Lucy Mae McDonald Elementary Campus Improvement Plan 2016 …

Lucy Mae McDonald Elementary Campus Improvement Plan

2016-2017

“A once-in-a-lifetime experience, Everyday!”

Mission Statement

The staff of Lucy Mae McDonald Elementary School believes that educational excellence for all students

demands a total team commitment. Our responsibility is to provide a safe and caring environment where

students can become fluent readers, master challenging subject matter, successfully access information, and

become problem solvers. McDonald Elementary is committed to developing in each student the academic

skills, self-esteem, and discipline that will allow them to be successful in school and throughout life.

Lucy Mae McDonald 16-17 Campus Improvement Plan Page 1

McDonald Elementary Campus Planning and Decision-Making Committee 2016-2017

Principal – Marla Laudan Assistant Principal – Melissa Tovar

District Professional Non-Teaching – Melinda Domain Campus Professional Non-Teaching – Amy Barton

Teachers Carla Rhodes – 1st Grade

Claudia Gutierrez – 2nd Grade Jessica Patlan – 3rd Grade Danielle Novak – Specials

Amy Rose – Title 1

Paraprofessionals Lisa Hunter Hali Morgan

Parents

Shandra Jones Diane Hudson

Community Members

Sophie Calvillo Betty McCoy

Business Members

Michael Masek Glenn Hobbs


THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION GOALS

GOAL #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

GOAL #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. GOAL #3: The students in the public education system will demonstrate exemplary performance in the understanding of science. GOAL #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained. Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards. Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student

learning. Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff

development, and administration.


COMPREHENSIVE NEEDS ASSESSMENT SUMMARY SCHOOL YEAR: 2016-2017

Data Sources Reviewed: ● TAPR report ● STAAR Reports

● TELPAS Reports

● PEIMS Reports

● Home Language Survey

● Infinite Campus Data

● Teacher/Student Ratio

● Special Program Reports

Area Reviewed Summary of Strengths What were the identified strengths?

Summary of Needs What were the identified needs?

Priorities What are the priorities for the campus, including how federal and state program funds will be used?

Demographics (CNA Area #1)

● Steady growth of enrollment over the past 6+ years – Student population changing, while staff demographics have remained the same.

● All communications sent home in both English and Spanish

● Student population reflects the diversity of the Ferris Community.

● At-Risk numbers/categories are consistent with previous years.

● Recruitment of professional staff more reflective of the student population

● Systemic interventions to address quickly increasing Hispanic and LEP populations.

● Improved attendance rates with attendance incentive programs.

● Accurate identification of at-risk students for PEIMS submission to gain State Comp Ed. Funding for services.

● Commit to hire bilingual staff with new positions when appropriate

● Assist bilingual parents with ways to help their students be successful in all academic areas.

● Implement attendance incentive program as needed to maintain/improve attendance rates.


● Have a bilingual classroom in grade 1 to reflect Home language survey.

● Use two bilingual paraprofessionals in a manner that optimizes their time in supporting bilingual students.

Student Achievement (CNA Area #2)

● Met Standard in 2015-2016 ● Exceeded Target score in 3

out of 4 performance index’s

● Met 95% (19 out of 20) of system safeguards for state in 2015-2016.

● 67% of all students passed at level II satisfactory in Math.

● 64% of all students passed at Level II satisfactory for Reading.

● Provide intervention for both Math and Reading in all grades.

● 15-16 I station growth of one year or more was 1st grade = 53.4%, 2nd grade = 41.4%, and 3RD grade = 43.3%

● Data conferences held with students each month reviewing their recent assessment data and setting goals for next benchmark.

● 2016-2017 – McDonald Elementary students will score 75% or better in reading and Math on STAAR assessment in all populations.

● Address lower than desired student achievement scores on state assessment. Children of all racial and SES backgrounds will score at equally high academic levels as required by the TEKS.

● Continue implementation of Fundations reading program in all 1st & 2nd Grade classrooms.

● Continue to enhance Reading intervention using “Daily 5” framework in all ELAR classes.

