2016-2017 Campus Improvement Plan Fields Store Elementary ... · Goal 3: WISD and Fields Store Elementary will provide a safe, secure and respectful learning environment for students

Waller Independent School District

Fields Store Elementary

2016-2017 Campus Improvement Plan

Fields Store ElementaryGenerated by Plan4Learning.com 1 of 39 Campus #237904106

June 20, 2017 8:46 am

Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Goal 1: WISD and Fields Store Elementary will ensure academic performance and achievement levels reflect excellence in learning and attainmentof both high expectations and high standards for all students. (Student Achievement) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goal 2: WISD and Fields Store Elementary will continue to develop and support systems, programs, instructional standards, professionals,paraprofessionals and volunteers to enhance students' knowledge, skills, and performance in every adopted curriculum area. (Curriculum) . . . . . . . . 19Goal 3: WISD and Fields Store Elementary will provide a safe, secure and respectful learning environment for students and staff. (Safety) . . . . . . . . 23Goal 4: WISD and Fields Store Elementary will continue to retain, recruit, and acknowledge effective student-centered, highly qualified employees.(Human Resources) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goal 5: WISD and Fields Store Elementary will provide a supportive, professional teaching environment that encourages teaching excellence.(Environment) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Goal 6: WISD and Fields Store Elementary will continue state and national leadership in the use of technology in all phases of the educationalprocess. (Technology) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Goal 7: WISD and Fields Store Elementary will continue to prioritize two-way communication between Waller ISD and all patrons through allsources available and encourage relationships of trust and mutual support. (Public Relations) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Goal 8: WISD and Fields Store Elementary will provide the necessary financial resources for the support of the instructional program throughprudent management and fiscal responsibility. (Fiscal and Resource Management) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Goal 9: WISD and Fields Store Elementary will provide co-curricular and extracurricular opportunities and programs for students as a means ofpreparing them for the future. (Enrichment Programs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Goal 10: WISD and Fields Store Elementary will continue to emphasize the educational advantages for students, staff and community in a diverseenvironment. (Diversity) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36


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Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36


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Comprehensive Needs Assessment

Needs Assessment Overview

The Fields Store Elementary School needs assessment process is described below. The schools comprehensive needs assessment committee met and formedsubcommittees to evaluate the previous year’s data. The subcommittees were: Demographics, Student Achievement, School Culture and Climate, StaffQuality/Professional Development, Curriculum Instruction and Assessment, Family and Community Involvement, School Context and Organization, andTechnology. The committees evaluated program evaluations, survey results, and the following data: 15-16 Enrollment Data on Snapshot, 2015CampusAccountability Table, Campus At Risk Indicators and numbers on campus, Fields Store STAAR data vs. State, Preliminary AYP 2015, 2015 PBMAS, 2016TELPAS, Sample Teacher job description, 2015-2016 Retention Information, Sample PDAS Document, Curriculum Bundle, Sample Scope and Sequence,CBA/Benchmark Assessment Control Form, Fields Store Perception Surveys, Discipline Data from 14-15 and 15-16, campus compacts, Bell schedules,campus maps, technology plan, STARR Chart Results, Campus Technology Inventory. Documentation of the process includes meeting minutes, agenda,sign-in sheets, subcommittee folders with data reviewed and findings (completed worksheets from the Region 20 CNA tool), and the Fields StoreComprehensive Needs Assessment Summary.


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Demographics

Demographics Summary

The student population of Fields Store Elementary School is: 1 % African American, 54 % White, 42 % Hispanic, 2% all other races, 54.6 % lowsocioeconomic status. The staff population of Fields Store is: 2.8 % African American, 77.9 % White, 0 % Asian, 19.4 % Hispanic, 0% Native American,13.8 % Male, 86.2 % Female. Fields Store is proud that 100% of the instructional staff is highly qualified (teachers and instructional aides). The averagedaily attendance rate for students is 96.1 %. Within various programs at Fields Store Elementary School, we serve a number of students. The numbers ofstudents served are: 151 Limited English Proficient, 28 Gifted and Talented Program, and 60 Special Education Program.

* Development classroom and/or campus incentives for attendance

Our School-wide Title I program consists of parent involvement activities, computer based intervention programs, reading and/or math campus basedinterventionists, campus academic tutors for core subject areas, summer programming for identified students, and professional development.

Our State Compensatory Education program (SCE) consists of STAAR Acceleration teachers, instructional aides to assist at-risk students, homeboundinstruction, and summer programming for identified students.

