title i elementary school campus improvement plan 2014-2015 · 2017-04-11 · title i elementary...

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


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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


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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





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





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.


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





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.


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.


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.


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





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)


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.


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.


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Critical Action: STAAR Math Data indicate a need to increase student performance to district average performance levels.






Use of UBD planning model in lesson design.


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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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.


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.






Implement Campus wide Reading Intervention Time, using iStation, and

Comprehension Tool Kit.


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.


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.


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.






Create and post “annotated exemplars” models of writing or student self-assessment.


Was consistently implemented throughout the school.

Students respond to personal narrative/expository prompts on a weekly

basis.


Grade levels report consistent implementation of this action step.

Staff models narrative and expository writing by responding to writing prompts.


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.


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.


Consistently observed.


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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


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


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


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


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.


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)


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


Follow Campus Rules/Expectations. (Required) All Staff Code of Conduct, District Handbook Campus Handbook


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


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


All PREVENTION:


19

Applicable Students


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


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


20

Applicable Students


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


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


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


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



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


23

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



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.


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.


SpEd Staff Spring Step Completed- as needed

Arrange for kindergarten and preschool teachers to visit each other’s classrooms. 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.


Kinder, Pre-K, and

SpEd Staff

Spring Step Completed


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


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


25

Mathematics AMO


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