● Continue to enhance math instruction for Special Education students through an inclusion model, as appropriate to meet student needs.

● Provide Special Education students math support through inclusion.

● Implement a word wall in every classroom that provides exposure and assists students with connections of word to their reading and writing.

● Address low state scores through enhancement of lesson delivery in 3rd grade using Daily 5 framework in both math and reading instructional time.

● Purchase additional supplies needed to support Fundations, Daily 5, and reading and math intervention activities in all classrooms.

● Provide a team teaching environment in all grades to allow for focused instruction by master teachers in specific core content areas.

● Provide for daily intervention time in both Reading and Math within master schedule.

● Provide grade level support for struggling readers in classroom as level one Title 1 support through


● Increase Reading and Math achievement for all students on state and local assessments.

Fundations and GRE intervention in grades 1 & 2.

● Use (2) title 1 teachers to provide pull-out intervention support and (2) paraprofessional staff members to provide intervention support through our title 1 computer labs.

● Increase number of concept days within the school year to 7.

School Culture and Climate (CNA Area #3)

● Dedicated teachers and parents.

● Bilingual classes in 1st ● High level of PTO

participation. ● Commitment from every

adult in McDonald Elementary to ensure that all children succeed academically

● Minimal number of disciplinary placements in an alternative setting

● Student Resource Officers on staff to ensure a safe learning environment.

● Safety drills and phones in rooms for added layer of security.

● Safety Buckets for use during emergency situations.

● Increase programs targeting non-English speaking parents.

● Continue classroom management training to allow students to remain in classroom during instruction.

● Increase student training on all aspects of bullying – What it looks like, feels like, and consequences.

● Provide teacher training opportunities in classroom management techniques.

● Provide training for all parents on effective support strategies to help their child succeed academically including translators for non-English speaking parents.


● Minimal number of cases reported, investigated and identified as bullying

● ● Principal’s Lunch at the end

of the year to promote positive behavior in classroom and building for all students who receive two or less marks for the entire school year.

● Tea with Principal with parents to build a collaborative relationship.

● Building is inviting to visitors without sacrificing student safety.

● Display pictures of HERO winners chosen.

● Implement the district Accelerated Reading program on campus and provide incentive for students to reach and/or exceed their independent reading goals through A/R Prize Patrol Cart.

● Continue implementation of Cool Kids Jackets Club – Bead program that focuses on student character, academic achievement and healthy bodies.


Staff Quality, Recruitment & Retention (CNA Area #4)

● Highly qualified/motivated staff

● Bilingual staff to support our ELL identified students.

● Opportunities for professional development through district or Region 10.

● Mentoring program for all new teachers hired through the First Year Teacher Academy training program.

● Successful implementation of building CLT and grade level PLC groups.

● Training for all staff specifically designed to address our ELL population and their needs.

● RTI training and intervention program implementation focusing on individual student needs.

● Training to address specific needs of staff at the building level.

● Increase staff development which caters to identified needs through Grab-n-Go 30 minute sessions led by building staff. (Use interest survey to determine staff needs)

● Increase staff development opportunities throughout the year specifically targeting our ELL populations using SIOP and ELPS components.

● Gain a more in-depth understanding of the newly adopted Math TEKS by utilizing district support staff.

● Provide training or programs needed to increase performance of ELL students based upon consultant review of building.

● Allow teachers to observe colleagues with focus on best practices impacting instruction with the goal of implementation in their class.

Curriculum, Instruction, Assessment (CNA Area #5)

● Introduction of aligned, rigorous, and relevant curriculum across the district.

● Online access to curriculum, grade book, AR, Eduphoria, TRS, and Infinite Campus

● Staff development for campus teachers addressing curriculum/instructional topics in order to provide outstanding instructional leadership in their classrooms.

● Provide staff development and support to increase rigor and higher level thinking in the classrooms with specific focus on Math.

● Provide staff development and training on proficient use of technology in the classroom.


● In addition to curriculum support available online, teachers have access to adjust instruction to increase rigor in the classroom both vertically and horizontally

● Wide range of intervention products: Wilson Reading (3rd), Fundations (1st & 2nd), DRA2, I Station, Accelerated Reader, Dreambox Math, Star Reading, Star Math, English in a flash, and Guided Reading scheduled into each classroom schedule.

