Elementary School Campus Improvement Plan 2014-2015€¦ · 3. Teaching by highly qualified staff 4. High quality and ongoing professional development for teachers, principals and

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

Davis Elementary

Principal: Kristin Bishop

Mission Statement: Davis Elementary seeks to provide a nurturing environment to achieve individual potential and challenge academic growth for life-long learning.

Cover Page

Elementary School Campus Improvement Plan 2014-2015 Davis 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): 9/22/2014

Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 1/29/2015

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 5/28/2015

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

1. Comprehensive Needs Assessment

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

3. Teaching by highly qualified staff

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

5. Increasing parental involvement

6. Transition to different grade levels and schools

7. Involvement of teachers in testing decisions beyond state

8. Monitoring student progress and providing additional assistance

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

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

☐ Non-Title I

☐ Title I Targeted Assistance

☐ TA Campus transitioning to Title I Schoolwide

☒ Title I Schoolwide


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

Heather Karazsia Faculty Member 2014

Allyson Hall Faculty Member 2014

Lauren Carpenter Faculty Member 2014

Amy Luigs Faculty Member 2014

Cristina Banaban Faculty Member 2014

Smita Pais Faculty Member 2014

Kristin Bishop Principal 2007

Debbie Martin District Professional 2014

Dr. Deborah Bonner Campus Professional, Non-teaching 2013

Barbara York Support Staff Member 2014

Francine Dalton Parent-Selected by PTA 2013

Rosie Diaz Parent-Selected by Principal 2013

Alison Hansard Parent 2013

Melissa Sanches Parent 2013

Carmela Mosca Parent 2014

Kim Smith Parent 2014

Maureen Watson Community Member 2014

Terry Caldwell Community Member 2013

Susan and Joe Geib (Dog’s Play) Business Representative 2013

Kemberly Wilshire Business Representative 2014


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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.

9 All

Violence Prevention and Bullying: The violent incidents will meet the target measure. Measure: 0 violent incidents for the school year 9 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.

5 All

Highly Qualified: The highly qualified rate will meet the 100% target measure. 3, 4, 10 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)

6, 9 Title I only


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Campus-Wide Critical Actions

Campus-Wide and/or Classroom Level Critical Actions Areas for improvement identified by Campus Needs Assessment: NCEA CoreWork Diagnostics and STAAR/EOC Gap Analysis.

Address any student groups that did not meet Accountability Safeguards.

Title I Components

Applicable Student Grades and/or Groups

1. Study and use the district’s written curriculum. (CoreWork Diagnostics- School Level) 1,2,4,7 All

2. Ensure that the district’s written curriculum is the taught curriculum in every classroom. (CoreWork Diagnostics- School Level) 1,2,4,7 All

3. Increase satisfactory and advanced performance rates for student groups identified through the Federal Accountability Safeguards and STAAR Gap Analysis in the content area of reading.

1,2,3,4,7 Hispanic, SPED, ED

4. Increase satisfactory and advanced performance rates for student groups identified through the Federal Accountability Safeguards and STAAR Gap Analysis in the content area of math.

1,2,3,4,7 Hispanic, SPED, ED, ELL

5. Increase satisfactory and advanced performance rates for student groups identified through the STAAR Gap Analysis in the content area of science.

1,2,4,7 ELL

6.

7.

8.

9.

10.


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All Students in K- 5th Grade in all subjects Critical Action: Study and use the district’s written curriculum. (CoreWork Diagnostics- School Level) …

Strategies for Accomplishing Critical Action:

Action Step Project Lead, Staff, Title I Staff,

Resources, Timeline Formative & Summative Notes and Reflections

Staff members from each grade level will attend summer training on curriculum updates and changes.

Kristin Bishop, District training, August 2014

Staff members attended training in August, and trained each member on their team on August 20 and 21.

Staff members will train their team on curriculum updates and changes.

Kristin Bishop, Training materials, August 20-21

Staff members attended training in August, and trained each member on their team on August 20 and 21.

