Elementary School Campus Improvement Plan 2014-2015...Elementary School Campus Improvement Plan 2014-2015 David McCall Elementary 4 District and Campus Goals 1. Increase the percentage

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

David McCall Elementary

Principal: Stacy Kimbriel

Mission Statement: The McCall Community works together to develop the mind, heart, and character of each student.

Cover Page

Elementary School Campus Improvement Plan 2014-2015 David McCall 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): 1/30/2015

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 6/10/2015

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. ☒ 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

Patricia Balderas Faculty Member 2014-2015

Brittany Bartz Faculty Member 2013-2014

Amy Berk Faculty Member 2013-2014

Monica McCaffrey Faculty Member 2013-2014

Jessica Pagan Faculty Member 2014-2015

Tracy Ramcharan Faculty Member 2014-2015

Stacy Kimbriel Principal 2011-2012

Esther Loera District Professional 2013-2014

Debbie Ordonez Campus Professional, Non-teaching 2013-2014

Michael Robinson Support Staff Member 2013-2014

Karen Buitrago Parent-Selected by PTA 2013-2014

Amanda Parker Parent-Selected by Principal 2013-2014

Kari Yeamans Parent 2013-2014

Sangeeta Reddy Parent 2014-2015

Renfroe Caver, Jr. Parent 2013-2014

Gohar Furquan Parent 2013-2014

Jihan Barwari Parent 2013-2014

Furqan Kazim Community Member 2013-2014

Nina Nguyen Community Member 2013-2014

Amy Wood Business Representative 2013-2014

Sadae Mistry Business Representative 2013-2014

James Fossier AD HOC Member 2014-2015


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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: No more than 5 documented incidents 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 describes 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. Increase the writing proficiency rate to 65% of economically disadvantaged students to narrow achievement gap and improve student performance in the STAAR Writing Reporting Categories “Revising” and “Editing” (Gap Analysis Worksheet).

2014 2015 2014 2015 REVISING REVISING EDITING EDITING All - 76% All - 66% All - 67% All - 63% ED - 59% ED - 58% ED - 52% ED - 53%

☒ CNA

☒ ISR

☐ THQ

☒ OPD

☐ IPI

☐ TRA

☒ TTD

☒ MSP

☐ FSP

☐ AHQ

Economically Disadvantaged

2. Increase science proficiency rate to 65% of economically disadvantaged students to narrow achievement gap and improve student performance in the STAAR Science Reporting Categories “Earth and Space” and “Organisms and Environment” (Gap Analysis Worksheet).

2014 2015 2014 2015

Earth and Space Earth and Space Organisms & Environment Organisms & Environment All – 64% All – 65% All – 74% All – 70% ED – 50% ED – 49% ED – 61% ED – 59%

☒ CNA

☒ ISR

☒ THQ

☒ OPD

☒ IPI

☐ TRA

☒ TTD

☒ MSP

☐ FSP

☐ AHQ


3. Increase reading proficiency rate to 65% of the STAAR Reading Reporting Categories “Understanding/Analysis across Genres” and “Understanding/Analysis of Informational Texts” (Gap Analysis Worksheet).

☐ CNA

☒ ISR

☒ THQ

☒ OPD

☐ IPI

☒ TRA

☒ TTD

☒ MSP

☒ FSP

☐ AHQ

Results for: AA, HISP, ED, ELL, CM 2015 Across Genres All (259) - 62% AA (30) - 65% HISP (80) - 52% ED (96) - 64% ELL (60) - 56% CM (13) - 79%

2015 Inform. Text All (259) - 63% AA (30) - 68% HISP (80) - 56% ED (96) - 58% ELL (60) - 49% CM (13) - 84%

2014 2015 3

rd - Across Genres 3

rd - Across Genres

All (80) - 76% All (90) - 71% AA (9) - 59% AA (10) - 65% HISP (22) - 70% HISP (31) - 65% ED (30) - 58% ED (38) - 64% ELL (25) - 57% ELL (27) - 56%