● Guided Reading library accessible by all

● Double block specials classes to allow grade level planning sessions to maximize master schedule.

● Implement and use of student data folders throughout the year and passed to next teacher.

● Staff development on increased use of technology in the classroom based on needs of each teacher.

● Implement Inclusion opportunities in all areas of SPED support.

● Provide Math & Reading Intervention daily within the master schedule for students.

● Provide opportunity for teachers to meet horizontally and vertically at least once per year.

● Post content and language objective daily in classrooms.

Family and Community Involvement (CNA Area #6)

● Strong community bonds through programs such as: Art Gala, Family Fiesta, Grade Level Programs, Field trips, Earth Day Event, Spirit Week, Fall and Spring Book Fairs and designated daily

● Expand opportunities for non-English speaking families to participate in school activities

● Increase programs targeting non-English speaking families

● Family Fun night for subjects (Math, Science, ELAR) and activities to help parents at home.

● Improve school and teacher website to promote positive interactions with parents and community.


activities for families held in Spring, Awards Assemblies, Tea with Principal, Buddy Fun Day etc.

● Flyer/parent notes sent home in both English and Spanish.

● Campus Family Handbook in both English and Spanish.

● Maintaining open line of communications with parent/guardian regarding student achievements.

● Expand PTO volunteer program to include assisting with organizational needs of the campus.

● Increase PTO membership and attendance at meetings.

●

● Provide parent information on accessing the district adopted curriculum online through the TRS website.

● Homeroom teacher will make a minimum of two positive parent contacts each year. (One per semester)

School Context and Organization (CNA Area #7)

● Safe and secure campus ● Support at the campus level

for teachers to meet the needs of all students.

● Online curriculum with common assessments to measure academic growth which creates accountability for all.

● Use of data warehouse for staff members to access and analyze student data to improve instruction.

● Professional support staff ● Creative scheduling to meet

staff training needs as well as PLC’s and horizontal team planning.

● School and Teacher websites ● Regularly evaluate and

restructure the support staff to better align to student needs.

● Orientation for incoming 1st grade students and new students on safety procedures.

● Provide professional training for staff regarding school website.

● Provide staff training on all safety procedures so they can then effectively train students. (i.e. drills, car pick up, car drop off and field trip procedures)


Technology (CNA Area #8)

● Aware and Google Drive are utilized for collaboration

● Teacher/Administrator access to student data

● Classroom projectors ● Teacher workstations in

each classroom ● Promethean Board and

document cameras in each homeroom.

● 3 computer labs to accommodate over 60 students for intervention three times per week.

● Help desk for technology assistance.

● IPad for all teaching staff ● 1:1 student ipad

implemented for 16-17 school year.

● 3 student computers provided in bilingual classes used daily for interventions and support.

● Utilize data from technology for collaboration, instruction and intervention.

● Online and/or face-to-face training for technology support.

● Provide training for Promethean Boards and Document Camera

● Wireless color printers for iPad access.

● Provide online and face-to-face training opportunities for staff. Creative means of training sessions to fit into their busy schedule. (Grab-n-go’s; PLC trainings etc.)

● Wireless color printers


Title I, Part A

Schoolwide Components:

1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).

2. Schoolwide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement, use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program.

3. Instruction by highly qualified teachers. 4. In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals,

and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.

5. Strategies to attract high-quality teachers to high-need schools. 6. Strategies to increase parental involvement in accordance with section 1118, such as family literary services. 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading

First, or a State-run preschool program, to local elementary school programs. 8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to

provide information on, and to improve, the achievement of individual students and the overall instructional program. 9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement

standards required by section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.


Ideal State: Goal(s) The student in McDonald Elementary will demonstrate exemplary performance in the reading and writing of the English language, understanding of mathematics, understanding of Science, and the understanding of social studies.