Administrators and instructional specialist will attend weekly team planning meetings to monitor curriculum implementation in each grade level.

Kristin Bishop, Deborah Bonner, Lara Folks, August- June 2014

Principal, Asst. Principal and instructional specialists attended team meetings on Tuesdays, and other special team meetings as they were called.

Staff in Grades 3-5 will attend the fall training: Introduction to the Revised Mathematics TEKS: Grades 3-5

Kristin Bishop, district training, October-November 2014

9/15/14 Email sent to team leaders is grades 3-5 and special education recruiting participants to attend the training.

Grade levels will use a team planning approach to study and implement the PISD curriculum.

Kristin Bishop, Deborah Bonner, Lara Folks, grade level teams, August- June.

Teams planned together during professional development days on August 15, and 18-22. Team planning will be every Tuesday during the school year.

All Students in K- 5th Grade in all subjects Critical Action: Ensure that the district’s written curriculum is the taught curriculum in every classroom. (CoreWork Diagnostics- School Level) …




Administrators and instructional specialist will attend weekly team planning meetings to monitor curriculum implementation in each grade level.

Kristin Bishop, Deborah Bonner, August- June 2014

Principal, Asst. Principal and instructional specialists attended team meetings on Tuesdays, and other special team meetings as they were called.

Plano Walk Throughs and observations will be conducted in each classroom throughout the year.

Kristin Bishop, Deborah Bonner, August- June 2014

PWT’s began in September.

The instructional specialists will plan with grade levels to ensure that the curriculum is implemented correctly.

Lara Folks, August- June 2014 Instructional specialist attended team meetings on Tuesdays, and other special team meetings as they were called and planned with the teams.


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3rd, 4th, and 5th grade Hispanic, Special Ed, and Economically Disadvantaged Students in Reading Critical Action: Increase satisfactory and advanced performance rates for student groups identified through the Federal Accountability Safeguards and STAAR Gap

Analysis in the content area of reading and writing. …




1. Use technology programs to help improve reading proficiency rates a) Use I Station to help increase reading proficiency for all

students b) Teachers will use I Station report data to target learning

gaps for students c) ESL and Bilingual students will use the Reading A to Z

program to help improve reading skills d) Raz-Kids e) Brain Pop

I Station computer program, computer programs, teacher reports from I Station, and Computers, August- June

Teachers used I Station reports and information from monthly assessments to plan targeted instruction. Reading A-Z was used with the bilingual students in reading. Other technology programs were used throughout the year. Kindergarten Teachers are working with the math curriculum coordinator to pilot a math computer program in 2015.

2. Use the Comprehension Toolkit to improve reading proficiency a) Instructional Specialist will provide training to teachers on

how to use the Comprehension Toolkit as needed b) Consultation with district curriculum specialists on possible

staff training c) Use the Toolkit with the big story as well as in small groups

to help students monitor reading thinking and analyzing texts while reading.

Comprehension Toolkit for 3rd

4

th and 5

th grade, Instructional

Specialist, district curriculum specialists, August- June

At team leader meeting on 9/17/14, we discussed Comprehension Toolkit and team leaders wanted to get help from Margaret Dyer regarding Comprehension Toolkit. Margaret Dyer will be scheduled to come next school year to meet with the teams. This year Lara Folks, Instructional Specialists reviewed the Toolkit with the teams, and assisted with implementation.

3. Use of instructional strategies to help students understand reading lesson. a) Anchor charts (especially during intervene time) to create

visuals to supplement reading lessons b) Visual vocabulary cards will be displayed for each unit c) Power points will be created for each story to introduce

key vocabulary words as well as unfamiliar phrases d) Learning targets will be posted for every lesson e) Integrating science curriculum and non-fiction text

Grade level teachers, curriculum materials, August- June

Teacher completed the instructional strategies throughout the school year. Learning targets were monitored by administrators during PWT and PDAS observations. 3

rd grade used Daily 5 strategies during language arts times.

Tutoring was offered during the spring semester for targeted students. I/E time was on going throughout the school year in grades 1-5.