4th - Across Genres 4th - Across Genres All (91) - 71% All (82) - 64% AA (14) - 64% AA (6) - 50% HISP (21) - 68% HISP (29) - 52% ED (25) - 60% ED (37) - 52% ELL (21) - 55% ELL (17) - 40%

5th - Across Genres 5th - Across Genres All (93) - 73% All (87) - 74% AA (8) - 81% AA (14) - 71% HISP (31) - 63% HISP (20) - 67% ED (36) - 62% ED (21) - 62% ELL (15) - 46% ELL (16) - 49%

2014 2015 3

rd - Informational Text 3

rd - Informational Text

All (80) - 66% All (90) - 69% AA (9) - 51% AA (10) - 78% HISP (22) - 55% HISP (31) - 59% ED (30) - 54% ED (38) - 62% ELL (25) - 52% ELL (27) - 54%

4th - Informational Text 4th

- Informational Text All (91) - 67% All (82) - 64% AA (14) - 60% AA (6) - 49% HISP (21) - 60% HISP (29) - 51% ED (25) - 50% ED (37) - 51% ELL (21) - 46% ELL (17) - 38%

5th - Informational Text 5th

- Informational Text All (93) - 71% All (87) - 69% AA (8) - 79% AA (14) - 78% HISP (31) - 60% HISP (20) - 59% ED (36) - 59% ED (21) - 62% ELL (15) - 39% ELL (16) - 54%


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4. Increase the proficiency rate of identified sub groups to 65% in STAAR Math Reporting Categories “Geometry & Spatial Reasoning” and “Measurement” Now identified as Geometry and Measurement (Gap Analysis Worksheet). (Preliminary outcome - pending approved math standards.)

☐ CNA

☒ ISR

☒ THQ

☒ OPD

☐ IPI

☒ TRA

☒ TTD

☒ MSP

☒ FSP

☐ AHQ

Results for: AA, HISP, ED, ELL 2015 Geom/Meas. All (243) 68% AA (29) 60% HISP (69) 59% ED (83) 59% ELL (42) 52%

5. Provide all teachers with support regarding curriculum, instruction, and assessment. (CoreWork Diagnostics/Classroom-Level)

☐ CNA

☒ ISR

☒ THQ

☒ OPD

☐ IPI

☒ TRA

☐ TTD

☐ MSP

☒ FSP

☐ AHQ

3rd

, 4th

, and 5

th Grade

n 2014 2014 2015 3

rd - Geometry/Spatial Reasoning 3

rd- Measurement 3

rd - Geometry/Measurement

All (79) - 73% All (79) - 73% All (77) - 73% AA (8) - 69% AA (8) - 69% AA (10) - 60% HISP (22) - 57% HISP (22) - 59% HISP (21) - 68% ED (29) - 59% ED (29) - 54% ED (26) - 72% ELL (24) - 52% ELL (24) - 54% ELL (13) - 69% 2014 2014 2015 4th - Geometry/Spatial Reasoning 4

th - Measurement 4th - Geometry/Measurement

All (90) - 81% All (90) - 76% All (81) - 59% AA (13) - 86% AA (13) - 72% AA (5) - 51% HISP (21) - 63% HISP (21) - 61% HISP (29) - 47% ED (24) - 66% ED (24) - 61% ED (37) - 45% ELL (20) - 62% ELL (20) - 54% ELL (15) - 35% 2014 2014 2015 5

th - Geometry/Spatial Reasoning 5

th - Measurement 5th - Geometry/Measurement

All (93) - 79% All (93) - 67% All (85) - 73% AA (8) - 80% AA (8) - 69% AA (14) - 68% HISP (33) - 71% HISP (33) - 52% HISP (19) - 61% ED (38) - 70% ED (38) - 50% ED (20) - 60% ELL (14) - 63% ELL (14) - 38% ELL (14) - 52%


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All Grades (Writing) Critical Action: Increase the writing proficiency rate to 65% of economically disadvantaged students to narrow achievement gap and improve student performance in the STAAR Writing Reporting Categories “Revising” and “Editing” (Gap Analysis Worksheet).

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

1. Teachers will implement ELD strategies with

economically disadvantaged students.

