianTitle I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math - ESF Levers:Lever 4: High-Quality Curriculum







Performance Objective 4: Ensure all ELAR teachers have appropriate materials and resources to enhance instruction to all students including studentsidentified as at risk.


Strategy 1 Details ReviewsStrategy 1: Inventory all ELAR materials and purchase necessary resources to ensure equity and equality in allclassrooms.

Strategy's Expected Result/Impact: Teachers are equipped with research based, relevant materials -equitable personalized instruction and high yield instructional strategies.Staff Responsible for Monitoring: Principal, Assistant Principal, ELAR Coach, ELAR TeachersTitle I Schoolwide Elements: 2.4, 2.6Funding Sources: supplemental ELAR materials - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $1,000, supplemental ELAR materials - 211 Title I, Part A - $500, supplemental ESL materials - 211 Title I,Part A - $500


Strategy 2 Details ReviewsStrategy 2: Schedule meetings for teachers and staff to explain to parents the available reading resources, materials,and strategies to support partnerships connected to parent, family, and community engagement plan.

Strategy's Expected Result/Impact: Increased relevance of home-school connection.



Staff Responsible for Monitoring: Principal, Assistant Principal, ELAR Coach, ELAR TeachersTitle I Schoolwide Elements: 2.6, 3.2 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers,Lever 3: Positive School Culture - Comprehensive Support Strategy - Targeted Support StrategyFunding Sources: refreshments for parent meetings - 211 Title I, Part A - $158.02



Goal 2: By May 2022, the percentage of students that meet grade level expectations in math STAAR will increase by at least 5% in Approaches, Meets,and Masters in all grade levels.

2020-2021 Campus STAAR PerformanceGr 3 Math 93% Approaches, 62% Meets, 32% MastersGr 4 Math 78% Approaches, 56% Meets, 44% MastersGr 5 Math 96% Approaches, 81% Meets, 62% Masters



Strategy 1 Details ReviewsStrategy 1: Ensure all Math teachers receive adequate trainings and instructional supports such as Number Talks, DeepPractice, Guided Math, Spiral Review, etc.

Strategy's Expected Result/Impact: high quality tier 1 instructionStaff Responsible for Monitoring: Principal, Assistant Principal, Math Coach, ESL Coach, Math TeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support StrategyFunding Sources: supplemental math resources - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $1,500, supplemental math resources - 211 Title I, Part A - $1,000


Strategy 2 Details ReviewsStrategy 2: Based on small group instruction, teacher will implement common, formative, and summative assessmentsand desegregate, analyze, and share results in PLCs to analyze patterns and performance to adjust tier 1 instruction andfocus on growth of all subpops.

Strategy's Expected Result/Impact: High quality tier 1 instruction, deeper conversation and instructionaladjustments in PLCs.Staff Responsible for Monitoring: Principal, Assistant Principal, Math Coach, ESL Coach, Math TeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum,Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy



Strategy 3 Details ReviewsStrategy 3: Teachers will deliver instruction using a consistent and effective program of academic vocabulary duringinstruction, guided math, spiral review, and deep practice. Teachers will also incorporate cross-curricular shortconstructed response (SCR) writing activities and a variety of answer response types (multi-select, multi-part, ordering,hotspot/label, graphing, etc.) on all major assessments grades 2-5.

Strategy's Expected Result/Impact: High quality tier 1 instruction and vertical alignment in MathStaff Responsible for Monitoring: Principal, Assistant Principal, Math Coach, ESL Coach, MathTeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support StrategyFunding Sources: supplemental math materials - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $500









Strategy's Expected Result/Impact: High quality tier 1 instruction, increased individual student growthStaff Responsible for Monitoring: Principal, Assistant Principal, Math Coach, ESL Coach, Math Teachers,Special Ed Teachers, and tutorsTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction - ComprehensiveSupport Strategy - Targeted Support StrategyFunding Sources: instructional tutors - 211 Title I, Part A - $2,500


Strategy 2 Details ReviewsStrategy 2: During Wrangler Watch (MTSS), teachers and CORE team will review all summative, daily, and districtassessment data and identify students needing intervention. Small groups will be formed for before, during, andafterschool intervention groups.

