2010-2011 campus improvement plan - blair

8/6/2019 2010-2011 Campus Improvement Plan - Blair

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Carrollton-Farmers Branch ISD Improvement Plan 2010-2011

Campus Plans

CARROLLTON-FARMERS BRANCH ISD

Blair Elementary

CAMPUS IMPROVEMENT PLAN2010-2011

Lori Parker, Principal

Vision Statement:

The vision of the faculty and staff of Blair Elementary School is to provide all students with the academic tools to becomeproductive, responsible citizens. This can be accomplished through a partnership with the school and family workingtogether to provide the necessary resources and support to produce a positive educational environment essential for

learning.

October 1, 2010


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Campus Improvement Plan 2010-2011

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CIC MEMBERS

Name Position Years Served Signature

Lori Parker-Decherd Principal 6Stephanie Lopez Assistant Principal 2

Esther Quinonez Assistant Principal 1

Laura Kunz Instructional Facilitator 3

Ana Winton Instructional Facilitator 1

Angela Douglas Counselor 3

Krin Villacres Kinder Team Lead 1

Tellie Cobos 1

st

Team Lead 1Amy Waller 2nd Team Lead 1

Shelli Slusher 3rd Team Lead 1

Kristin Gilbert 4th

Team Lead 1

Kim Blair 5th Team Lead 1

Rachel Weir Support Team Lead 2

Katie Alexander Special Ed Team Lead 1


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PLANNING PROCESS

Needs Assessment

The Campus Improvement Council is composed of representative professional staff, parents of students enrolled at the campus,business representatives and community members. The Campus Improvement Council establishes and reviews campus educationalplans, goals, performance objectives, and major classroom instructional programs. An annual Campus Improvement Plan guides thiswork. The Campus Improvement Plan is based on a comprehensive needs assessment which includes student achievementindicators, disaggregated by all student groups served by the campus. Additional factors such as school processes (e.g., attendance,graduation, tardies, discipline referrals, teacher absences), perception (e.g., staff, parent and community surveys), and demographics

(e.g., enrollment trends, staff turnover) are to be considered.

The Campus Improvement Plan is to include (TEC Chapter 11, subchapter F, section 11.253):1. Assessment of academic achievement for each student using the student achievement indicator system.2. Set campus performance objectives based on the student achievement indicator system, including objectives for special needs

populations, including students in special education.3. Identification of how campus goals will be met for each student.4. Identification of resources needed to implement the plan.

5. Identification of staff needed to implement the plan.6. Timelines for reaching goals.7. Periodic, measureable progress toward the performance objectives.8. Goals and methods for violence prevention and intervention on campus.9. Program for encouraging parental involvement.10. Goals and objectives for a coordinated health program (elementary and middle schools) which is based on student fitness data,

student academic performance data, student attendance rates, percentage of students who are educationally disadvantaged thatensures that students participate in moderate to vigorous physical activity.

Annual analysis of the plan and review of various assessment data are used to determine objectives that address campusgoals. Specific strategies and action steps are developed to address these objectives. This process ensures a commitment toexcellence and a resolve to provide the best instructional plan for every student.


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Campuses receiving Title 1 funds must address Title 1 targets in campus plans and indicate where Title 1funds will be spent.

Title I --Targeted Assisted ( TA )Must address the 8 components of a Targeted Assisted Program

TA 1. Resources used to help children meet state academic achievement standardsTA 2. Planning for identified students incorporated into existing school planningTA 3. Methods and strategies based on scientifically based researchTA 4. TA program is coordinated with and supports regular educational programsTA 5. Highly qualified teachersTA 6. Professional DevelopmentTA 7. Increase Parental InvolvementTA 8. Coordination of federal, state, and local services

Title I -- School-wide Components (TS)TS 1. Comprehensive needs assessmentTS 2. School-wide reform strategiesTS 3. Highly qualified teachersTS 4. Professional developmentTS 5. Strategies to attract high-quality highly qualified teachers to high need schools

TS 6. Parental involvementTS 7. Assisting preschool children in the transition from early childhood programsTS 8. Measures to include teachers in the decisions regarding use of academic assessmentsTS 9. Students difficulties identified on a timely basisTS10.Coordination and integration between federal, state, and local services


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The Goal of C-FB ISD is high achievement for all students.