2. Increase student’s writing fluency and accuracy by

providing handwriting construction and practice.

3. Ensure writing practice with varied strategies to

increase student’s writing skills to construct detailed

paragraphs.

4. Use student writings for daily practice on revising and

editing.

5. Teach students to monitor their own performance by

providing students rubrics for all writing assignments.

6. Monitor individual student learning and plan

interventions to meet writing proficiency needs.

7. Adult temp teacher to help tutor identified students.

Project Lead: Team Leader, Intervention specialist, Instructional specialist, and ESL Teachers Staff: Grade level teachers, Tita Alarcon, ELD Trainers, and SPED teachers Title I Funding: 100% of budget to employ adult temp teacher Resources: Various assessment data Timeline: All year

January: Fourth grade has analyzed MOY data and determined a grouping structure to target the ED and ELL students. They are grouped such that it is possible that they get small group instruction from the ESL teacher in two rotations (one targeting language and one targeting writing skills) and the grade level teacher. Second grade is actively teaching cursive writing and encouraging the children to practice their new skills. Teachers are using rubrics to highlight skills and review performance with students. We are not able to assign the adult temp to writing student directly, the temp is being used to relieve the schedule of the specialists so that they can directly instruct our economically disadvantaged students and English Language Learners in writing lessons. Summative Notes: Providing students with multiple small group instruction as they rotated from ESL and ELD specialists, and classroom teacher helped increase student daily writing practice on revising and editing.

Elementary School Campus Improvement Plan 2014-2015 Campus Name

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All Grades (Science) Critical Action: Increase science proficiency rate to 65% of economically disadvantaged students to narrow achievement gap and improve student

performance in the STAAR Science Reporting Categories “Earth and Space” and “Organisms and Environment” (Gap Analysis Worksheet) .

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☒ THQ ☒ OPD ☐ IPI ☐ TRA ☒ TTD ☒ MSP ☐ FSP ☐ AHQ





1. Implement the use of Concept Maps in Science to

increase student’s functional language needed to

communicate using new vocabulary, concepts, and

processes (ie. interactions and connections between

Organisms and the Environment or between Earth and

Space).

2. Provide explicit strategies (ie. picture clues, visuals, and

technology to develop content vocabulary.

3. Incorporate content appropriate journaling 2-3 times

weekly.

4. Provide cross curricular connections between language

and science content through increased reading

opportunities and text connections.

5. Increase students’ opportunity for project based/real

world lessons to correlate with science content.


Project Lead: Team Leader, Intervention specialist Staff: Grade level teachers Title I Funding: 100% of budget to employ adult temp teacher Resources: Various assessment data, Discovery Tech Book, New curriculum Timeline: All year

January: Our adult temp started in December, 2014. Many of our grade levels have just begun science instruction due to the curricular revisions in science and social studies. Summative Notes: The use of Concept Maps in Science helped increase student’s academic vocabulary and helped increase student’s discussions using academic language. Fourth and fifth grade students were able to work on collaborative projects and shared information learned through Kid Inquiry Conference.


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All Grades (Reading) Critical Action: Increase reading proficiency rate to 65% of the STAAR Reading Reporting Categories “Understanding/Analysis Across Genres” and “Understanding/Analysis of Informational Texts” (Gap Analysis Worksheet).

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☒ THQ ☒ OPD ☐ IPI ☐ TRA ☒ TTD ☒ MSP ☒ FSP ☐ AHQ





1. Increase students’ knowledge of varied genres and

expository texts.

2. Model use of literary terms, use of acronyms, and

other strategies to help students remember

different genres and types of texts.

3. Plan interventions that help construct a deeper

understanding and analysis of written text and

author’s purpose.

4. Pre-teach vocabulary in expository texts.

5. Adult temp teacher to help tutor identified

students.

Project Lead: Intervention specialist, Instructional Specialist Staff: Grade level teachers Title I Funding: 100% of budget to employ adult temp teacher Resources: Various

assessment data,

Comprehension Toolkit,

Discovery Tech Book

Timeline: All year

January: The use of the Comprehension Tool Kit is helping teachers strengthen their genre teaching. Flexible grouping is being utilized to maximize the intervention instruction in all grade levels. The adult temp teacher started in December, 2014 with groups in the area of reading. Summative Notes: Intentional teaching, flexible grouping, and the

continued use of the Comprehension Tool Kit helped increase

student’s knowledge of various genres and expository texts.


