Elementary School Campus Improvement Plan 2014-2015...Lamonte Thomas/ Jason Motter Business Representative 2013-2014 Danelle Parker Business Representative 2014-2015 . Elementary School

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

Sigler Elementary

Principal: Matt Arend

Mission Statement: Prepare students to excel in a diverse and changing world.

Cover Page

Elementary School Campus Improvement Plan 2014-2015 Sigler Elementary

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Campus Verification Page

Planning Timelines

CoreWork Diagnostics, Analysis of Critical Actions, and STAAR 2013/2014 Gap Analyses: (by June 2014)

Needs analysis, goal setting and strategic planning: (June, July & August 2014)

Preliminary SBIC Plan Complete: (by August 18, 2014)

Campus teacher data analysis day: (August 18-21, 2014)

SBIC Plan due in September 2014

Meeting Dates 2013-2014

Meeting 1: SBIC approves the improvement plan (by September 22, 2014): 9/18/2014

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

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 6/8/2015

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

Amy Davis Faculty Member 2012-2013

Brionne Stewart Faculty Member 2014-2015

Sarah Noble Faculty Member 2014-2015

Cesar Mateos Faculty Member 2014-2015

Leola Simental Faculty Member 2014-2015

Wendy Zwall Faculty Member 2014-2015

Matt Arend Principal 2012-2013

Selenda Sager District Professional 2014-2015

Patricia Hempstead Campus Professional, Non-teaching 2013-2014

Jennifer Brumfield Support Staff Member 2014-2015

Steve Beebe Parent-Selected by PTA 2013-2014

Jervon Randall Parent-Selected by Principal 2014-2015

Dana Sue Kassay Parent 2013-2014

Tanya Thompson Parent 2014-2015

Mayra Becerril Parent 2014-2015

Fidela Mendoza Parent 2014-2015

Officer Ahrens Community Member 2014-2015

Scott Nichols Community Member 2014-2015

Lamonte Thomas/ Jason Motter Business Representative 2013-2014

Danelle Parker Business Representative 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: Reduce violent incidents by 10% 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. Study and use the district written curriculum (Corework Diagnostic – Campus Wide Level)

☒ CNA

☒ ISR

☒ THQ

☒ OPD

☐ IPI

☐ TRA

☒ TTD

☒ MSP

☒ FSP

☒ AHQ

All Students

2. Model and promote substantive collaboration to foster a learning community (Corework Diagnostic – Campus Wide Level)

☒ CNA

☒ ISR

☒ THQ

☒ OPD

☐ IPI

☐ TRA

☒ TTD

☒ MSP

☒ FSP

☒ AHQ

All Students

3. Ensure the districts written curriculum is taught in every classroom (Corework Diagnostic – Campus Wide Level)

☒ CNA

☒ ISR

☒ THQ

☒ OPD

☐ IPI

☐ TRA

☒ TTD

☒ MSP

☒ FSP

☒ AHQ

All Students

4. Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives (Corework Diagnostic – Classroom Level)

☒ CNA

☒ ISR

☒ THQ

☒ OPD

☐ IPI

☐ TRA

☒ TTD

☒ MSP

☒ FSP

☒ AHQ

All Students

5. Increase the Science Proficiency Rate of Hispanic and Economically Disadvantaged Students to Narrow the Achievement Gap, Specifically in Earth and Space. (Gap Analysis)

☒ CNA

☒ ISR

☒ THQ

☒ OPD

☐ IPI

☐ TRA

☒ TTD

☒ MSP

☒ FSP

☒ AHQ

Hispanic & Econ. Dis. Students in Grade 5

6. Increase the Reading Proficiency to Narrow the Achievement Gap, Specifically in Analysis of Informational Texts. (Gap Analysis)

☒ CNA

☒ ISR

☒ THQ

☒ OPD

☐ IPI

☐ TRA

☒ TTD

☒ MSP

☒ FSP

☒ AHQ

All Students & Special Education Students

7. Increase the Math Proficiency Rate of to Narrow the Achievement Gap, Specifically in Numerical Relationships. (Gap Analysis)

☒ CNA

☒ ISR

☒ THQ

☒ OPD

☐ IPI

☐ TRA

☒ TTD

☒ MSP

☒ FSP

☒ AHQ

Hispanic & Econ. Dis. Students & Special Education Students


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All Grades (CoreWork Diagnostic/Campus Wide Level) Critical Action: Study and Use the District Written Curriculum

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 Staff,

Resources, Timeline Formative & Summative Notes and Reflections

Teachers become fully aware of learning targets & TEKS through team planning, planning with instructional staff & Friday meetings with instructional leadership.

