2010-2011 campus improvement plan - central

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

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Carrollton-Farmers Branch ISD Improvement Plan 2010-2011Campus Plans

CARROLLTON-FARMERS BRANCH ISD

Central Elementary

CAMPUS IMPROVEMENT PLAN2010-2011

Becky Taylor, Principal

Vision Statement: All students shall meet or exceed the states standards to successfullytransition to middle school.

October 1, 2010


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Campus Improvement Plan 2010-2011

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CIC MEMBERS

Name Position Years Served SignatureBecky Taylor Principal 3Diane Fulcher Assistant Principal 1Kim Chow Assistant Principal 0Misty White ESL/Math Instructional Facilitator 4Lori Canales Reading Instructional Facilitator 3Antonio Flores Pre-K/Kinder Representative 0Norma Melvin First Grade Representative 2

Haylene Plotnik Second/Third Grade Representative 2Assia Houston Fourth/Fifth Grade Representative 0Kari Winchester Activities/Support Team

Representative0

Alexis McKeever Communities in School 0Shashawn Campbell District Representative 1Dale White Business Partner 1Emma Hageman Community Representative 0Maria Uvaldo Parent Representative 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 schoolsTS 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 on themath subtest byimproving studentperformance inunderstanding ofnumbers,

operations andquantitativereasoning (Obj.1)and mathematicalprocesses andtools (Obj.6)

Allsubgroupswill score90% orbetter on themath TAKSsubtest andincreasecommendedperformanceby 10%.

3.1B use place value to compareand order whole numbers through9,999.3.11B use standard units to find theperimeter of a shape3.14B solve problems thatincorporate understanding theproblem, making a plan, carryingout the plan, and evaluating thesolution for reasonableness3.14C select or develop anappropriate problem-solving plan orstrategy, including drawing apicture, looking for a pattern,systematic guessing and checking,acting it out, making a table,working a simpler problem, orworking backwards to solve aproblem.

4.14B Solve problems thatincorporate understanding theproblem, making a plan, carryingout the plan, and evaluating thesolution for reasonableness.4.14C select or develop anappropriate problem-solving plan orstrategy, including drawing apicture, looking for a pattern,systematic guessing and checking,acting it out, making a table,working a simpler problem, or

working backwards to solve aproblem.4,15B relate informal language to

mathematical language andsymbols.4.16A make generalizations frompatterns or sets of examples andnonexamples.

RESULTSGOAL

Should identifywhat is desired

in terms ofperformanceafter, or as a

result of, puttingnew processes

in place orimprovingexisting

processes.

SMARTGOAL

Goal shouldbe S trategicand specific,Measurable,Attainable,

Results-based, and

Time-bound.

INDICATORStandards and

objectives (weak areas

for students)

MEASURESTools well use todetermine wherestudents are nowand whether they

are improving.

TARGETSThe attainableperformance level we

would like to see.

Campus commonassessments, TAKScharts, math

journals,Investigationassessments

Campus commonassessments,TAKSMath journals,Investigationassessments

Increase SE performanceson TAKS3.1B from 64.7% to 90%3.11B from 61.3% to 90%3.14B from 67.05% to 90%3.14C from 67.61% to 90%

Increase SE performance onTAKS4.14B from 70.48% to 90%4.14C from 66.87% to 90%4.15B from 67.47% to 90%4.16A from 69.28% to 90%


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Improve TAKSscores for allstudents on thereading subtestby improvingcritical thinkingand reading skills.

Allsubgroupswill score90% orbetter on thereadingTAKSsubtest andincreasecommendedperformanceby 10%.

3.14A Students analyze, makeinferences, and drawconclusions about persuasivetexts and provide evidence fromtexts to support their analysis.Students are expected to identifywhat the author is trying topersuade the reader to do orthink.

3.13B Students are expected todraw conclusions from the factspresented in text and support thoseassertions with textual evidence.

4.11A Students are expected tosummarize the main idea andsupporting details in texts in waysthat maintain meaning.

4.6B Students are expected todescribe the interaction of charactersincluding their relationships and thechanges they undergo.

4.2B Students are expected to use thecontext of the sentence to determinethe meaning of unfamiliar words ormulti-meaning words.

RESULTSGOAL

Should identify

what is desiredin terms ofperformanceafter, or as a



processes.

SMARTGOAL

Goal shouldbe S trategicand specific,MeasurableAttainable,

Results-based, and Time-bound.

MEASURESTools we will use

to determinewhere studentsare now and

whether they areimproving .

TARGETSThe attainable

performance level wewould like to see.