Objective(s): 1, 2, 3, 4, 5, 6, 7, 8, 9 ● Parents will be full partners with educators in the education of their children. ● Students will be encouraged and challenged to meet their full educational potential. ● Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. ● A well-balanced and appropriate curriculum will be provided to all students. ● Qualified and highly effective personnel will be recruited, developed, and retained. ● The state’s students will demonstrate exemplary performance in the comparison to national and international standards. ● School campuses will maintain a safe and disciplined environment conducive to student learning. ● Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student

learning. ● Technology will be implemented and used to increase the effectiveness of student learning, instructional management,

staff development, and administration.

Strategies and Action Steps Person(s) Responsible

Resources Timelines Evidence of Implementation

Evidence of Impact

Formative/ Summative

Title I Schoolwide Components (Code by #)

CNA Area

Provide opportunity for teachers to observe colleagues in order to see instructional best practices, classroom management, SIOP, technology components and math techniques that will transfer to their classrooms.

Principal, Assistant Principal, CLT

Campus Funds 2016-2017 School Year

Evidence of increased rigor in classroom through T-TESS appraisals and walk-through data along with relevant student data.

Student performance on benchmarks, unit assessments, state assessments, local assessment tools

TRS Unit Assessments, District grade reports, TELPAS, I station, STAAR, Dreambox, Star

2, 3, 4, 10 3,4,5,8


Reading, Star Math

Purchase/implement/provide necessary training for programs that are targeted and designed to assess our student population areas of weakness in Mathematics, Reading and vocabulary acquisition.

Principal, Assistant Principal, teachers, paraprofessionals

Campus Funds 2016-2017 School year

Evidence of increased student achievement in math and reading.


TRS Unit Assessments, Grade reports, TELPAS, I station, STAAR, Dreambox, Star Reading, Star Math

2, 3, 8, 9, 10 2, 5

Monitor and analyze data of all students to improve instruction, identify students in need of acceleration or intervention.

Teachers, AP, Principal


Student data folders

Increased student achievement with fewer special education placements


2, 3, 8, 9, 10 2

All written communication to parents/guardians and community will be in both English and Spanish

Principal, AP, Teachers, Paraprofessionals


Examples to be kept on file in copy room

Increased in: student achievement, parent involvement, parent/teacher/student communications

STAAR, TELPAS, Grade Reports

2, 5, 6, 10 1, 6


School Reach will be utilized to provide updates or reminders in both English and Spanish

Principal, AP Campus Funds 2016-2017 School year

Log within program of calls made

Increased: parental support/involvement/awareness, parent/teacher/student communications

Parent attendance at events, reduction in parent concerns and misinformation

2, 6 1, 2, 6

Provide training and/or informational sessions for parents with regards to supporting their students at home academically as well as student services and growth. (Family Fun night, Title 1 Annual Meeting, Meet the Teacher, Open House, Content Area nights, etc.)

Principal, AP, Teachers, Counselor, paraprofessionals


Sign-in sheets from meetings and/or trainings held

Increased student achievement, higher number of students achieving advanced ratings on state assessments


2, 3, 6, 10 1, 3, 6

McDonald Elementary will implement an effective Bilingual program by increasing the number of certified Bilingual/ESL teachers and paraprofessionals that serve this specific student population (All homeroom teachers ESL certified)

Principal, AP Campus funds, Title 3 funds

2016-2017 School year

New hire paperwork, TAPR report

Increased student achievement for LEP population


2, 3, 4, 5, 10 1, 2, 5


Provide a team approach allowing for targeted instruction and intervention times built into master schedule.

Principal, AP, Counselor


Master Schedule Student performance on benchmarks, unit assessments, state assessments, local assessment tools


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

Implement a word wall in all classrooms and common hallways to assist students in sight word and academic vocabulary acquisition.

Teacher, AP, Principal

Title 1 funds $3000


Classroom Observations, walk through data, campus common area

Increased student achievement in reading

TRS Unit Assessments, Grade reports, TELPAS, I station, STAAR, Star Reading

2, 3, 9 2, 5

Continue implementation of bead program as an incentive program in computer lab utilizing Math facts in a flash program to strengthen foundation of basic math skills in student population.