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exposure f) 3

rd Grade will use Daily Five strategies for reading

g) Tutoring will be offered to those in need during 2nd

semester

4. Use curriculum resources to help reinforce reading lessons a) Triumphs Reading Series b) Analogy Worksheets

Triumphs reading materials, Analogy worksheets, August- June

These curriculum resources were used as needed in the classroom during language arts time.

3rd, 4th, and 5th grade Hispanic, Special Ed, and Economically Disadvantaged Students in Math Critical Action: Increase satisfactory and advanced performance rates for student groups identified through the Federal Accountability Safeguards and STAAR Gap

Analysis in the content area of math. …


Action Step Project Lead, Staff, Title I

Staff, Resources, Timeline

Formative & Summative Notes and Reflections

1. Staff in Grades 3-5 will attend the fall training: Introduction to the Revised Mathematics TEKS: Grades 3-5

Kristin Bishop, district training, Octr-Nov 2014

9/15/14 Email sent to team leaders is grades 3-5 and special education recruiting participants to attend the training.

2. Use of instructional strategies to help students understand reading lesson. a) Use the ELPS that go with each lesson b) Focus on the learning target c) Use visuals to help with vocabulary d) Constructing concept maps e) Intervention/Enrichment Time during the school day f) Tutoring will be offered to those in need during 2

nd semester

Curriculum resources, training materials, staff for Intervention/Enrichment time, Visuals, August-June

Staff attended training with Tita Alarcon on August 19 on constructing concept MAPS and helping the ELL learner. Concept Maps were used throughout the grade level. Visuals were used to help build vocabulary. Tutoring was offered during the spring semester. I/E time was on going throughout the school year in grades 1-5. Project Based Learning Experiences were designed based on the TEKS in the scope of the curriculum. Projects were implemented and supplemented with small group instruction.

3. Use the technology programs of Big Brainz, XtraMath, Brain Pop and Think Through Math to help increase math multiplication facts and math skill proficiency

Computers, computer programs, August-June

Technology programs were used throughout the school year in math.

4. Use curriculum resources to help reinforce math lessons a) Building Procedural Fluency Book b) Motivation Math c) Lone STAAR d) EStar Intervention

Curriculum resources, August-June

These resources have been used throughout the school year.


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5th Grade ELL students in Science Critical Action: Increase satisfactory and advanced performance rates for student groups identified through the STAAR Gap Analysis in the content area of science. …




1. Use of instructional strategies to help students understand Science lessons: a) Use visuals to help students understand vocabulary b) Scaffolded lessons from the curriculum planner c) Tutoring will be offered to those in need during 2

nd

semester d) In 5

th grade preteach vocabulary and vocabualary activities

incorporated into lesson 1-2 time per week.

Curriculum planner and curriculum resources, August-June

Visuals were used to help build vocabulary. Tutoring was offered during the spring semester.

2. Use technology such as Google Earth, BrainPops and Wordle to help with understanding of science concepts.

Computers and programs, August-June

Technology programs were used throughout the school year in science.

3. Use hands on science activities and experiments to help ELL students gain practical application of science concepts

5th

grade Science TEKS and curriculum, materials for experiments, August-June

Teachers used hands on science activities and experiments with students throughout the school year.

4. Use tools to help ELL students understand science concepts including: a) Use pictures of science concepts and vocabulary words to

help LEP students make learning connections. b) Students will have access to manipulatives to help

understand science concepts c) Use Concept maps to help make learning connections.

Curriculum materials, pictures of science vocabulary, science manipulatives, August- June

Staff attended training with Tita Alarcon on August 19 on constructing concept MAPS and helping the ELL learner.

5. Staff PLC group on Project Based Learning with strategies learned implemented in Science.

Project Based Learning books, Staff for PLC leadership, September - June

Staff signed up for PLC groups week of September 15. 5

th grade participated in some PBL experiences during IC.