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All Grades (Math) Critical Action: Increase math proficiency rate of identified sub group to 65% in STAAR Math Reporting Categories “Geometry & Spatial

Reasoning” and “Measurement”.

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☒ THQ ☒ OPD ☐ IPI ☐ TRA ☒ TTD ☒ MSP ☒ FSP ☐ AHQ





1. Flex math intervention small groups and regroup as

necessary according to assessment data (MAP,

formative, summative).

2. Increase the use of 2 dimensional and 3 dimensional

shapes during math landing.

3. Pre-teach math vocabulary.

4. Increase students’ understanding and flexibility of

Geometry and Measurement concepts.

5. Provide varied experiences using non-standard units

for measurement and encourage students to make

real- world connections with 2 dimensional and 3

dimensional shapes.

6. Adult temp teacher to help tutor identified

students.

7. Provide opportunities for students to express their

thinking when solving math problems.

Project Lead: Intervention specialist, Instructional Specialist Staff: Grade level teachers Title I Funding: 100% of budget to employ adult temp teacher Resources: Various assessment data Timeline: All year

January: Flexible grouping has been utilized extensively in the

area of math. All grades have focused on the number operation

strand exclusively the first semester due to the revised

mathematics curriculum. Math vocabulary is being taught and

explored through various instructional techniques. The CUBES

problem solving method has been adopted by the campus and is

being implemented in all classrooms as a strategy to hone in on

word problem comprehension. The adult temp teacher is not yet

being utilized in the area of math, but is allowing specialists time

in their schedule to be able to work with the most at-risk math

students directly.

Summative Notes: It is difficult to see the actual progress towards

our SBIC math goal this year given that our beginning of the year

math scope and sequence did not include geometry & spatial

reasoning, and measurement lessons. Overall student growth

was also difficult to detect because students were administered a

different version of MAP assessment and we could not accurately

compare a student’s end of year MAP score with their middle of

the year MAP scores because it was like comparing “apples to

oranges” and not “apples to apples”. Nonetheless, the use of

flexible grouping, math vocabulary review, and targeted math

lessons throughout the school year helped increase student’s

math skills.


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Grades 3, 4, and 5 (CoreWork Diagnostics / Classroom Level) Critical Action: Provide all teachers with support regarding curriculum, instruction, and assessment. (Theme 2: Collaborate as a primary means for improving instruction.)

Critical Action addresses the following Title I components: ☐ CNA ☒ ISR ☒ THQ ☒ OPD ☐ IPI ☒ TRA ☐ TTD ☐ MSP ☒ FSP ☐ AHQ





1. Teachers will attend curriculum trainings.

2. Teachers will implement district’s Unit Backward

Design templates with fidelity.

3. Define high-yield instructional strategies and

reinforce their use in all classrooms.

4. Collaborate in teams focused on curriculum,

instruction, and assessment.

5. Teachers will participate in peer classroom visits to

improve practices of teams and individual

instruction.


Project Lead: Principal, Instructional and Intervention Staff Staff: Grade Level Staff Title I Funding: 100% of budget to employ adult temp teacher Resources: District UBD templates, Team planning, Training sessions Timeline: All year

January: Teachers have been sent to a series of trainings on multiple topics this year. At this time, all of our staff is working towards PACE certification. The majority of the K-2 staff has had ELD training in the fall. Additionally, teachers have attended Figure 19 training led by Lead Forward, and Empowering Writers. February: Professional development on Marzano instructional strategies. Teaching staff received their Plano Walk Through Data and made goals for the spring on instructional strategies to reinforce during 2nd semester. Principal has scheduled data meetings with each teacher to review their goals. All teams participated in weekly meetings and also twice monthly planning meetings to discuss curriculum and review data. Teachers began their classrooms visits and are applying strategies gleaned from those visits in their classroom. Adult temp teacher helped alleviate the schedule for the specialists to enable them to attend planning meetings and assist with coaching and model lessons.