Paraprofessional

Title 1 Funds - $500


Student data in Math Facts in a Flash

Increased student achievement on math assessments

TRS Unit Assessments, Grade reports, STAAR, Dreambox, Star Math

2, 9 8

Students identified as at-risk readers according to benchmark data will receive accelerated reading instruction in computer lab and during GRE using I

Teachers, Title 1 teachers, Title 1 paraprofessionals, AP, Principal

Title 1 Funds (2) Title teachers and (2) title 1 paraprofessionals = $178,903


Teacher reports, student data, lesson plans

Student performance on benchmarks, unit assessments, state

TRS Unit Assessments, Grade reports, TELPAS, I station,

2, 3, 5, 8, 9, 10

2,5


station in computer lab and Fundations Reading program in 1st & 2nd Grade classrooms, Title I double dip (1st & 2nd), Wilson Reading pullout (3rd) and tutoring.

Campus funds

assessments, local assessment tools

STAAR, Star Reading

All teachers will implement small group center activities during GRE using the Daily 5 structure to focus on reading strategies, small group remediation, and daily reading intervention.



Teacher reports, student data folders/intervention logs


TRS Unit Assessments, Grade reports, TELPAS, I station, STAAR, Star Reading

2, 3, 5, 8, 9 2, 5

Provide materials that support the TRS curriculum in all areas with focus on new math standards and needs that arise from implementation.



Purchase orders Student performance on benchmarks, unit assessments, state assessments, local assessment tools


2, 3, 5, 5

McDonald Elementary will provide a safe, orderly, drug free and bully free environment conducive to learning.

School SRO, Counselor, Teachers, paraprofessionals, AP, Principal


Counselor schedule, sign-in sheets from trainings, drills documentation

Reduction in number of discipline referrals, reduced

PEIMS reports, Incident Command

10 3, 7


● Guidance lessons by school counselor (Bullying, drug free, character development etc.)

● Hold appropriate building specific safety training with all staff members

● Teacher directed safety training with homeroom classes

● Utilization of Emergency handbook & Emergency Go Kit

incidents during drill situations

Drill Reports

Math Teachers in all grades to attend trainings targeted at implementation and best practices for newly adopted Math TEKS. 3rd Grade Math lesson delivery will include Daily 5 Math Framework.



Evidence of increased rigor and relevance in the classrooms observed during formal observations and walk-through data along with relevant student data



2, 3, 4, 5, 8, 9

4, 5

Vertical and horizontal team meetings to assure the alignment of curriculum, instructional, and assessment at least once per year.

Principal, AP, Teachers


Sign-in and Minutes from meeting to be turned into principal



2, 4, 5, 8 5



STAAR, Dreambox, Star Reading, Star Math

Provide parents with information on accessing district adopted TRS curriculum online through TRS website.



Documentation of notes provided to parents



2, 6 5, 6

Improve campus and homeroom websites to promote positive interactions with parents and community.



Website Student performance on benchmarks, unit assessments, state assessments, local assessment tools


2, 6, 6

Provide training for staff regarding access and updating school and homeroom websites.



Sign-in sheets and agenda from training sessions



2, 3, 4, 5 7




Provide Inclusion opportunity for SPED students in the areas of Reading and Math in all grade levels through scheduling on the master schedule.

Principal, AP Campus Funds 2016-2017 School year

Master Schedule, ARD committee notes, Student IEP schedule pages



2, 3, 5 2

Purchase wireless color printers for each grade level for use with student iPad activities

Principal, AP, Technology Dept.


Purchase Orders Student work produced on iPad increasing student achievement


2, 9 8

Implement attendance incentive program as needed to maintain/improve attendance rates including tardiness and leaving early.

Principal, AP, Counselor


Purchase Order Increased attendance rates and increased student achievement


2, 6, 9 1



Provide teachers training on creating and implementation of language and content objectives including targeting ELPS that are to be posted in classroom daily.

Principal, AP, teachers


Sign-in sheets, training material, classroom observations, lesson plans



2, 3, 4, 5 5


Documents

Lucy Mae McDonald Elementary Campus Improvement Plan 2016 …