Our Title II program consists of subject area curriculum coordinators that provide embedded professional development for our staff, assistance with teachercertification exams to meet the requirements of NCLB Highly qualified, supplemental materials to assist the HR department in recruiting HQ employees, andprofessional development outside the district, as well as consultants hired within the district to provide professional development.

Our Title III program consists of computer based intervention programs, bilingual campus academic tutors for core subject areas, bilingual LEP campusbased interventionists, Sheltered Instruction and ESL Certification trainings, summer programming for identified students, and parent involvement activities.

Our 21st Century After School program consists of parent involvement activities, as well as student academic and enrichment opportunities.


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Our Special Education program is directed by a series of laws, all of which stem from the federal statute, the Individuals with Disabilities Education Act(IDEA). Now, compliance with federal law in the provision of services to students with disabilities is mandated and enforced through funding. Funds tosupport the excess costs of special education are generated through block grants to the states, who then disburse these monies to local education agencies(LEAs). These funds are used for such things as: Salaries for support and related service staff, to purchase specially designed materials for instructionalpurposes, to provide training to campuses and support staff, to purchase special supplies and materials for students who are served in special education.Federal funds must be used to supplement and not supplant state and local special education funds.

Demographics Strengths

Most absences are excusedResidency checks complete on frequent tardies

Demographics Needs

Address tardiesMake K-3 classes smaller


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Student Achievement

Student Achievement Summary

All schools in Texas must meet standards set in four state acccountability areas. For the 2015-2016 school, year. Fields Store Elementary met all fourtargets:

Index 1 - Student Achievement. Fields Store Elementary Score:85 (state target score =60)Index 2 - Student Progress. Fields Store Elementary Score: 48 (state target score = 30)Index 3 - Closing performance Gaps. Fields Store Elementary Score: 50 (state target score = 28)Index 4 - Post -Secondary Readiness. Fields Store Elementayr Score: 51 (state target score = 12)

These scores result in Fields Store Elementary receiving a 2016 Texas Accountability Met Standard Rating. The campus also earned four distinctions:

Post-secondary Readiness,Top 25 Percent: Closing Gaps,ELA/ReadingScience

Although we are proud of our scores, we know there is much more work to be done. On the 2016 STAAR, the following scores for all grades show thepercentage at Phase-In Satisfactory Stanard or Above:

All Subject - Reading Grade 3-70% (State 74, District 72)Reading Grade 4-85% (State 77, District 78)Reading Grade 5-81% (State 75, District 78) Math Grade 3 - 85% (State 76, District 79)Math Grade 4 - 89% (State 74, District 81)Math Grade 5 - 80% (State 75, District 83)Writing 4th Grade - 81% (State 69% District 72%)Science 5th Grade - 86% (State 75% District 82%)

A deep analysis of the above scores at grade level and by each student group reveals that almost all student groups have shown positive growth whencomparing the 2015 and 2016 STAAR data. Interventon strategies will be implemented to accelerate learning and close this gap.

While the campus is showing overall growth, the amount of growth among student groups is not equal. One focus for the campus is the variance between thehighest and lowest scores among student groups. Note the highest and lowest 2016 STAAR scores listed below:


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3rd Grade Reading: 86% Whites - 55% Special Ed4th Writing: 70% Whites - 33% Special Ed5th Grade Science; 87% Whites - 50% Special Ed

When looking at this variance, it is important to remember that the student groups vary in size. To address the variance, the campus has analyzed scores foreach individual student and by each standard. As earlier, individual students will be targeted for intervention and acceleration. Teachers also study the goalof the campus is to close the gaps between all student groups with a special emphasis on the Special Education student group.

Fields Store Elementary met all the State System Safeguards, except in special education reading. For 2015-2016 school year, 79% of students had to passthe 3rd-5th grade STAAR exams in order for the campus to meet federal achievement targets.

Student Achievement Strengths

Bilingual students stronger in mathAll students’ scores are compatibleAll classrooms have smart- boards

Student Achievement Needs

Special Ed population scores are the lowestVocabulary for LEP studentsIdentify why student achievement data is trending downwardsInformation text is trending downward. More resorces are needed.