Strategy's Expected Result/Impact: Math Coach, ESL Coach, and classroom teachers will have scheduledtutorial groups based on student need and data.Staff Responsible for Monitoring: Principal, Assistant Principal, Coaches, and TeachersTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support Strategy



Strategy 3 Details ReviewsStrategy 3: Each nine weeks SPED case managers, ESL Lead, and teachers will meet with campus administration toreview individual student data and progress for Special Education students to tailor their accommodations as needed toscaffold for success resulting in an increase from 71% approaches on STAAR Math assessments in 2020-2021 to 75%in 2021-2022.







Performance Objective 3: A. The percent of 3rd grade students that score meeting grade level or above on STAAR Math will increase by 5% as comparedto the 2020-2021 STAAR reading and math scores. B. The percent of 3rd grade students that score meets grade level or above on STAAR Math will increase from 63% to 83% by June 2024.

HB3 Goal

Evaluation Data Sources: STAAR

Strategy 1 Details ReviewsStrategy 1: Based on small group instruction, teacher will implement common, formative, and summative assessmentsand desegregate, analyze, and share results in PLCs to analyze patterns and performance to adjust tier 1 instruction andfocus on fundamental skills missing from K-2.

Strategy's Expected Result/Impact: High quality tier 1 instruction, deeper conversation and instructionaladjustments in PLCs.Staff Responsible for Monitoring: Principal, Assistant Principal, Math Coach, ESL Coach, Math TeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum,Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy


Strategy 2 Details ReviewsStrategy 2: Math Coach will pull a targeted enrichment group with a focus on higher level thinking skills.

Strategy's Expected Result/Impact: 3rd grade students will be exposed to higher level thinking andperform higher than normal on STAAR assessments (higher rates of meets and masters).Staff Responsible for Monitoring: Principal, Classroom Teachers, and Math CoachTitle I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math - ESF Levers:Lever 4: High-Quality Curriculum






Performance Objective 4: Ensure all Math teachers have appropriate materials and resources to enhance instruction to all students including studentsidentified as at risk.

Evaluation Data Sources: district assessments and STAAR

Strategy 1 Details ReviewsStrategy 1: Inventory all Math materials and purchase necessary resources to ensure equity and equality in allclassrooms.

Strategy's Expected Result/Impact: Teachers are equipped with research based, relevant materials -equitable personalized instruction and high yield instructional strategies.Staff Responsible for Monitoring: Principal, Assistant Principal, Math Coach, Math TeachersTitle I Schoolwide Elements: 2.4, 2.6Funding Sources: supplemental Math materials - 211 Title I, Part A - $500


Strategy 2 Details ReviewsStrategy 2: Schedule meetings for teachers and staff to explain to parents the available math resources, materials, andstrategies to support partnerships connected to parent, family, and community engagement plan.

Strategy's Expected Result/Impact: Increased relevance of home-school connection.Staff Responsible for Monitoring: Principal, Assistant Principal, Math Coach, Math TeachersTitle I Schoolwide Elements: 2.6, 3.2 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers,Lever 3: Positive School Culture - Comprehensive Support Strategy - Targeted Support StrategyFunding Sources: refreshments for parent meetings - 211 Title I, Part A - $200




Goal 3: By June 2022, the percentage of 5th grade students that meet grade level expectations in Science STAAR will increase by at least 5% inApproaches, Meets, and Masters from 87/66/43% Approaches/Meets/Masters in 2020-2021.



Strategy 1 Details ReviewsStrategy 1: Ensure all Science teachers receive adequate trainings such as Stemscopes, etc. and instructional supports.

Strategy's Expected Result/Impact: high quality tier 1 instructionStaff Responsible for Monitoring: Principal, Assistant Principal, Math/Science Coach, ESL Coach, ScienceTeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support StrategyFunding Sources: supplemental science resources - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $500


Strategy 2 Details ReviewsStrategy 2: Teachers will implement common, formative, and summative assessments and desegregate, analyze, andshare results in PLCs to analyze patterns and performance to adjust tier 1 instruction and focus on growth of allsubpops.

Strategy's Expected Result/Impact: High quality tier 1 instruction, deeper conversation and instructionaladjustments in PLCs.Staff Responsible for Monitoring: Principal, Assistant Principal, Math/Science Coach, ESL Coach, ScienceTeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum,Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy



Strategy 3 Details ReviewsStrategy 3: Teachers will deliver instruction using a consistent and effective program of academic vocabulary duringinstruction and active science lab usage. Teachers will also incorporate cross-curricular short constructed response(SCR) writing activities and a variety of answer response types (multi-select, multi-part, ordering, hotspot/label,graphing, etc.) on all major assessments grades 2-5.