Fountas-Pinnellrunning records,rubric for writtensummaries,anchor lessons-observation.

Readingbenchmarks,ReadersResponse rubric,Rubrics forcharactermotivation

Commonassessments,browsing boxchallenge, openended test

Readersresponse journal rubric,Oral think-aloud

4.11A from 70.78% to90%

4.6B from 72.48% to 90%

4.2B from 75.30% to 90%

3.13B from 71.69% to90%

3.14A from 57.83% to90%


objectives (weak areas


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Improve TAKSscores on thewriting subtest byincreasing studentunderstanding ofthe nature ofscience and earthsciences.

All subgroupswill score 90%or better on thewriting TAKSsubtest andincreasecommendedperformance by10%.

4.22B Students are expectedto spell base words and rootswith affixes.

4.22D Students are expectedto use spelling patterns, rules,print, and electronic resourcesto determine and check correctspellings.

4.15D Students areexpected to edit drafts forgrammar, mechanics, andspelling using a teacherdeveloped rubric.

RESULTS

GOALShould identifywhat is desired



in place orimproving

existingprocesses.

SMART

GOALGoal shouldbe S trategicand specific,Measurable,Attainable,

Results-based, and

Time-bound.


objectives (weak areasfor students) MEASURESTools well use to

determine wherestudents are nowand whether they

are improving.


performance levelwe would like to

see.

C-FB ISD SpellingprogramDaily reading/writingenrichment lessonsWord work study

Word wall activitiesWeekly SpellingTestsCFBISD SpellingprogramTeacher observation

Daily quick writeWeekly quizzesCompositionlessons/samplesDaily reading/writingconnection lessonsTeacher conferencingPeer conferencingAnecdotal records

4.22B from 71.43% to 90%

4.22D from 80.52% to90%

4.15D from 83.12% to 90%


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Improve TAKSscores on thescience subtestby increasingstudentunderstanding ofthe nature ofscience and earthsciences.

All subgroups

will score 90%or better onthe science TAKSsubtest andincreasecommendedperformanceby 10%.

5.7A Explore the processesthat lead to the formation ofsedimentary rocks and fossilfuels

5.2G Construct appropriatesimple graphs, tables, maps,and charts using technology,including computers, toorganize, examine, andevaluate information

5.8C Demonstrate that Earthrotates on its axis onceapproximately every 24 hrscausing the day/night cycleand the apparent movement ofthe sun across the sky

5.8D Identify and compare thephysical characteristics of thesun, Earth and moon

4.6A Differentiate amongforms of energy, includingmechanical, sound,electrical, light, andheat/thermal

RESULTSGOAL

Should identifywhat is desired




processes.

SMARTGOAL

Goal should

be S trategicand specific,Measurable,Attainable,

Results-based, and

Time-bound.


objectives (weak areasfor students)

MEASURESTools well use todetermine wherestudents are nowand whether they

are improving.


performance levelwe would like to

see.

Common assessmentsbased on SimpleScience SolutionsCPSMAPFOSS labsPLCs

Analyzing studentwork/science journalsPerformance basedassessment rubricCommon assessmentsbased on SimpleScience SolutionsCPSPLCs

Science journalStudent workCommon assessmentsSimple ScienceSolutionsMAPPLCs

5.7A from 54.55% to 90%

5.2G from 81% to 90%

5.8C from 63.64% to 90%

5.8D from 67.53% to 90%

4.6A from 61.04% to 90%


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Activities Team Goals for 2010-2011

In grades 3 5, we will support the homeroom teachers by reinforcing the following math, reading and writing TAKS Objectives in thesegrades.

Objective 2: Reading :Apply knowledge of literary elements to understand culturally diverse written texts

Action Plan: Use of song repertoires in two languagesUse of texts during PE classes about different sports, different players and their customs & culturesUse of art forms from various cultures and the making of art objects from different genres, eras, and cultures

Objective 2: MathDemonstrate an understanding of patterns, relationships, and algebraic reasoning

Action Plan : Use of movement and patterns in games and rhythms (dance)Use of musical icons (beats per measure/sounds on a beat)Use of game patterns and sequencing (games with numbers)Pattern creation and identification (color mixing)

Objective 3 WritingRecognize appropriate organization of ideas in texts

Action Plan : Writing of letters to various athletes, artists, musiciansWriting of song lyrics, game rules, critiquing of art work

Within our own disciplines :

Physical Education : As defined by the CIP, we will show a 2% improvement in the push up portion of the Fitnessgram test and a 3% improvementin the sit n reach portion of the Fitnessgram test scores. 3 rd grade students will create the baseline for their test data for the years to come as theytake the test for the first time.