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School Culture and Climate

School Culture and Climate Summary

Vertical meetingsFaculty MeetingsBehavior Therapist NeededMore Male Influence

School Culture and Climate Strengths

Teachers creating strong reading and math scope and sequenceBlue Ribbon SchoolPTO

School Culture and Climate Needs

Faculty meetings more frequently with more informationBetter communication between admin and staffTech carts available for upper and lower grade levels


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Create interview committees to include at least one teacher from grade levelBring back Job Fair

Staff Quality, Recruitment, and Retention Strengths

Hire HQ teachersRetention of teachersProfessional Development in core subjectsOpportunities to move into positions of interest

Staff Quality, Recruitment, and Retention Needs

Job FairSpecial areas professional development neededBetter communication for new staff


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Follow-up trainings to programs introduced so questions can be answered after using the program in the classroom and a good balance between formaland informal assessments to be used for interventions.

Curriculum, Instruction, and Assessment Strengths

Developing Assessments according to the state standardsClassroom decisions and instruction are based on data

Curriculum, Instruction, and Assessment Needs

Vertical AlignmentInformal Assessments


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Family and Community Involvement

Family and Community Involvement Summary

Inexpensive activities at the school with transportation provided

Family and Community Involvement Strengths

Internet for those who do not have itDrive ProgramYMCA avilable at parent costFamily Literacy Nights PTO supports family involvement with fundraisers and activities for kidsMovie Night

Family and Community Involvement Needs

Increase involvement in PTO and VIPSPromote family involvement activitiesKids don't have access to computers/internet at home


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School Context and Organization

School Context and Organization Summary

Consistent calendar program and scheduleMonitor parent influenceVolunteer home space (Confidential)Improve communication

School Context and Organization Strengths

Student ratio, 22:1 (Except 5th)Ability for teachers to identify and give input for students in need of interventions

School Context and Organization Needs

Consistent schedule Watch parent influence on decisions being madeVolunteers need their own space


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Technology

Technology Summary

Grade level specific staff developmentComputers as specials rotation

Technology Strengths

3-D printerevery room has a smartboardaccessible color printerposter makeriphoneschromebook and ipad cartssafari montage

Technology Needs

Staff development that is grade level specificyearly Istation review - refresher on pulling data etccomputer in specials rotationChrome cart per grade level


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting data

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataCommunity and student engagement rating dataAnnual Measurable Achievement Objectives (AMAO) data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention rates

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsFields Store ElementaryGenerated by Plan4Learning.com 15 of 39 Campus #237904106

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Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, 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

Attendance dataMobility rate, including longitudinal dataDiscipline recordsClass size averages by grade and subject

Employee Data

Staff surveys and/or other feedbackHighly qualified staff dataTeacher/Student RatioCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataPDAS and/or T-TESS

Parent/Community Data

Parent Involvement Rate

Support Systems and Other Data

Organizational structure dataCommunications data


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Goals

Goal 1: WISD and Fields Store Elementary will ensure academic performance and achievement levels reflect excellence inlearning and attainment of both high expectations and high standards for all students. (Student Achievement)

Performance Objective 1: Special education writing scores will improve from 52% to 60% on STAAR Reading.

Evaluation Data Source(s) 1: 2016 STAAR scores compared with 2017 STAAR scores

Summative Evaluation 1:

Strategy Description Title I Staff Responsible Evidence that Demonstrates SuccessFormativeReviews

Nov Jan Mar1) Training's provided to teachers to implement effective writingin the classroom:* Writer's Workshop

9 Lead - InstructionalFacilitator

Others Responsible -* Principal* Assistant Principal* All classroom teachers* Special Educationteacher* CurriculumCoordinatorrs

Implementation can be measured by confirming that teachers areincluding strategies in lesson planning.

Impact can be measured through CBA and benchmarkassessments, showing that achievement gaps between studentgroups are closing.

2) Target 2nd, 3rd, 4th and 5th grade writingskills in all sub-pops.

9 Leader: TeachersOther: InstructionalFacilitator, CampusAdministrators

CBA and Benchmarks, increase score over the prior year.

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


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Goal 1: WISD and Fields Store Elementary will ensure academic performance and achievement levels reflect excellence in learning and attainment of bothhigh expectations and high standards for all students. (Student Achievement)

Performance Objective 2: All student groups in grade K-5 will meet or exceed the standard on and of the year district or state reading assessments

Evaluation Data Source(s) 2: STAAR 2016 and 2017 data will be compared, along with CBA/Benchmark data.



Nov Jan Mar1) Target 2nd, 3rd, 4th, and 5th Grade Reading toadd value to our students, and increase the advanced academicperformance level, through various enrichment programs such asAccelerated Reader Program and I-Station.