Strategy's Expected Result/Impact: High quality tier 1 instruction and vertical alignment in ScienceStaff Responsible for Monitoring: Principal, Assistant Principal, Math/Science Coach, ESL Coach, ScienceTeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support StrategyFunding Sources: supplemental science materials - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $500








Strategy's Expected Result/Impact: High quality tier 1 instruction, increased individual student growthStaff Responsible for Monitoring: Principal, Assistant Principal, Math Coach, ESL Coach, MathTeachers,Special Ed TeachersTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction - ComprehensiveSupport Strategy - Targeted Support StrategyFunding Sources: supplemental ESL materials - 211 Title I, Part A - $200, supplemental Science materials - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $500


Strategy 2 Details ReviewsStrategy 2: During Wrangler Watch (MTSS), teachers and CORE team will review all summative, daily, and districtassessment data and identify students needing intervention. Small groups will be formed for before, during, andafterschool intervention groups.

Strategy's Expected Result/Impact: Math Coach, ESL Coach, and classroom teachers will have scheduledtutorial groups based on student need and data.Staff Responsible for Monitoring: Principal, Assistant Principal, Coaches, and TeachersTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support Strategy


Strategy 3 Details ReviewsStrategy 3: Each nine weeks SPED case managers, ESL Lead, and teachers will meet with campus administration toreview individual student data and progress for Special Education students and EL's to tailor their accommodations asneeded to scaffold for success.






Performance Objective 3: Ensure all Science teachers have appropriate materials and resources to enhance instruction to all students including studentsidentified as at risk.

Evaluation Data Sources: district assessments and STAAR

Strategy 1 Details ReviewsStrategy 1: Inventory all Science materials and purchase necessary resources to ensure equity and equality in allclassrooms.

Strategy's Expected Result/Impact: Teachers are equipped with research based, relevant materials -equitable personalized instruction and high yield instructional strategies.Staff Responsible for Monitoring: Principal, Assistant Principal, Math/Science Coach, Science TeachersTitle I Schoolwide Elements: 2.4, 2.6Funding Sources: supplemental science materials - 211 Title I, Part A - $500


Strategy 2 Details ReviewsStrategy 2: Schedule meetings for teachers and staff to explain to parents the available science resources (Stemscopes,etc.), materials (Science notebooks, etc.), and strategies (think aloud and application to real world, etc.) to supportpartnerships connected to parent, family, and community engagement plan.

Strategy's Expected Result/Impact: Increased relevance of home-school connection.Staff Responsible for Monitoring: Principal, Assistant Principal, Math Coach, Math TeachersTitle I Schoolwide Elements: 2.6, 3.2 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers,Lever 3: Positive School Culture - Comprehensive Support Strategy - Targeted Support Strategy




Goal 4: By May 2022, we will increase the number of parents that are satisfied with the opportunities to be involved in their child's school from 89% to95% according to the 2021-2022 LCISD Parent Campus Climate Survey.

Performance Objective 1: Increase PTO membership from 6-10%.

Evaluation Data Sources: PTO membership data

Strategy 1 Details ReviewsStrategy 1: PTO will have a "membership drive" that will have student and teacher incentives. This will becommunicated to parents through the campus Facebook page, principal weekly communication, and flyers home inTuesday folders.

Strategy's Expected Result/Impact: Increased PTO membership and involvement.Staff Responsible for Monitoring: Principal, AP, teachers, PTO BoardTitle I Schoolwide Elements: 3.1 - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3:Positive School Culture


Strategy 2 Details ReviewsStrategy 2: 100% of staff will join PTO and invite parents to join at every opportunity such as Curriculum Night, Meetthe Teacher and more.

Strategy's Expected Result/Impact: Increased PTO membership and involvement.Staff Responsible for Monitoring: Principal, AP, teachersESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture




Goal 4: By May 2022, we will increase the number of parents that are satisfied with the opportunities to be involved in their child's school from 89% to95% according to the 2021-2022 LCISD Parent Campus Climate Survey.

Performance Objective 2: Increase parent and community involvement.