Project lead: Principal Staff: Grade level Teachers, Instructional Support Resources: TEKS, curriculum planner, Lead4ward Field Guides Timeline: 2014-2015 school year

Meeting Notes: The support staff attended the grade level planning once a week for 2 years. Their presence has made the dialogue during the meetings more in-depth. Formative Notes: Support Staff attended grade level planning once a week to help guide and assist with the curricular needs. Documentation: Lesson Plans and Agendas Summative Notes: For next year, Support Staff will attend grade level planning on 2 days during the week to help support more grade levels with planning. Teams will assign a specific focus during planning time to incorporate the following: Language – ELPS Lead4ward – TEKS Levels of Questioning – Blooms & Costa UBD – Understanding By Design Curriculum Guide Technology

Teachers use TEKS to diagnose learning problems. Project lead: Principal Staff: Grade level Teachers, Instructional Support Resources: TEKS, Lead4ward Field Guides Timeline: 2014-2015 school year

Meeting Notes: The support staff attended the grade level planning once a week for 2 years. Their presence has made the dialogue during the meetings more in-depth. Formative Notes: Support Staff attended grade level planning once a week to help guide and assist with the curricular needs. Documentation: Lesson Plans and Agendas Summative Notes: For next year, Support Staff will attend grade level planning on 2 days during the week to help support more grade levels with planning. Teams will assign a specific focus during planning time to incorporate the following: Language – ELPS


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Lead4ward – TEKS Levels of Questioning – Blooms & Costa UBD – Understanding By Design Curriculum Guide Technology

Study curricular connections across school levels and implement curricular connections across all content areas.

Project lead: Principal Staff: Grade level Teachers, Instructional Support Resources: TEKS, curriculum planner, Lead4ward Field Guides Timeline: 2014-2015 school year


All Grades (CoreWork Diagnostic/Campus Wide Level) Critical Action: Model and Promote Substantive Collaboration to Foster a Learning Community





Build Teachers Capacity for Collaboration through PLCs Project lead: Principal Staff: Grade level Teachers, Instructional Support Resources: TEKS, curriculum planner, Lead4ward Field Guides, Staff Development

Meeting Notes: The PLCs continue to struggle to keep their momentum during the spring semester. Formative Notes: It was suggested the PLCs could meet more during the fall and focus on reflective questions throughout the spring semester. Also, it would be beneficial for grade level team


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Timeline: 2014-2015 school year

members to give updates at their grade level planning to keep fellow team members informed. Documentation: Agendas Summative Notes: Sigler will continue to use PLCs as a way to continue professional growth during the 2015-2016 school year.

Promote Collaboration through Structured Peer Classroom Visits using PWT.

Project lead: Principal Staff: Grade level Teachers, Instructional Support Resources: PWT Observation Form, PWT Training Timeline: 2014-2015 school year

Meeting Notes: There are 2 staff members along with the administrators who conducted Plano Walkthroughs during the 2014-2015 school year. Formative Notes: Immediate feedback would be beneficial to the teachers. Documentation: Plano Walkthrough Reports and Observation Forms Summative Notes: A Google form will be created to allow teachers to conduct more peer observations for 2015-2016.

Teachers attend PWT Training Project lead: Principal Staff: Grade level Teachers, Instructional Support Resources: PWT Observation Form, PWT Training Timeline: 2014-2015 school year

Meeting Notes: There are 2 staff members along with the administrators who conducted Plano Walkthroughs during the 2014-2015 school year. Formative Notes: There are 2 staff members along with the administrators who conducted Plano Walkthroughs during the 2014-2015 school year. Documentation: Plano Walkthrough Reports and Observation Forms Summative Notes: A Google form will be created to allow teachers to conduct more peer observations for 2015-2016.