9 Lead: InstructionalFacilitator, ClassroomTeacherOther: CampusAdministrators,Teachers

Higher percentage of students commended from the 2015-2016school year.



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Goal 2: WISD and Fields Store Elementary will continue to develop and support systems, programs, instructionalstandards, professionals, paraprofessionals and volunteers to enhance students' knowledge, skills, and performance in everyadopted curriculum area. (Curriculum)

Performance Objective 1: Various teacher groups will collaborate in order to address various curriculum needs throughout the school year.

Evaluation Data Source(s) 1: M&M Meetings, Vertical Meetings, Team Meetings, Faculty Meetings



Nov Jan Mar1) Conduct campus vertical meetings within the various contentareas, to include a bilingual strand

4, 8, 9 Leader: Academic LeadTeacherOther: InstructionalFacilitator, teachers

100% participation through all the grade levels every 6 weeks

2) Weekly team meetings have an instructional focus throughdata analysis

4, 8 Leader: InstructionalFacilitatorOther: Teachers

100% participation with grade level teachers

3) Faculty meetings are conducted to support instruction 4 Leader: Principal 100% participation



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Goal 2: WISD and Fields Store Elementary will continue to develop and support systems, programs, instructional standards, professionals, paraprofessionalsand volunteers to enhance students' knowledge, skills, and performance in every adopted curriculum area. (Curriculum)

Performance Objective 2: Teachers and instructional leaders will meet throughout the school year to investigate specific areas of needs.

Evaluation Data Source(s) 2: CBA and Benchmark data, Teacher Formative Assessment



Nov Jan Mar1) Within team meetings look at data for student weaknesses andareas of need, beginning with STAAR data from 2016 andcontinuing with on-going campus data and comparative data -team-wise.

4 Leader: Team LeaderOther: CampusAdministrators,Instructional Facilitators

Weekly meetings, current updated list of students in interventions

2) Use early release days to review data of various assessmentsand formulate a plan of action.

4, 8, 9 Leader: ContentDirectionsOther: Teachers,Instructional Facilitator

100% participation

3) Use early release days in district to devise a common scopeand sequence and discuss best practices and latest informationfrom the state.

4, 8, 9 Leader: DistrictSpecialistOther: Teachers,Instructional Facilitator

100% participation



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Goal 2: WISD and Fields Store Elementary will continue to develop and support systems, programs, instructional standards, professionals, paraprofessionalsand volunteers to enhance students' knowledge, skills, and performance in every adopted curriculum area. (Curriculum)

Performance Objective 3: Staff will receive high quality professional development

Evaluation Data Source(s) 3: Sign-in sheets, certificates



Nov Jan Mar1) All teaching staff and paraprofessionals will attendprofessional development relating to their contentarea/instructional strategies/data analysis/targeted subpopulation: *ELPS *Valley Speech *Lead4Ward *StateConferences (TASM, CAST, TCTELA, CREST, CAMT,TSELA) *HCDE Trainings *Stem Scopes*Scientific Spelling*Seidlitz Group ELL Trainings *The Curriculum Project *TheDBQ Project *Stetson and Associates *Guided Reading*Neuhaus *Rice University Elementary Science Lab *Region IVService Center Training *Region VI Service Center Training*SDE Math Training *Reader's & Writer's Workshop,Handwriting without Tears, Sistema de evaluacion de la lectura,grados K-2. PreK New Teacher Academy training, PD providedby Houghton Mifflin for Everyday Calendar Math for PreKalong with training materials needed for PD. and classroommaterials for implementation of new Texas PreKindergartenGuidelines updated 2015. Summer Math Institute professionaldevelopment for Pre-K through 5th grade math teachers,alongwith materials needed for PD. HWOT. Training materials andprofessional books to support balanced literacy

2, 3, 4, 5, 7,8, 9

Lead: CurriculumContent Coordinators,Campus AdministratorsOthers involved:Consultants, such as:Shonda Guthrie,Elizabeth Martin, Dr.Elsa Cardenas-Hagan,Liz Evans, LinseyMcCoun, John Seidlitz,Nicole Shanahan,Nicole Frazier, PatriciaMorales, John Samara,Mathlink Consulting -Garland Linkenhoger,Rebecca Koesel, DawnVinas

Completion of the minutes, agendas, and sign-in sheets fromprofessional development events. Observation, through walkthroughs, that the specific skills and knowledge acquired intraining have been implemented.