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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-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

School year

2014-2015

(Goals form will be sent to

principal by 2/13/15)

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

Wellness Captain

Parent Letter First

Semester of

2014

Purvi Patel served on the

Campus Wellness Team this year.

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

P.E., Fitness

Teacher

Coordinated

School Health

Curriculum

School year

2014-2015

CSH taught in fitness class for K-

5th

grades

K-8 Create a Coordinated School Health bulletin board inside the

school building for students, staff and parents to view. (Required)

Principal

P.E., Fitness

Teacher

Campus Wellness

Plan

School year

2014-2015

CSH bulletin board in hallway

outside of the gym and updated

regularly.

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, eNews,

marquee, grade

level newsletters

School year

2014-2015

Electronic communication

through Smore newsletter, Face

Book, PTA news, and REMIND

text alert system. Other

communication is disseminated

through weekly student’s take

home packet.

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 Fitness gram Goal

Form

School year

2014-2015

Fitnessgram data reviewed by PE

teachers and shared with

students to set personal growth

goals.


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Applicable


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

components. (Required - Form Provided)

P.E. Teacher Student Exemption

Form

School year

2014-2015

Completed in Feb. and March

2015

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 Fitness gram

Student Report

School year

2014-2015

Completed - reports sent to all

3rd

, 4th

, and 5th

grade parents at

EOY

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

P.E., Fitness

Teacher

Recommended

sample schedules

are available upon

request

MVPA Form

School year

2014-2015

Completed - PE minutes were

calculated for all grade levels at

the BOY.

K-8 Measure MVPA and physical activity time using pedometers and

heart rate monitors. (Required)

P.E. Teacher Pedometers; heart

rate monitors

School year

2014-2015

MVPA monitored through the

weekly plans. Pedometers and

HR monitors were used regularly.

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

P.E., Fitness

Teacher

Yearly Plan Form

Lesson Plans

Visible During Class

Time

Observation

School year

2014-2015

District curriculum utilized along

with supplemental materials to

ensure developmental

appropriateness.

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

unstructured play during recess. (Required)

Principal

P.E., Fitness

Teacher

School year

2014-2015

Students were given 30 minutes

of recess each day prior to lunch

time.

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

for brain breaks and short activity breaks. (Required)

Principal

P.E., Fitness

Teacher

Resources

available upon

request

School year

2014-2015

Wellness Team provided

teachers with brain break

activities to implement in their

classroom. Teachers were also

provided a list of websites of


15

Applicable


additional short activity breaks

to use with students I the

classroom.

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

P.E., Fitness

Teacher

Attendance report Monthly Attendance and other

participation issues monitored

and communicated daily with

classroom teachers.

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

P.E., Fitness

Teacher

Student Goal Form Monthly PE teachers provide parents a

plan for school activity time and

suggested home activity time to

counteract low fitness test

scores and promote

improvement in student health.


16

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

Staff feedback/ survey August, 2014 Data collected and shared with staff.

Monitor high risk areas. (Required) Principal Designee Staff assignments/ schedule

August, 2014 Accomplished

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

August, 2014

Accomplished

Staff EDUCATION:

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

Principal or designee Handouts/PowerPoint August, 2014

Each staff member trained on bullying during the month of August. All teachers and other staff members were also required to complete district online training on sexual harassment in the month of December.

Review referral process. (Required) Principal or designee Campus referral plan August 2014 Staff Development

During the month of August the school counselor reviewed the process for referring incidents of bullying with the staff. Throughout the school year staff members are reminded of the procedures as well.

Staff INTERVENTION:

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

Principal or designee (campus discipline staff)

Discipline Management Plan

School Year 2014-2015

All students participated weekly in R-Time lessons. R-Time lessons helped reduced the number of office referrals and student discipline incidents. School counselor began teaching anti-bullying lessons in September.


17

Applicable Students


Implement campus referral plan. (Required) Principal or designee Campus Referral Plan August, 2014 Staff members were expected to report any reports of bullying to the designated staff member. Reports made by student to teacher, a written notice, a phone call, etc. Once the report was made, the designated staff member investigated all referrals.