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All Grades (CoreWork Diagnostic/Campus Wide Level) Critical Action: Ensure Districts Written Curriculum is Being Taught in Every Classroom





Establish Curricular Expectations Project Lead: Principal Staff: Grade Level Teachers, Instructional Support, PLCs Resources: TEKS, Curriculum Planner Timeline: 2014-2015 school year

Meeting Notes: The weekly grade level planning times allows the teacher more in-depth conversations regarding the curriculum. Formative Notes: Support Staff attended grade level planning once a week to help guide and assist with the curricular needs. Documentation: Lesson Plans and Agendas Summative Notes: Summative Notes: For next year, Support Staff will attend grade level planning on 2 days during the week to help support more grade levels with planning. Teams will assign a specific focus during planning time to incorporate the following: Language – ELPS Lead4ward – TEKS Levels of Questioning – Blooms & Costa UBD – Understanding By Design Curriculum Guide Technology

Confirm the Connection Between Lessons & the Curriculum Project Lead: Principal Staff: Grade level Teachers, Instructional Support Resources: TEKS, Curriculum Planner Timeline: 2014-2015 school year

Meeting Notes: The weekly grade level planning times allows the teacher more in-depth conversations regarding the curriculum. Formative Notes: Support Staff attended grade level planning once a week to help guide and assist with the curricular needs. Documentation: Lesson Plans and Agendas Summative Notes: Summative Notes: For next year, Support Staff will attend grade level planning on 2 days during the week to help support more grade levels with planning. Teams will assign a specific focus during planning time to incorporate the following: Language – ELPS Lead4ward – TEKS Levels of Questioning – Blooms & Costa UBD – Understanding By Design Curriculum Guide

Elementary School Campus Improvement Plan 2014-2015 Campus Name

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Technology

Use the Curriculum during Classroom Visitation Follow Up Meetings Project Lead: Principal Staff: Grade Level Teachers and Instructional Support Resources: Timeline: 2014-2015 school year

Meeting Notes: The weekly grade level planning times allows the teacher more in-depth conversations regarding the curriculum. Formative Notes: Support Staff attended grade level planning once a week to help guide and assist with the curricular needs. Documentation: Lesson Plans and Agendas Summative Notes: Summative Notes: For next year, Support Staff will attend grade level planning on 2 days during the week to help support more grade levels with planning. Teams will assign a specific focus during planning time to incorporate the following: Language – ELPS Lead4ward – TEKS Levels of Questioning – Blooms & Costa UBD – Understanding By Design Curriculum Guide Technology

All Grades (CoreWork Diagnostic/Campus Wide Level) Critical Action: Adjust to add depth to learning opportunities for students who demonstrate early mastery of learning objectives





Extend Learning for Students who Demonstrate Early Mastery Project Lead: Principal Staff: Grade Level teachers Resources: TEKS, curriculum planner Timeline: 2014-2015 school year

Meeting Notes: Leveled Questions continue to help aid in the early mastery of content. Formative Notes: The teachers are working hard to use the Blooms Taxonomy and Costa’s questioning stems. Documentation: Lesson Plans and Agendas Summative Notes: The grade level will continue to use independent projects and peer tutors to continue the challenge of early mastery.


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Identify Specific Work Products/Outcomes for Extended Learning Project Lead: Principal Staff: Grade Level teachers, Instructional Support, PLCs Resources: : TEKS, curriculum planner Timeline: 2014-2015 school year


Work Collectively to Challenge Students who Demonstrate Early Mastery

Project Lead: Principal Staff: Grade Level teachers, Instructional support Resources: : TEKS, curriculum planner Timeline: 2014-2015 school year



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5th Grade – Science Critical Action: Increase the Science Proficiency Rate of Hispanic and Economically Disadvantaged Students to Narrow the Achievement Gap, Specifically in Earth and Space.


Strategies for Accomplishing Critical Action: 2014 Hispanic: 60% Econ- Dis: 62%

2015 Hispanic: 61% Econ-Dis: 60%



Collaborate in an on-going review of Earth and Space Standards Project Lead: Instructional Support Staff: Instructional Support, Grade Level Teachers Resources: Science TEKS, Lead4ward Field Guides Timeline: 2014-2015 school year

Meeting Notes: The STAAR results are fairly similar to last year. Formative Notes: Expand teacher knowledge and encourage more dialogue. Allow future team members to join Region 10 trainings. Collaboration during Thursday planning times to address standards within Lead4ward and the district curriculum. Continue to utilize verbs of the TEKS and developing high level questioning stems. Documentation: Lesson Plans and agendas Summative Notes: The 5

th grade teacher will continue to

collaborate with Ms. Solecki (Science Teacher) to continue to focus on Science.