Supporting Objective 1: Continuously increase student achievementA. TEA Recognized/Exemplary DistrictB. Recognized/Exemplary SchoolsC. Adequate Yearly Progress (AYP)D. Achievement GapE. Special PopulationsF. TAKS Commended Scores (all students)G. Higher Education Readiness Component (TSI) (EXIT Scores)

H. SATI. PSAT/NMSQTJ. Advanced PlacementK. Graduation Data

Supporting Objective 2: Continuously improve the learning environment for students and staffA. Out of School SuspensionsB. DAEP PlacementsC. Attendance Rate

Supporting Objective 3: Continuously increase operational effectivenessA. Financial Integrity Rating System in Texas (School FIRST)B. Increase percentage of operating expenditures expended for instructionC. Fund balance as a percentage of the total expenditure budget excluding TIF and Chapter 41 paymentsD. Kilowatt hour per sq. ft. usageE. Overtime hoursF. Highly Qualified Teachers

G. Teacher Classroom Attendance RateH. All Staff Attendance RateI. Teacher Turnover RateJ. Availability of Critical Technology Systems

Supporting Objective 4: Continuously increase stakeholder confidence and support of our school systemA. Parent Survey - Achieving Quality TogetherB. Stakeholder Survey (to be developed)

C. Staff Survey (to be developed)


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Improve TAKSscores in reading byimproving studentperformance indemonstrating abasic understanding

of culturally diversewritten texts(Objective 1).

90% ofkindergartenstudents will readat a D instructionallevel or higher withhigh levels ofcomprehension killsby the end of May2011.

3.9H produce summaries of textselections (2-3)

3.8D demonstrate knowledge ofsynonyms, antonyms, and multi-meaning words (3)

RESULTSGOAL

Should identify what isdesired in terms ofperformance after, oras a result of, putting

new processes inplace or improvingexisting processes.

SMARTGOAL

Goal should be

Strategic andspecific,

Measurable,Attainable,

Results-based,and Time-bound.

INDICATORStandards and objectives (weak

areas for students)

MEASURESTools well use to

determine where studentsare now and whether they

are improving.

TARGETSThe attainable performancelevel we would like to see.

Remember . . . The one accomplishment that would foster longer-range actions would be agoal worthy of commitment.

-Peter Senge, The Fifth Discipline(1990)

*Fountas/Pinnell*DRA*TPRI*Tejas Lee*Literary Charts*Readers ResponseJournals*Conversation Circles

*Informal observations*QAR*One-on-oneconferences*Leer Mas

90% of kindergartenstudents will read at a Dinstructional level or higherwith high levels ofcomprehension kills on theend of year readingassessment, whileimproving on the followingstudent expectations:K.8B Develop vocabulary

by listening to anddiscussing both familiar andconceptually challengingselections read aloud.K.9 The student uses avariety of strategies tocomprehend selections readaloud.


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93% of first gradestudents will readat a J instructionallevel or higher withhigh levels ofcomprehension killsby the end of May2011.



RESULTSGOAL

Should identify what isdesired in terms ofperformance after, oras a result of, putting


SMARTGOAL

Goal should be





areas for students)



are improving.




*Fountas/Pinnell*DRA*TPRI*Tejas Lee*Common Assessments*Literary Charts*Readers ResponseJournals

*Conversation Circles*Informal observations*QAR*One-on-oneconferences* Leer Mas

93% of first grade studentswill read at a J instructionallevel or higher with highlevels of comprehensionkills, while improving on thefollowing studentexpectations:1.12C retell or act out theorder of important events instories (K-3).

1.11A discuss meanings ofwords and developvocabulary throughmeaningful/concreteexperiences (K-2).


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90% of secondgrade students willread at a Minstructional levelor higher with highlevels ofcomprehension killsby the end of May2011.



RESULTSGOAL

Should identify what isdesired in terms of

performance after, oras a result of, putting


SMARTGOAL

Goal should be





areas for students)



are improving.




*Fountas/Pinnell*DRA*TPRI*Tejas Lee*Common Assessments*Literary Charts*Readers ResponseJournals

*Conversation Circles*Informal observations*QAR*One-on-oneconferences* Leer Mas

90% of second gradestudents will read at a Minstructional level or higherwith high levels ofcomprehension kills, whileimproving on the followingstudent expectations:2.9C retell or act out theorder of important events instories (K-3).

2.8A discuss meanings ofwords and developvocabulary throughmeaningful/concreteexperiences (K-2).


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Improve TAKSscores on theReading test byincreasing student

understanding andtheir ability toanalyze culturallydiverse texts.

95% ofstudents ineach subgroupwill meetexpectationson Objectives 1

and 3 on theReading TAKSTest andincreasecommendedperformance by15%

3..13B draw conclusionsfrom the facts presented intext and support thoseassertions with textualevidence3.14Analyze, makeinferences, drawconclusions4.6B describe theinteraction of charactersincluding their

relationships and thechanges they undergo; and5.11C compare/contrast;cause/effect, sequentialorder5.12B Recognizeexagerrated, contradictory,or misleading statementsin text.