Utilize Discipline Management strategies. (Required) Principal or designee Discipline Management Plan


The designated staff member monitored student management. Strategies used included, Parent conferences, further education, office referrals, and stay away agreements.

All Students

PREVENTION:

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

Principal or designee Code of Conduct/ Student-Parent

Handbook

August, 2014 McCall staff members reviewed student’s expectations and Self-Manager program with students and parents during the fall semester.

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


All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan August, 2014 The staff members were presented a power point on the referral process and contacts during the month of August.

All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers Classroom Teachers, Counselor,

Administrators


Applications of classroom intervention begin in the month of September and continued throughout the school year.


18

Applicable Students


Employ discipline interventions: (Required) Designated staff CMIT Team, Tier 2/3 Behavior Strategies


Discipline interventions applied for students who were in need of further strategies. All designated staff implemented intervention strategies during the 2014-2015 school year.

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

Administrative staff or counselors

R-Time Meetings, Tier 2/3 Interventions


R-Time lessons and tiered inventions began in the month of September. Each classroom teacher required to teach R-Time every Wednesday. Tiered interventions for students in need of further strategies were added to our CMIT process.

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

Teachers, Administrators, CMIT

Meetings


Conferences were scheduled with parents and students based on the need of each situation.


19

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

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

August 2014 Principal, Secretary, Phone Messenger, and eNews Accomplished with continued success.

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

August 2014 Campus Portal Report, Hardcopies - School Information

Parents without a home computer were offered the use of our library and Mobile Computer Lab to compete this task.

Suggested Action Step: PTA representative meets with the principal on a monthly basis to gain insight to parent needs.

Principal, PTA President

Principal met with PTA president monthly.

Suggested Action Step: Communicate information through E-News and social media.

Principal, Weekly information via eNews, FACE Book, and Twitter sent out to the community.

Accomplished. Communication also provided through PTA Newsletter, Phone Messenger, and school Marquee.

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

Principal, Technology Committee, and CTA Accomplished

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

Administration, Counselor, PTA Teacher Liaison

Accomplished through on-going communication between principal, counselor, PTA Teacher Liaison, and PTA Board.

Suggested Action Step: Provide opportunities for after-hours parent education in the areas of student time management, student schedules, etc.

Administration, Counselor, PTA Teacher Liaison Offered morning, afternoon, and evening meetings.


20

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

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

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

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

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


21

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

Administrators,

Kinder team, sped

team leader

All Year

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


Administrators,

secretary, KN team

August

2014

April

2015

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


Kinder team,

administrators

May

2015

Additional suggested activities below:

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


Kinder team,

administrators

June

2015


22

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 ☐ AHQ

Reading AMO

Strategies for Accomplishing Critical Action: Hispanic, ED, ELL Students

Action Step Formative & Summative Notes and Reflections

Identify Limited English Proficient (LEP) students and Economically Disadvantage (ED) students below Reading proficiency range on MAP and invite students that meet this criteria to attend reading tutorials in after school program. Teachers will implement English Language Development (ELD) instruction across grade levels to increase language complexity of LEP and ED students. Evaluate effectiveness of interventions through week by week observations and mid-year student assessment progress.

All African

American Hispanic White Special Ed


ELL

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

81 269 77 35 68 77 88 58 65 20 64 99 64 103


23

Mathematics AMO

Strategies for Accomplishing Critical Action: Hispanic, ED, ELL Students

Action Step Formative & Summative Notes and Reflections

Identify Limited English Proficient (LEP) students and Economically Disadvantage (ED) students below Reading proficiency range on MAP and invite students that meet this criteria to attend math tutorials in after school program. Teachers will implement English Language Development (ELD) instruction across grade levels to increase language complexity in math content. ELD training to support student knowledge of math vocabulary. Evaluate effectiveness of interventions through week by week observations and mid-year student assessment progress.

All African

American Hispanic White Special Ed


ELL

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

83 268 80 35 66 77 88 57 58 19 66 99 68 103