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Health, Fitness and Attendance

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

Applicable

Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

COORDINATED SCHOOL HEALTH: Forms are available on inside.pisd

K-8 Designate a Campus Wellness Captain and establish a Campus

Wellness Team; set meetings, establish measurable goals and

document progress toward goal completion. (Required - Form

Provided)

Principal

Campus

Wellness Plan

August-

June

Meeting dates 10/18, 12/10, 2/11,

4/15. Goals will be set at October

meeting with follow up throughout the

year.

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

(Required)

Campus

Wellness Captain

Campus

Wellness Plan

September

2014

Our parent rep will be Sonja Kabell.

K-8 Ensure that all components of the Coordinated School Health

curriculum are delivered in an appropriate setting, i.e.

classroom component requires use of a classroom. (Required)

Principal Coordinated

School Health

Curriculum

August-

June

Gym is used as well as the cafeteria for

Health and Wellness class.

K-8 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

August-June Bulletin board in located inside the gym

and is changed monthly.

K-8 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

Ongoing as

we receive

information

These notices were sent out through

newsletters, and principal

communications.

FITNESS: Forms are available on inside.pisd

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

year. (Required - Form Provided)

P.E. Teacher Program Goal

Form

September Fitness gram pretesting is in

September.

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

components. (Required - Form Provided)

P.E. Teacher Student

Exemption

Form

March Test will be in March

4th

& 7th

(NEW ACTION STEP) Ensure all data for 3rd

-8th

grade students is

entered on timely basis, fitness report cards are printed (4th

and 7th grade) and sent to parents or linked through myPISD.

(Required)

P.E. Teacher Fitnessgram

Student Report

March, June Information will be printed and sent

home in the final report card at the end

of the year.


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PHYSICAL ACTIVITY REQUIREMENTS: Forms are available on inside.pisd

K-8 Ensure students are receiving required physical education

classes/minutes for each school year and achieving moderate to

vigorous physical activity (MVPA) 50% of the physical education

class period. (Required - Form Provided)

Principal Recommended

sample

schedules are

available upon

request

MVPA Form

August-June Students attend PE class three times a

week for 50 minutes. They participate

in MOVS for more than 50% of the class

period.

K-8 Measure MVPA and physical activity time using pedometers

and heart rate monitors. (Required)

P.E. Teacher Pedometers;

heart rate

monitors

August-June Pedometers are used in conjunction

with Walk Across Americal program.

Student learn about heart rate

monitoring during class.

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 Yearly Plan

Form

Lesson Plans

Visible During

Class Time

Observation

August-June Coaches follow the scope and sequence

from the district curriculum. PWT’s and

observations will be conducted to

ensure this.

K-5 (NEW ACTION STEP) Ensure students are receiving daily

unstructured play during recess. (Required)

Principal August-June This is built into our schedule.

K-5 (NEW ACTION STEP) Ensure students are receiving

opportunities for brain breaks and short activity breaks.

(Required)

Principal Resources

available upon

request

August-June Students are taught brain gym in PE,

and use this in the classroom. Teachers

use various activities to give brain

breaks during class.

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

K-8 Monitor attendance of students and follow up on prominent

and chronic absences. (Required)

Principal,

Assistant

Principal

Letters, phones,

I’m Present

Class, Referrals

to Truancy

officer

September-

June

Attendance reports are monitored

monthly and letters and phone calls are

made to parents who have excessive

absences or tardiness. Parents will be

invited to I’m Present class, and

referrals are made to the truancy office

when needed.

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

set measurable goals for students who have prominent and

chronic absences and whose fitness test scores fall outside the

Healthy Fitness Zone. (Required)

Principal Student Goal

Form

Squad seats are assigned and checked

daily for attendance. Coaches follow up

with students whoa re absent.


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Violence Prevention and Bullying

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

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

Strategies for Accomplishing Goals:

Applicable Students

Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

Staff PREVENTION:

Identify high risk areas. (Required) Principal/Admin Intern/Asst. Principal

Staff feedback/ survey June and August Principal and Asst. Principal discussed high risk areas and planned monitoring off these areas with morning and afternoon duty schedules.