RESULTSGOAL




SMARTGOAL

Goal should be





areas for students)



are improving.


-

BOY, MOY, and

EOY assessments Open ended

assessment

Readersresponse rubric

Practice TAKS

TAKS 2010


3.13B 66% to 85%

3.14 62% to 85%4.6B 68% to 85%5.11C 69% to 85%5.12B 68% 10 85%


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Improve TAKSscores in math byimproving studentperformance inunderstanding of theconcepts and uses of

measurement(Objective 4) andmath processes andmathematical tools(Objective 6)

90% ofkindergarteners willmeet or exceed theend of year mathassessment with a70 or above by May2010.

3.11A use linear measurementtools to estimate and measurelengths using standard units

3.16A make generalizations frompatterns or sets of examples andnon-examples

RESULTSGOAL




SMARTGOAL

Goal should be





areas for students)



are improving.




*Informal observationsduring math workshop*InvestigationsChecklists*Math Journals*Classroom discussions

*MOY & EOY UniversalScreening

90% of kindergartners will

demonstrate mastery of thefollowing studentexpectations by meeting orexceeding the end of yearmath assessment with a 70or above:K.10A compare and ordertwo or three concreteobjects according to lengthK.6A use patterns to predict

what comes next, includingcause-and-effectrelationshipsK.13 A identify mathematicsin everyday situations

3.14A identify the math inevery day situations


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Improve TAKSscores in math byimproving studentperformance inunderstanding ofnumbers, operations,

and quantitativereasoning (Obj. 1),understanding theconcepts and uses ofmeasurement (Obj.4), andunderstanding ofmath processes and

95% of first gradestudents will meetor exceedexpectations onunit assessmentsand universal mathscreenings.

3.5A Round whole numbers to thenearest ten or hundred toapproximate reasonable results inproblem situations (revised 2006)

3.16A Make generalizations frompatterns or sets of examples andnon-examples

RESULTSGOAL




SMARTGOAL

Goal should be





areas for students)



are improving.




*Investigationsperformanceassessments*COL End-of-Unitassessments*Universal Screenings*Student observations*Math Journals*Classroom discussions

95% of first grade students

will meet or exceedexpectations on the end ofunit assessments anduniversal screenings byfocusing on the followingstudent expectations:1.1B create sets of tens andones using concrete objects todescribe, compare, and orderwhole numbers

1.4 The student is expected toidentify, describe, and extendconcrete and pictorial patternsin order to make predictionsand solve problems.1.7A estimate and measurelength using nonstandard units,such as paper clips or sides ofcolor tiles1.11A identify mathematics inever da situations

3.11A Use linear measurementtools to estimate and measurelengths using standard units

3.14A Identify the mathematics inevery day situations.


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Improve TAKSscores in math byimproving studentperformance inunderstanding ofnumbers, operations,

and quantitativereasoning (Obj. 1),understanding theconcepts and uses ofmeasurement (Obj.4), andunderstanding ofmath processes and

90% of secondgrade students willmeet or exceedexpectations onunit assessmentsand universal mathscreenings.

3.5A Round whole numbers to thenearest ten or hundred toapproximate reasonable results inproblem situations (revised 2006)

3.16A Make generalizations frompatterns or sets of examples andnon-examples

RESULTSGOAL




SMARTGOAL

Goal should be





areas for students)



are improving.




*Investigationsperformanceassessments*COL End-of-Unitassessments*Universal Screenings*Student observations*Math Journals*Classroom discussions

90% of second gradestudents will meet or exceedexpectations on the end ofunit assessments anduniversal screenings byfocusing on the followingstudent expectations:2.1C Use place value tocompare and order wholenumbers to 999 and record thecomparisons using numbersand symbols

2.6B Identify patterns in a list ofrelated number pairs based ona real-life situation and extendthe list of repeating andadditive patterns to makepredictions and solve problems2.9A Identify concrete modelsthat approximate standard unitsof length and use them tomeasure length2.12A Identify mathematics in

3.11A Use linear measurementtools to estimate and measurelengths using standard units

3.14A Identify the mathematics inevery day situations.


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Improve TAKSscoreson the mathsubtestby improvingstudentperformance inunderstanding ofmathprocesses andtoolsused in problemsolving. (Obj. 6)

95% of studentsIn each subgroupwill meetexpectationson themath TAKSsubtest andincrease

commendedperformance by15%.