Art & Music : Grade levels 3 5 will continue to establish baseline test scores and/or project success rate.


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Central ElementaryCampus Goals & Objectives

2010 TAKS, PARTICIPATION, & ATTENDANCE DATA2011 GOALS

All Students African American Hispanic White Special Ed Economically

DisadvantagedLEP

INDICATOR2010Data

2011Goal

2010Data

2011Goal

2010Data

2011Goal

2010Data

2011Goal

2010Data

2011Goal

2010Data

2011Goal

2010Data

2011Goal

Reading/English Language Arts 87% 90% 100% 100% 87% 90% 100% 100% 61% 90% 86% 90% 85% 90%

Mathematics 90% 95% 100% 100% 90% 95% 100% 100% 91% 95% 90% 95% 88% 90%

Writing 93% 95% 100% 100% 95% 95% * 100% 100% 100% 92% 95% 90% 95%

Science 80%90%

*100%

80%90%

100%100%

100%100%

81%90%

63%90%

Social Studies

All Tests

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 97.36 100% 97.9 100% 97.6 100% 95.4 100% 97.8 100% 97.8 100% 97.7 100%


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Central Elementary

Campus Goals2010 Percentage of Commended Students2011 Goals

All Students African American Hispanic WhiteINDICATOR

Cam-pus State

Diff.

fromstate

2011Goal

Cam-pus State

Diff.

fromstate

2011Goal

Cam-pus State

Diff.

fromstate

2011Goal

Cam-pus State

Diff.

fromstate

2011Goal

Reading/EnglishLanguage Arts 29% 35%

-6% 39% 75% 25% +50% 85% 28% 28% = 38% 50% 48% +2% 60%

Mathematics 35% 37% -2% 45% 75% 23% +52% 85% 35% 31% +4% 45% 0% 47% -47% 10%

Writing 21% 30% -9% 31% 33% 21% +8% 43% 22% 25% -3% 32% * 38% N/A 10%

Science 33% 44% -11% 43% * 28% N/A 10% 32% 36% -4% 42% 100% 59% +41% 100%

Social Studies

Special Ed. Economically Disadvantaged LEP

INDICATORCam-pus State

Diff.fromstate

2011Goal

Cam-pus State

Diff.fromstate

2011Goal

Cam-pus State

Diff.fromstate

2011Goal

Reading/EnglishLanguage Arts 23% 17%

+6% 33% 27% 26% +1% 37% 17% 23% -6% 27%

Mathematics 20% 17% +3% 30% 34% 28% +6% 34% 24% 25% -1% 34%

Writing 0% 11% -11% 10% 21% 22% -1% 32% 9% 20% -11% 19%

Science 0% 24% -24% 10% 33% 33% = 43% 13% 20% -7% 23%

Social Studies


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Central Elementary2010-11 Campus Focus

District Supporting Objective #1: Continuously increase student achievement

Campus Focus # 1 Criteria for Success Performance MeasureMinimum of 90% of all students will pass the reading, math, writing andscience subtests on TAKS

D, E

Minimum of 25% commended for all subpops F

Campus rating of Exemplary from TEA in 2011 B

Improve student achievement

Campus Focus # 2 Criteria for Success Performance MeasureMinimum of 50% of students will meet target growth in reading as measuredby spring 2011 MAP

B, C

Students not meeting target growth in reading as measured by spring 2011MAP will miss their target by no more than 2 RITs

B, C

Increase number of studentsreading on grade level

Campus Focus # 3 Criteria for Success Performance MeasureUsing 09-10 as a baseline, increase the Healthy Fitness Zone for the Push Upsto 75% and the Sit N Reach to 70% (10-11 third grade students will establishtheir baseline testing).

Increase student fitness


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Central Elementary

2010-11 Campus Focus

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

Campus Focus #4 Criteria for Success Performance MeasureDecrease office referrals by 10% A, BDecrease incidents of alleged sexual harassment and pre-gang association by10%

A, BIncrease staff and studentsafety.

Campus Focus #? Criteria for Success Performance Measure



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District Supporting Objective #3: Continuously increase operational effectiveness

Campus Focus #5 Criteria for Success Performance Measure3% reduction in electricity usage per month. DDecrease energy consumption.




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District Supporting Objective #4: Continuously increase stakeholder confidence and support of our school system

Campus Focus # 6 Criteria for Success Performance Measure10% increase in PTA membership A10% increase in parent volunteers A10% increase in parent attendance in curriculum/parent ed events A

Increase parent involvement




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2010-2011 campus improvement plan - central

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