Monitor high risk areas. (Required) Principal Designee

Staff assignments/ schedule

August-June Schedule for morning and afterschool duties was revised in August

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

August-June Discipline was enforced by teachers, and administrators throughout the school year.

Staff EDUCATION:

Participate in annual staff training on bullying/sexual harassment. (Required)

Principal or designee

Handouts/PowerPoint September 11 and 15, 2014

Barbara York, counselor, held trainings for staff on September 11 and 15, 2014.

Review referral process. (Required) Principal or designee

Campus referral plan Discussed with team leaders at August Team leader meeting.

Staff INTERVENTION:

Establish recommended intervention strategies for classroom/campus. (Required)

Principal or designee (campus discipline staff)

Discipline Management Plan

August 2014 This was discussed during team leader meeting on August 13, and with the staff on August 18.

Implement campus referral plan. (Required) Principal or designee

Campus Referral Plan August-June Referrals were handled by the administrators.

Utilize Discipline Management strategies. (Required) Principal or designee

Discipline Management Plan

August-June Use PBS strategies.

All Students

PREVENTION:


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Applicable Students


State clear student expectations/campus rules/citizenship. (Required)

Principal or designee

Code of Conduct/ Student-Parent Handbook

August/September August-June

Monitor high risk areas. (Required) All staff Schedule (if necessary)

August-June Principals will ensure that duty schedules are followed.

All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan August Teachers held parent meetings at the beginning of the year to explain classroom management procedures.

All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers Davis Staff August-June Teachers followed PBS practices throughout the school year.

Employ discipline interventions: (Required) Designated staff Davis Staff, Administrators

August-June Teachers made appropriate referrals to the office as needed.

Use other intervention strategies as necessary/appropriate. (Required)

Administrative staff or counselors

August-June Discussed strategies with staff on August 18, discussed PBS techniques at team leader meeting on September 17. Team leaders will share with staff during meetings.

Conference with parents/students. (Required) Teachers or other staff

Davis Staff Ongoing through the school year as needed.

Conferences were scheduled as needed throughout the school year.


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Parent Involvement

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



Suggested Action Step: Require all parents to register students via Parent Portal in order to have access to Enews, grades, attendance, and electronic information. Principal, enews system, School

Messenger system

Several messages were sent to parents electronically and by phone using enews and School Messenger in August. Principal discussed electronic communication with parents at Back to School nights on 8/26 and 9/2.

Suggested Action Step: Identify parents without computer/internet access to offer hard copies of school information.

Teaching staff, Principal Teachers gathered this information from parents in September.

Suggested Action Step: PTSA representative meets with the principal on a monthly basis to gain insight to student/parent needs. Principal, PTA president

Principal and PTA president meet on a monthly basis throughout the school year. Principal and Asst. Principal attend PTA board meetings each month.

Suggested Action Step: Communicate information through E-News. Principal, Office Manager, computers, enews system

Office manager sends out enews notifications to parents as needed throughout the school year. Principal began a Thursday parent email communication this year.

Suggested Action Step: Upgrade and maintain the campus website for easy access and increased communication with the community.

Principal, Librarian Librarian maintains the campus website throughout the year. New team pictures were taken and the website was updated in August.

Suggested Action Step: Partner with PTSA to offer parental programs on a variety of topics (academic, social, etc…). Principal, PTA, Counselor,

District Parent Educators

Administration works with the PTA program chair to offer parenting programs during the school year. School counselor sets up two parent education programs each year.


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Highly Qualified Teacher

Goal:

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

Strategies for Accomplishing Goal:


Plano ISD reviews and modifies the recruitment schedule

biannually.

HR HR Employee

Recruitment &

Retention

HR Budget

Aug 2014 -

July 2015

HR department

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

HR department

To attract and retain highly qualified applicants for bilingual

students, Plano ISD offers a salary stipend.