3.1B Use place value to compareand orderWhole numbers3.3B addition and subtraction3.7B Identify and describe patternsin a tableRelated number pairs based on aMeaningful problem and extend thetable.3.15B Relate informal language toMathematical language and symbols3.16A Make generalizations frompatterns or sets of examples andnon-examples

4.1A Use place value to read, write,compare and order whole numbersthru 999,999,999

4.11A Estimate and usemeasurement length includingperimeter, area, weight, mass usingSI units metric and customary

5.3A Use addition and subtraction tosolve problems involving whole

numbers and decimals5.14A Identify the mathematics ineveryday situations5.16A Reasonableness

SMARTGOAL

Goal should be




INDICATORStandards and objectives(weak areas for students)

MEASURESTools well use todetermine where

students are now andwhether they areimproving.

TARGETSThe attainable

performance level we

would like to see.



TAKS Run charts,math journals,

InvestigationAssessments,CFB End of UnitAssessments,Math Boxes,Math Box Quizzes

3.1B from 56% to 85%3.3B 64% to 85%3.7B from 60% to 85%3.15B from 63% to 85%3.16A from 63% to 85%

4.1A from 63% to85%4.11A from 68% to

85%

5.3A from 66% to

85%5.14A from 64% to85%5.16A from 62% to85%


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Improve TAKSscores on theScience test byincreasing student

understanding ofthe nature ofscience and earthsciences.

95% ofstudents ineach subgroupwill meetexpectationObjectives 3

and 4 on theScience TAKSTest andincreasecommendedperformance by15%

SC 3 5th/10

Overall 81.1%

ED 80.4%AA 92%

H 80.3W 86.5%Female 80.4%

Male 81.9%LEP 69.8%

Special Ed 68..8%

SC 4 5th/10

Overall 70.8%ED 69.7%AA 47.7%

H 69.9%W 88.50%

Female 68.2%Male 73.7%

LEP 53.5%Special Ed

66%

RESULTSGOAL




SMARTGOAL

Goal should be





areas for students)



are improving.



All SEs associated withindicators for Objective1:

Unit Tests for3

rd, 4

th, and 5

th

Grade

Released TAKStest

TAKS test

All SEs associated withindicators for Objective4:

Unit Tests for3

rd, 4

th, and 5

th

Grade

Released TAKS

test TAKS test


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Blair ElementaryCampus Goals & Objectives

2010 TAKS, PARTICIPATION, & ATTENDANCE DATA

2011 GOALS

All Students African American Hispanic White Special EdEconomically

DisadvantagedLEP

INDICATOR2010Data

2011Goal

2010Data

2011Goal

2010Data

2011Goal

2010Data

2011Goal

2010Data

2011Goal

2010Data

2011Goal

2010Data

2011Goal

Reading/English Language Arts 85 90 100 100 83 90 94 100 67 85 84 90 75 85

Mathematics 85 90 82 90 84 90 87 90 58 85 84 90 78 85

Writing 88 90 - 90 87 90 93 95 62 85 86 90 85 90

Science 73 85 - 85 72 85 100 100 45 85 71 85 28 85

Social Studies - - - - - - - - - - - - - -

All Tests 95 76 85 77 85 88 95 59 85 76 85 72 85

Graduation 2009

Graduation 2010 Goal

Participation: Reading/Language Arts 100 100 100 100 100 100 100 100 100 100 100 100 100 100

Participation: Math 100 100 100 100 100 100 100 100 100 100 100 100 100 100

Attendance 98 100 97.3 100 97.9 100 98.6 100 96.5 100 98 100 98.2 100


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Blair Elementary

Campus Goals2010 Percentage of Commended Students

2011 Goals

All Students African American Hispanic White

INDICATORCam

-pus State

Diff.

fromstate 2011Goal

Cam

-pus State

Diff.

fromstate 2011Goal

Cam

-pus State

Diff.

fromstate 2011Goal

Cam

-pus State

Diff.

fromstate 2011Goal

Reading/English

Language Arts24 35 +11 35 27 25 +8 35 21 28 +9 30 36 48 +4 40

Mathematics 23 37 +12 35 0 23 - 25 23 31 +12 35 26 47 +14 40

Writing 16 30 +14 30 * 21 - 25 15 25 +15 30 20 38 +20 40

Science 27 44 +8 40 * 28 - 30 24 36 +16 40 38 59 +2 40

Social Studies - - - - - - - - - - - - - - - -

Special Ed. Economically Disadvantaged LEP

INDICATORCam-pus

StateDiff.

from

state

2011Goal

Cam-pus

StateDiff.