2) Bil. Director/ ELL Coordinator will provide trainings and/orutilizing information acquired by attending conferences; such asRegion IV, TEA, Seidlitz, Title III Symposium 2017 and HCDE.

4, 10 Bilingual/ESL DirectorELL Coordinator

Certificates, Sign-in sheets


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3) Teachers will be trained to use academic language andvocabulary across grade levels using Neuhaus Materials,Esperanza/Valley Speech, Voyager Passporte, WOW/WELLS,JELLS, Valley Speech Early Exit Model Consultation, LRISpanish phonics PK thru 1, poetry lessons and Read Aloudmaterials from Booksource. Math, Reading, and Writing STAARrelated intervention materials in both Spanish and English forrecent immigrants in their year 1 and 2 in US. ShelteredInstruction Plus Manuals PK-5 from Seidlitz Educationdistributed among Bilingual and ESL Teachers to use secondlanguage acquisition strategies for all TELPAS proficiencylevels while teaching content area standards.SLAR-ELAR PK-2 TEKS Training with Dr. Patricia Morales.Guided Reading Toolkits materials PK-1st, and PK-2 book studymaterials. Andrea Vazquez will present "Demystifying theMexican School System" to provide a comparison of theeducational system of Mexico and the United States and how tointerpret Mexican school documents. Bilingual Guided Reading.Math Training for elementary Bil/ESL Teachers on AnchorCharts, Journals, and Manipulatives.

4, 10 District Coordinators,Principal,Teachers

Campus Vertical Meetings District Horizontal Meetings



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Goal 3: WISD and Fields Store Elementary will provide a safe, secure and respectful learning environment for students andstaff. (Safety)

Performance Objective 1: 100% of staff will be trained and knowledgeable in procedures that guarantee the physical and emotional safety of children.

Evaluation Data Source(s) 1: Implementation will be measured through documented drills, observations, and staff development.



Nov Jan Mar1) Provide updated training for faculty and staff on crisismanagement, bullying, and provide staff with an emergency carekit.

Develop and implement duty schedule to maximize supervisionin all areas

Participate in monthly fire drill, one obstructed exit drill persemester, one lock-down drill per semester and emergencyprocedures.

Maintain a core team trained in TBSI protocol policies andprocedures.

2, 4 Lead: AssistantPrincipal

Others Involved:Principal, DistrictSafety Officer,

Sign-in sheets, drill logs, Training Certificates, Updated andCurrent EOP

2) Maintain a Core Team trained in TBSI protocol, policy andprocedures.

4, 9 Lead: CampusAdministration

Certificates of completion

3) Fields Store Elementary will maintain a school-wide positivebehavioral support system through the PRIDE framework.

4, 9 Lead: AssistantPrincipalOther: Principal,Teachers

Written School Plan

4) 100% of staff will be trained and knowledgeable inguaranteeing student freedom from all forms of harassment.

2, 4 Lead: CampusAdministrationOther: Teachers andStaff

Implementation will be measured through staff development.

5) 100% of staff will complete all required compliance training. 2, 4 Lead: CampusAdministrators

Staff certificates of completion.

6) Staff will be made aware and address the transition needs,academically, socially, and emotionally of students transitioningfrom early childhood programs into elementary school.

7 Campus InstructionalStaff, Counselors

Smooth transitions for students based on academic performanceand behavior


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Goal 4: WISD and Fields Store Elementary will continue to retain, recruit, and acknowledge effective student-centered,highly qualified employees. (Human Resources)

Performance Objective 1: Fields Store Elementary will hire 100% Highly Qualified educators.

Evaluation Data Source(s) 1: Highly Qualified status documentation


Strategy Description Title I Staff Responsible Evidence that Demonstrates Success Formative ReviewsNov Jan Mar

1) New teachers will be assigned to a mentor teacher. 3 Leader: PrincipalOther: Mentor

Mentors will communicate with mentees weekly.

2) Teachers are encouraged to obtain a higher level degree andESL certifications.

5 Leader: Principal 10% increase in staff becoming certified in ESL.

3) Teachers and Paraprofessionals will attend training toenhance their knowledge and skills to meet student needs.

Leader: PrincipalOther: CurriculumDirectors, InstructionalFacilitator, SpecialEducation Director

Use of training and skills on the job.

4) Staff Development provided for teachers andparaprofessionals to obtain staff development hours tomaintain certification.