Evaluation Data Sources: parent sign-in sheets

Strategy 1 Details ReviewsStrategy 1: Invite parents and community members to participate in family education events such as Boo-tastic Mathand Reading Night, Curriculum Night and more based on feedback from Title I parent survey, PTO meetings, andSBDM.

Strategy's Expected Result/Impact: Increased parent attendance and supportStaff Responsible for Monitoring: Principals, Title One CoordinatorTitle I Schoolwide Elements: 2.4, 3.1 - ESF Levers: Lever 3: Positive School Culture


Strategy 2 Details ReviewsStrategy 2: Communicate Social/Emotional programs with parents and acknowledge students meeting expectationsthrough Facebook posts and awards that are sent home to parents about students.

Strategy's Expected Result/Impact: Increased parent feedback and participation.Staff Responsible for Monitoring: CounselorTitle I Schoolwide Elements: 2.6 - ESF Levers: Lever 3: Positive School Culture


Strategy 3 Details ReviewsStrategy 3: Partner with parents to provide COVID-19 and other natural disaster trauma support and resources forfamilies.

Strategy's Expected Result/Impact: Connecting parents with campus and community resources to meetbasic and social emotional needs.Staff Responsible for Monitoring: Teachers, Counselor, Family Support SpecialistTitle I Schoolwide Elements: 2.6 - ESF Levers: Lever 3: Positive School Culture




Goal 5: By May 2022, we will increase students' perception of friendliness on campus by students and staff from 70% to 80% according to the 2021-2022LCISD Student Campus Climate Survey.

Performance Objective 1: Students and staff will participate in social emotional program, Character Counts.

Evaluation Data Sources: Students will demonstrate pillars of Character Counts resulting in a positive climate.

Strategy 1 Details ReviewsStrategy 1: Bi-monthly guidance lesson will be provided by the counselor.

Strategy's Expected Result/Impact: Lessons will aid students in developing decision-making,communication, and life skills. Students also begin to explore their own character, create positive peerrelationships, and learn about teamwork and independent study.Staff Responsible for Monitoring: Principal, CounselorTitle I Schoolwide Elements: 2.6 - ESF Levers: Lever 3: Positive School Culture


Strategy 2 Details ReviewsStrategy 2: Monthly dress up days aligned to Character Counts Pillars.

Strategy's Expected Result/Impact: Initiate monthly conversations and community awareness of CharacterCounts Pillars to positively impact school climate and culture.Staff Responsible for Monitoring: CounselorTitle I Schoolwide Elements: 2.5, 2.6 - ESF Levers: Lever 3: Positive School Culture


Strategy 3 Details ReviewsStrategy 3: Daily announcement of Character Counts strategies.

Strategy's Expected Result/Impact: Lessons will aid students in developing decision-making,communication, and life skills. Students also begin to explore their own character, create positive peerrelationships, and learn about teamwork and independent study.Staff Responsible for Monitoring: CounselorESF Levers: Lever 3: Positive School Culture


Strategy 4 Details ReviewsStrategy 4: Counselor will create and facilitate social groups of students in the areas of friendship, anxiety, and overallwhole child well being.

Strategy's Expected Result/Impact: Improved socio-emotional skills and academic performance.Staff Responsible for Monitoring: CounselorTitle I Schoolwide Elements: 2.6



Strategy 5 Details ReviewsStrategy 5: Students and staff will participate in monthly kindness activities hosted by the "Kindness Crew."

Strategy's Expected Result/Impact: The Kindness Crew will spread monthly acts of kindness throughoutschool to create a positive school climate and culture for both students and staff.Staff Responsible for Monitoring: Principal, CounselorTitle I Schoolwide Elements: 2.5, 2.6 - ESF Levers: Lever 3: Positive School Culture




State CompensatoryBudget for Williams Elementary

Total SCE Funds:Total FTEs Funded by SCE: 3.25Brief Description of SCE Services and/or Programs

Personnel for Williams Elementary

Name Position FTE

Chelsea Barker PK Teacher 1

Crista Bartee PK aide 1

Nancy Castillo PK Teacher 1

Sarah Ramirez ELAR Coach 0.25


Title I Schoolwide ElementsELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