HR Operating Fund Aug 2014 -

July 2015

HR department

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

HR department

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

Davis plans high quality professional

development, and allows for teacher

choice in PLC groups

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

HR department


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

Goal:

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

Strategies for Accomplishing Goal:


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

Pre-K & Kindergarten staff

Email and phones August-

June

Kindergarten staff attended ARD

meetings at the ECS as needed, and

communicated with ECS staff as

needed.

The deaf education students took a

field trip from Pearson to Davis in

May.

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


Orientation

materials, staff

Spring

semester

Programs are conducted in the

spring of each year. This year the

meeting was held on May 12 at

Davis.

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


Transition books,

Pre-K staff

Spring

semester

These were made by the ECS staff

and used with the children

transitioning to Davis.

Additional suggested activities below:

Coordinate the professional development activities of preschool and kindergarten and teachers in order to align prekindergarten and kindergarten curricula and goals.



Spring

semester

Teachers communicate with each

other regularly to help align goals.

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



Spring

semester

Our kindergarten teachers visit

Pearson for ARDs and other

meetings.

Have preschool teachers provide the future kindergarten teacher with children’s portfolios or a written record of their learning during preschool.


Pre-K & Kindergarten staff, portfolio materials

Spring

semester

Portfolios are transferred from

Pearson to Davis at the end of the

school year.


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

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

Critical Action:

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

the NCLB Reading or Mathematics Annual Measurable Objective (AMO) of 79%.

Reading AMO


Action Step Formative & Summative Notes and Reflections

Use technology programs such as I Station, Reading A to Z, Raz Kids, and Brain Pop to help improve reading proficiency rates. Use the Comprehension Toolkit to improve reading proficiency. Use of instructional strategies to help students understand reading lesson such as: Anchor charts (especially during intervene time) to create visuals to supplement reading lessons; Visual vocabulary cards will be displayed for each unit; Power points will be created for each story to introduce key vocabulary words as well as unfamiliar phrases; Learning targets will be posted for every lesson; Integrating science curriculum and non-fiction text exposure; 3

rd

Grade will use Daily Five strategies for reading. Tutoring will be offered to those in need during 2

nd semester. Use curriculum resources to help reinforce reading

lessons such as Triumphs Reading Series and Analogy Worksheets.

Teachers used I Station reports and information from monthly assessments to plan targeted instruction. Reading A-Z was used with the bilingual students in reading. Other technology programs were used throughout the year. At team leader meeting on 9/17/14, we discussed Comprehension Toolkit and team leaders wanted to get help from Margaret Dyer regarding Comprehension Toolkit. Margaret Dyer will be scheduled to come next school year to meet with the teams. This year Lara Folks, Instructional Specialists reviewed the Toolkit with the teams. Learning Targets were monitored by the administrators during PWT and PDAS observations. Tutoring was held during the Spring Semester.

Mathematics AMO


All African

American Hispanic White Special Ed

Economically Disadvantaged

ELL

% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

80 167 64 7 73 48 85 92 74 19 68 52 54 18

All African

American Hispanic White Special Ed

Economically Disadvantaged

ELL

% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

77 164 66 8 70 47 81 90 60 23 67 53 52 14


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Action Step Formative & Summative Notes and Reflections

Use the ELPS that go with each lesson. Focus on the learning target. Use visuals to help with vocabulary. Constructing concept maps. Intervention/Enrichment Time during the school day. Tutoring will be offered to those in need during 2

nd

semester. Use the technology programs of Big Brainz, XtraMath, Brain Pop and Think Through Math to help increase math multiplication facts and math skill proficiency. Use curriculum resources such as Building Procedural Fluency Book, Motivation Math, Lone STAAR, and EStar Intervention to help reinforce math lessons.

Concept Maps were used throughout the grade level. Visuals were used to help build vocabulary. Tutoring was offered during the spring semester. I/E time was on going throughout the school year in grades 1-5. Technology programs were used throughout the year for math. Teachers used a variety of curriculum resources to help reinforce math lessons.

Documents

Elementary School Campus Improvement Plan 2014-2015€¦ · 3. Teaching by highly qualified staff 4. High quality and ongoing professional development for teachers, principals and