Leader: CampusAdministratorsOther: InstructionalFacilitator

100% of staff highly qualified



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Goal 4: WISD and Fields Store Elementary will continue to retain, recruit, and acknowledge effective student-centered, highly qualified employees. (HumanResources)

Performance Objective 2: Provide a challenging curriculum that follows 100% of the districts scope and sequence and ensure that all TEKS are addressedsuccessfully.

Evaluation Data Source(s) 2: Universal Screeners, CBA assessments, benchmark assessments, iStation reports



Nov Jan Mar1) Weekly team meetings to focus on data, M&M Meetings(monitor and motivate)

8, 9 Leader: InstructionalFacilitatorOther: Teachers

M&M meetings each Tuesday

2) District and campus instructional specialist will meet withteacher and administration to support instruction

8, 9 Leader: CampusAdministratorsOther: CurriculumCoordinators,InstructionalFacilitators, Teachers

Each teacher will be supported in appropriate researched-basedinstructional strategies to benefit all students

3) Provide instructional support in Math, Reading, Writing, andScience to grade level teams

8, 9 Leader: CurriculumContent Coordinators

Regular informal observation, modeling of lessons, andcollaborative conversations among coordinators and teachers



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Goal 5: WISD and Fields Store Elementary will provide a supportive, professional teaching environment that encouragesteaching excellence. (Environment)

Performance Objective 1: 100% of Fields Store Elementary teachers will perform distinguished or accomplished as established in their goals they wrote inT-TESS appraisal system.

Evaluation Data Source(s) 1: Individual conferences on T-TESS goals written by teachers



Nov Jan Mar1) 1) Campus administrators will conduct walk-throughs andobservations based on TEA guidelines and board approved T-TESS calendar.

4 Leader: CampusAdministratorsOthers: CurriculumDirector, HumanResources Director

Walk-Throughs, observations, summative compared year-to-years



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Goal 6: WISD and Fields Store Elementary will continue state and national leadership in the use of technology in all phasesof the educational process. (Technology)

Performance Objective 1: All teachers will attend technology training throughout the year

Evaluation Data Source(s) 1: Agenda and Sign in sheet



Nov Jan Mar1) Instructional Technologist will provide training to staff bygrade level or based on individual need

1, 2, 4 Lead: InstructionalFacilitator

Others Involved:Principal, Asst.Principal, teachers

Sign-In Sheets, Technoloy use in lesson plans



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Goal 6: WISD and Fields Store Elementary will continue state and national leadership in the use of technology in all phases of the educational process.(Technology)

Performance Objective 2: 100% of FSE students will regularly use technology to enhance their learning

Evaluation Data Source(s) 2: Students using technology in their classes



Nov Jan Mar1) All students will have access to numerous technology basedprograms to target supplemental learning needs (TTM, iStation,Lone Star Learning, Reading A-Z, Study Island, Fast Forward,Dreambox)

1, 2, 8, 9 Leader: ClassroomTeacherOther: InstructionalFacilitator

Student use reports and academic summary reports.



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Goal 6: WISD and Fields Store Elementary will continue state and national leadership in the use of technology in all phases of the educational process.(Technology)

Performance Objective 3: All parents will have access to student/campus information via the campus/district websites

Evaluation Data Source(s) 3: Campus and District websites kept updated



Nov Jan Mar1) Parents have access to computer resources, computersavailable to parents each day

1, 2, 4 Lead: Counselors

Others Involved:Principal, Asst.Principal, teachers

Sign-in sheets for parent meetings



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Goal 7: WISD and Fields Store Elementary will continue to prioritize two-way communication between Waller ISD and allpatrons through all sources available and encourage relationships of trust and mutual support. (Public Relations)

Performance Objective 1: In the 2016-2017 school year, Fields Store Elementary will increase the percentage of parent participation in both academics andsocial events by 10% when compared to the previous year.

Evaluation Data Source(s) 1:



Nov Jan MarCritical Success Factors

CSF 5

1) 1. More parent participation/membership for PTO.

2. Increased parent representation at events such as eveningperformance and informational meetings. (i.e. Title I ParentInvolvement funds will be used to purchase 101 Ways to CreateReal Family Engagement for each campus and designated districtemployees to provide additional options for family engagementactivities throughout the school year.)

6 Leader: Principal

Others involved:Assistant Principal

Implementation can be measured through the V-soft program andsign-in sheets.