Manford Williams Elementary School conducted a comprehensive needs assessment (CNA) on the following dates: June 14, 2021, September 10, 2021, and September 17,2021. The CNA serves as the centerpiece of our planning process and the driving force most impacting the campus improvement plan. While data is gathered and analyzedthroughout the year, a comprehensive effort is always made at the end of each school year. This year, administrators and teachers collected data in collaboration with teacherleaders and others. Root causes were identified, written as needs and reported to the site-based decision-making committee. The team was given time to reflect on the data and askclarifying questions. When the team felt that all appropriate data had been disaggregated and analyzed, this step of the comprehensive needs assessment was finalized and writteninto the plan.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

Our Site Based Decision Committee includes teachers, parents, business representatives, community members, and administrative personnel. In addition, we were sure to includemembers of the staff that were paraprofessionals and/or part of the special education and ESL departments. Site Based Decision Making Committee Members are listed asfollows:

Anitra Wilson, Principal

Yunghee Choi, Assistant Principal

Rowena Bownds, Admin Assistant

Franciska McCullough, Math Coach

Sarah Ramirez, ELAR Coach

Annette Nava, ESL Coach

Sara Smith, Librarian

Yvonne Carrasco Pena, Counselor

Hailey Volz, Kindergarten Teacher

Megan Cunningham, First Grade Teacher

Rhonda Huseman, Second Grade Teacher


Sarah Lopez, Third Grade Teacher

Amber Raabe, Fourth Grade Teacher

Christie Burch, Fifth Grade Teacher

Debra Ullmann, PE Teacher

Amanda Maughan, Special Education Resource/Inclusion Teacher

Tina Evans, District Rep

Erin Conley, PTO President/Parent

Samira Husain, Parent

Reagan Garcia, Community Partner/Parent

2.2: Regular monitoring and revisionTo remain current and relevant, the CIP will be revised for the 2021-2022 school year and/or evaluated during the following months (November, February, April and June).Tentative Campus Improvement Council/SDM meeting dates are as follows: November 19, 2021, February 18, 2021, April 8, 2021, and June 8, 2021.

2.5: Increased learning time and well-rounded education

At least one goal/objective/strategy must include the phrase well-rounded education.

Example

Students will utilize the Science lab to provide hands on investigations and Scientific observations to increase their understanding of the Scientific Process and Science conceptsfor a well-rounded education.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

The Parent and Family Engagement Policy will be adopted and revised in the fall and spring. The Parent and Family Engagement Policy will be distributed at Open House and ateach Parent and Family Engagement Activity offered at this school. The policy will be available in English and Spanish, and it will be located on the campus website, the frontoffice, and in the State and Federal Programs Office at the district administration building.


Title I PersonnelName Position Program FTE

Andrea Dubose Instructional Paraprofessional Title I 1.00


Campus Funding Summary211 Title I, Part A

Goal Objective Strategy Resources Needed Account Code Amount1 1 1 supplemental reading resources $2,000.00

1 2 1 supplemental ESL and ELAR materials $1,500.00

1 2 1 personnel $26,541.98

1 2 2 instructional tutors $1,500.00

1 4 1 supplemental ELAR materials $500.00

1 4 1 supplemental ESL materials $500.00

1 4 2 refreshments for parent meetings $158.02

2 1 1 supplemental math resources $1,000.00

2 2 1 instructional tutors $2,500.00

2 4 1 supplemental Math materials $500.00

2 4 2 refreshments for parent meetings $200.00

3 2 1 supplemental ESL materials $200.00

3 3 1 supplemental science materials $500.00

Sub-Total $37,600.00

Budgeted Fund Source Amount $37,600.00

+/- Difference $0.00

199 PIX 30 State SCE Title I-A, Schoolwide ActivitGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 supplemental reading resources $681.00

1 1 5 personnel - 2 teachers and 1 aide $142,805.86

1 2 4 personnel - ELAR Coach $17,075.00

1 4 1 supplemental ELAR materials $1,000.00

2 1 1 supplemental math resources $1,500.00

2 1 3 supplemental math materials $500.00

3 1 1 supplemental science resources $500.00

3 1 3 supplemental science materials $500.00

3 2 1 supplemental Science materials $500.00Williams ElementaryGenerated by Plan4Learning.com 34 of 36 October 1, 2021 2:38 PM

199 PIX 30 State SCE Title I-A, Schoolwide ActivitGoal Objective Strategy Resources Needed Account Code Amount

Sub-Total $165,061.86

Budgeted Fund Source Amount $165,061.86

+/- Difference $0.00

Grand Total $202,661.86


Addendums


campus improvement plan manford williams elementary school

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