Participate in a like campus cohort discussing best practices regarding science instruction

Project Lead: Principal Staff: Instructional Support, Grade Level Teachers, Like Campus teams Resources: Science TEKS, Lead4ward Field Guides, District Curriculum Timeline: 2014-2015 school year

Meeting Notes: The teachers met throughout the year with a like campus cohort to discuss strategies and best practices. Formative Notes: Campuses have met thus far to review best practices across reading and science instruction. Documentation: Lesson Plans, agendas and Google Docs. Summative Notes: The cohort plans to continue to meet during the next school year.


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Collaborate in creating more realistic models of abstract concepts regarding Earth and Space content

Project Lead: Instructional Support Staff: Science PLC, Grade Level Teacher Resources: Lead4ward Field guides Timeline: 2014-2015 school year

Meeting Notes: Continue to teach hands-on learning activities. Continue use of vocabulary cards. Formative Notes: Students in the science lab explore hands on models as a part of ongoing rotations. Documentation: Lesson Plans, Observations, Walkthroughs Summative Notes: Teach cross-curricular lessons that focus on science. The students will have more opportunities to conduct experiments in the science lab next year.

All Grades – Mathematics Critical Action: Increase the Math Proficiency Rate to Narrow the Achievement Gap, Specifically in Numerical Relationships


Strategies for Accomplishing Critical Action: 2014: 3rd : 72% 2015: 3rd : 76%

4th : 69% 4th: 70% 5th : 59% 5th: 74%



Collaborate in an on-going review of Numerical Relationships Standards

Project Lead: Principal Staff: Instructional Support, Grade Level Teachers, Like Campus teams Resources: Math TEKS, Lead4ward Field Guides, District Curriculum Timeline: 2014-2015 school year

Meeting Notes: There was increase in all grade levels regarding numerical relationships. The use of small group instruction was started at the beginning of the year compared to the previous year when the groups were started mid-year. Formative Notes: Support Staff attended grade level planning once a week to help guide and assist with the curricular needs.


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Documentation: Lesson Plans and agendas Summative Notes: Grade levels will continue to use the small group instruction starting at the beginning of the school year.

Emphasize new math TEKS during grade level planning to ensure appropriate supporting and readiness standards are being introduced to students

Project Lead: Principal Staff: Instructional Support, Grade Level Teachers, Like Campus teams Resources: Math TEKS, Lead4ward Field Guides, District Curriculum Timeline: 2014-2015 school year

Meeting Notes: The weekly grade level planning times allows the teacher more in-depth conversations regarding the curriculum. Formative Notes: Support Staff attended grade level planning once a week to help guide and assist with the curricular needs. Summative Notes: Teachers felt the planning was more intentional due to the new TEKS. The use of Pearson online curriculum also aided in the rigor.

Integrate a problem solving routine consistent among all grade levels incorporating AVID strategies

Project Lead: Principal Staff: Instructional Support, Grade Level Teachers, Like Campus teams Resources: Math TEKS, Lead4ward Field Guides, District Curriculum, AVID Foundations Timeline: 2014-2015 school year

Meeting Notes: The weekly grade level planning times allows the teacher more in-depth conversations regarding the curriculum. AVID Site team met quarterly to review site goals and progress across grade levels. An AVID PLC also met monthly to discuss specific, AVID Strategies. A 3 column strategy was developed campus wide for consistency and to support note taking strategies. Documentation: AVID Site Team Updates, 3 column note taking strategy Formative Notes: Support Staff attended grade level planning once a week to help guide and assist with the curricular needs. Summative Notes: Continue with consistent implementation of AVID Strategies campus wide & continue to send staff members to the Summer Institutes.

Incorporate Title One Temp Worker to collaborate with classroom teachers & instructional support staff to ensure student needs are being met.

Project Lead: Principal Staff: Instructional Support, Grade Level Teachers Resources: Math TEKS, Lead4ward Field Guides, District Curriculum,

Meeting Notes: Through the use of Title I funds, we have hired a staff person to work with identified students in grades KN-2

nd.

Formative Notes: An additional staff member was hired in


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Timeline: 2014-2015 school year January to work with small groups in math – grades 2nd

-5th

. Documentation – Time Sheets, Lesson Plans and RtI Summative Notes: Teachers felt the additional small groups helped target specific student needs.