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Goal 8: WISD and Fields Store Elementary will provide the necessary financial resources for the support of theinstructional program through prudent management and fiscal responsibility. (Fiscal and Resource Management)

Performance Objective 1: Supplement local funding with federal funding and discretionary grant funding

Evaluation Data Source(s) 1: All funds are expended in a compliant manner



Nov Jan Mar1) Local funding to support curriculum, staffing, and foundationprogram

10 Principal, BusinessOffice, Campus Bookkeeper

All regular classes staffed and funded with local funds

2) Use Title II funding to provide professional learning in neededareas based on student data

10 Principal, ContentCoordinator, andCurriculum Director

Student achievement data increase

3) Use Title IA funding to provide supplemental services tostruggling and at risk students

9, 10 Principal, ContentCoordinator,Curriculum Director

Student achievement data increase for the targeted population

4) Administrative supplies to be used for reviewing ELL dataand progression toward campus and district goals.

1, 2 Bil/ESL Director Sign-in sheets, walk throughs, observations, test scores, meetingagenda

5) Dictionaries of various types for ELL's to supplement learningstrategies.

8



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Goal 9: WISD and Fields Store Elementary will provide co-curricular and extracurricular opportunities and programs forstudents as a means of preparing them for the future. (Enrichment Programs)

Performance Objective 1: Address the special needs and enrichment interests of all students in the school

Evaluation Data Source(s) 1: UIL Participation



Nov Jan Mar1) Implement practice for UIL events during the regular schoolday.

8, 9 Leader: UILCoordinatorOther: Grade LevelTeachers, support staff

Offer life experiences to all students



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Goal 10: WISD and Fields Store Elementary will continue to emphasize the educational advantages for students, staff andcommunity in a diverse environment. (Diversity)

Performance Objective 1: Share responsibility achievement incorporating: Parenting Skills, Learning at Home, Decision-making, and Collaboration

Evaluation Data Source(s) 1: Agendas and sign in sheets



Nov Jan Mar1) Provide Pre-K Orientation "Make and Take" Materials.Training funded through Title I and III.

6, 7, 8, 9 ELL Coordinator,Bilingual/ESL Director,Curriculum Director,Family EngagementSpecialist, CampusAdministration Team

Agenda and sing in sheets

2) Provide Family Literacy Night and Curriculum Nights 6 Teachers,Title 1 Teachers,Instructional FacilitatorandPrincipal

Agenda, sign in sheet with 80% attendance



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Goal 10: WISD and Fields Store Elementary will continue to emphasize the educational advantages for students, staff and community in a diverseenvironment. (Diversity)

Performance Objective 2: Host community events focused on academic content and/or the development of fine arts, such as Family Literacy Nights,Family fitness night and FSE Art Show

Evaluation Data Source(s) 2: Invitations, Agendas, and Sign-In Sheets



Nov Jan Mar1) Coordinated planning of events over a variety of topics 3, 6 Principal, Classroom

TeachersCalendars, Sign in sheets



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Title I

Schoolwide Program Plan

Fields Store Elementary has created a schoolwide program that is comprehensive in nature to ensure that we are serving all students, improving all structuresthat support student learning, and combining all resources, as allowed, to achieve our goals and maximize the impact of Title 1.

The six steps that our campus follows include:1.Establishing and training our site-based planning team;2.Clarifying the vision for school reform;3.Creating our school's profile;4.Identifying data sources and gathering the data;5.Analyzing the data;6.Reporting data findings to the entire site-based planning team and collecting reflections and feedback.

Throughout the schoolwide planning process, administrators and teachers identify student strengths, needs and the interventions that are currently in place.They assess the effectiveness of those interventions and make recommendations for revisions as needed. The site-based planning process is used as a campusorganizational strategy to guide program development, implementation, and evaluation. This systemic planning provides structure and a common languagefor school improvement. It also provides logical ways for school staff to think about current progress and the adjustments or changes that need to be made onour campus to continually improve the effectiveness of our schoolwide program.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

Fields Store Elementary has conducted a comprehensive needs assessment that serves as the centerpiece of our planning process and the driving force mostimpacting the campus improvement plan. While data is gathered and analyzed throughout the year, a comprehensive effort is always made at the end of eachschool year. This year, administrators and teachers collected data and in collaboration with teacher leaders and others. Root causes were identified, writtenas needs and reported to the site-based planning team. The team was given time to reflect on the data and ask clarifying questions. When the team felt thatall appropriate data had been disaggregated and analyzed, this step of the comprehensive needs assessment was finalized and written into the plan.