from

state

2011Goal

Cam-pus

StateDiff.

from

state

2011Goal

Reading/EnglishLanguage Arts

4 17 +16 20 22 26 +8 30 13 23 +12 25

Mathematics 4 17 +16 20 22 28 +8 30 13 25 +12 25

Writing 15 11 +10 25 15 22 +10 25 7 20 +13 20

Science 0 24 0 25 26 31 +9 35 0 20 0 20

Social Studies - - - - - - - - - - - -


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Blair Elementary

2010-11 Campus Focus

District Supporting Objective #1: Continuously increase student achievement

Campus Focus # 1 Criteria for Success Performance MeasureCampus rating of Recognized from TEA in 2011 A,B,F

85% of all subpops will pass TAKS in 2011 A,B,F

15% of all students in all subpops will be commended on TAKS in 2011 B,F

5th

grade science TAKS will increase to 85% passing A,B

Improve student achievement

Campus Focus #2 Criteria for Success Performance Measure90% of kindergarten students will read at a D instructional level or higher withhigh levels of comprehension skills by the end of May 2011.

B,D

95% of first grade students will read at a J instructional level or higher with

high levels of comprehension skills by the end of May 2011.

B,D

90% of 2nd

grade students will read a M instructional level or higher with high

levels of comprehension skills by the end of may 2011.

B,D

Increase number of studentsreading on grade level

90% of students in 3rd

-5th

will be reading at or above grade level with high

levels of comprehension skills by the end of May 2011.

B,D

Campus Focus #3 Criteria for Success Performance MeasureFocused Tutoring -All students will participate in tutorials that are based on

data targeting specific objectives.

D, E

IIP process-all staff will understand and use consistently D, E

High Leverage Strategies


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Blair Elementary

2010-11 Campus Focus

Campus Focus # 4 Criteria for Success Performance MeasureFocused Tutoring -All students will participate in tutorials that are based on

data targeting specific objectives.

D,E

Professional Learning Communities meetings- restructuring D,E

High Leverage Strategies

District Supporting Objective #2: Continuously improve the learning environment for students and staff

Campus Focus #5 Criteria for Success Performance MeasureDecrease number of office referrals from the 2009-10 school year by 10% A,BR-Time

District Supporting Objective #3: Continuously increase operational effectiveness

Campus Focus #6 Criteria for Success Performance MeasureExceed our reduction of electricity usage per month based on 2009-10 data. D

Decrease energy consumption through Watt Watchers D

Increase safety and efficience at arrival and dismissal through Safety Patrol D

Improve Safety and Efficiency


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5,8,9 practices uniform standards Team

X X X X1,9 Support RTI math/reading

students with additional smallgroup support

Unit Assesments, studentdata

September-May Laura Kunz District Funds

X

1,2,6,10 Parent Education Parenting tips and

strategies-pamphlets andfliers sent home onThursday, Parent Meetings

Oct. - May Angela Douglas Title 1 for instructional

resources

X X X X 1,9,10TIER III Intervention Specialist Formal and informal

assessmentsAugust-May Kathy Lanigan

Ida PerkinsTitle 1 for additional staff

X X X X1,4,5,9,

10

TIER II Intervention Fountas & PinnelAnecdotal records

August-May Ashley GreenJessica Brophy

Title 1 for additional staff

X X X X1,2,9 ELL Support through embedded

strategies, Avenues, and smallgroup assistance.

Working with students whoare a year or below gradelevel.

August May Ana Sanchez, Title 1 for additional staff andinstructional resources.

X X X X

1,2,3,4,

6,9,10

RTI Intervention support Working with students who

are one or more yearsbelow grade level.

August-May Patricia Shanafelt Title 1 Stimulus for instructional

resources and additional staff

X X X X

1,2,3,4,

8,9

Improve campus scienceinstruction

Josie Eatman coaching,Professional LearningCommunities, SimpleScience Solutions

October-May Principal Title I

X X X

2,3,4,8,

9

Conduct book study ofProfessional LearningCommunities at Work withleadership team

PLC meetings October-May Principal Title I

X X X

1,2,3,4,

8,9,10

Conduct book study of A RepairKit for Grading

Grading practices: improveunderstanding andincorporate moremeaningful practices

October-May Principal Title I

X1,2,10 Decrease energy comsumption

through Watt Watcher programDecreased energyexpenditure

October-may Communities In Schools-Reeva Scaife and LillyCurtis

NA

X 1,2,10Improve safety and efficiencyduring arrival and dismissal

Parent Survey and TeacherSurvey

October-May Angela Douglas NA

2010-2011 campus improvement plan - blair

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