All Grades – Reading

Critical Action: Increase the Reading Proficiency to Narrow the Achievement Gap, Specifically in Analysis of Information Texts


Strategies for Accomplishing Critical Action: 2014: 3rd : 58% 2015: 3rd : 67%

4th : 59% 4th: 57% 5th : 57% 5th: 69%



Expose students to deeper analysis of all genres, including expository (non-fiction) text

Project Lead: Principal Staff: Instructional Support, Grade Level Teachers, Like Campus teams Resources: Reading TEKS, Lead4ward Field Guides, District Curriculum. Title I Grant Timeline: 2014-2015 school year

Meeting Notes: The students seem to make a better connection through the use of writing. Documentation: Lesson Plans and Agendas Summative Notes: The continued building of comprehension will increase the understanding of genres.

Building wide focus on vocabulary development and word work during whole group and small group instruction.

Project Lead: Principal Staff: Instructional Support, Grade Level Teachers, Like Campus teams Resources: Reading TEKS, Lead4ward Field Guides, District Curriculum Timeline: 2014-2015 school year

Meeting Notes: The support staff attended the grade level planning once a week for 2 years. Their presence has made the dialogue during the meetings more in-depth. Formative Notes: Support Staff attended grade level planning once a week to help guide and assist with the


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curricular needs. Documentation: Lesson Plans and Agendas Summative Notes: For next year, Support Staff will attend grade level planning on 2 days during the week to help support more grade levels with planning. Teams will assign a specific focus during planning time to incorporate the following: Language – ELPS

Emphasis on blooms higher level questioning and Costa’s levels of questioning during planning and during small group instruction.

Project Lead: Principal Staff: Instructional Support, Grade Level Teachers, Like Campus teams Resources: Reading TEKS, Lead4ward Field Guides, District Curriculum, AVID Foundations, Figure 19 Professional Learning Timeline: 2014-2015 school year


Incorporate Title One Temp Worker to collaborate with classroom teachers & instructional support staff to ensure student needs are being met.

Project Lead: Principal Staff: Instructional Support, Grade Level Teachers Resources: Reading TEKS, Lead4ward Field Guides, District Curriculum, Title I Grant Timeline: 2014-2015 school year

Meeting Notes: Through the use of Title I funds, we have hired a staff person to work with identified students in grades KN-2

nd.

Formative Notes: Student groups shift based upon mid-year assessments to continue serving identified students. Documentation – Time Sheets, Lesson Plans and RtI


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Summative Notes: Teachers felt the additional small groups helped target specific student needs.


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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

2014-2015

school year

Wellness team goals were set and

accomplished for the 14-15 school year.

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

(Required)

Campus Wellness

Captain

Campus

Wellness Plan

2014-2015

school 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 Coordinated

School Health

Curriculum

2014-2015

school year

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

2014-2015

school year

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

2014-2015

school year

The nurse received a grant through the

United Way for 3 years for an afterschool

dance club and Healthy Zone cooking

classes. There will also be a Fall Volunteer

Color Run.

3-5 Intramural Soccer program for 3rd

-5th

grade students. P.E.

Teacher/Nurse

Texas Health

Resources

2014-2015

school year

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

2014-2015

school year

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

components. (Required - Form Provided)

P.E. Teacher Student

Exemption

Form

2014-2015

school year

4th

& 7th

(NEW ACTION STEP) Ensure all data for 3rd

-8th

grade students P.E. Teacher Fitnessgram 2014-2015


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Applicable

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

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

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

(Required)

Student Report school year

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

2014-2015

school year

K-8 Measure MVPA and physical activity time using pedometers

and heart rate monitors. (Required)

P.E. Teacher Pedometers;

heart rate

monitors

2014-2015

school year

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

2014-2015

school year

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

unstructured play during recess. (Required)

Principal 2014-2015

school year

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

opportunities for brain breaks and short activity breaks.

(Required)

Principal Resources

available upon

request

2014-2015

school year

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)

Assistant Principal District Truancy

Guidelines

2014-2015

school year

Truancy guidelines were followed in

accordance with district and state policies.

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

2014-2015

school year


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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 2014-2015 school year

There will be an added part-time counselor during the 2015-2016 school year. Sigler will share this counselor with Thomas Elementary.