2: Schoolwide Reform Strategies

Our schoolwide reform strategies provide opportunities for all children to meet the state's proficient or advanced levels of student performance. Thesestrategies are based on effective means of improving achievement for all students. The following are activities we utilized in this plan:

1.Review program documentation to ensure that all instructional programs/instruction strategies are supported by scientifically-based research. Identify


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how each activity in our school strengthens the core academic program.2.Identify scientifically-based research programs that increase the amount and quality of learning time.3.Review the master schedule to identify opportunities for extended learning time.4.Investigate how manipulatives are used in the various core areas.5.Identify programs within our school that address enriched and accelerated curriculum issues.6.Disaggregate the data by student populations to determine our program's effectiveness in meeting the needs of all our students.

3: Instruction by highly qualified professional teachers

Instruction by highly qualified professional teachers is an important component of our schoolwide plan. Procedures in use at Fields Store Elementary toensure that instruction is provided by highly qualified teachers include:

Provide time off for high-quality professional development.1.Provide an effective mentoring system.2.Assign teachers for a "best-fit" of their strengths.3.Provide professional development for existing programs prior to new school year for new staff or those wanting refreshers.4.Monitor effectiveness of teachers by frequent walk-throughs.5.Provide time for teachers to observe master teachers in the classroom.6.Provide training and opportunities for collaboration in looking at formative and summative student achievement data.7.Implement strategies to provide clear lines of communication between teachers and administrators.8.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Field Store Elementary utilizes high-quality and ongoing professional development to ensure teachers are equipped to face the challenge of helping studentsmeet the state's academic achievement standards. Procedures include:

1.Select the professional development that meet the needs of all principals, teachers, paraprofessionals, parents, and others, as appropriate.2.Provide opportunities for all staff to obtain training in programs and initiatives that are already in place.3.Provide professional development opportunities for all personnel to meet the identified needs of all student populations to increase studentperformance.4.Allow teachers to attend professional developments throughout the year on content areas specific to teacher's assignment.5.Provide blocks of time during and after school for collaborative meetings or planning time across grade levels and content areas.

5: Strategies to attract highly qualified teachersFields Store ElementaryGenerated by Plan4Learning.com 37 of 39 Campus #237904106

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The campus follows district procedures for recruiting and attracting highly qualified teachers. Please refer to the highly qualified teacher document located inthe addendums for this plan.

6: Strategies to increase parental involvement

Our campus understands that parental involvement is a major key to students' success. Parents will regularly receive communication concerning school newsand scheduled events. Throughout the year, parents will have numerous opportunities to attend campus events and to volunteer through our PTO.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

The campus recognizes and emphasizes the value of creating a coherent and seamless educational program for at-risk students. Our campus does notcurrently have an early childhood program; however, when new students enroll, we make sure that we identify any preschool siblings so that we can shareinformation about the early childhood programs in the district. It is important that the academic achievement of every preschool student is closely monitored.Because the early childhood programs provide a foundation for later academic success, we work hard to be sure that our parents know what options areavailable for them and for neighborhood children who might not have older siblings in school.

Although this component primarly addresses transitions to elementary from early childhood, Fields Store Elementary spends time reviewing activities at allcritical transition points to ensure the implementation of a coherent and seamless education program.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

In addition to state assessment results, teachers receive current and ongoing assessment data that describe student achievement. The data often come fromless formal assessments, such as observation, performance assessments, or end-of-course tests. The campus provides teachers with professional developmentthat increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction. Eachgrade level is included in the formative review process for our improvement plan. This allows teachers to consistently evaluate the effectiveness of ouracademic assessments and the overall instructional program.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Each grade level identifies individual students who need additional learning time to meet standards. The teachers then provide those students with timely,additional assistance that is tailored to their needs. The assistance and support looks different at each grade level; however it is always available to allstudents in the school who need it.

10: Coordination and integration of federal, state and local services and programsBecause we are a schoolwide Title 1 campus, we have flexibility to integrate services and programs with the aim of upgrading our entire educational


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program and helping all students reach proficient and advanced levels of achievement. In addition, through our improvement planning and budgetingprocess, we are able to combine most Federal, State and local funds in order to maximize the impact of the resources available to carry out the schoolwideTitle 1 program for the purpose of increasing student achievement.


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Documents

2016-2017 Campus Improvement Plan Fields Store Elementary ... · Goal 3: WISD and Fields Store Elementary will provide a safe, secure and respectful learning environment for students