Monitor high risk areas. (Required) Principal Designee

Staff assignments/ schedule

2014-2015 school year

Duty schedule developed to monitor high risk areas

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


Ongoing education and monitoring of students

Staff EDUCATION:

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

Principal or designee

Handouts/PowerPoint 2014-2015 school year

The Guidance Counselor conducted training during the in-service workshop in the fall and consults with staff on a regular basis.

Review referral process. (Required) Principal or designee

Campus referral plan 2014-2015 school year

Staff INTERVENTION:

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

Principal or designee (campus discipline staff)

Discipline Management Plan


Developed with Team leaders and Support Staff.

Implement campus referral plan. (Required) Principal or designee

Campus Referral Plan 2014-2015 school year

Ongoing with children with specific needs.

Utilize Discipline Management strategies. (Required) Principal or designee

Discipline Management Plan


The Self Manager Program will continue for 15-16 school year.

All PREVENTION:


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Applicable Students


Students

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

Principal or designee

Code of Conduct/ Student-Parent Handbook


Monitor high risk areas. (Required) All staff Schedule (if necessary) 2014-2015 school year

Duty schedule or grade level schedules developed for before and after school and lunch and recess.

All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan 2014-2015 school year

All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers Kid Talk 2014-2015 school year

Administrators meet on a regular basis with teacher to discuss student needs. Documentation: Kid Talk Minutes

Employ discipline interventions: (Required) Designated staff Sigler Practice Program


Students participate in the Sigler Practice Program to work on behavior skills that are implemented throughout the school day.

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

Administrative staff or counselors

Campus Monitoring and Intervention Team


Proactive interventions through guidance classes, assemblies and classroom R time.

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

Schedule 2014-2015 school year

As needed.


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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.

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




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

Project Lead: Principal Staff: Administrators Timeline: 2014-2015 school year

There was positive response with the use of the multiple uses of technology to reach the Sigler community.

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

Project Lead: Principal Staff: Parent Liaison and designated staff Timeline: 2014-2015 school year

Dr. Pursley worked with Sigler parents to provide computers to families.

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


Monthly PTA Board meetings are held to discuss the needs of student/parents here at Sigler.

Suggested Action Step: Communicate information through E-News. Project Lead: Principal Staff: Administrators Timeline: 2014-2015 school year

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


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

Project Lead: Principal Staff: Designated staff Timeline: 2014-2015 school year


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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 and retain highly qualified applicants for bilingual

students, Plano ISD offers a salary stipend.

HR Operating Fund 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


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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

Professional

Development/Emails/Phone

Calls


The Beaty and Sigler staff

collaborate to provide

kindergarten students with quality

instruction. The teachers discuss

the various needs through

programs such as CMIT, 504 and

SPED.

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


Back to School Night

packets/Kindergarten

Round Up packets/ Ramp

Kits


The kindergarten team passed out

RAMP Kits on 3 dates during the

2014-2015 school year, as well as

hosted a Sneak Peak night for

incoming Kindergarten families.

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


Kindergarten Staff 2014-2015 school year

The kindergarten team used

transition books during the read

aloud time at the Sneak Peak night

for incoming kindergarten families.

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.


My Learning Plan 2014-2015 school year

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


Peer observations 2014-2015 school year

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


Portfolios/Cumulative

Folders


The kindergarten staff and pre-k

teachers collaborate and discuss

the various needs of incoming

kindergarten students and provide


26


portfolios to assist the

kindergarten teacher as they plan

for the new school year.

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


Action Step Formative & Summative Notes and Reflections

Mathematics AMO



Collaborate in an on-going review of Numerical Relationships Standards. Emphasize new math TEKS during grade level planning to ensure appropriate See Formative & Summative Notes above regarding the Action Steps for Math.

All African

American Hispanic White Special Ed

Economically Disadvantaged

ELL

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

82 202 83 53 79 106 83 35 71 24 80 158 81 86

All African

American Hispanic White Special Ed

Economically Disadvantaged

ELL

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

86 203 83 53 88 107 86 35 76 25 86 159 93 87


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supporting and readiness standards are being introduced to students. Integrate a problem solving routine consistent among all grade levels incorporating AVID strategies. Incorporate Title One Temp Worker to collaborate with classroom teachers & instructional support staff to ensure student needs are being met.